Tesol17 Program Book

PROGRAM BOOK
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Houghton Mifflin Harcourt®, HMH®, and Escalate English™ are trademarks or registered trademarks of Houghton Mifflin Harcourt. © Houghton Mifflin Harcourt. All rights reserved. 01/17 MS188263
WELCOME
TESOL Board of Directors (2016–2017)
OFFICERS DIRECTORS
Dudley Reynolds Misty Adoniou John Schmidt TESOL International
President University of Canberra Texas International Education Convention & English
Carnegie Mellon University Canberra, Australia Consortium Language Expo
Qatar Austin, Texas, USA 21–24 March 2017
Doha, Qatar Deborah Crusan Washington State Convention Center
Wright State University Shelley Taylor 705 Pike Street
Ester de Jong Dayton, Ohio, USA Western University Seattle, WA 98101-2310 USA
President-Elect Ontario, Canada
University of Florida Deborah Healey TESOL International
Gainesville, Florida, USA University of Oregon Kyungsook Yeum Association
Eugene, Oregon, USA Sookmyung Women’s 1925 Ballenger Avenue
Andy Curtis University Suite 550
Past President Silvia Laborde Yongsan-Gu, Seoul, Korea Alexandria, VA 22314-6820 USA
Anaheim University Alianza Cultural Uruguay-
Anaheim, California, USA Estados Unidos Rosa Aronson Toll free 888.891.0041
Montevideo, Uruguay Executive Director Outside the US: +1 240.646.7037
Tel. +1 703.836.0774
Alexandria, Virginia, USA
Aya Matsuda Fax +1 703.836.7864
Email: [email protected]
Arizona State University
Web: www.tesol.org
Tempe, Arizona, USA
WWW.TESOLCONVENTION.ORG 1
The American Federation of Teachers salutes the TESOL International
Association, which for half a century has brought together educators, researchers,
administrators and students to advance the profession of teaching English to speakers
of other languages.
TESOL has been the leading voice for best practices in English language teaching
and learning, and has worked to achieve the highest standards of excellence.
Now more than ever, the AFT’s 1.6 million members are working closely with parents
and community partners to preserve public schools as safe places where all children
can find the building blocks of success—including high-quality early childhood
education, an enriching K-12 curriculum that supports bilingual learning, and
affordable access to higher education.
As part of our commitment to English language learners, the AFT worked with PBS
station WETA to launch the Colorín Colorado website. For more than a decade,
ColorinColorado.org has been the nation’s leading source of research-based ELL
information and materials for educators and parents.
The AFT will continue to stand with TESOL members and other professionals as we
nurture our students and build up our diverse communities.
Randi Weingarten Lorretta Johnson Mary Cathryn Ricker

president secretary-treasurer executive vice president
The American Federation of Teachers is a union of 1.6 million professionals that champions fairness; democracy;
economic opportunity; and high-quality public education, healthcare and public services for our students, their families
and our communities. We are committed to advancing these principles through community engagement, organizing,
collective bargaining and political activism, and especially through the work our members do.
TABLE OF CONTENTS
WELCOME
◗◗ Welcome 5
◗◗ 2017 Convention Planning Team 5
◗◗ Week at a Glance 7
◗◗ About TESOL 8
◗◗ New Members & First‑Time Attendee Orientation 8
◗◗ TESOL Organizational Meetings 11
◗◗ Awards, Travel Grants, and Scholarships 12
◗◗ Keynote Speakers 13
◗◗ TESOL in Focus 15
◗◗ The TESOL Classroom of the Future 17
◗◗ Electronic Village and Technology Showcase 19
◗◗ Invited Speaker Sessions 23
◗◗ Coffee Talks With Distinguished TESOLers 25
◗◗ Public Policy and Advocacy 26
◗◗ Research Spotlight 29
◗◗ Best of Affiliate Sessions 30
◗◗ Colloquia & Presentations From Colleague Organizations 31
◗◗ Job MarketPlace 33
◗◗ ELT Leadership Management Certificate Program 34
◗◗ Thank You 36
◗◗ Maps
—— Sheraton Seattle 38
—— Washington State Convention Center, The Conference Center 39
—— Washington State Convention Center 41
◗◗ TESOL Global Partners 45
◗◗ How To Use This Book 46
◗◗ Abstracts 47
◗◗ Poster Sessions 193
◗◗ English Language Expo
—— Classroom of the Future Sessions 205
—— Exhibit Hall Map 206
—— Exhibitor Booth Numbers 207
—— Exhibitor Listings 208
◗◗ Indexes
—— Presenter Index 217
—— Content Area Index 228
◗◗ Notes 254
WELCOME
TESOL 2.0: Engage, 2017 CONVENTION

PLANNING TEAM
WELCOME
Enrich, Empower PROGRAM CHAIR LOCAL CO-CHAIRS
Margi Wald Joan Johnston Nelson
University of California, Trainer and Consultant
Surrounded by the lush, magnificent beauty of the Pacific Berkeley
Northwest, Seattle is a hub of innovation, technology, and Amy Renehan
University of Washington
creativity (home to companies like Boeing, Microsoft, and ASSOCIATE
Amazon) and a mosaic of languages, cultures, and people (ranging PROGRAM CHAIRS Bevin Taylor
from the Native peoples to Scandinavians, African‑Americans to Kathy Lobo Highline College
Asians and Latinos). Brandeis University
Ali Fuad Selvi

It is here that we join together to experience what makes TESOL unique: Middle East Technical
present and future teachers, administrators, researchers, and advocacy University
leaders engaging in conversation about language education and policy;
enriching their knowledge, networks, and professional experience;
and empowering themselves and their students to learn and lead in a TEAM LEADERS
2.0 world.
HOSPITALITY & PRE- AND
The convention offers participants multiple opportunities to develop their ENTERTAINMENT POSTCONVENTION
own English language teaching and learning knowledge with the most Dawn Allen INSTITUTES
up-to-date research and practices alongside a network of colleagues from Renton Technical College Nathanael Rudolph
Mukogawa Women’s
around the world: University
JOB MARKETPLACE
■■ Featured speakers and concurrent sessions drawing from the latest Linda Robinson Fellag
developments in TESOL Community College EDUCATIONAL
of Philadelphia SITE VISITS
■■ Pre- and postconvention institutes comprising in-depth workshops on Sandi Janusch
hot topics in the field University of Washington
POSTER SESSIONS
■■ Doctoral and master’s student forums, encouraging our field’s future Laura Adele Sorocco
Highline College COFFEE TALKS
teachers and scholars to hone their research and presentation skills WITH DISTINGUISHED
TESOLers
■■ The Electronic Village and Technology Showcase, demonstrating
VOLUNTEERS Caroline Payant
the use of current nonprint media resources for language teaching COORDINATOR University of Idaho
and learning Allison Rainville
Independent Consultant/Editor
■■ The Expo Hall, featuring the latest classroom and training materials PREK–12 DAY
Gretchen Fleming
■■ Association, affiliate, and interest section colloquia and business BAG & PROGRAM Edmonds School District
meetings, providing forums for member updates and input DISTRIBUTION
Beth Ankorn
■■ Educational site visits, providing a real-life glimpse into diverse Sacajawea Middle School ROUNDTABLES
educational settings for linguistically and culturally diverse populations AND NETWORKING
SESSIONS
■■ Many social events, allowing for more informal networking, including Jack A. Hardy
the all-TESOL closing celebration on Friday Georgia State University
On behalf of this year’s convention team, we welcome you and invite you
to take advantage of all that TESOL 2017 has to offer. Engage, enrich,
empower yourself, the association, and the field.
Margi Wald, Convention Program Chair
Kathy Lobo, Associate Convention Program Chair
Ali Fuad Selvi, Associate Convention Program Chair
Stop by , located in the Expo Hall
Chat with TESOL Staff and Volunteer Leadership

Meet the TESOL Interest Sections and Affiliates
Enter to win Daily Prizes

Daily Prize Drawings:
Wednesday & Thursday, 3:45 pm
Friday, 2:45 pm
Update your membership
Browse the TESOL Press Bookstore

enjoy 30% off list price!
WEEK AT A GLANCE
MONDAY, 20 MARCH 2017

Registration Hours
WELCOME
Monday. . . . . . . . . 3 pm–6 pm 1 pm–9 pm Preconvention Institutes+
various times
Tuesday . . . . . . . . 7 am–7 pm
Wednesday . . . . . 7 am–5 pm
Thursday . . . . . . . . 7 am–5 pm TUESDAY, 21 MARCH 2017
Friday . . . . . . . . . . 7 am–3 pm 8 am–12 pm Educational Site Visits+
8 am–5 pm Preconvention Institutes+
English Language various times
Expo Hours 8:30 am–4:45 pm Doctoral Research Forum
Wednesday .8:30 am–5:30 pm 8:30 am–4:45 pm Master’s Student Forum
Thursday . . . 8:30 am–5:30 pm 9 am–5 pm Affiliate Workshop
Friday . . . . . 8:30 am–3:30 pm 3:30 pm–5 pm Reception for New Members & First-Time Attendees
5:30 pm–7 pm Opening Keynote: Sherman Alexie
Job MarketPlace
Wednesday . 9:00 am–5:00 pm
WEDNESDAY, 22 MARCH 2017
Thursday . . . 9:00 am–5:00 pm
Friday . . . . . 9:00 am–3:00 pm 8 am–9 am Presidential Keynote: Dudley Reynolds
9:30 am–11 am Affiliate Assembly
11:15 am–12:45 pm Affiliate Colloquium
Join the 12:30 pm–1:45 pm
3 pm–3:45 pm
Poster Sessions
Coffee Talks With Distinguished TESOLers+
Conversation! 4 pm–5 pm Town Meeting
5 pm–6:30 pm Interest Section Open Meetings . . . . . . . . . . . . . . . . . . . . . . see page 11
6:45 pm–8:15 pm Interest Section Open Meetings. . . . . . . . . . . . . . . . . . . . . . . see page 11
#TESOL17 THURSDAY, 23 MARCH 2017

8 am–9 am James E. Alatis Plenary: Guadalupe Valdés
12:30 pm–1:45 pm Poster Sessions
TESOL Press 1 pm–3 pm Interest Section Assembly
Bookstore Hours 3 pm–3:45 pm Coffee Talks With Distinguished TESOLers+
POP-UP BOOKSTORE
(Located in Registration Area) FRIDAY, 24 MARCH 2017
Monday. . . . 3 pm–6 pm
8 am–9 am Friday Keynote: Yong Zhao
Tuesday. . . . 7 am–5:30 pm
12:30 pm–1:45 pm Poster Sessions
TESOL PRESS BOOKSTORE 3 pm–3:45 pm Coffee Talks With Distinguished TESOLers+
(Located in Expo Hall) 5 pm–6:30 pm TESOL Annual Business Meeting
Wednesday. 8:30 am–5:30 pm 7 pm–9 pm TESOL’s Closing Celebration
Thursday. . . 8:30 am–5:30 pm
Friday. . . . . . 8:30 am–3:30 pm SATURDAY, 25 MARCH 2017
8 am–12 pm POSTCONVENTION INSTITUTES+
8 am–12 pm Research Mentoring Workshop+
8 am–5:30 pm PREK–12 DAY+
Concurrent and exhibitor sessions are Wednesday, Thursday, and Friday beginning at
9:30 am each day, with the last session starting at 5 pm.
+ Ticketed Event
ABOUT TESOL
F
or 50 years, TESOL International Association
has been bringing together educators,
researchers, administrators, and students
to advance the profession of teaching English to
speakers of other languages.
With more than 12,000 members representing
160 countries, and more than 110 worldwide affiliates,
TESOL offers everyone involved in English language
teaching and learning an opportunity to be part of
INFORMATION
ASSOCIATION
a dynamic community where professionals like you

connect with and inspire each other to achieve the
highest standards of excellence.
Is this your first TESOL convention?

Are you a new member of TESOL?
The Reception for New Members & First‑Time Attendees is for you.
Tuesday, 21 March, 3:30 pm–5 pm

Washington State Convention Center,
The Conference Center, Tahoma 3-4
There is so much going on with so many

opportunities at the TESOL convention, it
can really help to have someone sort it all
out for you. In much the same way, if you’re
a new TESOL member, it’s very helpful to
learn about all that TESOL International
Association has to offer.
So here is your chance…

◗◗ HEAR from TESOL volunteer leadership ◗◗ CONNECT with other attendees and share
and staff. Ask questions directly to TESOL’s your thoughts about TESOL and the
president and executive director. international convention.
◗◗ MEET the TESOL Ambassadors, veteran ◗◗ WIN something! A drawing will be held at
members of TESOL, and listen to their the end of the reception for some special
helpful suggestions on how to navigate the TESOL prizes.
convention and the many benefits of the
association.
8 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

The
BESTSELLI N G FO U N DATI O NA L
TE X T O N SECO N D L A N GUAG E
TE ACH I N G M ETH O DS
ESL TEACHING
Principles for Success
Revised Edition
YVONNE S. FREEMAN
DAVID E. FREEMAN
MARY SOTO • ANN EBE
A cornerstone text for research-based

second language teaching methods
and practices, the Freeman’s ESL
Teaching: Principles for Success
is now better than ever with the
latest research on best practices for
emergent bilingual students.
Grades K-12
978-0-325-06249-5
2016 • 304 pp • $30.50
Also Available Now from Heinemann

Reading to Learn for ELs Dual Language Education
Dual Language
Motivation Practices and E D U C AT I O N Program Design and Implementation
Comprehension Strategies for
Sonia Soltero
Program Design and Implementation
Informational Texts Sonia W. Soltero
Grades K-12
Ana Taboada Barber
978-0-325-07813-0
Grades 3-8 2016 • 168pp • $21.50
978-0-325-06251-8
2016 • 192pp • $23.50
@HeinemannPub Heinemann.com | P 800.225.5800 | F 877.231.6980

When teachers soar,
so do their students
REACH NEW
HEIGHTS WITH
30% OFF BOOKS
FROM TESOL PRESS
POP-UP BOOKSTORE
(located in Registration)
Monday, 3 pm–6 pm
Tuesday, 7 am–5:30 pm
REGULAR BOOKSTORE
(located in the Expo Hall)
Wednesday, 8:30 am–5:30 pm
Thursday, 8:30 am–5:30 pm
Friday, 8:30 am–3:30 pm
TESOL ORGANIZATIONAL MEETINGS
All meetings listed here are located in the Sheraton Seattle unless otherwise noted (*).
TUESDAY, 21 MARCH
8:30 am–11:30 am Leadership Forum. . . . . . . . . . . . . . Metropolitan B
9 am–5 pm Affiliate Leaders’ Workshop. . . Grand Ballroom A
1 pm–3 pm Interest Section
Leaders’ Workshop. . . . . . . . . . . Grand Ballroom B
1 pm–5 pm TESOL Professional Council
and Committee Meetings. . . . . . . . . . . . . . various
7 pm–9 pm Interest Section Steering
Committee Meetings. . . . . . . . . . Grand Ballroom B
INFORMATION
ASSOCIATION
WEDNESDAY, 22 MARCH
1 pm–3 pm Affiliate Editors’ Workshop. . . . . . . . . . . . . . . 3A*
2 pm–3 pm IS Editors’ Workshop . . . . . . . . . . . . . . . . Ravenna
3 pm–4 pm IS myTESOL Workshop. . . . . . . . . . . . . Capitol Hill
4 pm–5 pm Town Meeting . . . . . . . . . . . . . . . . . . . . . . Issaquah
This meeting will be led by TESOL President
Dudley Reynolds and attended by the Board of Directors
and the Executive Director. The meeting provides a
forum for the membership to ask questions about
TESOL’s professional activities and offer comments and
suggestions relating to current and upcoming activities.
Interest Section Open Meetings THURSDAY, 23 MARCH

5 pm–6:30 pm Applied Linguistics. . . . . . . . . . . . . . . . . . . . . 620* 9:30 am–11:00 am Affiliate Assembly. . . . . . . . . . . . Grand Ballroom A
English for Specific Purposes. . . . . . . . . . . . 618* 1 pm–2 pm Interest Section Assembly. . . . . . . . . . . Willow A
Intensive English Programs. . . . . . . . . . . . . . 615*
Intercultural Communication . . . . . . . . . . . . 611* FRIDAY, 24 MARCH
Nonnative English Speakers in TESOL. . . . 612*
Program Administration. . . . . . . . . . . . . . . . . 613* 5 pm–6:30 pm Annual Business Meeting. . . . . Grand Ballroom D
This meeting is open to all attendees. Members vote
Refugee Concerns. . . . . . . . . . . . . . . . . . . . . . 617*
on resolutions, learn about the state of the association,
Second Language Writing . . . . . . . . . . . . . . 619* and observe the installation of newly elected officers of
Teacher Education. . . . . . . . . . . . . . . . . . . . . . 614* TESOL. Eligible voting members will be wearing badges
Social Responsibility. . . . . . . . . . . . . . . . . . . 616* encoded with the word “member” and will be seated in a
designated area.
Video and Digital Media . . . . . . . . . . . . . . . . 610*
6:45 pm–8:15 pm Adult Education. . . . . . . . . . . . . . . . . . . . . . . . 615*

Bilingual Education . . . . . . . . . . . . . . . . . . . . 610*
Computer-Assisted Language Learning . . . 606*
Elementary Education. . . . . . . . . . . . . . . . . . . 612*
English as a Foreign Language. . . . . . . . . . . 618*
Higher Education. . . . . . . . . . . . . . . . . . . . . . . 616*
International Teaching Assistants. . . . . . . . 613*
Materials Writers . . . . . . . . . . . . . . . . . . . . . . 617*
Secondary Schools. . . . . . . . . . . . . . . . . . . . . 611*
Speech/Pronunciation/Listening. . . . . . . . . 614*
* Washington State Convention Center
AWARDS, TRAVEL GRANTS, AND SCHOLARSHIPS
The TESOL Awards Professional Council thanks the many readers who
volunteered their time adjudicating these awards and the institutional
and university sponsors who support many of the awards.
TESOL is proud to offer the following awards, travel grants, and scholarships:
◗◗ Albert H. Marckwardt ◗◗ TESOL Award for ◗◗ TESOL Research Mini-Grants

Travel Grants Distinguished Research
◗◗ TESOL Virginia French
2017 AWARD WINNER
◗◗ D. Scott Enright TESOL Interest Gary Barkhuizen
Allen Award
Section Service Award
INFORMATION
ASSOCIATION
FEATURED SESSION ◗◗ TESOL/TEFL Travel Grant

The Power of
◗◗ James E. Alatis Award Story for Exploring
for Service to TESOL Language Teacher ◗◗ Professional Development
Identity Travel Grant for Practicing
◗◗ Mary Finocchiaro Award for Wednesday, 22 March, ESL/EFL Teachers
Excellence in Nonpublished 10:30 am–11:15 am; Willow B, presented by Betty Azar
Pedagogical Materials Sheraton Seattle
◗◗ University of Pittsburgh Travel
◗◗ Ruth Crymes TESOL ◗◗ TESOL Teacher of Grant for IEP Instructors
Academies Fellowships presented by the University
the Year Award of Pittsburgh
presented by National
◗◗ Ruth Crymes TESOL Fellowship Geographic Learning
for Graduate Study
2017 AWARD WINNER
2015 AWARD WINNER Rawia Hayik
Namhee Suk FEATURED SESSION
FEATURED SESSION Engaging EFL Writing
A Guide to Implementing Through Participatory
Extensive Reading in ESL/ Documentary
EFL Classrooms Photography
Wednesday, 22 March, 1 pm–1:45 pm; (PhotoVoice) Projects
Juniper, Sheraton Seattle Thursday, 23 March,
2016 AWARD WINNER

10:30 am–11:15 am; Metropolitan A,
Sheraton Seattle DID YOU
Alannah Fitzgerald
FEATURED SESSION
KNOW?
Flexible, Free, and Open Data- ◗◗ TESOL Awards for Every year, TESOL
Driven Learning for the Masses International bestows more
Thursday, 23 March, 1 pm-1:45 pm, Participation at TESOL
Capitol Hill, Sheraton Seattle presented by ETS TOEFL than US$50,000 in
grants, scholarships,
◗◗ TESOL Award for an ◗◗ TESOL Leadership and awards.
Outstanding Paper on Mentoring Program To apply for an award or
NNEST Issues nominate a colleague, go to
presented by Eastern ◗◗ TESOL Professional www.tesol.org/awards
Carolina University Development Scholarships

KEYNOTE SPEAKERS
OPENING KEYNOTE JAMES E. ALATIS PLENARY
SHERMAN ALEXIE GUADALUPE VALDÉS
Tuesday, 21 March 2017 Thursday, 23 March 2017
5:30 pm–7 pm 8 am–9 am
Power and Empowerment: Ruminations of an
An Urban Indian’s Comic, Old Language Teacher
Poetic, and Highly Irreverent In this presentation, Valdés talks about
Look at the World second language acquisition theory and research from the
perspective of a dedicated language teacher. She shares
An event not to be missed! Known for his semiautobiographical
some of what she has learned, tells you where she looked for
writings that illuminate challenges facing American Indians
answers, and invites you to engage with topics that will directly
while promoting cultural expression and social change,
or indirectly inform your practice.
Sherman Alexie presents his take on language, identity,
struggle, perseverance, hope, and respect—all with a heavy Guadalupe Valdés is the Bonnie Katz Tenenbaum Professor of
dose of candor and wit. Education at Stanford University. Much of her work has focused
on the English–Spanish bilingualism of Latinos in the United
Sherman Alexie, author, poet, and screenwriter, connects
States. In addition to her numerous publications and service
readers around the world to the American Indian experience.
on editorial boards, Valdés has worked extensively in teaching,
One of The New Yorker’s 20 top writers for the 21st century,
maintaining, and preserving heritage languages among
Alexie’s novels have won numerous awards. In addition to
minority populations.
writing and speaking, Alexie cohosts a podcast with best-
selling author Jess Walter.
HIGHLIGHTS
PRESIDENTIAL KEYNOTE MORNING KEYNOTE
DUDLEY REYNOLDS YONG ZHAO
Wednesday, 22 March 2017 Friday, 24 March 2017
8 am–9 am 8 am–9 am
PROFESSIONAL English Perils or Promises: Education
Language Teachers in the Age of Smart Machines
in a 2.0 World The world needs globally competent
Educational systems everywhere want to educate more creative and entrepreneurial talents to take advantage of the
students to higher standards while cutting resources for teacher opportunities brought about by technology and globalization.
education and development. Why do they think they can? Why But schools are pushed to produce homogenous, compliant,
do we know they cannot? The 2.0 world prizes nontraditional and employee-minded test-takers, as a result of the traditional
learning, interdisciplinarity, and technology. What do education paradigm. Zhao proposes a new education paradigm
professional English language teachers offer this world? needed for the new world.
Dudley Reynolds is the 2016–2017 president of TESOL and a Yong Zhao is a Foundations Distinguished Professor at the
teaching professor of English at Carnegie Mellon University in University of Kansas and a professor in the Department of
Qatar. His research focuses on the development, assessment, Educational Measurement, Policy, and Leadership at the
and teaching of L2 reading and writing, and he is a passionate University of Oregon. His work focuses on the implications of
believer in the power of ELT professional associations to help globalization and technology on education. An award-winning
teachers and learners. author, he has published more than 100 articles and 20 books.
Don’t miss the deep-dive session with Dr. Zhao at

1 pm, Sheraton Seattle, Grand Ballroom C
Re-Engage Struggling Students!
English 3D® is proven to accelerate academic English language proficiency and prepare students for college
and career with 21st-century content, research-based instructional routines and built-in assessment.
The English 3D language development program was built to support Academic Language Learners, including
Long-Term English Language Learners, Advanced ELL/ELD Students, and Community Dialect Speakers.
Visit Booth #901 to learn more.
Meet Dr. Kate Kinsella

Keynote speaker and author of English 3D
TESOL’s Pre-K–12 day | March 25
Experience English 3D’s eSampler at hmhco.com/english3D

Connect with us: hmhco.com • 800.225.5425
Houghton Mifflin Harcourt
Houghton Mifflin Harcourt®, HMH®, and English 3D® are registered trademarks of Houghton Mifflin Harcourt. © Houghton Mifflin Harcourt. All rights reserved. 01/17 MS188459
TESOL IN FOCUS
What initiatives is your association spearheading to advance the field?

Learn more about special projects and other initiatives at these special
sessions sponsored by TESOL.
All sessions take place at the Washington State Convention Center or the Sheraton Seattle (*).
Wednesday, 22 March Thursday, 23 March

◗◗ Actions and Advocacy ◗◗ Strategies for Writing ◗◗ What School Leaders Need to
in a 2.0 World Successful TESOL International Know About English Learners
PRESENTERS: TBA Convention Session Proposals PRESENTER: Jan Dormer
9:30 am–11:15 am; Grand Ballroom A* 9:30 am–10:15 am; Raveena* 2 pm–2:45 pm; 307
◗◗ Listening to TESOL ◗◗ Flexible, Free, and Open Data- ◗◗ I Want to Write a Book!
Voices: Insider Accounts Driven Learning for the Masses Getting Published With TESOL
of Classroom Life PRESENTER: Alannah Fitzgerald PRESENTERS: Robyn Brinks-Lockwood, Gilda
PRESENTERS: Tim Stewart, Phil Quirke, 1 pm–1:45 pm; Capitol Hill* Martinez-Alba, Gulbahar Beckett, Elizabeth
Tom Farrell, Sarah Rilling, Maria Dantas- Byleen, Margo DelliCarpini, Joseph Lee,
Whitney, Greg Kessler, Fiona Copland, ◗◗ More Than a Native Speaker: Allison Rainville, Ke Xu, Myrna Jacobs,
Sue Garton New Perspectives, New Edition Meghan Moran
2 pm–2:45 pm; 307 PRESENTERS: Don Snow, Maxi-Ann Campbell 2 pm–3:45 pm; Raveena*
1 pm–1:45 pm; 307
◗◗ How to Get Published ◗◗ A Guide to Implementing
in TESOL and Applied Using Corpora for Engaging Extensive Reading in
HIGHLIGHTS
◗◗
Linguistics Journals Language Teaching: Effective ESL/EFL Classrooms

PRESENTERS: Brian Paltridge, Techniques and Activities PRESENTER: Namhee Suk
Ahmar Mahboob PRESENTERS: Dilin Liu, Lei Lei 3 pm–3:45 pm; Ballard*
2 pm–4:45 pm; Grand Ballroom A* 2 pm–2:45 pm; 204 ◗◗ The Summit on the Future of the
◗◗ Beyond Repeat After Me: TESOL Profession Overview
Teaching Pronunciation PRESENTERS: Denise Murray, Sarah Sahr
With Imagination 3 pm–3:45 pm; 304
PRESENTER: Marla Yoshida
3 pm–3:45 pm; 307
Friday, 24 March
◗◗ Pedagogy and Practice for ◗◗ New Ways of Teaching With
Online English Language Humor to Enrich Your Classroom
Teacher Education PRESENTERS: John Rucynski, Jolene
PRESENTERS: Faridah Pawan, Kelly Jaquays, Lisa Leopold, Sara Okello, Nadezda
Wiechart, Amber Warren, Jaehan Park, Pimenova, Caleb Prichard, John Schmidt,
Crystal Howell Seth Streichler
10 am–10:45 am; 307 11 am–11:45 am; 307
◗◗ Empowering TESOL ◗◗ When Teacher-Researchers

Professionals to Lead Get Together, Engagement
in Diverse Contexts Becomes Empowerment
PRESENTERS: Rosa Aronson, Deena Boraie, PRESENTERS: Annie Kantar Ben-Hillel,
Christine Coombe, Suzanne Panferov Valerie Jakar, Bridget Schvarcz
10 am–11:30 am; Ballard* 5 pm – 5:45 pm; 212
JOIN US
Wednesday, 22 March
TESOL: YOUR CONTRIBUTION
TO WORLD PEACE AND
HARMONY
A focus on ELT programmes in the
contexts of military conflicts, racial
tension and refugee situations around the
in Middle East, Africa, and Asia.
Time: 4:00 PM – 4.45 PM
Venue: 613
…………………………......................................………...…
Thursday, 23 March
IMPROVING ENGLISH
IN NATIONAL EDUCATION
SYSTEMS:
LESSONS FROM THE WORLD
Four key lessons from large-scale English
At the British Council, we’re passionate about the English language and
education reform projects in Africa, Asia,
all those who teach it. That’s why we’re delighted to introduce Teaching and the Americas.
for Success, our new approach to professional development for English
Time: 11:30 AM – 12:15 PM
language teachers at TESOL 2017.
Venue: 611
We warmly invite you to join the Teaching for Success
celebratory afternoon tea, on Thursday 23 March, from Booth
TEACHING FOR SUCCESS:
1100. Find you own personalised professional development
pathway: CELEBRATORY AFTERNOON
• Assess your own teaching skills and knowledge across 12
TEA IN THE EXPO HALL
professional practices using the Teaching for Success self- Join us at the British Council booth
assessment tool for a celebratory afternoon tea and
collect your discount for 60+ online CPD
• Hone in on areas for your own professional development using the modules.
British Council’s Teaching for Success framework Time: 12:30 PM – 13:30 PM
• Select one of over 60 low cost self-study modules or fully-tutored Venue: Expo Hall, Booth 1100
online courses, with exclusive discounts available only at TESOL
2017 A CPD FRAMEWORK FOR
• Pick up your copy of the British Council’s new Teaching For Success THE DESIGN OF TEACHER
CPD framework for teachers and for managers at Booth 1100 EDUCATION PROJECTS
Assess your teaching and choose your own personal Discuss and select from 12 professional
professional development pathway at competences and 4 stages of
competence for teachers you work with.
http://bit.ly/TeachingForSuccessTESOL2017
Time: 2:00 PM – 2.25 PM
We are delighted to return as a strategic partner of TESOL International
Venue: 613
Association, in hosting the TESOL 2017 VIP Networking Reception,
Friday 24 March, 6.30 – 7.30 PM.
TEACHING FOR SUCCESS:
The British Council offers its warmest congratulations A GLOBAL APPROACH TO
to our longstanding partner, The International Research CONTINUING PROFESSIONAL
Foundation for English Language Education (TIRF) on DEVELOPMENT
receiving the 2017 TESOL Presidents’ Award.
Visit http://www.tirfonline.org/ Which of the 12 professional practices
are of most relevance to you? Discover
materials from our teacher education
curriculum.
Time: 5:00 PM – 5:45 PM
Venue: 613
THE TESOL CLASSROOM OF THE FUTURE
Now in its 4th year, the “Classroom”

features a new look, including new
sponsors and important sessions on
what’s in store for the future. The
Classroom attempts to answer:
■■ What will a “standard”
classroom look like
5, 10, or even 20
years from now?
■■ What new advances
in pedagogy will be
available?
■■ What sorts
of devices or
technology will
HIGHLIGHTS
teachers and
students be using?
See a list of Classroom of the Future presentations on page 205.
This area in the English

Language Expo The TESOL Classroom of the Future is
features sessions from made possible with support from
your peers as well as
demonstrations of
cutting-edge technology
from sponsors.
Check the TESOL online
program and mobile
app for a complete list
of presentation and
demonstration times.
TESOL | Te a c hing Englis h t o S pe a k e rs
o f O t he r L a ngua ge s
Mary Wong, Ph.D., Field-based Program Director, Myanmar, Winter Term
Bringi ng R e l e v a n t L e a r n in g t o Mu lt ic u lt u r a l S et t in g s
The TESOL programs at Azusa Pacific equip teachers with the vision Programs Offered:
and skills to educate diverse populations of English learners, both locally and
internationally. Graduates have taught around the globe in more than 40
M.A. in TESOL
countries, passionately pursuing their calling to bridge cultural and linguistic Certificate in TESOL
differences and make a meaningful impact in the lives of students.
Certificate in TEFL
• Enjoy engaging, practical training led by experienced faculty.
• Gain valuable teaching tools grounded in a Christian worldview.
• Choose from flexible program formats tailored to meet your needs.
• Study abroad options and conference travel awards available.
On c ampus | F ield - b ase d | O n lin e
Contact us today!
(626) 815-3844 | [email protected] | apu.edu/tesol
901 E. Alosta Ave., Azusa, CA 91702
20747
ELECTRONIC VILLAGE AND TECHNOLOGY SHOWCASE
Visit Convention Center 606–609 for Ideas on Technology and Language Learning!
Electronic Village Technology Showcase Events

Convention Center 608-609 Convention Center 606-607
The Technology Showcase features the CALL-IS
◗◗ CALL for Newcomers Academic Session as well as InterSection
Learn CALL basics from experts and enhance your sessions and a theme-based series of Hot Topics.
teaching with computer resources in this 90-minute New this year is a series of sessions— On the
hands-on introduction to CALL. Cutting Edge: Graduate Student Research Panels.
COORDINATORS: Ellen Doughetry, Many of these sessions will also be webcast on
Pass Now Needed for José Antônio da Silva the Internet.
Admittance to the EV CALL Academic Session:

Ask Us: Free Advice for CALL
◗◗
◗◗
◗◗ Admission to the Technology
The EV is open to all attendees who wish to explore A Call for 21st-Century Reading
Showcase is included in your How can technology be part of a reading lesson?
and learn about using technology, computers,
convention registration fee. How will students profit from learning reading with
software, and websites, or practice what they’ve
◗◗ To visit the Electronic Village technology? Reading is the skill most connected to
learned in Pre- and Postconvention Institutes and
(computer lab) you will need to EV workshops. Our CALL expert volunteers are technology and yet not very directly addressed. This
purchase a US$10 pass, available available to answer questions and share expertise session addresses the different options technology
on-site at registration or at the EV. incorporating CALL into the ES/FL curriculum. offers for teaching and practicing reading.
COORDINATORS: Deborah Healey, Tom Robb COORDINATOR: Claudio Fleury
◗◗ Electronic Village InterSection (CALL With TEIS)

Special Events Technology Fairs Preparing Teachers to Make
HIGHLIGHTS
The Electronic Village (EV) and the
Explore ways to use CALL in your classroom from Intelligent Technology
presenters who are stationed around the EV computer
Technology Showcase are hosted lab space. Discover how your colleagues use the
Decisions in Language Teaching
by the Computer-Assisted Language online materials and the latest technologies. Ask Thursday, 9:30 am–11:15 am
Learning (CALL) Interest Section. questions and get hands-on experience. This event
Conference attendees can explore offers multiple presentation times focusing on ◗◗ Mobile Apps for
computer-based and other technology presentations of interest to specific interest sections.
resources for language teaching and EV Technology Fair Themes include:
Education Showcase
learning in face-to-face classrooms The Mobile Apps for Education Showcase session
◗◗ Mobile Devices provides ESOL teachers with the opportunity to
and online. Highlights include ◗◗ Classroom Use
demonstrate pedagogical uses for their favorite
the latest in CALL technology and ◗◗ Self-Access mobile apps.
teaching, such as presentations and
COORDINATORS: José Antônio da Silva,
demonstrations by teachers, software COORDINATORS: Audra Hilterbran, Tom Robb
Claudio Fleury
and web designers, curriculum
specialists, CALL authors, and other ◗◗ Developers’ Showcase
CALL practitioners. Topics include ◗◗ EV Technology Fair Classics Discover the latest ideas in applied technology for
multimedia, Internet-based resources, EV Fair Classics are repeat performances of ESOL educational settings, including stand-alone
hardware, and mobile technology outstanding presentations from past EV Fairs. Explore software and Internet-based applications. Attend
devices and applications. tried-and-true ways to use CALL in your classroom or this presentation to see unique and original creations
extended classroom. Several presentations will be designed by teachers and researchers.
EV Events Coordinator webcast from the EV Technology Fair Classics.
◗◗ Stephanie
COORDINATOR: Andy Bowman
Korslund, Iowa State COORDINATORS: Christine Sabieh, Maria
University, Iowa, USA Tomeho-Palermino
◗◗ Hot Topics Sessions
EV Managers These panels cover topics that are current in the field
◗◗ Andy
◗◗ EV Mini-Workshops of CALL. Panelists share research around common
Bowman, Wichita State
Get hands-on practice with small groups and an themes such as virtual reality, digital literacy, and
University, Kansas, USA
instructor who specializes in using a particular intelligent CALL.
◗◗ Stephanie Korslund, Iowa State application or Internet-based resource. Space is
University, Iowa, USA limited, so stop by the EV early to sign up.
Find Webcasts of Technology Showcase Events at
◗◗ Justin Shewell, Arizona State
COORDINATOR: Sandy Wagner
University, Arizona, USA http://callis2017.pbworks.com
ELECTRONIC VILLAGE AND TECHNOLOGY SHOWCASE
(continued)
2017 Electronic Village Schedule At-A-Glance (Convention Center 608–609)
An EV pass (US$10) is available when you register on-site or at the EV.
Times Wednesday, 22 March Thursday, 23 March Friday, 24 March
8 am Ask Us: 8 am–8:30 am Ask Us: 8 am–8:30 am Ask Us: 8 am–8:30 am
8:30 am Technology Fair: Mobile Devices* Technology Fair: Classroom Tools* Technology Fair: Classroom Tools*
9 am 8:30 am–9:20 am 8:30 am–9:20 am 8:30 am–9:20 am
9:30 am Ask Us: 9:30 am–10 am Ask Us: 9:30 am–10 am Ask Us: 9:30 am–10 am
10 am Technology Fair: Self-Access* Technology Fair: Self-Access* Technology Fair Classics
10:30 am 10 am–10:50 am 10 am–10:50 am 10 am–10:50 am
11 am Technology Fair: Classroom Tools* Technology Fair: Mobile Devices* Technology Fair: Mobile Devices*
11:30 am 11 am–11:50 am 11 am–11:50 am 11 am–11:50 am
12 pm Ask Us: 12 pm–12:30 pm Ask Us: 12 pm–12:30 pm
CALL for Newcomers
12:30 pm
12 pm–1:30 pm EV Mini-Workshop†
1 pm
EV Mini-Workshop† 12:30 pm–2 pm
1:30 pm
EV Mini-Workshop† 1 pm–2:20 pm
2 pm Ask Us: 2 pm–2:30 pm
1:40 pm–3:10 pm
2:30 pm Technology Fair Classics
2:30 pm–3:20 pm EV Mini-Workshop†
3 pm Ask Us: 3:10 pm–3:30 pm
2:30 pm–4 pm
3:30 pm Technology Fair: Classroom Tools*
EV Mini-Workshop† 3:30 pm–4:30 pm
4 pm Ask Us: 4 pm–4:30 pm
3:30 pm–4:50 pm
4:30 pm Ask Us: 4:30 pm–5 pm
EV closed after 5 pm EV closed after 4:30 pm
CALL-IS Open Meeting SEE YOU NEXT YEAR!
5 pm & Steering Committee Election Electronic Village closed after 5 pm TESOL Annual Business Meeting
HIGHLIGHTS
6:45 pm–8:15 pm 5 pm–6:30 pm

in Convention Center 606-607
2017 Technology Showcase Schedule At–A–Glance (Convention Center 606–607)

Times Wednesday, 22 March Thursday, 23 March Friday, 24 March
8 am
Hot Topics* Hot Topics* Hot Topics*
8:30 am
8 am–9:20 am 8 am–9:20 am 8 am–9:20 am
9 am
9:30 am
CALL-IS/TEIS InterSection MWIS/PAIS/CALL-IS InterSection
10 am CALL-IS Academic Session
Preparing Teachers to Make Intelligent Meeting Today’s Needs and
A Call for 21st Century Reading
10:30 am Technology Decisions in Language Teaching Tomorrow’s Realities for ELT Materials
9:30 am–11:15 am
9:30 am–11:15 am 9:30 am–11:15 am
11 am
11:30 am On the Cutting Edge: On the Cutting Edge:
Hot Topics*
12 pm Graduate Student Panel Graduate Student Panel
11:30 am–12:50 pm
12:30 pm 11:30am–1 pm 11:30 am–1:10 pm
1 pm
1:30 pm The Electronic Village Online:
Mobile Apps for Education Showcase Hot Topics*
Best of 2016
2 pm 1 pm–2:45 pm 1:30 pm–2:50 pm
1:20 pm–2:50 pm
2:30 pm
3 pm On the Cutting Edge:
3:30 pm EFL-IS/CALL-IS InterSection Graduate Student Panel
Developers’ Showcase
EFL Learners Empowered Through CALL 3 pm–4:30 pm
4 pm 3 pm–4:50 pm
3 pm–4:45 pm
4:30 pm Tech Showcase Closed
SEE YOU NEXT YEAR!
Technology Showcase closed after 5 pm
MAPS
Technology Showcase closed after 5 pm TESOL Annual Business Meeting

5 pm CALL-IS Open Meeting 5 pm–6:30 pm
EV 2018 Planning Meeting:
& Steering Committee Election
5:30 pm–7 pm TESOL’s Closing Celebration
6:45 pm–8:15 pm
7 pm–9 pm
* Note that specific themes are subject to change. Please see the CALL-IS EV Program Book included in your bag for more information.
† Please visit the EV ahead of time to pick up a free ticket. First come, first served. Limited to 20 seats.
Key for abbreviations: EV = Electronic Village; Ask Us = Ask Us: Free Advice for Call.

The Electronic Village Online: The Classroom of the Future
Best of 2016 Located in the Exhibit Hall, the Classroom of the Future will
For 5 weeks in January and February, participants include a showcase of the future of classroom design, technology,
and ESOL experts engage in collaborative, online and pedagogy. See session titles and descriptions on page 205.
discussion or hands-on virtual workshops of
professional and scholarly benefit. These 5-week
sessions allow a fuller development of ideas than is The Electronic Village Schedule
possible in convention sessions.
is Available Online
EVO sessions are sponsored by a TESOL interest
section or affiliate, an IATEFL special interest group, Visit http://call-is.org/ev/schedule.php
or other groups or affiliates. Sponsors provide no or scan this code with a QR-enabled mobile device:
financial support.
Selected Technology Showcase events
Come to the EVO session in the convention center, will be webcast at
606–607, on Wednesday, 1:20 pm, or visit
http://callis2017.pbworks.com
http://evosessions.pbworks.com/
#evosessions
HIGHLIGHTS
More critical thinking.
More college skills.
A fresh approach to EAP.
Come learn about the newest
integrated skills series.
Booth 700
INVITED SPEAKER SESSIONS
Find abstracts for these sessions in the program under the date and time for each session.
All sessions take place in the Sheraton Seattle, Grand Ballroom C, unless otherwise noted.
What the
Research Shows
◗◗ Teaching and Assessing
Vocabulary: What the
Research Shows
PRESENTERS: Sam Barclay, Averil
Coxhead, Keith Folse, Dee Gardner,
Diane Schmitt, Norbert Schmitt
Wednesday, 22 March,
9:30 am–11:15 am
◗◗ Teaching L2 Reading:
What the Research Shows
PRESENTERS: Neil J Anderson, Thursday, 23 March Friday, 24 March
William Grabe, Xiangying Jiang, ◗◗ Shifts in ESL Teacher ◗◗ Multicultural Capital:
Fredricka Stoller, Cui Zhang
Professional Expertise Connecting People, Families,
Thursday, 23 March,
10:30 am–12:15 pm for the 21st Century and Work in the 21st Century
HIGHLIGHTS
PRESENTER: Aida Walqui PRESENTER: Sylvia Acevedo
◗◗ Teaching and Responding 9:30 am–10:15 am 9:30 am–10:15 am
to L2 Writing: What the
Research Shows ◗◗ Engaging Multilingualism in ◗◗ Fear Not the Virtual Classroom:
PRESENTERS: Michelle Cox, Dana ESOL Classrooms: Toward Student Engagement
Ferris, Ann Johns, Christina Ortmeier- Culturally Linguistically in Online Learning
Hooper, Christine Tardy Sustaining Pedagogy PRESENTERS: Gena Bennett, Meredith
Friday, 24 March, PRESENTER: Shondel Nero Bricker, Maggie Sokolik, David Wiese
10:30 am–12:15 pm 1 pm–1:45 pm 1 pm–2:45 pm; Metropolitan B
◗◗ Perils and Strategies in ◗◗ Retirement With TESOL 2.0:
Wednesday, 22 March Retention/Completion Within Engaging, Enriching,
◗◗ High School ELLs at Community College IEPs Empowering Ourselves
Risk: Neither College PRESENTER: Jose Carmona and Others
nor Career Ready 2 pm–2:45 pm PRESENTERS: Leslie Barratt, Zakia Sarwar,
Betty Ansin Smallwood, Beth Witt
PRESENTER: Yasuko Kanno Teacher Development Through
◗◗
1 pm–2:45 pm; Sheraton Seattle,
1 pm–1:45 pm Teachers’ Associations: Lessons Grand Ballroom D
A Memorial Panel on the Life From Africa and Beyond
Deep Dive: “Perils or
◗◗
◗◗
and Legacy of Braj Kachru PRESENTERS: Okon Effiong, Aymen Elsheikh
Promises: Education in the
PRESENTERS: Suzanne Hilgendorf, Ahmar 3 pm–3:45 pm
Age of Smart Machines”
Mahboob, Aya Matsuda, Shikaripur Sridar,
Bedrettin Yazan PRESENTER: Yong Zhao
4 pm–5:45 pm 1 pm–3:45 pm
MASTER’S PROGRAMS
IN EDUCATION
The University of Miami Department of Teaching and Learning Application Process

has three new Master’s programs specializing in education.
Application is made through the
The programs focus on Teaching English to Speakers of Other
Graduate School online at:
Languages (TESOL), or Bilingual/Biliteracy Development in
Spanish for dual language teaching, or Special Education. The
https://www.applyweb.com/mi-
programs require 30-36 credits for completion; general
amigrd/index.html
information can be found below.
Application Deadline:
Teaching English to Speakers of Other
Languages (TESOL) Online Program Fall Deadline - June 1
Spring Deadline - November 1
The primary market for this program is teachers in Pre-K-16
contexts—English as a Second Language (ESL) specialists or Contact Information
mainstream content area teachers who work with English
language learners (ELLs) in the U.S. – “Teaching English as a For more information, please our
Second (ESL) Language” ONLINE PROGRAM with some graduate admissions coordinator:
face-to-face meetings
Ms. Lois Heffernan
Max Orovitz Building
Bilingual/Biliteracy Development in 1507 Levante Avenue – Suite 311
Spanish Online Program Coral Gables Florida 33124
305.284.2167 phone
The primary market for this program is U.S. teachers in 305 284-9395 fax
Pre-K-12 settings who wish to boost their proficiency in [email protected]
Spanish and teach in dual language learning (DLL) contexts.
Typically DLL ends in 5th or 6th grade. There is a recent and
progressive push for biliteracy and bilingualism which
requires biliteracy in middle and high school grades, across
content areas. Some Spanish language courses may be
required, depending on proficiency. ONLINE PROGRAM with
some face-to-face meetings
Special Education Progam

The primary market for this program is for Bachelor degree
holders who teach or wish to teach in K-12 contexts- general
education teachers in inclusive classrooms, special education
teachers, or special education program specialists.
EDUCATION.MIAMI.EDU
COFFEE TALKS WITH DISTINGUISHED TESOLERS
Renew your energy with a light snack and gather with
a small, casual group of colleagues to discuss a current
topic of interest with a leading TESOL expert.
Each coffee topic is limited to nine attendees. Coffee talks will take place 3 pm–
3:45 pm Wednesday–Friday in the Sheraton Seattle. Tickets are not transferable
and are only valid for the coffee printed on each ticket. A light snack is provided.
All coffees are US$45. Tickets to Coffee Talks With Distinguished TESOLers that are
not sold in advance can be purchased on-site at the TESOL registration desk.
Wednesday, 22 March 2017

Session # Host Topic
CT#1 Amanda Baker Pronunciation Pedagogy and Teacher Development in TESOL
CT#2 Sarah Benesch Pedagogy and Emotions: Exploring English Language Teachers’ “Emotion Labor”
CT#4 Luciana de Oliveira A Language-Based Approach to Content Instruction: Scaffolding in K–12
CT#7 Kim McDonough Using Collaborative Writing Activities in EFL Contexts
CT#8 Priyanvada (Priya) Abeywickrama Classroom Assessment: Engaging Teachers, Enriching Practices, and Empowering Students
CT#9 Elaine Tarone Relationship Between Alphabetic Print Literacy and Oral English Language Acquisition
CT#25 Okim Kang Teaching Listening and Speaking in EFL/ESL Contexts
Thursday, 23 March 2017

HIGHLIGHTS
CT#6 Ahmar Mahboob Getting Your Work Published
CT#10 Neil J Anderson Engaging in Motivational Teaching Practices
CT#11 Donna Brinton Integrating Content and Language: A Flexible Architecture
CT#12 Anne Burns Exploring the Teaching of Speaking
CT#13 Ann Johns Teaching Genres to Secondary and University Students
CT#14 Karen Johnson Second Language Teacher Education
CT#15 Ryuko Kubota Seeking Welfare in TESOL: Social and Individual Engagement
CT#16 Stephanie Lindemann Sociolinguistics and Pronunciation Teaching
CT#17 David Nunan From the Classroom to the Wider World
CT#18 Randi Reppen Developing Learner Resources Using Corpus Linguistics
CT#28 Fernando Fleurquin How Does Your IEP Reflect the Needs of Your Stakeholders?
Friday, 24 March 2017

CT#3 Peter De Costa The Power of Identity and Ideology in TESOL
CT#5 Tom Farrell Reflective Practice for Language Teachers
CT#19 Nancy Bell Integrating Humor Into the L2 Classroom: How and Why
CT#20 Liying Cheng Bridging Language Testing and Assessment in the Classroom
CT#21 Andy Curtis Learning to Lead in Language Education
CT#22 Scott Douglas Inquiry Supported Content-Based English Language Teaching and Learning
CT#23 Eli Hinkel Teaching Grammar Constructions for Speaking and Writing
CT#24 Jane Hoelker Multiple Literacies in Practice
CT#26 Joseph LoBianco Language Planning: What Is It? Can and Do Teachers Do It?
CT#27 Manka Varghese Raciolinguistics and Language Teacher Identity
PUBLIC POLICY AND ADVOCACY
What are some of the new education initiatives coming out of Washington, DC? What is
happening with legislation impacting K–12 education, adult education, and immigration
reform? To answer these and other questions, TESOL International Association has arranged
for speakers from the U.S. Departments of Education, State, Homeland Security, and Justice,
and other experts to present information on education laws, policies, and initiatives impacting
English language teaching and learning.
All of the following sessions take place in the Washington State Convention Center.
National Advocacy and Policy

Wednesday, 22 March
◗◗ U.S. Federal Education and
Language Policy Update
An overview of the legislative proposals and federal initiatives
TESOL International Association is monitoring
9:30–11:15 am; 602
◗◗ Scams That Target Your Students:
Tips and Tools for Educators
FEATURING: Speakers from the U.S. Federal Trade Commission
11:30 am–12:15 pm; 602
HIGHLIGHTS
◗◗ Presentation From the Office for

English Language Acquisition
1 pm–2:45 pm; 602
Thursday, 23 March
◗◗ National and State Initiatives in Adult ESOL Friday, 24 March
FEATURING: Speakers from the U.S. Department of Education’s ◗◗ Hot Topics in Enrollment, Visas,
Office of Career, Technical, and Adult Education
SEVP, and Advocacy for IEPs
9:30 am–11:15 am; 602 FEATURING: Representatives from English USA and the
◗◗ ESSA and ELLs: What TESOL University of Alabama English Language Institute
Professionals Need to Know 9:30 am–11:15 am; 602
FEATURING: TESOL International Association staff offering an ◗◗ WIOA 101: An Overview of
overview of the new federal legislation’s effects on ELLs
Opportunities for Adult ELLs
11:30 am–12:15 pm; 602 FEATURING: TESOL International Association staff
◗◗ Special Public Policy Session: ELLs, 11:30 am–12:30 pm; 602
Immigrant Students, and U.S. Law ◗◗ Hot Topics and Updates From SEVP
FEATURING: Representatives from the Office of Civil Rights
FEATURING: Representatives from the Student and Exchange
at the U.S. Departments of Education and Justice, and the
Visitor Program, U.S. Department of Homeland Security
Migrant Legal Action Program
1 pm–4:45 pm; 602 1 pm–1:45 pm; 602
◗◗ Early Childhood Education Policy Update
MAPS
FEATURING: TESOL International Association Staff

3 pm–3:45 pm; 604

Washington State
Advocacy and Policy
Wednesday, 22 March
◗◗ High School Newcomer Students
in Seattle: Student Voices
FEATURING: Seattle Public Schools students
and administrators
11:30 am–1:15 pm; 603
Thursday, 23 March
◗◗ Survey of Washington State
Initiatives in Support of ELLs
FEATURING: Speakers from the Washington
State Office of Superintendent of
Public Instruction
9:30 am–11:15 am; 603
◗◗ Using Open Educational Resources
to Create ESL Instructional Materials
FEATURING: Speakers from the
Washington State Board for Community U.S. Citizenship and Naturalization
and Technical Colleges The Office of Citizenship at the U.S. Department of Homeland
Security is sponsoring a series of special sessions and workshops
HIGHLIGHTS
9:30 am–11:15 am; 603
with information and resources on the naturalization process in
◗◗ Washington’s I-DEA: Flipping the United States.
Instruction for Adult ELLs
FEATURING: Speakers from the
Washington State Board for Community Wednesday, 22 March
and Technical Colleges
◗◗ Becoming a U.S. Citizen: The Naturalization Process
1 pm–2:45 pm; 603
2 pm–2:45 pm; 603
Friday, 24 March ◗◗ Improving Listening Skills for the
◗◗ Serving ELLs Under ESSA: Naturalization Process
Details for State Plans 4 pm–4:45 pm; 603
FEATURING: Speakers from the National Council
of State Title III Directors Friday, 24 March
2 pm–3:45 pm; 602 ◗◗ The U.S. Naturalization Test: Teaching Objectives
11:30 am–12:15 pm; 603
◗◗ An Overview of the Guide on Adult
Citizenship Education Content Standards
10:30 am–11:15 am; 603
Public Policy and Advocacy sessions are sponsored by
new! new! new! new!
Visit us in Booth 731

Look for our exhibitor sessions on: booth 731 e vents
March 22, 9:30-10:15 am, Room 615
Academically Speaking: Flipping the Speaking Classroom Meet the Author Coffee Hours:
Robyn Brinks Lockwood March 22, 10:30-11:30 am
March 22, 2:00-2:45 pm, Room 613 Robyn Brinks Lockwood
Guiding International Students through the Research Paper March 23, 10:30-11:30 am
Janine Carlock M. Ann Snow & Donna Brinton
March 24, 11:30 am-12:15 pm, Room 612 March 24, 10:00-11:00 am
16 Keys to Teaching ESL Grammar and Vocabulary Keith Folse
Keith Folse
new edition! coming soon! new editions!
www.press.umich.edu/elt/
RESEARCH SPOTLIGHT
TESOL is strongly committed to research as a way to improve professional knowledge and inform
classroom practice. TESOL’s Research Professional Council (RPC) created the following sessions,
which are led by experienced researchers. Anyone interested in research is encouraged to attend.
Find abstracts for these sessions in the program book under the date and time for each session.
All of these sessions are in the Sheraton Seattle.
Wednesday, 22 March
RESEARCH COLLOQUIUM A
10 am–11:45 am; Issaquah
◗◗ What Kinds of Research for
What Kinds of Practice?
PRESENTERS: Judy Sharkey, Anne
Burns, Sue Starfield, Rodney Jones, Tina
Proulx, Wendy Perron
TESOL AWARD FOR

DISTINGUISHED RESEARCH
10:30 am–11:15 am; Willow B
◗◗ The Power of Story for
Exploring Language
HIGHLIGHTS
Teacher Identity
PRESENTER: Gary Barkhuizen Thursday, 23 March Saturday, 25 March
TESOL RESEARCH AGENDA FAIR RSC WORKSHOP

RESEARCH COLLOQUIUM B
9:30 am–11:15 am; Issaquah 8 am–12 pm; Issaquah
3 pm–4:45 pm; Raveena
◗◗ Conducting Research at
◗◗ Reflecting Forward: Critical ◗◗ Research Mentoring Workshop
English Language Centers: Literacy in TESOL Research This session is designed to support novice
PRESENTERS: Theresa Austin, Deena Boraie, researchers in their study. A panel of RPC
Administrator Perspectives Rachel Grant, Lucilla Lopriore members and an invited speaker briefly
PRESENTERS: Peter De Costa, introduce aspects of research design.
Suzanne Panferov, Sue Starfield, Alan 2016 TESOL MINI-GRANT RECIPIENTS: Participants in small groups discuss
Juffs, Susan Glass Allison Briceno, Liv Davila, Monica Gonzalez
the topics, relating them to their own
experience. The invited speaker draws
JOINT SESSION WITH NABE conclusions.
2 pm–3:45 pm; Issaquah FACILITATORS: Neil J Anderson, Rachel
Grant, Lucilla Lopriore, Rebeca Elena
◗◗ NABE at TESOL: Examining Tapia Carlin, Patrick Chin Ng
Linkages Between Identity
and Language Learning
PRESENTERS: Theresa Austin, Marjorie
Haley, Sylvia Sanchez, Anita Pandey, Rachel
Grant, Peter De Costa, Minh-Anh Hodge
BEST OF AFFILIATE SESSIONS
The Best of Affiliate sessions are chosen from submissions from TESOL affiliates. Affiliates
are encouraged to submit sessions that showcase their members and the topics they are
discussing. Finds abstracts for these sessions in the program book under the date and time
for each session; all sessions are hosted in the Washington State Convention Center unless
otherwise noted.
TESOL ARABIA BELTA

◗◗ Mindfulness Strategies ◗◗ Reconsidering
for the ELT Classroom Conceptual Paradigms
PRESENTER: Christine Coombe in English Studies
22 March, 9:30 am–10:15 am; 612 PRESENTER: Arifa Rahman
23 March, 2 pm–2:45 pm; 210
BC TEAL
OREGON TESOL
◗◗ Breadth of Vocabulary
Thresholds Supporting ◗◗ Examining Cultural
Postsecondary Reading Assumptions Through
AFFILIATE COLLOQUIUM and Writing Dialogue, A Human
◗◗ Equal Partners— PRESENTER: Scott Douglas Library Inspired Project
Equal Opportunities 22 March, 10:30 am–11:15 am; 210 PRESENTER: Becki Quick
23 March, 11:15 am–12:45 pm; 23 March, 3 pm–3:45 pm; 210
HIGHLIGHTS
Grand Ballroom A, Sheraton Seattle
MITESOL
Successful examples of partnerships MATSOL
◗◗ Awareness, Recognition,
and collaboration among associations
and Production of ◗◗ Bilingualism Is a
are becoming more common in the
Speech Acts Gift (BiG) ESL/SPED
TESOL affiliate community. This
colloquium discusses experiences and PRESENTER: Sara Okello Collaborative Campaign
22 March, 3 pm–3:45 pm; 210 PRESENTER: Lauren Harrison
models of affiliates’ partnerships and
collaborations between affiliates or 24 March, 10:30 am–11:15 am; 210
between an affiliate and other types of ARTESOL
organizations and discusses how this INTERMOUNTAIN TESOL
collaboration has impacted affiliates. ◗◗ Teaching With Mobile
Devices: Some Practical ◗◗ Motivating and Teaching
PRESENTERS: Grazzia Maria Mendoza, HELTA
Honduras TESOL; Ulrich Schrader, MEXTESOL;
Ideas and Considerations Students to “Own”
Christine Coombe, TESOL Arabia; Naziha Ali, PRESENTER: Maria Camijo Their Writing
TESOL Arabia; Susan Spezzini, Alabama- 22 March, 4 pm–4:45 pm; 210 PRESENTER: Mornie Merrill
Mississippi TESOL (AMTESOL)
24 March, 11:30 am–12:15 pm; 210
MAPS

COLLOQUIA & PRESENTATIONS
FROM COLLEAGUE ORGANIZATIONS
Find abstracts for these sessions in the program book under the date and time for each session.
All sessions are in the Washington State Convention Center, Room 604.
◗◗ Supporting IEP Student

Retention and Success
Through Comprehensive
Services
Sponsored by NAFSA: Association of
International Educators
22 March, 9:30 am–10:15 am
PRESENTER: Joann Ng Hartmann
◗◗ Integrating Science
and Language for ALL
Students: Web of Life
Sponsored by the National Science
Teachers Association (NSTA)
22 March, 10:30 am–11:15 am
PRESENTER: David Crowther
◗◗ Supporting Networks for ◗◗ Building Assessment Into

ELL Success: Resources and
Everyday Activities
Approaches From WIDA
HIGHLIGHTS
Sponsored by the International
Sponsored by WIDA Language Testing Association (ILTA)
23 March, 9:30 am–10:15 am 23 March, 11:30 am–12:15 am
PRESENTER: Jesse Markow
PRESENTER: Anthony Green
◗◗ Making the Case ◗◗ Online Language Teacher
for Languages Education: Participants’
Sponsored by the American Perceptions and Experiences
Council for the Teaching of Foreign
Languages (ACTFL) Sponsored by The International
Research Foundation for English
23 March, 10:30 am–11:15 am Language Education (TIRF)
PRESENTER: Barbara Mondloch
24 March, 1 pm–2:30 pm
PRESENTER: Ryan Damerow
Master your
ability to educate
EARN A POSTGRADUTE TESOL
QUALIFICATION WHILE YOU WORK
UOW offers a range of TESOL postgraduate courses, covering a

number of key theories in ESL/EFL teaching and providing an
in-depth focus on specialized areas such as second language
learning, grammar and pronunciation pedagogy, assessment
and CALL. You can also choose to undertake a supervised
professional experience placement in an ESL classroom.
UOW offers flexible course delivery from leading education

experts. You can choose online or intensive face-to-face
learning, or a combination of both, so you can balance
study with full-time teaching.
go.uow.edu.au/master-ed Stands for purpose
Earn Your
MA-TESOL
• Excellent and well-rounded
teacher preparation
• Integration of theory and practice
• Hands-on teaching experience
• Optional K−12 certification
spu.edu/tesol
PROFESSIONAL DEVELOPMENT
MARKETPLACE
Looking for a job? Have jobs to fill? Curious about
trends in English language teaching employment?
Don’t miss the Job MarketPlace at the TESOL
convention in the Expo Hall.
Every year, recruiters and job seekers from all over the world
BACK BY POPULAR meet at Job MarketPlace to fill a variety of English language
DEMAND: education jobs available worldwide: long and short term;
teaching and administrative; public and private; Pre-K–12,
◗◗ CV/ RÉSUMÉ REVIEWS
adult, and higher education.
➜ START HERE: www.tesol.org/jmp
Registered Recruiters* JOB SEEKERS

◗◗ Bilkent University, School of
English Language ◗◗ Construct or upload ◗◗ Meet recruiters and
◗◗ Educational Testing Service (ETS) electronic CVs/résumés interview face‑to-face
◗◗ Raytheon ◗◗ Search jobs online ◗◗ Network with other
◗◗ Southern University of Science professionals in the field
and Technology ◗◗ Request interviews online
Sultan Qaboos University ◗◗ Get your CV/résumé
PROFESSIONAL
◗◗
Maintain a personal
DEVELOPMENT
◗◗
Vinnell Arabia reviewed
◗◗
calendar of scheduled
◗◗ Westminster Public Schools interviews ◗◗ Attend presentations
◗◗ Xi’an Jiaotong-Liverpool given by recruiters
University
◗◗ Yasar University School
of Foreign Languages
*as of printing
FREE admission to Job MarketPlace
with your paid convention registration.
Only registered convention attendees may interview in the
Job MarketPlace. Even if you have not registered with the
Job MarketPlace, feel free to stop by and browse through the
jobs, and see which companies and institutions have come to
recruit: You never know what you might find.
PROFESSIONAL DEVELOPMENT
ELT Leadership Management

Certificate Program
The ELT Leadership Management Certificate Program (ELT LMCP) provides quality
professional development and leadership training for ELT professionals in their current or
future leadership, administrative, or management roles in various kinds of ELT organizations
and institutions. This program is open to TESOL members and nonmembers.
To earn the 10-hour certificate, participants must complete a 7-hour required workshop and
two 90-minute elective workshops (3 hours total). All workshops must be completed at the
2017 TESOL convention.
FEES: US$300 for members, US$375 for nonmembers
ELT LMCP Registration Terms

Enrollment is limited to 100 participants for the
7-hour required workshop; all other workshops
are limited to approximately 35 participants.
Participants will be admitted to the ELT LMCP
on a first-come, first-served basis. Prepurchased
tickets can be picked up on-site at the registration
area of the convention center.
NOTE: The updated Leadership

PROFESSIONAL
DEVELOPMENT
Development Certificate Program

(LDCP) provides training for TESOL
members (membership required)
interested in developing their
knowledge and skills as current
or future leaders within TESOL
International Association. The LDCP
is now offered as an online self-
study program. The TESOL website
has information about all of TESOL’s
certificate training programs at
www.tesol.org/leadershiptraining.

REQUIRED ELT LMCP WORKSHOP
◗◗ LMCP: Leadership and Management Fundamentals

Tuesday, 21 March, 9 am–5 pm
This interactive workshop focuses on three key areas of leadership and
management: qualities of effective leaders, strategic planning, and
leadership for teacher change (supervision).
WORKSHOP LEADERS: Neil J Anderson, Brigham Young University,
Hawaii, USA; Fernando Fleurquin, University of North Texas, Texas, USA;
Christine Coombe, Dubai Men’s College, United Arab Emirates
REQUIRED ELECTIVE WORKSHOPS (choose two)
◗◗ LMCP1: Financial ◗◗ LMCP3: How to Run ◗◗ LMCP5: Effective

Planning: Budgets Effective Meetings Time Management
and Course Costing Thursday, 23 March, 9:30 am–11 am Strategies for ELT
Wednesday, 22 March, 9:30 am–11 am This workshop focuses on the Leaders/Professionals
This workshop provides an essential components of organizing Thursday, 23 March, 3 pm–4:30 pm
introduction to budgeting and and running a good meeting from the
This workshop focuses on the skills,
course costing. ELT professionals perspective of working as a team.
strategies, and tools you need to
who are not familiar with financial Participants discuss setting agendas,
more effectively manage your time.
concepts will be able to prepare and establishing priorities, keeping the
Workshop participants explore
understand institutional or program meeting on track, and dealing with
their current definitions and uses of
budgets and to determine the cost of difficult people.
time, learn about the most common
a course or program. WORKSHOP LEADER: Richard Robison, time wasters, and review the most
Azusa Pacific University, California, USA
WORKSHOP LEADER: successful time management
Fernando Fleurquin, University of strategies identified in the literature.
North Texas, Texas, USA ◗◗ LMCP4: Facilitating Groups WORKSHOP LEADERS:
Christine Coombe, Dubai Men’s
and Building Teams
PROFESSIONAL
DEVELOPMENT
College, United Arab Emirates;
◗◗ LMCP2: Hiring Essentials Thursday, 23 March, 11:30 am–1 pm Justin Shewell, Arizona
Wednesday, 22 March, 12:30 pm–2 pm This workshop focuses on the skills State University, Arizona, USA;
This workshop focuses on the skills you need to facilitate groups and Mashael Al-Hamly, Kuwait University,
you need to recruit and vet applicants build teams. Workshop participants Kuwait
for positions in your organization. consider the advantages and
Workshop participants consider disadvantages of working in
how to match the skills required for teams and groups, examine what
specific positions with appropriate characteristics make a good team,
applicants in order to find the right understand the dysfunctions of teams,
persons for the jobs. and review team leadership functions.
WORKSHOP LEADER: Renee Feather, WORKSHOP LEADER: Renee Feather,
Educational Consulting Services, LLC, Educational Consulting Services, LLC,
Colorado, USA Colorado, USA
THANK YOU
TESOL would like to thank the following reviewers and interest section leaders who helped
with the adjudication process for all concurrent and poster proposals. (Interest section leaders
are indicated in bold.)
Randa Abdelmagid Susan Bleyle Eva A. Combs Hilal Ergul Olga Griswold Najma Janjua
Mohamed Elsagheer Heather Boldt Catherine Condon Madden Zohreh Eslami Janet Gross Melina Jimenez
Abdulrazak Suzanne Bonn Robert Connor Bettney Esther Denise Maria Guarino Melanie Jipping
Paul Abraham Steven Bookman Alma L. Contreras-Vanegas Mohammad Etedali De Felice M. Karen Jogan
Shahid Abrar-ul-Hassan Lisa Bourial Jane Conzett Beth Evans Nilufer Guler Brianna Johnson
Shady Abuyusuf Elizabeth Bowles Amy Cook Jacqueline Evans Margret M. Guntren Kerry Johnson
Kristine Adams Cristin Boyd Ayanna Cooper Doreen Ewert Christine Guro Mark Johnson
Jayme Adelson-Goldstein Donette Brantner-Artenie Todd Cooper Drew Fagan KyongYoung Ha Stefanie Johnson
Natasha Agrawal Rosa Brefeld Elizabeth Corah-Hopkins Rhoda Fagerland Mary Beth Haan Kathleen Margaret
Yoo Young Ahn Colleen Brice Kelly Costner Anne Fairbrother Debbie Hadas Johnson Scholl
Khalid Al Hariri Robyn Brinks Lockwood Elena Cotos Mariah Fairley Elizabeth Haga Duff Johnston
Al Tiyb Al khaiyali Elise Brittain Sandra Cox Ming Fang Iftikhar Haider Camille Jones
Jalal Albaqshi Toby Brody Janay Crabtree David Fay Helena Hall Tamara Jones
Moises Elias Alcantara Alan Broomhead Cathryn Crosby Miguel Fernandez Andy Halvorsen Terry Jordens
Ayre Joy Brown Deborah Crusan Shanan Fitts Laura Hamman Mary Jorgenson Sullivan
Julie Alemany Meriam Brown Tunde Csepelyi Claudio Fleury Sasse Pascal Hamon Jin Kyeong Jung
Nawwaf Alhazmi Shirley Brown Brenda Custodio Monika Floyd Julie Hanks JoAnn Jurchan-Rizzo
Naziha Ali Stacy Brown José Antônio da Silva Gladys Focho Lindsay Hansen Madhav Kafle
Amany H. AlKhayat Udambor Bumandalai Jennifer Daniels Anne Marie Foerster Luu Christopher Hastings DJ Kaiser
Danilo Alpizar Lobo Lucy Bunning Peter De Costa Dayna Ford Melissa B. Hauber-Ozer Hee-seung Kang
Jawharah Alruwais John Bunting Carlos De la Paz Arroyo Douglas Forster Rebecca Haymore Seong-Yoon Kang
Khalid Al-Seghayer Jessica Burchett Lidiana de Moraes Jill Fox Jerri Haynes Fares Karam
Jenna Altherr Flores Debra Burgess Patricia De Oliveira Lucas David Freeman Graciela Helguero-Balcells Michael Karas
Aaron Alvero Morag Burke Sandra de Rezende Yvonne Freeman Andrea Hellman Eva Kartchava
Mokhtar Al-Zuraiki Walton Burns Nitzie De Sanley Debra Friedman Christyann Helm Nagwa Kassabgy
Maria Ammar Michael Burri Andrea De Toledo Jing Fu Sheri Henderson Hayriye Kayi-Aydar
Yukari Amos Robert W. Bushong Karin deJonge-Kannan Donna T. Fujimoto Sarah Henderson Lee Kenneth Kelch
Poonam Anand Linda Butler Saundra Deltac Sunao Fukunaga Joel Heng Hartse Kristina Kellermann
Michael Anderson Hitesh C. Bhakat Karen Dennis Susan Gaer Erin Hernandez Molly Kelley
Elena Andrei Cecilia Cabrera Martirena Cynthia L. Z. DeRoma Aracelis Galindez Mary Hillis Rochelle Keogh
Fanja Andrianarivo Catherine Caldwell Deirdre Derrick Linda Galloway Jennifer Himmel David Kertzner
Geeta Aneja Megan Calvert Megan DeStefano Bernadette Garcia Eli Hinkel Rania Khalil
Tuba Angay-Crowder Maxi-Ann Campbell Roisin Dewart Ana Garcia de Paredes Eliana Hirano Raj Khatri
Maria Antonini Nigel Caplan Gabriel Diaz Maggioli Roger Gee Jennifer Hirashiki Anastasia Khawaja
Karen Asenavage Jill Cargile Robert Dickey Elise J. Geither Cecelia Hitte Pokharel Khila
Nikki Ashcraft Gemma Carrillo Ai-Chu Ding Earlene Gentry U. Teng Ho Tabitha Kidwell
Sofiya Asher Shirlaine Castellino Juhyun Do Fatma Ghailan Jane Hoelker Cynthia Kilpatrick
Mohamed Ashraf EL Zamil Janice Cate Victoria Donaldson Ghada Gherwash Myles Hoenig EunGyong Kim
Erhan Aslan Robby Caughey Angela Dornbusch Ginger Gibbs Marvin D. Hoffland Soo Hyon Kim
Jane Averill Meghan Cavanaugh Julie Doty Judy Gilbert Camila Höfling Ye-Kyoung Kim
Tatiana Babenko Sharon Cavusgil Ellen Dougherty Jas Gill Laura Holland Yuzo Kimura
THANK YOU
Kyung-Hee Bae Raúl Cervantes Desouches Trisha Dowling Betsy Gilliland Melody Holm-Terasaki Yuriko Kite
Melanie J. Baker Leena Chakrabarti Julia Geist Drew Elizabeth Gillstrom Anna Hood Christina Kitson
Jim Bame Elisabeth Chan Qian Du Rosario Giraldez Peggy Hrolenok Hale Hatice Kizilcik
Sandra Bancroft-Billings Hoi Yuen Chan Scott Duarte Louise Gobron Marianne Hsu Santelli Gabriela Kleckova
Laura H. Baecher Chi-Fang Chang Karen Dundon Heather Godfrey Gaddis Jim Hu Laura Knudson
Lety Banks Mary Chang Diane Dunlap Deborah Goldman Shin-ying Huang Joanna Koch
Leslie Barratt Quanisha Charles Kaye Dunn Lynn Goldstein Philip Hubbard Akira Kondo
Mary Barratt Amy Alice Chastain Katherine Earley Stephanie Gollobin Wanda Huber John Kopec
Barbara Barrett Olga Lilliam Chaves Samuela Eckstut Sean Gomez Toni Hull Georgios Kormpas
Kathryn Bartholomew Yue Chen Anne Ediger Amitha Gone Kara Hunter Stephanie Korslund
Christine Bauer-Ramazani Dongmei Cheng Ilknur Eginli Casey Gordon Ju-A Hwang Ilka Kostka
Carol Bearse Manoj B. Chhaya Tonya Eick Barbara Gourlay Glenda Hyer Katya Koubek
Genene Beaumont Liz Tin-Lei Chiang Eric Ekembe John M. Graney Martha Iancu Lisa Kovacs-Morgan
Patrick Rodrigue Belibi Eunjeong Choi Nahida El Assi Holly Gray Brenda P. Imber Lisa Kowaleski
Enama M. Sidury Christiansen Abir R. El Shaban Betty Green Barbara Inerfeld Beth Kozbial Ernst
Ray Bennett Nelli Cirineo Abir Eldaba Brent A. Green Constantine Ioannou Christina Kozlowski
Adil Bentahar Adam Clark Elda Elizondo Bridget Green Yuko Iwai Eileen Kramer
Heather Benucci Rob Clément Olga Ellis Jennifer Green Rania Jabr Rachel Kraut
Marcellino Berardo Clarissa Codrington Entisar Elsherif Kathy Green Laura R. Jacob Elka Kristonagy
Dawn Bikowski Erica Coffelt Eman Elturki Kim Green Lily Jaffie-Shupe Miriam Kroeger
Sharon Bjorck Douglas W. Coleman Sarah Emory Susan Greene Valerie S. Jakar Erin Kuester
Emily Blair Jersus Colmenares Liz England Rob Griffin Eunjee Jang Kenneth Kuo-Pin Chi
Tasha Bleistein

Lindsey Kurtz Christine McCourt Patricia Pashby Todd Ruecker Monica Snow Jack Watson
Alison Kwan Andrew McCullough Michael Pasquale Karen Russikoff Lea Sobocan Jodi Weber
Jungmin Kwon Kurtis McDonald Tarana Patel Marilyn J. Rymniak Amir H. Soheili-Mehr Jing Wei
Silvia Laborde Tracey McGee Caroline Payant David Saavedra Laura Adele Soracco Tsung-han Weng
Gabriela Ladron de Kimberly McGrath Moreira Mary Peacock Christine Sabieh Patricia Speers Cara Wenig Mori
Guevara de Leon Margaret McKenzie Pamela Pearson Shaheed Sabrin Sarah Springsteen Riah Werner
Ricky Lam Kathryn McLaughlin-Rojas Nancy Pederson Fabiana Sacchi James Stakenburg Debbie West
Barbara Lapornik Laura McWhorter Jeanne Peine Tanita Saenkhum Suzan Stamper Gordon West
Theresa Rita Laquerre Melissa Meisterheim Giselle Pempedjian Aysenur Sagdic Shelley Staples Jennifer Wiebe
Ditlev Larsen Miki Mendelsohn Kellie Pendley Amira Salama Elke Stappert Beth Wiens
Kathy Larson Grazzia María Mendoza Cassandra Perrone Leticia Araceli Salas John Stasinopoulos Nico Wiersema
Suman Laudari Chirinos Silvia Pessoa Carolyn Samuel Stephanie J. Stauffer Gwendolyn Williams
Rebecca Lawrence Christopher Meoli Rhonda Petree Derina Samuel Angela Steadman John W. Wilson
Margaret V. Layton Polly Merdinger Jim Pettersson Cristina Sanchez-Martin Jenny Stenseth Deborah Wilson-Allam
Brooke Leach Grable Jennifer Meyer Adriana Picoral Harisimran S. Sandhu Vance Stevens Adria Winfield
Alice S. Lee Suzanne Meyer Lorraine V. Pierce Julia Sandler Thomas Strasser Carter A. Winkle
Esther Lee Carol Miele Allison Piippo Arthur Sanford John Evar Strid Ilene Winokur
Joseph J. Lee Dale Miller Nadezda Pimenova Josefina Santana Jamie Sturges Ann Wintergerst
Ju Seong (John) Lee JoAnn Miller Carol Pineiro Shaeley Santiago Jennifer Summers Cynthia S. Wiseman
Paoli Lee Ryan Miller Juan Pino-Silva Kathy Santo Y. Paul Sussman Mae Wlazlinski
Martha Lengeling Comfort Mingot Angelo Pitillo Lucia Santos Chatwara Suwannamai Bryan Woerner
Cynthia Lennox Ariadne Miranda Costas Pitychoutis Dinorah Sapp Duran Melanie Wong
Constance Leonard Norbella Miranda Elizabeth P. Plummer Amir Sarkeshikian Ethel Swartley Wing Yan Wong
Lisa Leopold Thomas Mitchell Anne Politz Juli Sarris Carol L. Swett Andrea Word
Patrick Leung Nancy Montgomery Gizelle Ponzillo Elke Savoy Olivia Szabo Shinian Wu
Ellen Lewin Patricia Moon Tapper Dyanis Popova Leo Schmitt Robert Taferner Yong Wu
Demetria Li Jana Moore Ildiko Porter-Szucs Melanie Schneider Nicholas Richard Taggart Saihua Xia
Zhi Li Sarah Catherine K. Diane Potts Celeste Scholz Shannon Tanghe Wu Ya-Li
Li-Fen Lin Moore Hana Prashker Susan R. Schranck Gordon Tapper Se Jeong Yang
Bennett Lindauer Michele Moragne E. Silva Denise Seok Hoon Quah Suzanne Scott Jonathan Tarbox Qin Yao
Peggy Lindsey Meghan Moran Christina Quartararo Stephanie A. Sebolt Christine Tardy Lora Yasen
Farrah Littlepage Lesley Morgan Carolyn Quarterman Mary Theresa Seig Tara Tarpey Aiden Yeh
Quiandi Liu Tommy Dean Morgan Marcela Quintana Lara Ali Fuad Selvi Becky Tarver Chase Kyungsook Yeum
Yingliang Liu Kathryn Morris Muhammad Qureshi Arindam Sengupta Heather Tatton-Harris Youngjoo Yi
Katherine Lobo Katie Morris Juval V. Racelis Roxanna Senyshyn Karen Taylor May Youn
Kim Loh Rob Mucklo Maria Rossana Ramirez- Marti Sevier Phillip Taylor Fang Yu
Stephen Looney Robin Murie Avila Noha Shaaban Brad Teague Rui (Eric) Yuan
Julie Lopez Sandra Musanti Francisco Ramos Fauzia Shamim Bishnu Thapa Tess Yurik
Patricia Lopez Sandra I. Musanti Laura Ramos Frances Shapiro-Skrobe Laura Thomas Sandra Zappa-Hollman
Mario Lopez-Barrios Debbie Nelson Terri Rapoport Judy Sharkey Barbara Thompson Nicholas Zefran
Kay Losey Karen Newman Karen Rauser Annis N. Shaver Emily Thrush Deqi Zen
Lauren Lovvorn Melanie Newman-Morrow Lara Ravitch Donna Shaw Lynn Tiemann Cong Zhang
Grace Low Hanh Nguyen Kirsten Reitan Cai Shengrong Ronald J. Toering Lawrence Jun Zhang
Kris Lowrey Christine Nicodemus Lourdes Rey Beth Sheppard Thu Tran Ruilan Zhao
Bryan Lowry Deborah Norland Kate Mastruserio Reynolds Cynthia Shermeyer Shiao-Chen Tsai Yanan Zhao
Teresa Lucas Alissa Nostas Kathleen Reynolds Ari Sherris Martha E. Tummons Bingjie Zheng
Dawn Lucovich Judith O’Loughlin Jakraphan Riamliw Natalie Twelkemeier
THANK YOU
Justin Shewell Ally Zhou
Mehmet Murat Luleci Erin O’Reilly Anastasia Riazantseva Laura Shier Baburhan Uzum Cheng Zhou
Kara A. Mac Donald Diane Obara Janne Rice Jenna Shim Margaret van Naerssen Monica Beatriz Ziegler
Joy MacFarland Evelin Amada Ojeda Brooke Schreiber Ricker Karen Shock Vit Vanicek Lynn Zimmerman
John P. Madden Naveda Julie Riddlebarger Sagun Shrestha Lindsay Vecchio Emilija Zlatkovska
Janella Maldonado Flor Olivares Narad K. Rijal Elena Shvidko Lorrie Stoops Verplaetse Clare Zuraw
Veronika Maliborska David Olsher Bruce Rindler Megan Siczek Elena Vestri Lawrence Zwier
Miralynn Malupa-Kim Clara Onatra Michel Antonio Riquelme Leslie Siebert Vander Viana
Chadia Mansour Christine ONeill Sanderson Joseph Siegel Isabela Villas Boas
Douglas Margolis Rebecca Oreto Susanne Rizzo Anthony Silva Polina Vinogradova
Ruiz Maria Janet Orr Eunseok Ro Eduardo Silva Seniye Vural
Elizabeth Marnell Deniz Ortactepe Thomas Robb Tony Silva Robert Wachman
Marybelle Marrero-Colon Fernanda Ortiz Heather Robertson Katie Silvester Sandy Wagner
Kevin Martin Jeremy Ortloff Richard E. Robison Lindsey Simanowitz Santoi Wagner
Reena Mathew Judith Otterburn-Martinez Aida Rodomanchenko Virginia Simmons Daniela C. Wagner-Loera
Monica Maxwell-Paegle Elsie Paredes Vania Rodrigues Navin Singh Alice Wahl Lachman
Sheila Mayne Ho Ryong Park John Rogers Ann Sinsheimer Angela Waigand
Susan Mcalister Jaehan Park Amy Roither Elizabeth Skelton Lara Wallace
Jacqueline McCafferty Jeongbin Hannah Park Yasmine Romero Pamela Smart-Smith Joanna Waluk
Sean McClelland Seonmin Park Carol Romett Shira Smith Wendy Wang
Mary Lou McCloskey Seungku Park Cameron Romney Tara Smith Sherry Ward
Robb McCollum Maria Parker Glenda Rose Joye Smith-Munson Tamara Warhol
Alexandra McCourt R. Scott Partridge David Ross Debra Snell Amber Warren
Francesca Pase Zaline Roy-Campbell
SHERATON SEATTLE
SECOND FLOOR
Quiet Room
THIRD FLOOR
MAPS

WASHINGTON STATE CONVENTION CENTER
THE CONFERENCE CENTER
Skagit Lower Level Yakima Level One Chelan Level Two

FE FE FE FE
3 2 5 NP3
Dock
2 W
4 W
To/From M M
Level 1
To/From
Lower Level
W
M
FE FE
1 FE 3* 2
Dock
4 1 FE
FE Fireplace
To/From
Level 1
To/From
2 Level 3
2
1 FE
2 1
5 1
Fireplace
To/From Level 2
Open 1*
Wild Rye
FE Café Bakery
Entrance
PIKE STREET
MAPS
THE CONFERENCE CENTER
TAHOMA LEVEL THREE

Tahoma Level Three
FE
FE
FE
W M
3
FE 1 2
4
FE
To/From
Level 4
Falls Suite
2
FE
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To/From
Level 2
Open 5
MAPS

LEVEL TWO
2AB Lobby
Convention
Open Center
To/From Office
Level 3 FE
12
To/From
11 Level 1
208*
W
2A
M 209*
205
2B 210*
FE
10
Open
FE 204
211
Ramp
Ramp
FE W M
212 203
213
202
FE
FE 214
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FE 7 6
Ramp
To Two Union Square
Int’l.
Meeting
Place
MAPS
LEVEL THREE
3AB Lobby
To 301-310
Open To/From
Level 2
12
To/From
11 Level 4
3A
3B Main Entrance to
10 Parking Garage
FE
FE
To Skybridge Lobby
306 Lactation
Room
307
FE 305
308
Open
304
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FE 7 6
Galleria
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Open 301*
To Garages
and Freeway
Park Garage
MAPS

LEVEL FOUR
WSCC Use
FE
FE
M W
North Service Corridor
FE Deli FE N-2 North

Loading Dock
N- 1
To/From
The Conference
4F
UP
4E Center
DOWN
FE FE FE M W
Truck Bridge
4D Pike Street (Below)

Skybridge
South Service Corridor

ToAtrium Lobby
Skybridge FE Solera FE
Open Lobby FE FE 3
4 5
12 To/From
11 Level 3
English Language Expo South
& Job MarketPlace

400 Loading
Dock
Grill
10
W FE
FE 4C
ce
M
P la
ll
be
b
416
Hu
4B 4A
to
p
401
m
Ra
W M
k
FE
uc
Tr
To WSCC Use
Skybridge WM
Levels 1 to 4
Lobby To/From
6
FE
UP
FE
DOWN
454
FE FE
439 438
$ 1 2 W M M W
FE
7 6 DOWN
To/Fr
om UP
Level 6
Galleria Waterfall Suite
FE
FE
FE REGISTRATION Grand Staircase
Open FE
Atrium Lobby To/From Levels 5 & 6
FE FE
FE
MAPS
FE
Ellis Plaza
LEVEL SIX
FE
FE Service FE Service FE Service FE Service FE 3
5
4
KEYNOTE AND PLENARY SESSIONS
6E 6C 6B 6A
10
Kitchen
610 605
618 617 W M
M W
609 606 604
FE 619 616 611
Electronic Tech
Village Showcase
620 615
612 603 602
608 607
6E Lobby
To/From Level 4
FE 614 613 657 FE
FE
Suite C Suite A
M W 601*
6ABC Lobby Terrace
1 2
FE 7 6
To/From
Levels 4 & 5
Galleria Atrium Lobby

(Below)
(Below)
MAPS

TESOL GLOBAL PARTNERS
TESOL International Association gratefully
ASSOCIATE PARTNERS
STRATEGIC AND
acknowledges the generous support of its partners.
STRATEGIC LEVEL
ASSOCIATE LEVEL
These partnerships are current as of 10 February 2017.
HOW TO USE THIS BOOK
HOW TO USE THIS BOOK
Types of Sessions Interest Section Icons
Academic Session (1 hour, 45 minutes): Research-Oriented Presentation Adult Education

An in-depth session sponsored by a specific (45 minutes): An oral summary, with occasional
interest section. reference to notes or a text, that discusses Applied Linguistics
the presenters’ work in relation to theory
Dialogue (45 minutes): Peer-to-peer facilitated and/or practice. Bilingual Education
discussions about a hot topic in TESOL.
Roundtable Discussion (45 minutes): Computer-Assisted Language Learning
Exhibitor Session (45 minutes): Peer-to-peer facilitated discussions, limited to
A session sponsored by an exhibitor. the first 19 attendees per table. Elementary Education
Forum Session: (45 minutes): Teaching Tip (20 minutes): Similar in content English as a Foreign Language
A session sponsored by a forum. to a practice-oriented presentation but shorter.
InterSection: (1 hour, 45 minutes): English for Specific Purposes

TESOL in Focus: Sessions sponsored by
Academic sessions that represent a TESOL highlighting special projects and
collaboration between two or more interest Higher Education
initiatives to further the field, or partnerships
sections or other entities. with colleague associations.
Intensive English Programs
Invited Speaker Ticketed Event: Ticketed events are a great
(45 minutes or 1 hour, 45 minutes): Sessions way to enhance your convention experience. Intercultural Communication
featuring a speaker selected by the program By attending a ticketed event, you are assured
committee because he or she has a message of a more intimate and interactive session. International Teaching Assistants
that is important to TESOL members. Any remaining tickets for events may be
purchased at the registration counters. Materials Writers
Panel (1 hour, 45 minutes): A forum for a group
of professionals to formally present and discuss Workshop (1 hour, 45 minutes): Nonnative English Speakers in TESOL
current ELT issues. Presenters exchange A carefully structured, hands-on, professional
outlines in advance and discuss positions development activity. The leader helps Program Administration
during the session. participants solve a problem or develop a
specific teaching or research technique. Refugee Concerns
Practice-Oriented Presentation
(45 minutes): A session that shows, as well as Secondary Schools
tells, a technique for teaching or testing.
Second Language Writing
Speech, Pronunciation, and Listening
Poster sessions are self-explanatory exhibits that allow participants to engage in informal discussion. Social Responsibility
For each poster session, there will be a corresponding bulletin board display. Conference attendees
may stroll through the poster session area in the Expo Hall to discuss the topics with presenters. The Teacher Education
displays and presenters change each day. Poster sessions are listed on page 193.
Video and Digital Media
Sample Abstract:
TYPE OF SESSION ICON Friday, 9:30 am–11:15 am DAY, TIME

Sheraton Seattle, Metropolitan B SITE, ROOM
SESSION TITLE Engage Students and Enrich Listening Materials With African Voices
DESCRIPTION How do you engage students while enhancing their global awareness? How do you enrich
listening materials with diverse models of eloquent speakers of English? This interactive
workshop answers these questions with authentic listening materials featuring World English
speakers from Africa.
PRESENTER Mary Romney, Capital Community College, USA
Please note: Abstracts are arranged by date followed by start

Key: TCC = The Conference Center
time, then by end time, and then in alphabetical order by title.
WSCC = Washington State Convention Center

ABSTRACTS
Please check the addendum for cancellations and changes to sessions.
Monday, 1:00 pm–5:00 pm
MONDAY, 20 MARCH
MONDAY, 20 MARCH 2017
Listening 2.0: University Listening in the Digital Era
For the location of a ticketed session, please check your ticket.
Content Area: Content-based Instruction
In this workshop, participants learn how to incorporate problem solving
activities in their listening classes so their students can develop
listening-to-learn tools. Using these tools, ELLs will engage in an active
1:00 pm process of understanding difficult listening passages and interact more
deeply in understanding a listening passage.
Monday, 1:00 pm–5:00 pm Jim Bame, Utah State University, USA
Jim Rogers, Utah State University, USA
Effective Lesson Observation Practices:
More Than Meets the Eye Monday, 1:00 pm–5:00 pm
Content Area: Accreditation
In this PCI, participants explore ways to maximize the impact of lesson Supporting Students With Interrupted Education
observation both in pre- and in-service contexts. Lesson observation Content Area: Content-based Instruction
is one of the most widespread practices for assessing teachers. Doing Students with interrupted education constitute up to 20% of new
so in a principled and teacher-oriented manner will guarantee that a arrivals at the P–12 level in the United States. Who are these
lesson observation session becomes a productive learning intervention students, where do they come from, what are the causes of their
for the observer and the teacher. interrupted education, and, most important, what can we as educators
Gabriel Diaz Maggioli, National Teacher Education College, Uruguay do to help these students make up for lost time? In depth and
interactive workshop.
Monday, 1:00 pm–5:00 pm Judith O’Loughlin, Language Matters, LLC, USA
Brenda Custodio, Ohio State University, USA
Engaging Secondary School Language
Learners Through Media Literacy Activities Monday, 1:00 pm–5:00 pm
Content Area: Literature/Arts/Media
This workshop focuses on development of media literacy activities Teaching Critical Thinking to ELLs
for secondary school language learners. Participants gain an Content Area: Learning/Teaching Styles
understanding of media literacy as a natural extension of language Critical thinking is growing in necessity and demand around the world,
teaching that integrates linguistic and cultural learning. Participants but few texts discuss teaching it to ELLs. This workshop defines critical
leave with lists of resources for continued media literacy education thinking, shows how to design exercises for any skill (intermediate and
and drafts of lesson plans for their classrooms. above students), and discusses problems that might arise with pupils
Carla Chamberlin-Quinlisk, Pennsylvania State University, Abington from educational systems emphasizing memorization and regurgitation
College, USA and/or from systems with authoritarian and repressive policies.
Nancy Burkhalter, Seattle University, USA
From Bystander to Active Participant:

Interaction Strategies for Effective Communication
Content Area: Speaking/Pronunciation/Phonology/Listening
ESL students can sometimes feel left behind when conversations take
off. This workshop offers a variety of interaction strategies to help
nonnative English speakers become more active listeners and more
engaging conversationalists in and out of the classroom. Participants
practice these strategies in role-plays, small and large group
discussions, small talk, and storytelling.
Cathy Raymond, Washington University in St. Louis, USA
Pamela Dzunu, Washington University in St. Louis, USA
Mica Tucci, Washington University in St. Louis, USA
Stephanie Moore, Washington University in St. Louis, USA
Roundtable
Panel Practice-Oriented Research-Oriented Teaching Tip TESOL in Focus Workshop
Discussion
5:00 pm Monday, 5:00 pm–9:00 pm
Teaching Writing in the ESOL Classroom:

MONDAY, 20 MARCH

Handling the Workload
Content Area: Writing/Composition
A Sound Approach to Spelling:
Engage and Empower Your Learners Teaching writing in the ESOL classroom needn’t be frustrating or
Content Area: Reading/Literacy time consuming. This PCI focuses on three issues: teaching writing,
giving effective feedback, and maintaining student interest in writing.
English spelling is conventionally taught as a series of rules, each Participants build up and take home the scaffolding they need to teach
with exceptions that must be memorized. Using the Color Vowel Chart, writing in their own classrooms, along with the ideas, materials, and
learners take a sound-based approach, connecting pronunciation confidence to do it well.
to the written word as they discover unexpected spelling patterns
and striking trends. Learn how implementing this profoundly simple Melanie Rockenhaus, Scuola Normale Superiore, Italy
approach inspires curiosity and empowers learners to develop their
own speaking–spelling intuition. Monday, 5:00 pm–9:00 pm
Karen Taylor, English Language Training Solutions, USA
Robin Barr, American University, USA Using Songs and Music to Teach ESL/EFL
Shirley Thompson, English Language Training Solutions, USA ESL teachers are aware of the power of music and song in teaching
Laura McIndoo, Central New Mexico Community College, USA English as a new language—but they may not know all of the amazing
Michael Conners, E.L. Haynes Public Charter School, USA ways music supports learners’ progress. This PCI demonstrates a
wide range of activities, including content area, genre study, all four
Monday, 5:00 pm–9:00 pm domains, and even CCSS planning and test preparation. Come ready
for interaction and inspiration.
Designing Interactive Classrooms: Kristen Lems, National Louis University, USA
Discussion Strategies for ELLs
Content Area: Learning/Teaching Styles
Student-centered learning has been shown as the best way to teach
language. However, integrating activities that incorporate this type
of learning can be challenging. In this workshop, specific methods,
such as Harkness and fishbowl discussions, panels, and debates, are
described and demonstrated as attendees participate in the methods in
order to understand how to use them within their own classrooms.
Paula Wilder, Durham Technical Community College, USA
Empowering Long‑Term ELLs: Responsive

Programming and Specialized Academic Strategies
Content Area: Curriculum/Materials Development
This highly interactive workshop addresses the urgency to create
specialized coursework and to use specific research-based strategies
known to move secondary long-term ELLs to proficiency in academic
English, whether in integrated or stand-alone classes. Attendees
practice innovative strategies that promote engagement, rich academic
vocabulary, and control of complex structures across the content areas.
Participants also receive supportive resources.
Elizabeth Hartung-Cole, Retired, USA
Nancy Cloud, Rhode Island College, USA
Academic Session Dialogue Exhibitor Session Forum Session InterSection Invited Speaker

TUESDAY, 21 MARCH 2017 Tuesday, 8:00 am–12:00 pm
Listen Again: Strategies for an Integrated
Approach to Listening Skills
TCC = The Conference Center Content Area: Speaking/Pronunciation/Phonology/Listening
This workshop offers a step-by-step approach to teaching listening
skills (rather than testing listening ability). Participants practice
8:00 am
assessing listening skills and metacognition diagnostically and at
semester-end to track improvement. Participants plan lessons using
Tuesday, 8:00 am–12:00 pm metacognitive listening strategies/checklists, and activities and
exercises. The workshop focuses on the aural skills that differentiate
A Lexical Look at Writing Instruction: listening from reading, which allows learners to comprehend utterance
Empowering the Reluctant Writer content and speaker intent.
Content Area: Vocabulary/Lexicon Marnie Reed, Boston University, USA
TUESDAY, 21 MARCH
Though many writing teachers spend little time on vocabulary Christina Michaud, Boston University, USA
development, writing and word learning belong together. Just as
fine-tuned word choices enrich and focus one’s writing, the process of Tuesday, 8:00 am–12:00 pm
writing provides a purpose for vocabulary development. This session
helps teachers optimize this reciprocal relationship by exploring Scaffolding Close Reading for ELLs
engaging techniques for each stage of the writing process. Content Area: Reading/Literacy
Cheryl Boyd Zimmerman, California State University, Fullerton, USA This PCI provides research-based methods for ELLs to meet challenging
standards in English language arts. Teachers learn scaffolding
Tuesday, 8:00 am–12:00 pm techniques for providing essential background and for identifying and
teaching vocabulary, as well as for accessing and engaging with more
Building Educational Communities of Inclusion: complex text during close reading. The session includes ample time
Cultural Proficiency and Equity for teachers to practice the techniques and to discuss implications
Learn effective strategies to create communities of inclusion by for implementation.
promoting cultural proficiency on your campus and/or in your school Lisa Tabaku, American Institutes for Research, USA
district. Participants take part in interactive activities that will prepare
them to advocate for equity and social justice as a means to create Tuesday, 8:00 am–12:00 pm
educational access and opportunity for every student, his or her family,
and the community they live in.
Teaching and Learning 2.0: Developing Engaging,
José Medina, Center for Applied Linguistics, USA Enriching, and Empowering Lessons
Annie Duguay, Center for Applied Linguistics, USA Content Area: Technology in Education
Enrich and empower yourself by discovering and applying best
Tuesday, 8:00 am–12:00 pm practices for successful online teaching, which in turn will enrich
and empower your students. A teacher who took the digital plunge
Extensive/Intensive Sociocultural Vocabulary and her teacher-mentor provide perspective and guidance in this
Teaching Strategies for Lexical Depth/Breadth experiential, engaging, and hands-on workshop on creating online
Content Area: Vocabulary/Lexicon lessons and activities.
Vocabulary is a vital aspect of knowing a language at all levels of Sandy Wagner, Defense Language Institute Foreign Language
second-language acquisition. Presenters demonstrate a sociocultural Center, USA
approach incorporating 32 dimensions of a lexical item, creating Debra Abrams, National Research University Higher School of
opportunities for extensive and intensive vocabulary acquisition (both Economics, Russia
breadth and depth). Rich handouts provide both personalized and
collaborative strategies for repeated vocabulary exposure and self-
regulation to promote autonomous and empowered language learning.
Lynne Diaz-Rico, California State University, San Bernardino, USA
Julie Ciancio, California State University, San Bernardino, USA
Roundtable
Discussion
9:00 am Tuesday, 9:00 am–4:00 pm
Essentials of Pronunciation Teaching and Learning

Tuesday, 9:00 am–4:00 pm
Content Area: Speaking/Pronunciation/Phonology/Listening
ELLs, Cultural Competency, and Academic Through explanations and demonstrations, participants gain skill and
Achievement: What’s the Connection? confidence in meeting the challenges of teaching pronunciation to
Content Area: Learning/Teaching Styles learners from a variety of backgrounds. Participants are familiarized
with the core features of pronunciation along with techniques for
Equality vs equity, language and culture, cultural sensitivity and addressing those elements of speech that have the most impact on
academic achievement—how do they interrelate? ELLs are the fastest overall intelligibility.
growing student population, and our classrooms are more diverse
than ever. What do educators need to do to expand their range of Donna Brinton, Consultant, USA
knowledge and skills to meet the needs of today’s students? Lynn Henrichsen, Brigham Young University–Salt Lake Center, USA
Tamara Jones, Howard Community College, USA
Ingrid Miera, AFT, USA Colleen Meyers, University of Minnesota, USA
TUESDAY, 21 MARCH
Joni Anderson, AFT, USA Carolyn Quarterman, North Carolina State University, USA
Becky Corr, AFT, USA
Areli Schermerhorn, AFT, USA
Giselle Lundy-Ponce, AFT, USA Tuesday, 9:00 am–4:00 pm
Tuesday, 9:00 am–4:00 pm Motivation, Participation, and Ongoing

All‑Skills Practice via Process‑Drama
Content Area: Integrated Skills
Enriching Learning, Saving Time:
Designing Effective Academic Writing Courses Recent brain-based research indicates that the partnership of
Content Area: Writing/Composition motivation, imagination, movement, and emotion vastly accelerates
second language acquisition. The Process Drama approach integrates
Teaching L2 writing is particularly demanding due to the need to these four components into extended, multiepisode, improvisational
provide out-of-class support, respond to drafts, and grade papers. In dramatic encounters that develop speaking, listening, grammar,
this workshop, writing instructors learn how to cope with these time and literacy skills while also ensuring creativity, dynamism, and
demands while simultaneously maximizing their students’ learning. learner engagement. In this workshop, teachers learn to create
Participants apply 10 recommendations by designing or revising a effective Process Dramas.
writing course syllabus.
Leslie Sapp, Montgomery College, USA
Zuzana Tomaš, Eastern Michigan University, USA Gary Carkin, Southern New Hampshire University, USA
Jennifer Mott-Smith, Towson University, USA Judy Trupin, Literacy Assistance Center, USA
Tuesday, 9:00 am–4:00 pm Tuesday, 9:00 am–4:00 pm
Essential Practices for Meeting Common Slow Down: Guide True Beginners to
Core Standards in Diverse Classrooms Mastery With Deep Learning
Content Area: Standards Content Area: Integrated Skills
Learn how Los Angeles Unified School District is using strategic True beginners need “deep learning” to reach mastery. Hardworking
observation and reflection teaching frames to support district-wide teachers of beginners need low-prep activities that provide meaningful
teacher implementation of the Common Core State Standards and opportunities for speaking, listening, reading, and writing and offer
California English Language Development standards. Examine, repetition without boredom. This highly interactive session offers
experience, and develop instructional materials and strategies used to engaging, repeatable classroom routines and activities for literacy-
support teachers’ enactment of these high-impact practices and build level students and very low beginners.
instructional capacity across school sites.
Shelley Lee, Wake Technical Community College, USA
Maricela Sanchez, Los Angeles Unified School District, USA Laurel Pollard, Consultant, USA
Isabel Aguirre, Los Angeles Unified School District, USA
Robert Pritchard, Sacramento State University, USA
Susan O’Hara, UC Davis, USA

1:00 pm Tuesday, 1:00 pm–5:00 pm
Strengthening Instructions and

Tuesday, 1:00 pm–5:00 pm
Programming for Beginning ELLs
Content Area: Content-based Instruction
Citation Approaches:
Selection and Integration of Sources How can you strengthen instruction and programming for ELLs at
This workshop is devoted to a crucial area at almost all levels of the beginning stages? Teachers, specialists, administrators, and
academic writing: the integration of outside sources into student texts. stakeholders, join us to explore proven strategies for educating
Participants analyze model texts and work through the process of dynamically diverse populations of ELLs. Explore approaches and
source-based text production at secondary and college levels. tools that draw from students, families, and our strengths to create a
positive outcome for all.
Ann Johns, San Diego State University, USA
Judie Haynes, everythingESL, USA
Debbie Zacarian, Debbie Zacarian, Ed.D. & Associates, USA
TUESDAY, 21 MARCH
Developing Academic Discourse Competence
Through Formulaic Sequences
Teaching for World Citizenship
Content Area: Vocabulary/Lexicon
Through International Themes
The Academic Formulas List and Phrasal Expressions List include Content Area: Curriculum/Materials Development
formulaic sequences that build on traditional lists, such as the
This workshop demonstrates creative ways to promote world
Academic Word List, to better meet student proficiency needs at
citizenship in your classroom through thematic teaching units designed
the discourse level. Participants investigate the lists; experience
to foster global awareness and international understanding. Workshop
collaborative activities designed to assist students in acquisition,
participants learn about the field of global education, study content-
including online and corpus-based; and discuss considerations for
based approaches to materials design, experience classroom activities
adaptation and implementation. Step-by-step guides provided.
on international themes, and take home an exciting variety of global
Alissa Nostas, Arizona State University, USA education resources.
Mariah Fairley, American University in Cairo, Egypt
Susanne Rizzo, American University in Cairo, USA Kip Cates, Tottori University, Japan
Tuesday, 1:00 pm–5:00 pm Tuesday, 1:00 pm–5:00 pm
Engagement, Standards, and Hour of Techniques for Teacher Observation,

Code for Language Teachers Coaching, and Conferencing
Content Area: Technology in Education Content Area: Program Administration
Participants understand standards and principles for 21st-century This workshop for anyone interested in teacher observation
language learning and how coding may help address them. They learn explores guidelines for maximizing the benefits of observations
how to do basic coding and what resources are available to them to and conferences. Topics include etiquettes of observation, ways of
suit the coding needs of every context, even limited-technology ones. promoting reflection, and techniques for giving useful feedback that
Participants also receive an Hour of Code completion certificate. recipients can comfortably hear.
Joy Egbert, Washington State University, USA Christopher Stillwell, UC Irvine, USA
Seyed Shahrokni, Washington State University, USA
Maysoun Ali, Washington State University, USA Tuesday, 1:00 pm–5:00 pm
Jouma Debbek, Washington State University, USA
Sarah Debbek, Washington State University, USA The GO TO Strategies: Guiding Teachers
Jamie Jessup, Washington State University, USA to Scaffold Content Language
This workshop provides hands-on experience with instructional
strategy resources for teachers of ELLs. The GO TO Strategies help
teachers create scaffolded lessons for ELLs that connect with language
proficiency levels and research-based principles. Participants become
familiar with the components of the GO TO Strategies, learn how
to use the resources, and participate in strategy demonstrations
during the workshop.
Linda New Levine, Consultant, USA
Laura Lukens, North Kansas City Schools, USA
Roundtable
Discussion
5:30 pm

WSCC, Ballroom 6ABC
OPENING KEYNOTE
Power and Empowerment:
An Urban Indian’s Comic, Poetic, and
Highly Irreverent Look At The World
An event not to be missed! Known for his
semi-autobiographical writings that illuminate
challenges facing American Indians while
promoting cultural expression and social change,
Sherman Alexie presents his take on language,
TUESDAY, 21 MARCH
identity, struggle, perseverance, hope, and respect—all with a heavy

dose of candor and wit.
Sherman Alexie, USA
Sherman Alexie will be signing copies of his book, The Absolutely

True Diary of a Part-Time Indian, immediately following his
presentation. Copies are available for purchase at the TESOL
Press Pop-Up Bookstore.

WEDNESDAY, 22 MARCH 2017 Wednesday, 9:30 am–10:15 am
WSCC, 615
Academically Speaking: Flipping the
Spoken Language Classroom
TCC = The Conference Center Content Area: Listening, Speaking/Speech
Working in groups, participating in discussions, and talking to
native speakers are important academic skills that are necessary to
8:00 am
succeed in postsecondary institutions. This session presents useful
activities that allows students to apply speaking and presentation
Wednesday, 8:00 am–9:00 am skills in both controlled practice and beyond to authentic settings.
WSCC, Ballroom 6ABC Samples provided.
PRESIDENTIAL KEYNOTE Robyn Brinks Lockwood, Stanford University, USA
PROFESSIONAL English Language Kelly Sippell, University of Michigan Press, USA
Teachers in a 2.0 World
Content Area: Personal and Professional Wednesday, 9:30 am–10:15 am
Development for Teachers WSCC, 616
Educational systems everywhere want to Ask Your Students: A Project for
educate more students to higher standards Introducing Teachers to Research
while cutting resources for teacher education Content Area: Teacher Education
and development. Why do they think they can? Grounded in reflective inquiry, Ask Your Students, is a writing-for-
Why do we know they cannot? The 2.0 world prizes nontraditional publication project for inservice trainees that introduces teachers to
learning, interdisciplinarity, and technology. What do ‘professional’ classroom research methodology and the production of writing for a
English language teachers offer this world? professional audience. This presentation outlines the project structure
Dudley Reynolds, Carnegie Mellon University, Qatar and tools developed to help teachers educators implement similar
WEDNESDAY, 22 MARCH
projects with their students.
9:30 am Bill Snyder, Kanda University of International Studies, Japan
Wednesday, 9:30 am–9:50 am Wednesday, 9:30 am–10:15 am

WSCC, 610
WSCC, 614
Saying No Gracefully: A Research‑Based Critical Aspects of Teaching English Abroad:
Lesson on Declining an Invitation Preparing the Unprepared
Content Area: Teacher Education
Content Area: Discourse and Pragmatics
Face-threatening speech acts are challenging, but with targeted Many U.S. undergraduates plan to teach English abroad after
instruction using authentic models, learners can develop pragmatic graduation and assume that being a native English speaker is enough
and intercultural competence. Learn how one instructor incorporated for success. The practicals of designing a semester course to help
research on pragmatics to design a lesson using authentic models from prepare students are shared including a TESOL story map, short-term
native and nonnative speakers to help international graduate students teaching practicum ideas, and sample assignments.
decline an invitation politely. Robin Rhodes-Crowell, St. Lawrence University, USA
Lisa Leopold, Middlebury Institute of International Studies at
Monterey, USA Wednesday, 9:30 am–10:15 am
WSCC, 619
Wednesday, 9:30 am–10:15 am Effective Faculty Review in IEP Contexts
TCC, Tahoma 4 Content Area: Intensive English Programs
Academic Socialization and Identity of Chinese This session presents findings from research looking at IEP faculty
Undergraduate Students in America evaluation. Extensive survey and interview data are presented from IEP
Content Area: English as a Foreign Language administrators and faculty. Presenters share findings and discuss the
Through the lens of poststructuralist conceptualization of identity implications of their research for the implementation and revision of
and mixed qualitative methods, the research discussed focuses on IEP faculty evaluation processes for other institutions
Chinese undergraduate students’ academic socialization experiences Andy Halvorsen, University of Oregon, USA
in the USA, especially their academic knowledge, interactions with Janine Sepulveda, University of Oregon, USA
professors, TAs and classmates, and understandings of their identities
over time. Data were collected from multiple sources and triangulated.
Wei Zuo, University of Washington, USA
Roundtable
Discussion
WSCC, 617 WSCC, 3B
Empower the Flipped Grammar Classroom Engaging Students Outside the Classroom:
With Engaging Videos and Activities Extracurricular English
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Intensive English Programs
Technology in Education
Planning effective extracurricular activities can be time consuming
Flipped classroom videos can go beyond a short presentation of a for busy teachers. In this session participants learn best practices to
target grammar point; they can be personalized and interactive like a implement extracurricular programs that enrich the learning experience
traditional classroom. Participants in this session learn how to create and empower students to communicate in the real world. Novel
interactive flipped classroom videos and activities, and receive links for approaches to book clubs, social/cultural activities, and community
samples for use in their learning institutions. outreach are presented.
Gregory Abrahams, Al Akhawayn University, Morocco Ece Ulus, University of Pittsburgh, USA
John Jordan, University of Kansas, USA Rob Mucklo, University of Pittsburgh, USA
Brianne Harrison, University of Pittsburgh, USA
Wednesday, 9:30 am–10:15 am
WSCC, 213 Wednesday, 9:30 am–10:15 am
Empowering Students Through Meeting Their WSCC, 201
Linguistic, Sociocultural, and Spiritual Needs Engaging, Enriching, and Empowering Students
Content Area: Intercultural Communication Through an IEP Ongoing Orientation
Four presentations, theoretical and practical in approach, will address Content Area: Intensive English Programs
the issue of seeing learners as whole persons, including spiritual In this session on the development, implementation and review of
beings. Participants are encouraged to consider how classrooms that an IEP ongoing orientation course, an experienced academic advisor
are open to including cultural and religious exploration can be enriched and an IEP coordinator share their model as well as a comprehensive,
through greater understanding, and students empowered through data-based analysis of its success. Participants learn practical ways to
validating their identity. promote integration and academic success in their own programs.
WEDNESDAY, 22 MARCH
David Catterick, Briercrest College and Seminary, Canada Lara Ravitch, University of Oregon, USA
Michael Westwood, Idaho State University, USA Maiko Hata, University of Oregon, USA
Richard Robison, Azusa Pacific University, USA
Debbie Nelson, One Mission Society and International
Partnerships, Ukraine
TCC, Tahoma 3
Natasha Bazilevich, International Partnerships, Ukraine
Error Appreciation: Using Listening Errors
to Discover What Students Hear
Wednesday, 9:30 am–10:15 am Content Area: Listening, Speaking/Speech
TCC, Tahoma 1
Student misunderstandings are a rich source of insight into the
Engaging Students in Making Grammar Choices:
processes that are and aren’t working for language learners as they
An In‑Depth Approach
listen. We briefly present our insights from a research study using
Content Area: Grammar
paused transcription, and then discuss how to achieve and apply
Appropriate use of grammar structures in academic writing can similar insights in the classroom.
be a challenge even for advanced ESL writers. Drawing on corpus
Beth Sheppard, University of Oregon, USA
research on the characteristics of written discourse, the presenters
Brian Butler, University of Oregon, USA
demonstrate how to engage students in making effective grammar
choices to improve their academic writing. Sample instructional
materials are provided.
Wendy Wang, Eastern Michigan University, USA
Susan Ruellan, Eastern Michigan University, USA

Sheraton Seattle, Juniper WSCC, 605
I Wish My Teacher Explained Lessons Lexical Bundles in L1 and L2 University
in My Mother‑Tongue Student Argumentative Essays
Content Area: Bilingual Education Content Area: Second Language Writing/Composition
The presentation reports on a programme that was designed to This presentation reports findings of a corpus-based analysis of the
ascertain the effectiveness of plurilingual instruction. It discusses what use, overuse, and misuse of lexical bundles in L2 university student
Nepalese multilingual EFL learners thought about receiving instruction argumentative essays. The presentation also provides ways ESL
in English-only and how they were benefited through plurilingual composition instructors can assist learners in using lexical bundles
instruction while developing their content knowledge and English more appropriately.
language, and also saving their home languages. Tetyana Bychkovska, Ohio University, USA
Pramod Sah, University of British Columbia, Canada
Anu Upadhaya, Tribhuvan University, Nepal Wednesday, 9:30 am–10:15 am
WSCC, 3A
Wednesday, 9:30 am–10:15 am Literacy Strategies for STEM Classes
WSCC, 310 Content Area: High School/Secondary Education
IEP Students in Their Own Voice: This presentation demonstrates strategies for reading and writing in
Factors for Academic Success STEM classes to improve literacy skills of all students, especially ELLs.
Content Area: Intensive English Programs Strategies include Power Writing, Backwards Math, Writing Technical
We present a qualitative study of twenty IEP students, who were each Descriptions, and Writing Instructions. All strategies incorporate group
interviewed for one hour. Their transcripts were analyzed using Interpretive work, and give students a real audience and purpose for their writing.
Phenomenological Analysis, which allowed subjects to describe their lived Teresa Dalle, University of Memphis, USA
experiences. We discuss the themes that emerged and their implications Emily Thrush, University of Memphis, USA
for the support systems universities provide for this population. Angela Thevenot, University of Memphis, USA
WEDNESDAY, 22 MARCH
Rose Honegger, University of Louisiana at Lafayette, USA
Mark Honegger, University of Louisiana at Lafayette, USA Wednesday, 9:30 am–10:15 am
WSCC, 612
Wednesday, 9:30 am–10:15 am Mindfulness Strategies for the ELT Classroom
WSCC, 613 Content Area: English as a Foreign Language
Illustrating Key Uses of Academic Research shows that mindfulness practices in education can decrease
Language Through Multimedia stress at work and offset constant distractions of our multitasking,
Content Area: Content-Based and CLIL/Content and Language culture. In this presentation, we explore the pedagogical role
Integrated Learning
of mindfulness in the ELT classroom as well as offer strategies
Four key uses of academic language—recount, explain, argue, and that teachers can incorporate to help them both personally
discuss—represent the most prominent purposes for communication and professionally.
that are present in today’s elementary school classrooms. This
Christine Coombe, Dubai Men’s College, United Arab Emirates
session demonstrates the partnering of those key uses with readily Susanna Bloss, Dubai Men’s College, United Arab Emirates
available content-centered movies, graphic organizers, and text to plan Konrad Cedro, Higher Colleges of Technology, United Arab Emirates
instruction for ELLs.
Margo Gottlieb, WIDA Consortium, USA Wednesday, 9:30 am–10:15 am
Mariana Castro, WIDA Consortium, USA WSCC, 205
Beverly Fine, BrainPOP, USA
Multilingual Doctoral Students’ Intertextuality
and Academic Literacies at Web Seminars
Wednesday, 9:30 am–10:15 am Content Area: Higher Education
WSCC, 212
The presenter discusses findings of a 1-year microethnographic study
Intercultural Development of Saudi Learners:
examining the multilingual doctoral students’ use of intertextuality
Ethnographic Case Studies
to develop academic literacies during the literacy events of online
Content Area: Intercultural Communication
web seminars. Implications and recommendations regarding the use
This research offers an interpretation of a Saudi perspective on the of intertextuality in classroom contexts, including L2 and L1 writing
development of intercultural communicative competence as well as instruction, and research are provided.
an examination of this perspective upon Deardorff’s process model of Tuba Angay-Crowder, Georgia State University, USA
intercultural competence.
Trenton Hagar, UNICA, Nicaragua
Roundtable
Discussion
WSCC, 2A TCC, Chelan 5
Overseas or Localised TESOL Programs? Supplementing Limited EFL Materials
Weighing the Benefits for NNESTs With Bloom’s Taxonomy and Web 2.0
Content Area: Teacher Education Content Area: English as a Foreign Language
This study explores the impacts of overseas and localised master’s Add some spice to your English language materials, engage and
level TESOL programs on the teaching beliefs and practice of their inspire your students, and meet curricular and classroom needs using
NNEST participants. The findings are potentially a reliable reference Bloom’s Taxonomy and Web 2.0. This informative practice-oriented
point for NNESTs who are considering various course options for presentation is especially geared toward EFL instructors working with
professional development. limited or outdated English language textbooks or assessment tools.
Mai Nguyen, Griffith University, Australia Crystal Bock Thiessen, University of Nebraska–Lincoln, USA

WSCC, 620 WSCC, 604
Proactive Advising: Developing Effective Supporting IEP Student Retention and
Support Systems for Probationary Students Success Through Comprehensive Services
Content Area: Intensive English Programs Content Area: Intensive English Programs
Following an overview of one successful proactive advising approach, This session highlights NAFSA’s research findings on supporting
this dialogue allows opportunity for IEP administrators and academic student retention and success focusing on key factors for institutions
advisors to reflect on their programs’ academic probation policies to consider. Two institutions discuss their comprehensive services
and advising approaches. Discussion focuses on best practices in including preparing students for academic success, collaborating
developing clear policies, as well as effective strategies for supporting with stakeholders and preparing campus and local communities for
probationary students. integration of international students.
Angela Dornbusch, University of Oregon, USA Joann Ng Hartmann, NAFSA: Association of International
WEDNESDAY, 22 MARCH
Educators, USA
Wednesday, 9:30 am–10:15 am Katherine Hellmann, Washington State University, USA
Sheraton Seattle, Madrona Cheryl Ernst, University of Oregon, USA
Reducing International Graduate Students’ Language
Anxiety Through Oral Pronunciation Corrections Wednesday, 9:30 am–10:15 am
Content Area: Applied Linguistics TCC, Chelan 2
This study examines how interactions between language anxiety and The Impact of TESOL Teacher Education
on Teacher Job Satisfaction
certain types of oral corrective feedback help or hinder learners’ oral
English improvement. Specifically, the study explores subtle affective
risks of clarification requests, and identifies best practices for using This study examines whether having completed TESOL teacher
corrective feedback to alleviate language anxiety. education influences job satisfaction of native English speakers
Esther (Eunjeong) Lee, Claflin University, USA teaching English in Japan (N = 232). First, the study clarified existing
variations of TESOL qualifications, and then used both regression and
interview analysis to explore potential influences of those variations on
Wednesday, 9:30 am–10:15 am job satisfaction.
Sheraton Seattle, Willow B
Takahiro Yokoyama, Ara Institute of Canterbury, New Zealand
Scholarship on L2 Writing in 2016:
The Year in Review
Content Area: Second Language Writing/Composition Wednesday, 9:30 am–11:15 am
WSCC, 203
Having difficulty keeping up with the scholarship in your research
area? Even in a relatively small field like second language writing, 10 Steps to Flip the English Language Classroom
staying abreast of the current literature can be difficult. To address this Content Area: Teaching Methodology and Strategy
situation, this session provides an overview and synthesis of second Easily flip your classroom! Student-centered learning is emphasized,
language writing scholarship published during 2016. where students complete in-class work at home, and then, traditional
Tony Silva, Purdue University, USA homework is completed in class (Sams & Bergman, 2013; Kahn,
Kai Yang, Purdue University, USA 2007). Concrete examples show flipping the EL classroom using a
Ji-young Shin, Purdue University, USA ten-step strategy. Teachers have more one-on-one time with individual
Elena Shvidko, Purdue University, USA students (Hunter, 2011).
Daniel Sloan, U.S. Department of State, USA

WSCC, 606-607 WSCC, 211
A CALL for 21st-Century Reading Creating and Sustaining ELT Affiliates Across Africa:
Content Area: CALL/Computer-Assisted Language Learning/ Problems and Possibilities
Technology in Education Content Area: Teacher Education
How can technology be part of a reading lesson? How will students There are 54 countries in Africa—10 TESOL affiliates. What are the
profit from learning reading with technology? Reading is the skill challenges and possibilities that affiliates experience across the
most connected to technology and yet not so directly addressed. This continent? Come and learn about affiliates in Uganda, Cameroon,
session addresses the different options technology offers for teaching Rwanda, and Senegal. Share ideas for promoting and supporting
and practicing reading. these—and creating and sustaining new affiliates in Africa.
Christine Bauer-Ramazani, Saint Michael’s College, USA Kathleen Malu, William Paterson University, USA
Thomas Robb, Extensive Reading Foundation, Japan Eran Willliams, U.S. Department of State, USA
Christine Sabieh, Notre Dame University, Lebanon Catherine Zeh, Association of Teachers of English in
Christel Broady, Georgetown College, USA Cameroon, Cameroon
Lydia Watuulo, Uganda Association of English Teachers, Uganda
Wednesday, 9:30 am–11:15 am Richard Niyibigira, Association of Teachers of English in
TCC, Skagit 2 Rwanda, Rwanda
Bryce Smedley, Lewis–Clark State College, USA
Colonialism of the Mind:
Challenges and Opportunities for Justice
Content Area: Social Responsibility/Sociopolitical Concerns Wednesday, 9:30 am–11:15 am
WSCC, 603
While studying in English offers access to English academic
discourses, these discourses privilege certain worldviews and Developing Constructive Conversations Through
assumptions, resulting in what some call colonialism of the mind. This a Hybrid Massive Open Online Course
session explores dynamics of this colonialism, challenges for English Content Area: Bilingual Education
language teachers and learners, and strategies for decolonizing ELT for Massive Open Online Courses often result in low completion rates.
WEDNESDAY, 22 MARCH
a more just academy. The hybrid, a blend of online courses and professional learning
Myles Hoenig, Maryland TESOL, USA communities provides access to current research and constructive
Cheryl Woelk, Language for Peace, Republic of Korea teacher dialog. Learn how teachers acquire, develop, and implement
Ana Solano-Campos, University of Massachusetts Boston, USA essential research-based knowledge for developing complex
Sunao Fukunaga, Kyushu Institute of Technology, Japan language and literacy.
Kenji Hakuta, Understanding Languages, Stanford University, USA
Wednesday, 9:30 am–11:15 am Sara Rutherford Quach, Understanding Languages, Stanford
WSCC, 618 University, USA
Veronica Gallardo, Seattle Public School District, USA
Connecting Research to Practice:
Ellen Barrett, Seattle Public School District, USA
Serving Adult Emergent Readers
Elizabeth Urmenita, Seattle Public School District, USA
Content Area: Adult Education Teresa Boone, Seattle Public School District, USA
Serving the diverse needs of adult emergent readers is
challenging. This research-to-practice panel includes SLA-informed Wednesday, 9:30 am–11:15 am
recommendations for instruction, assessment, and teacher education. TCC, Yakima 2
Participants receive ideas for balancing literacy and language,
Empowering Student Agency, Identity,
embracing loss due to migration, using mobile devices, and employing
and Learning in Blended Classrooms
multimodal design in literacy assessments and classroom pedagogy.
Content Area: Adult Education
Jenna Altherr Flores, University of Arizona, USA
Martha Bigelow, University of Minnesota, USA This panel examines the interplay between learner agency and identity
Patsy Egan Vinogradov, Hamline University, USA in blended personalized classrooms in a program that offers General
Raichle Farrelly, Saint Michael’s College, USA English, Academic English, and Bridge courses. In particular, we
Rosie Verratti, Howard Community College, USA discuss how student-generated rubrics, online modules, discussion
boards, and collaborative Google documents empower students to
negotiate themselves and learn.
Christy Williams, INTO University of South Florida, USA
Andrea Lypka, INTO University of South Florida, USA
Chi Rehg, INTO University of South Florida, USA
Nasseer Hasan, INTO University of South Florida, USA
Roundtable
Discussion
WSCC, 304 Sheraton Seattle, Ballard
Enacting Authentic Academic Talk Increasing Rigor Across All Levels
Through Instructional Conversation of Instruction for Adult ELLs
Content Area: Teaching Methodology and Strategy Content Area: Adult Education
Through video and demonstration, this workshop showcases how Increasing rigor in adult ESOL is essential for learners’ successful
to use biography-driven instructional strategies to engage students transition into the college, career or community settings that
in authentic academic talk through Instructional Conversation. match their goals. Panelists discuss ways to add rigor to effective
Participants learn key instructional moves to elicit academic talk, and instructional practices: empowering learners with professional
how to utilize student language production to support connections language, enriching their language strategies and enhancing their
between students’ background knowledge and new material. ability to demonstrate their critical thinking.
Socorro Herrera, Kansas State University, USA Alejandro Nunez, Wisconsin Technical College System, USA
Melissa Holmes, Kansas State University, USA Debra Gylund, Fox Valley Technical College, USA
Shabina Kavimandan, Kansas State University, USA Ginger Karaway, Gateway Technical College, USA
Shawn Jensen, Northeast Wisconsin Technical College, USA
Wednesday, 9:30 am–11:15 am Jodi Koller, Lakeshore Technical College, USA
Sheraton Seattle, Metropolitan A Carolyn Nason, Milwaukee Area Technical College, USA
Fishbowl Conversations as a Method of
Language Development and Differentiation Wednesday, 9:30 am–11:15 am
Content Area: High School/Secondary Education WSCC, 611
The Fishbowl Conversation develops verbal presentation and Language Teacher Identity in
(Multi)lingual Educational Contexts
argumentation skills- but how can an activity like this work for
classes with students at varied levels of English proficiency? This
session provides lesson materials, instructional strategies and role- Language Teacher Identity (LTI) research is opening new avenues for
play experience to use Fishbowls for language development and understanding our teaching lives. This presentation brings together
WEDNESDAY, 22 MARCH
differentiation with your EL students. five LTI scholars whose research represents the cutting edge of LTI
Rachel Wojciechowski, Danbury Public Schools, USA in TESOL today. Each provides new analysis and findings on LTI and
discusses implications for teacher education.
Wednesday, 9:30 am–11:15 am Geeta Aneja, University of Pennsylvania, USA
TCC, Tahoma 5
Elizabeth Ellis, University of New England, Australia
G. Sue Kasun, Georgia State University, USA
Helping ELLs in Grades 6–12 Meet Cinthya Saavedra, University of Texas Rio Grande Valley, USA
Standards for Literacy Juyoung Song, Murray State University, USA
Content Area: High School/Secondary Education
This session provides research-based methods and concrete Wednesday, 9:30 am–11:15 am
ideas to support ELLs in meeting challenging state standards in WSCC, 214
reading and writing. Using critical text, teachers learn scaffolding
Pictures Worth a Thousand Words: L2
techniques to help ELLs with close reading, development of explicit Acquisition Through Learner‑Created Art
language structures, and writing. This session includes reflections on Content Area: Arts
applicability to one’s own setting.
Images have a power that words do not. Learn about task-based
Diane August, American Institutes for Research, USA
projects integrating visual art to enhance language development:
Lisa Tabaku, American Institutes for Research, USA
a mural project showcases identity images with inner-city ELLs;
Ashley Simpson Baird, American Institutes for Research, USA
immigrants with interrupted schooling experiment with visual art as a
motivational learning strategy. You leave with paint on canvas in hand.
Elfrieda Lepp-Kaethler, Providence University College, Canada
Katy Dueck, Providence University College, Canada
Talitha Kaethler, David Livingstone Community School, Canada

Sheraton Seattle, Aspen Sheraton Seattle, Grand Ballroom D
Queering the ESL Classroom: Summing Up Math Language: Frameworks,
Strategies for Promoting Social Justice Activities, and Ideas to Empower
Content Area: Social Responsibility/Sociopolitical Concerns Content Area: Content-Based and CLIL/Content and Language
Integrated Learning
Have you wanted to queer your heteronormative ESL classes but
haven’t known where to begin? This session gives you a range of Participants learn to, 1) analyze mathematics discourse, language
practical strategies for promoting social justice by including LGBTQ functions and key vocabulary, 2) engage ELLs with vocabulary, phrase
themes in your classroom, including adapting materials, developing and sentence construction, 3) acquire a framework to transition
activities, and creating a safer space for difficult dialogs. from keywords to word problems, and 4) develop alternative
Jennifer Sacklin, Lane Community College, USA materials and hands-on activities to teach mathematical concepts for
Timothy Krause, Portland Community College, USA varying grade levels.
Judith O’Loughlin, Language Matters, LLC, USA
Wednesday, 9:30 am–11:15 am Kate Reynolds, Consultant, USA
TCC, Yakima 1
Luciana de Oliveira, University of Miami, USA
Strategies to Motivate, Engage, and
Empower Your Language Learners
Content Area: Teaching Methodology and Strategy Wednesday, 9:30 am–11:15 am
WSCC, 307-308
When asked what one of their biggest challenges was, teachers cited
Teacher Beliefs About Haptic Pronunciation Teaching
student apathy and lack of motivation. We’ll look at research that
Content Area: Phonology/Pronunciation
explains what motivation is, how teachers can affect it, and share
concrete classroom strategies. This is an interactive session that Haptic pronunciation teaching, using systematic gesture and touch,
includes participants sharing what has worked for them. was first introduced in 2008. Adoption of the methodology continues
Melinda Sayavedra, INTO Oregon State University, USA to grow substantially, especially among nonnative English speaking
instructors. Reports on four recent studies of teacher trainees’
WEDNESDAY, 22 MARCH
Cathie Becker, INTO Oregon State University, USA
responses to haptic pronunciation training and subsequent classroom
application are presented.
WSCC, 303 Amanda Baker, University of Wollongong, Australia
William Acton, Trinity Western University, Canada
Subgroups Within Subgroups: ELLs With Michael Burri, University of Wollongong, Australia
Specialized Needs and Backgrounds Lilly Seville-Gamboa, Universidad Latina de Costa Rica, Costa Rica
Content Area: Program Administration Gaby Cordero, University of Costa Rica, Costa Rica
Presenters addresses varied perspectives on specialized student
populations. Topics include: broad considerations and theoretical Wednesday, 9:30 am–11:15 am
approaches to teaching SLIFEs; specific classroom-based strategies for TCC, Chelan 4
newcomer students’ access to texts; the establishment of newcomer The Mentoring Process:
centers for refugee students; implementation of RTI for secondary Enriching Individual Professional Growth
ELLs; and, the specialized needs of long-term ELLs. Content Area: Personal and Professional Development for Teachers
Helaine W. Marshall, Long Island University Hudson, USA
This panel brings together language professionals from university ESL
Tim Blackburn, Education Northwest, USA
and IEP contexts who serve in different mentoring roles. The focus we
Brad Capener, Salem-Keizer Public Schools, USA
Marybelle Marrero-Colon, Center for Applied Linguistics, USA be to examine how different types of mentoring experiences, often
Sarah Moore, Center for Applied Linguistics, USA overlooked as forms of professional development, can shape individual
Joanna Duggan, Center for Applied Linguistics, USA professional growth for those guiding the mentoring process.
Stacy Suhadolc, Pennsylvania State University, USA
Sharon Childs, Pennsylvania State University, USA
Megan Lynch, Pennsylvania State University, USA
Karen Johnson, Pennsylvania State University, USA
Paula Golombek, University of Florida, USA
Mary Black, Southern Illinois University Carbondale, USA
Roundtable
Discussion
Wednesday, 9:30 am–11:15 am 10:30 am
WSCC, 602
U.S. Federal Education and Language Policy Update
Content Area: Advocacy WSCC, 613
An overview of the legislative proposals and federal initiatives TESOL “Guerrilla” Pronunciation Teaching
International Association is monitoring. Content Area: Phonology/Pronunciation
David Cutler, TESOL International Association, USA In multi-skills courses, we often do not have enough time or materials
John Segota, TESOL International Association, USA
for full treatments of vowels, consonants, stress, and grammatical
endings, yet pronunciation is part of the course and an important need
Wednesday, 9:30 am–12:15 pm of our students. The presenter discusses strategies and resources for
Sheraton Seattle, Grand Ballroom C effective guerrilla pronunciation teaching. Materials provided.
Teaching and Assessing Vocabulary: Michael Berman, Montgomery College, USA
What the Research Shows
This colloquium applies state-of-the-art research of vocabulary WSCC, 212
acquisition and use to inform a range of pedagogical issues. Six well- 10 Timesaving Strategies for
known vocabulary specialists will discuss the following: vocabulary Enriching Writing Instruction
size targets, teaching pedagogy, media/Internet vocabulary resources, Content Area: Intensive English Programs
teaching specialist vocabulary, and assessing vocabulary. The
emphasis throughout will be on practical applications of the research. Teaching L2 writing is more demanding than teaching other academic
courses, primarily due to the involved feedback, grading, and out-of-
Sam Barclay, University of Nottingham, United Kingdom (Great Britain)
class student support. The presenter shares ten effective strategies
Averil Coxhead, Victoria University of Wellington, New Zealand
that help alleviate the workload in writing courses while maximizing L2
Keith Folse, University of Central Florida, USA
writers’ learning.
Dee Gardner, Brigham Young University, USA
Zuzana Tomaš, Eastern Michigan University, USA
WEDNESDAY, 22 MARCH
Diane Schmitt, Nottingham Trent University, United Kingdom

(Great Britain) Jennifer Mott-Smith, Towson University, USA
Norbert Schmitt, University of Nottingham, United Kingdom
(Great Britain) Wednesday, 10:30 am–11:15 am
Sheraton Seattle, Madrona
10:00 am A Computer‑Mediated Shadowing Activity

and ESL Speaking Skill Development
Content Area: International Teaching Assistants
This preliminary case study explored the instructional value and
Sheraton Seattle, Issaquah
potential of a computer-mediated shadowing activity for improving
What Kinds of Research for What Kinds Of Practice? prospective international teaching assistants’ speech intelligibility.
Content Area: Personal and Professional Development for Teachers Findings of the study suggest that the computer-mediated shadowing
A panel of researchers and classroom practitioners engage in a lively activity raised participants’ awareness of the problems in their
dialogue on the connections and/or IR/relevance of particular kinds of prosodic control and helped improve their speech intelligibility.
research for particular kinds of classroom practice. Each researcher Masakazu Mishima, Rikkyo University, Japan
presents his/her area of expertise: action research, ethnography, and Lixia Cheng, Purdue University, USA
discourse analysis. Practitioners extend the dialogue with connections,
concerns and questions. Wednesday, 10:30 am–11:15 am
Judy Sharkey, University of New Hampshire, USA Sheraton Seattle, Juniper
Anne Burns, University of New South Wales, Australia
Academic Spanish in South Texas:
Sue Starfield, University of New South Wales, Australia
Bilingual Education and Beyond
Rodney Jones, University of Reading, United Kingdom (Great Britain)
Content Area: Bilingual Education
Tina Proulx, Henry J. McLaughlin Middle School, USA
Wendy Perron, Manchester School District, USA This study examines the precariousness of academic Spanish within
a South Texas district. Obstacles include the neglect of former ELLs
and treatment of Spanish as foreign. What would it mean to embrace
Spanish, at all levels? How can we balance English and Spanish
literacy, especially in districts with bilingual education?
Kip Austin Hinton, University of Texas Rio Grande Valley, USA

Sheraton Seattle, Grand Ballroom B Sheraton Seattle, Grand Ballroom B
Arab, Jewish, and Christian Teens Learn Building Social Responsibilites Through
Social Responsibility Together Online Critical Pedagogy in ELT Classrooms
Content Area: Social Responsibility/Sociopolitical Concerns Content Area: Social Responsibility/Sociopolitical Concerns
A successful online collaborative educational project between teenage Teaching English is not only teaching language skills to students. It
Arab, Jewish, and Christian students from across the globe. The aim should also assist to boost up critical and creative skills to explore
of the project was social responsibility, multicultural understanding and analyze injustices of society. It is achieved through the critical
and acceptance of others. Our hope was that through promoting pedagogy, the teachers’ practice in classrooms. This ultimately helps to
tolerance of other cultures we would build bridges that otherwise build social responsibilities on students.
might be impossible. Narad Rijal, Kathmandu University High School, Nepal
Jennifer Ayzen, Ben Gurion High School, Israel
Wednesday, 10:30 am–11:15 am WSCC, 620
Sheraton Seattle, Ravenna Can University IEPs Adapt to the
Assessing Online Language Teacher Rise of Pathway Programs?
Education Programs Content Area: Intensive English Programs
Content Area: CALL/Computer-Assisted Language Learning/ English language programming has taken on a strategic role in
universities’ international student recruitment, leading to the
This talk describes a research study into the procedures and proliferation of pathway programs that offer a fixed period of study and
instruments used to assess teachers’ skills and knowledge in online guaranteed university admission. What is the role of the traditional
language teacher education programs. The findings provide insights for university IEP in this changed environment?
institutions wishing to establish best practices for teacher assessment Alan Broomhead, Boston University, USA
in their own online language teacher education programs. Deborah Osborne, University of Kansas, USA
WEDNESDAY, 22 MARCH
Nicky Hockly, The Consultants-E, USA
Wednesday, 10:30 am–11:15 am Sheraton Seattle, Grand Ballroom B
WSCC, 210 Challenges of Latin America Teacher‑Education:
Breadth of Vocabulary Thresholds Supporting Contextualized Perspectives
Postsecondary Reading and Writing Content Area: Teacher Education
Content Area: Vocabulary/Lexicon Latin America requires improvement of English teachers’ education
Establishing realistic breadth of knowledge lexical thresholds for programs due to educational reforms and new century demands.
English-medium postsecondary bound students from multilingual Presenters discuss challenges, policies and progress made in
backgrounds can facilitate positive engagement with the demands their countries through perspectives and a contextual broad view.
of first year reading and writing tasks. These lexical thresholds are Suggestions based on research/experience are shared to promote
explored along with the implications for teaching and learning English interest on impacting ELT globally/collaboratively.
for academic purposes. Grazzia Mendoza, Zamorano University, Honduras
Scott Douglas, University of British Columbia–Okanagan Campus, Canada Araceli Salas, Benemérita Universidad de Puebla, Mexico
Elizabeth Ortiz, World English Institute, Ecuador
Wednesday, 10:30 am–11:15 am Jesus Ernesto Lisboa, VENTESOL, Venezuela
Sheraton Seattle, Grand Ballroom B Mauricio Arango, Universidad de Antioquia, Colombia
Bringing the MT Back From Exile:
Optimality in Monolingual Environments
Research promulgates optimal Mother Tongue use in monolingual EFL
classrooms with few studies attempting to shed light on what this
encompasses. To mitigate this, starting with a discussion of findings in
eight classrooms, the presentation will look at the active role students
could play in terms of scrutinizing the term.
Georgios Neokleous, Norwegian University of Science and
Technology, Norway
Roundtable
Discussion
TCC, Chelan 5 Sheraton Seattle, Grand Ballroom B
Classroom Management of Floor: Easing Communication Between Middle
A Case Study on College ESL Students Eastern Students and ESL Teachers
Content Area: Sociolinguistics Content Area: Educational Linguistics
Successful floor management empowers students’ classroom This presentation focuses on the verbal and nonverbal
participation. This presentation examines college ESL students’ communication and misunderstanding that can occur between
perceptions and practices of managing their floor in classroom Middle Eastern students and their ESL teachers. The cause of these
interactions. Through focus group discussions (N=6) and classroom misunderstandings are identified and strategies to deal with them in
observations, the presentation reveals that factors influencing ESL ESL classes are discussed.
students’ conversational floor management are more complex than Malihe Eshghavi, University of San Francisco, USA
suggested by current studies.
Jialei Jiang, Indiana University of Pennsylvania, USA Wednesday, 10:30 am–11:15 am
Riza Elfana, Indiana University of Pennsylvania, USA Sheraton Seattle, Redwood
Empowering Immigrant and Refugee Students
Wednesday, 10:30 am–11:15 am With Identity, Voice, and Agency
WSCC, 201 Content Area: Refugee Concerns
Creating and Implementing an Many adult immigrant ESL students, especially refugees, feel
IEP‑to‑University Bridge Program disheartened, powerless, and lost without identity or voice. Going
Content Area: Intensive English Programs beyond survival English, this session shares a project-based curriculum
Led by an IEP director and 2 instructors, this practice-oriented that helps students develop their English language skills while, at the
session describes the steps one university-based IEP took to create same time, doing internal work toward resolving these issues and
a ‘Bridge’ (pathway) program, and discusses the first semester of its envisioning a future.
implementation at their University. Participants are asked to share their Allison Riley, New School of Architecture and Design, USA
WEDNESDAY, 22 MARCH
experiences with other bridge programs.

Jill Fox, Creighton University, USA Wednesday, 10:30 am–11:15 am
Susan Sullivan-Tuncan, Creighton University, USA WSCC, 3A
Isabel Barros, Creighton University, USA
Empowering Mainstreamed Multilingual Writers
Content Area: Higher Education
Sheraton Seattle, Grand Ballroom B The presentation identifies various challenges that the different
subgroups of underserved multilingual writers face in mainstream
Differentiated Teacher Education
college composition classrooms. The presenter reports that each
Towards 2.0 Teachers in Uruguay
D
group makes a successful academic and social presence differently.
E
Content Area: Personal and Professional Development for Teachers
L
Specific recommendations are made to foster more inclusive learning
CE
Becoming a 2.0 Teacher involves being brave enough to explore new
CAN
environments for mainstreamed multilingual students.
paths. This session describes an In-Service Training program based on Eunjyu Yu, SUNY Canton, USA
the needs and queries of the participants, fostering the development of
2.0 skills in a differentiated and collaborative learning environment.
Cecilia Cabrera, Escuela y Liceo Elbio Fernandez, Uruguay Sheraton Seattle, Metropolitan B
Engage, Enrich, and Empower New Learners
Wednesday, 10:30 am–11:15 am With Interrupted Formal Education
WSCC, 615
Discover Conversation
Working with newcomers to English in mixed-level classes is
Content Area: Listening, Speaking/Speech challenging, and when the newcomers have gaps in their formal
DAVID: So...what’s this about anyway? ANDY: Well...Discover education, more so. Presenters describe and demonstrate four
Conversation is based on authentic dialogues. Students get involved research-based strategies to help students become engaged members
in analyzing spoken discourse and are introduced to the moves that of class and school communities, and to begin or restart their formal
make up typical conversations. Then...well...they build scaffolding education powerfully.
through mini-practice tasks...and create similar conversations of their Amy Berry, The Global Village Project, USA
own. DAVID: Awesome! Mary Lou McCloskey, The Global Village Project, USA
Andrew Boon, Toyo Gakuen University, Japan Amy Pelissero, Global Village Project, USA
David Harrington, Language Solutions, USA

Sheraton Seattle, Grand Ballroom B WSCC, 604
English Language Motivation Integrating Science and Language for ALL Students:
Between Gender and Cultures Web of Life
Content Area: English as a Foreign Language Content Area: Math and Science
This current study investigates the effects of the sociocultural factors This session immerses grade 3–8 teachers in a life science lesson on
on the motivation of female and male students in 14 Arab and non- food chains/webs and trophic pyramids on how to use both physical
Arab countries. The findings of this research indicate that female and diagram modeling to make content comprehensible for ELLs for
students’ integrative motivation and attitudes toward English are appropriate 3-dimensional learning based in the Next Generation
higher than male students. Science Standards.
Said Al Harthy, Indiana University of Pennsylvania, USA David Crowther, National Science Teachers Association, USA

Getting the Most From Your Teacher Evaluation International Students’ Religious Practices Conflicting
Content Area: Personal and Professional Development for Teachers With Classroom Practices: Teacher Awareness
Engaging ELL/EFL teachers in constructive observations is essential to Content Area: Teacher Education
teacher excellence and student achievement. This session empowers This presentation investigates the role of teachers’ awareness when it
teachers by understanding the critical components of the Danielson comes to dealing with novice international students who come to the
Framework’s Domain 3. Participants learn how the attributes of high USA with religious practices that may fall in conflict with classroom
quality instruction for ELLs aligns to the evaluation instrument and practices. Viewpoints of experienced teachers are discussed, examples
practice with sample lessons. are given, and potential solutions are examined.
Alexandra Guilamo, TaJu Educational Solutions, LLC, USA Mohamed Yacoub, Indiana University of Pennsylvania, USA
Kevin Belknap, Indiana University of Pennsylvania, USA
WEDNESDAY, 22 MARCH
WSCC, 605 Wednesday, 10:30 am–11:15 am
How Technology Shapes Our Language TCC, Chelan 2
and Feedback: Mode Matters Learning to Teach Grammar: Teacher Education
Content Area: Applied Linguistics and Student Teacher Cognitions
This presentation explores how the use of evaluative language differs Content Area: Grammar
between parallel corpora of text and screencast feedback and what Language teacher cognitions impact instructional decision-making
this means for the role of feedback and position of instructor. In and practice. This presentation discusses a Dutch research project
understanding the implications of technology choices, instructors can that investigated how student teacher cognitions on grammar
better match tools to their pedagogical purposes instruction develop and interact with perceptions of language learner
Kelly Cunningham, Iowa State University, USA characteristics. How can teacher education programmes influence
these cognitions? What are the pitfalls and are they avoidable?
Wednesday, 10:30 am–11:15 am Johan Graus, HAN University of Applied Sciences, Netherlands
Sheraton Seattle, Grand Ballroom B
Incidental Vocabulary Learning Wednesday, 10:30 am–11:15 am
Through Watching Movies WSCC, 612
Content Area: Vocabulary/Lexicon Placement: Adaptive, Online, and
Although research indicates modest incidental vocabulary gains Automatically Scored 4‑Skill Assessment
from audio-visual input, little is known about the effects of viewing Content Area: Assessment/Testing
full-length feature films. This study measured the effect of watching Placement is an English proficiency test delivered online and scored
a single L2 movie on Japanese students’ recall of salient words from by automated systems. The test includes computer adaptive and
the movie script. linear form parts to examine progress and proficiency. Validation
Robert Ashcroft, Tokai University, Japan analysis shows high reliablity (test-retest reliability 0.861) and
Oliver Hadingham, Rikkyo University, Japan scores from automated scoring systems closely correspond to scores
Joe Garner, International Christian University, Japan from human raters.
Sara Davila, Pearson, USA
Roundtable
Discussion
Preparing EFL Students for Academic Teaching the Refugee Newcomer Learner
Writing in Graduate Programs Content Area: Refugee Concerns
Content Area: Second Language Writing/Composition This course is designed for educators who do or will service refugee
Afghan university instructors entering the Masters in Education for Newcomer learners. Participants investigates refugee resettlement
TESOL program needed to improve their academic writing skills. processes; identify key symptoms of shock and traumatic upset;
How do you design a program and materials to teach these skills in a recognize and respond to cultural differences in the classroom; and
short time? The curriculum designer and one of the Afghan graduate explore best practices techniques in ELA-E instruction and Newcomer
students share their successful program. family engagement.
Beth Trudell, U.S. Department of State, USA Louise Kreuzer-Yaafouri, Denver Public Schools, USA
Abdul Habib Khalid, Kabul Education University, Afghanistan
Wednesday, 10:30 am–11:15 am WSCC, 614
WSCC, 617 The Color Vowel Chart: A Pronunciation
Press Record: How Podcast Creation Tool for Every Classroom
Empowers and Improves Student Speaking Content Area: Phonology/Pronunciation
Content Area: Media (Print, Broadcast, Video, and Digital) The Color Vowel Chart is a simple visual tool that powerfully supports
Students can improve many aspects of their English, including stress, listening, pronunciation, vocabulary, and spelling in ESL/EFL classrooms
intonation, and conversation skills by taking ownership over the for all ages and levels. Learn how the Chart is revolutionizing TESOL
creation of their own podcasts. Learn how to engage students in around the world as you discover the Color Vowel Approach through
creating their own podcasts and improving their speaking skills. multimodal participation and technique practice.
Michelle Kaplan, The New School, USA Karen Taylor, English Language Training Solutions, USA
Shirley Thompson, English Language Training Solutions, USA
WEDNESDAY, 22 MARCH

Sheraton Seattle, Grand Ballroom B Wednesday, 10:30 am–11:15 am
Promises and Challenges of Criterion WSCC, 610
Feedback in Writing Classes Using Authentic Classroom Case Studies
Content Area: Second Language Writing/Composition in TESOL Teacher Education Courses
This study examines the pedagogical effectiveness of Criterion Content Area: Teacher Education
feedback in a Korean university context. Specifically, this study Case studies have long been used as an instructional tool in many
investigates the extent to which the quality of essays differs between different disciplines and have also been recognized as a powerful
first drafts and second drafts as well as students’ perceptions of the experiential learning tool in TESOL teacher development. In this
benefit of the feedback. session, participants consider ways in which they can employ case
Young-Ju Lee, Hanbat National University, South Korea studies in their own courses and professional practice.
Sarina Molina, University of San Diego, USA
WSCC, 2A Wednesday, 10:30 am–11:15 am
Teachers Without Borders: Empowering Teachers WSCC, 205
Through Online Mentoring and Training Using Visual Mnemonics to Differentiate
Content Area: Teacher Education Commonly Confused Words
When teachers can collaborate without regard to geographic Content Area: Vocabulary/Lexicon
boundaries, the result is transformative! In this presentation, we ESL learners are often confused with words which look or sound
showcase international projects that illustrate the power of online alike but have different meanings. How can a learner effectively
collaboration to transform teaching, learning, and professional differentiate between a pair of confusing words and accurately process
development. Participants are given opportunities to share their own their meanings? This session demonstrates how visual clues with
online collaborative learning experiences, too. differentiating attributes help students accomplish this challenging
Barbara Sakamoto, International Teacher Development Institute, Japan vocabulary learning task.
Chuck Sandy, International Teacher Development Institute, Japan Takako Smith, University of Nebraska–Lincoln, USA

Wednesday, 10:30 am–11:15 am 11:30 am
WSCC, 616
Working It Out: Tasks to Integrate
CCR Standards Across Levels
WSCC, 211
Content Area: Assessment/Testing
Note‑Taking Strategies in Modern Classrooms
Our adult learners’ ability to achieve their personal and professional Content Area: Teaching Methodology and Strategy
goals relies on their ability to meet the College and Career Readiness
Standards (CCRS). Participants in this session analyze and discuss the In the evolving era of rapidly changing technologies, separation of
questioning strategies, tasks, and formative assessments that play a learning and electronic devices can hardly sustain in the classroom.
role in developing beginning through intermediate learners’ CCR skills. As your students become less willing to take notes on paper, introduce
them to these three digital note-taking strategies for an efficient and
Jayme Adelson-Goldstein, Lighthearted Learning, USA
useful learning experience.
Anastasiia Kryzhanivska, Bowling Green State University, USA
WSCC, 619
Setting the Stage for Oral Reading
WSCC, 213
Fluency Through Readers Theatre
E L
Content Area: English as a Foreign Language
E D An Introduction to the TESOL Diversity Collaborative
Content Area: Elementary School/Primary Education
A N C
In this workshop, participants learn how to use Readers Theatre to
How do we meet the nondiscrimination policy adopted by TESOL
C
increase English reading fluency and communicative English skills
amongst emergent readers. The presenter provides some teaching tips within the TESOL organization? The forum for all TESOL members has
on implementing RT in the classroom. a mission to infuse cultural competency within the organization. It is
everyone’s collective responsibility to strive for social justice in the
Patrick Ng, University of Niigata Prefecture, Japan
21st century. Come contribute to TESOL’s commitment.
Cheryl Woelk, Language for Peace, Republic of Korea
Wednesday, 10:30 am–12:15 pm Carter Winkle, Barry University, USA
WEDNESDAY, 22 MARCH
TCC, Tahoma 4
Dana Horstein, Benedictine University, USA
Teaching Advanced ESP Writing Using Lavette Coney, The Fessenden School, USA
Dialogue, Models, and Iterative Feedback Heidi Faust, University of Maryland, Baltimore County, USA
Legal English educators share their systematic approach to teaching Wednesday, 11:30 am–12:15 pm
academic writing to advanced multilingual graduate students. They Sheraton Seattle, Metropolitan B
use dialogue, models, and an enriched, iterative feedback process Analyzing TESOL Programs:
to address the needs of law graduate students. The approach and ESL Teacher Preparation in Changing Times
teaching activities can also be applied by graduate student educators Content Area: Teacher Education
in other disciplines.
This presentation reports findings from content analysis of 50 TESOL
Michelle Ueland, Georgetown University Law Center, USA programs, examining their philosophy, goals, and curriculum, and how
Marta Baffy, Georgetown University Law Center, USA they address changing demographics, conceptualizations of language,
Lake Julie, Georgetown University Law Center, USA academic demands, and technology, and their effect on language
Kirsten Schaetzel, Georgetown University Law Center, USA
teaching and learning. Implications of findings for TESOL programs and
Kia Dennis, Georgetown University Law Center, USA
ESL teacher training are addressed.
Shondel Nero, New York University, USA
WSCC, 3B
Using Cell Phones to Create
Student‑Powered Podcasts
Content Area: Media (Print, Broadcast, Video, and Digital)
Learn the benefits of podcasting and use it to sustain English practice
outside of class. Work on storytelling, pronunciation, and confidence-
building. Identify what a podcast is, explore genre-specific samples,
work with various prompts, and get a glimpse of what it takes to be
a success story.
Shaheed Sabrin, Irvine Valley College, USA
Roundtable
Discussion
Wednesday, 11:30 am–12:15 pm Wednesday, 11:30 am–12:15 pm
TCC, Skagit 2 Sheraton Seattle, Aspen
Assessing Grammar: An “A” Is More Conversations About Identity: Promoting Critical
Than Absence of Error Dialogue Amidst Double Consciousness
Content Area: Assessment/Testing Content Area: Social Responsibility/Sociopolitical Concerns
Grammatical proficiency is evidenced by use of complex structures, The motivation for this presentation are countless teachers struggling
not simply by absence of error. How do we assess grammar in to incorporate issues such as racism, othering, inequity, and
a transparent way that rewards both accuracy and complexity? powerlessness in the classroom. This practice-oriented presentation
Presenters share approaches and assessment tools for writing and addresses concerns regarding ownership and privilege, discusses
speaking tasks at various levels. the role double-consciousness plays, and guides participants toward
Stephanie Gallop, Georgetown University, USA beginning critical discussions with classroom-tested activities,
Heather Gregg Zitlau, Georgetown University, USA materials, and assignments.
Andrew Screen, Georgetown University, USA Stephanie Gollobin Ventura, Vanderbilt University, USA
Heather Winfield, World English Tutor, USA
Sheraton Seattle, Capitol Hill Wednesday, 11:30 am–12:15 pm
Collectivizing for Reading Development WSCC, 616
in the L2 Legal Classroom Creating Activities for the Academic English
Content Area: English for Specific Purposes Classroom From TOEFL® Resources
This presentation shares a legal reading curriculum for L2 law Content Area: Intensive English Programs
students. The curriculum utilizes the notion of a collective so that Use TOEFL’s free online resources to create classroom activities that
responsibility for reading legal cases is divided among students until will help your students improve their academic English. By adapting
they develop the ability to read autonomously. This presentation shares actual TOEFL materials, you can increase students’ ability to succeed
the methods and materials used in developing the curriculum. in the higher education classroom. We review sample activities and
WEDNESDAY, 22 MARCH
Lindsey Kurtz, Pennsylvania State University, USA discuss the use of rubrics to reinforce learning objectives.
Marian Crandall, Educational Testing Service, USA
TCC, Tahoma 3 Wednesday, 11:30 am–12:15 pm
Conversation Champions: Integration of WSCC, 203
Vocabulary Into Oral Production Developing Online Writing Courses That
Content Area: Adult Education Support Active, Project‑Based Learning
Conversation Champions, a task-based activity, integrates vocabulary Content Area: Intensive English Programs
into students’ existing semantic network by connecting with their An online writing course can offer student engagement equal to a face-
current experiences (Dunn, 2012). After recognizing target structures to-face classroom experience. The presenters share their experience
in info-gap listening exercise, partners perform original conversations. developing online courses with a project-based curriculum that fosters
Peers monitoring for correct forms choose Conversation Champions. an active learning environment. Participants leave with ideas for a
This multimodal, level-adaptable activity yields varied sample dynamic, learner-centered online writing course.
texts and rubrics. Eileen Kramer, Boston University, USA
Nonie Bell, University of Delaware, USA Amelia Onorato, Boston University, USA
Amanda Strickland, University of Delaware, USA
Sheraton Seattle, Grand Ballroom D
Discussion of Issues Regarding Students
With Interrupted Education
Content Area: Refugee Concerns
The percentage of students entering school with interrupted education
is estimated to be up to 20%, while the requirements and rigors
involved in integration are ever increasing. This dialogue session
provides opportunities for participants to share the issues they are
facing and meet other professionals to share solutions.

TCC, Chelan 5 Sheraton Seattle, Ravenna
Dynamic Systems Perspectives on Individual Enhancing, Enriching, Empowering
Differences in L2 Listening Development Excellence in Online Course Design
Content Area: Second Language Acquisition Content Area: Distance Learning/Online Learning
L2 listening development is a complex and dynamic process involving Achieving excellence in online course design becomes a successful
L2 listeners’ linguistic, social, cognitive, and emotional systems. endeavor when teacher and learner perspectives come into play. A
To better understand such complexity, we report findings from a teacher who took the digital plunge and her teacher-mentor who
study designed to examine how individual differences (IDs) factors helped her thrive provide insights into best practices in online course
interactively affect and predict L2 listening development and discuss design, implementation and ensuring an enriching and engaging
its pedagogical implications. learner experience.
Pengyun Chang, University of Auckland, New Zealand Sandy Wagner, Defense Language Institute Foreign Language
Lawrence Jun Zhang, University of Auckland, New Zealand Center, USA
Debra Josephson Abrams, Higher School of Economics, Russia
WSCC, 604 Wednesday, 11:30 am–12:15 pm
Effecting Pedagogical Change Through a TCC, Tahoma 1
D
School‑based Community of Practice ESL/EFL Teachers’ Perceptions of
CE L E Constraints on Critical Thinking
CAN
A school-based Community of Practice (COP) can be an engaging and Content Area: English as a Foreign Language
effective way to achieve school-wide change. The presenter shares her Strong critical thinking skills are essential for effective language
experiences in establishing and running a COP, aimed at embedding a learning. However, several constraints impede the mastery of most
literacy approach that was particularly supportive of ESL students, in of these skills. This presentation reports on the findings of a research
her Australian elementary school setting. study about teacher perceptions of those constraints, and provides
practical strategies and tools to help overcome such constraints.
WEDNESDAY, 22 MARCH
Rosemary Radford, ACT Education Directorate, Australia
Ozgur Pala, Qatar University, Qatar
TCC, Yakima 1 Wednesday, 11:30 am–12:15 pm
Empowering Low-Proficiency Learners WSCC, 303
With Critical Thinking Skills Examining the Literature: Moving From
Content Area: English as a Foreign Language Research to Practice
This presentation explores the concomitant relationship between Content Area: Teaching Methodology and Strategy
critical thinking skills and empowering low proficiency learners Three classroom teachers share their examination of research
with language enhancement. The gap between these two presents literature related to ELLs and Special Education, error response, and
numerous challenges. Bridging the gap, the presenters share strategies L2 reading processes with non-alphabetic first language readers.
developing learner autonomy through critical thinking skills, used Taking different corners of the room, presenters share what they
successfully in the disadvantaged Indo -Pakistani classrooms. learned, explain trends trends they found, and show how they moved
Namrata Parmar, Regional Institute of English, India research to practice.
Zakia Sarwar, SPELT, Pakistan Paul Abraham, Simmons College, USA
Greta Phillips, Newton Public Schools, USA
Wednesday, 11:30 am–12:15 pm Krista Rogers, University of Connecticutt, USA
WSCC, 614 Cynthia Slemaker, Bedford Public Schools, USA
English‑Spanish Connection:
Cross‑Linguistic Transfer of Foundational Skills
Rather than assuming that cross-linguistic transfer will occur without
explicit teaching, we can organize literacy and language instruction
intentionally and strategically to promote proficient biliteracy.
Cross-linguistic transfer routines and strategies for foundational
skillÊinstruction that can be adapted and implemented across the
various biliteracy programs models will be demonstrated.
Silvia Dorta-Duque de Reyes, Benchmark Education, USA
Shauna Williams, Benchmark Education Company, USA
Roundtable
Discussion
WSCC, 307-308 WSCC, 3A
Expanding Linguistic Repertoires Implementing CBI for Artists in On‑site
Through Play With Voices and Online University Courses
Content Area: Listening, Speaking/Speech Content Area: Content-Based and CLIL/Content and Language
Integrated Learning
Although the reconstruction of socially recognizable voices is an
important communicative resource, many L2 users lack confidence CBI has many facets, and the resulting implementation within even
to attempt such play. This session engages participants in tasks one university can be diverse. This session examines how two
combining elements of improv and stand-up comedy training CBI models were adapted for art students in an onsite and online
techniques with established L2 pedagogical practices to encourage course. Considerations for the success of CBI at the university
adult L2 learners to experiment with voices. setting are discussed.
Nancy Bell, Washington State University, USA Lisa Chou, Academy of Art University, USA
Sherise Lee, Academy of Art University, USA
WSCC, 2A Wednesday, 11:30 am–12:15 pm
WSCC, 611
Faculty Reflections: A Collaborative Autoethnography
of an International Field Experience Inclusive and Exclusive Pronouns in
Content Area: Teacher Education Multicultural Teacher Education Textbooks
Using autoethnography methodology, ESL faculty problematize
themselves in practice situations beyond the traditional classroom, This study adopted Positioning Theory as the theoretical framework
reflect on their marginalized identities, and discuss how facilitating an to explore the discursive construction of inclusivity and exclusivity
international field experience for preservice teachers has changed their in three textbooks, widely used in U.S. teacher education programs.
beliefs regarding the ways in which place shapes personal identities, The presenters analyzed instances of “we” and “you” (derivations
professional identities, and pedagogical practices. as subject, object, and possessive pronouns) throughout the
focal textbooks.
WEDNESDAY, 22 MARCH
Kisha Bryan, Texas A&M University, USA

Monica Neshyba, Texas A&M University, USA Bedrettin Yazan, University of Alabama, USA
Ali Fuad Selvi, Middle East Technical University, North Cyprus
Campus, Turkey
WSCC, 617
From Chaplin to Minions: Teaching Nonverbal Wednesday, 11:30 am–12:15 pm
Sheraton Seattle, Juniper
Communicative Competence Through Film
Content Area: Teaching Methodology and Strategy L1 in the L2 Classroom: What Should Teachers Do?
D
E
This presentation examines the use of gestures (miming) and facial
CE L
expressions in film that contains minimal dialogue, and how instructors Teachers have long been urged or even mandated to not allow
CAN
can adopt nonverbal skills to promote strategic competence in ELT. students’ L1s in L2 classrooms. However, many admit that they do
It also examines the debate of universal versus culturally specific use L1, regardless of policy. Researchers today are questioning this
nonverbal communication in relation to classroom practice. L2-only approach and validating teachers’ choices. We discuss the two
Lindsey Sanchez, University of Alabama, USA positions and the possibility of compromise.
Julie Riddlebarger, Khalifa University, United Arab Emirates
Sheraton Seattle, Madrona Wednesday, 11:30 am–12:15 pm
WSCC, 214
Herding Cats: Norming ITA Raters’ Judgements
Content Area: International Teaching Assistants Latino Teenage Boys’
Counter‑Narratives in Education
Insuring an acceptable degree of interrater reliability for International
Teaching Assistant performance testing is crucial yet tricky. Three
testing coordinators share their institution’s protocols as a start Mainstream studies understand Latino teenage boys as disengaged
to a discussion on appropriate calibration samples, coaching and and culturally deficient. This session explores nine Latino teenage
reliability. Participants share their own practices while also learning boys’ counter-narratives with issues of race/ethnicity, gender,
from each other. English language development, immigration status, and class as they
interrelate to other forms of oppression, shaping their education in
Susan Greene, Princeton University, USA
Barbara Beers, University of Minnesota, USA the United States.
Ian Nichols, University of Pennsylvania, USA Juan Rios, Bradley University, USA

WSCC, 612 WSCC, 610
Learn Language and Content With Peer Review Practices That Work
Concept Maps, Games, and More Content Area: Second Language Writing/Composition
Content Area: CALL/Computer-Assisted Language Learning/ Teachers and students commonly experience a number of obstacles to
making peer review effective. This session explores the conditions that
ELLs need rich, motivating resources to engage in content while must be met for peer review to have a positive impact on the quality of
developing language and literacy skills. With the topic of ecosystems, students’ writing. Presenters model effective peer review activities for
the presenter demonstrates several online tools and learning strategies different writing genres and proficiency levels.
to incorporate academic language into content teaching. Participants Annelies Galletta, University of Maryland, College Park, USA
engage in activities, including using animated movies, games, Melanie Baker, University of Maryland, USA
and concept maps.
Beverly Fine, BrainPOP, USA Wednesday, 11:30 am–12:15 pm
TCC, Yakima 2
Wednesday, 11:30 am–12:15 pm Phonemic Awareness and Literacy:
WSCC, 613 Using Phonics With Adult ELLs
Learning Analytics: Counting What Counts Content Area: Adult Education
Content Area: CALL/Computer-Assisted Language Learning/ Establishing a strong phonemic awareness is critical for ELLs in
acquiring literacy, listening and speaking skills. Findings indicate
Insights from 25 years of data collection and student observations incorporating phonics with contextualized instruction improves
reveal what makes online language learning effective and guide proficiency, especially with beginner level learners. This presentation
innovative approaches to blended learning. Teachers and program overviews the pedagogical advantages of the inclusion of phonics and
administrators will benefit from this discussion of evidence-based provides practical strategies.
practices to accelerate student learning and improve outcomes. Jose Torres, Baltimore City Community College, USA
WEDNESDAY, 22 MARCH
Andrew Blasky, DynEd International, USA
Kevin McClure, DynEd International, USA
TCC, Chelan 4
Wednesday, 11:30 am–12:15 pm Practicum 2.0: Engaging Online MA TESOL
WSCC, 204
Students Through Practitioner Communities
Making the Leap to Consulting Content Area: Teacher Education
Rich interactions and real-world applications are essential for
Are you wondering what it is like to work independently? Thinking developing emergent teachers’ knowledge in online teacher education
about starting your own business or going out on your own? Join us programs. The presenters share the Structured Teaching Practice of
to discuss the nuts and bolts of consulting, freelancing, or otherwise their fully online MA TESOL program. They demonstrate sample tasks
working independently of an institution in the field of TESOL. and report successes and challenges in the online environment as well
Joe McVeigh, Consultant, USA as program participant outcomes.
Bruce Rindler, Boston University, USA Betsy Parrish, Hamline University, USA
Deborah Kennedy, Key Words, USA Julia Reimer, Hamline University, USA
Jayme Adelson-Goldstein, Lighthearted Learning, USA
Wednesday, 11:30 am–12:15 pm TCC, Chelan 2
WSCC, 618
Responsive Mediation in Learning‑to‑Teach
Metadiscourse and Identity Construction Content Area: Teacher Education
in a Teaching Philosophy Statement
Content Area: Teacher Education This presentation empirically documents the dialogic interactions that
emerge between teachers and teacher educators as they engage in
The presenters investigated how two MATESOL language instructors the practices of L2 teacher education. Interactional data from two
constructed their identity. Analyses revealed they employed innovative practices illustrate how teacher development is assisted by
metadiscourse resources to construct the identity of a competent the responsive mediation that emerges in these practices.
graduate student and a knowledgeable, reflective teacher. Findings
Karen Johnson, Pennsylvania State University, USA
offer insights into how linguistic resources can be mobilized to
Paula Golombek, University of Florida, USA
construct a strong and unique teaching philosophy statement.
Peter De Costa, Michigan State University, USA
Roundtable
Discussion
WSCC, 602 WSCC, 310
Scams That Target Your Students: Student Ambassador Program: Cultivating
Tips and Tools for Educators Cooperative Relationships With IEP Students
Content Area: Adult Education Content Area: Intensive English Programs
Every day, scams that target adult learners threaten their financial This collaborative presentation shares one IEP’s orientation and
security. This session promotes an exchange of ideas: presenters tutoring services partnership, which builds cooperative relationships
give practical information about scams and what to do about them; among incoming students, tutors, instructors, and staff. Presenters
participants share their scam-related experiences. Each group leaves share videos, stories, and outcomes of their new Student Ambassador
with next steps to help students and their families avoid scams. Program, a prearrival communications and orientation approach, which
Charles Harwood, Federal Trade Commission, USA fosters strong community and student success.
Tina Kondo, Federal Trade Commission, USA Tony Cipolle, University of Oregon, USA
Laura Solis, Federal Trade Commission, USA Stef Brewer, University of Oregon, USA
Angela Dornbusch, University of Oregon, USA
Sheraton Seattle, Metropolitan A Wednesday, 11:30 am–12:15 pm
Secondary Schools to Learn From: WSCC, 615
Empowering ELLs Take Your Students to TASK: the Key to Success!
Content Area: High School/Secondary Education Content Area: Intensive English Programs
A national research study on secondary schools successfully serving In this session we examine how carefully designed activities in The
ELLs are outlined: the purpose of the study, the criteria for selection of Transferable Academic Skills Kit give students the skills that they lack
schools nationwide and the process for settling on the final schools. but sorely need—such as critical thinking, presenting, researching and
Schools are described, observation protocols and observer notes are referencing—to succeed not only in their postsecondary studies but in
shared, and research findings explained. their future careers as well.
WEDNESDAY, 22 MARCH
James Stack, San Francisco Unified School District, USA Nicole Graham, English Central, Canada
Lydia Stack, Understanding Language Project, USA
Wednesday, 11:30 am–12:15 pm WSCC, 605
WSCC, 210 Teachers’ U.S. Corpus
Shaping Better Learners and Citizens Content Area: Research/Research Methodology
Through Project‑Based Learning
The presenters amassed a linguistic corpus-TUSC-representing
Content Area: Task-Based, Project-Based Instruction approximately 4 million words based on over 50 K–12 content area
This session depicts the process of getting students involved in Project textbooks. Findings of the corpus, including word lists representative
- Based Learning and coming up with an authentic production they of academic language, are offered. Participants are invited to
can share with their community. The presenter shows the connection discuss ways this corpus may assist K–12 teachers, especially
between learning outside the classroom, developing problem-solving teachers of ELLs.
skills and service learning implementation. Seyedjafar Ehsanzadehsorati, Florida International University, USA
Safietou Ndiaye, U.S. Embassy, Dakar, Senegal
Wednesday, 11:30 am–12:15 pm WSCC, 205
WSCC, 620 The Need for Voice: How Access Leads to Equity
Slow SLOs? Quick, Quick SLOs: Content Area: Teacher Education
Creating Effective/Efficient SLO Assessments
Community college ESL students traverse a myriad of sections before
Content Area: Accreditation/Certification/Credentialing
matriculating into credit-bearing courses. This interactive session
Creating effective Student Learning Objective (SLO) assessments demonstrates to practitioners how fostering student equity can shift
and data collection methods can often be overwhelming and time- whose voice is heard in the K–16 classroom. Specifically, the utilization
consuming due to improper selection of assessment methods and of leveled Mike Rose readings, mentor texting, reading apprenticeship,
ambiguous directions to instructors. This practical session shows and reading circles shared.
participants how to easily formulate SLO assessments using a simple Mark Manasse, San Diego Mesa College, USA
five-step process and template.
Emily Wong, UC Irvine, USA
Helen Nam, UC Irvine, USA

WSCC, 304 TCC, Tahoma 5
Understanding Implied Meaning: Oral Language Development for Elementary ELLs
What Factors Matter to “Get It”? Content Area: Elementary School/Primary Education
Content Area: Second Language Acquisition How do we support oral language development within elementary
This study investigates the extent to which L2 proficiency, length content? In this workshop model, presenters model cooperative
of residence, and amount of L2 interaction affect ESL learners’ learning designed for preliterate students and academic conversations
pragmatic skills in understanding implied meaning in English. structured for debate and math content. Participants practice and
Relevant theories and the study findings are presented, and reflect upon ways to incorporate and differentiate oral language within
suggestions for ESL classroom implications to promote L2 pragmatic their own instructional practices.
development are provided. Christine Kennedy, Minneapolis Public Schools, USA
Aysenur Sagdic, Indiana University, USA Aanya DiBrito, Minneapolis Public Schools, USA
Felicia Orozco, Minneapolis Public Schools, USA
Wednesday, 11:30 am–12:15 pm Melissa Lowell, Minneapolis Public Schools, USA
WSCC, 201 Catherine Ragsdale, Minneapolis Public Schools, USA
Eve Kelley, Minneapolis Public Schools, USA
Variety of Excellence:
Curricular Models of Accredited IEPs
Content Area: Intensive English Programs Wednesday, 11:30 am–1:15 pm
WSCC, 2B
Accredited postsecondary IEPs must meet the same standards, yet
Pressed for Time: Strategies for
accreditor data confirm that they differ widely with respect to program
Writing for Publication
structure. This presentation maps the wide range of program designs
and their approaches to curriculum structure, assessment, and student
achievement data collection and analysis. TESOL professionals have many insights from teaching and research
Masha Vassilieva, Commission on English Language Program to share with domestic and international audiences but little time to
write and publish. In this panel and subsequent audience discussion,
WEDNESDAY, 22 MARCH
Accreditation, USA
Mary Reeves, Commission on English Language Program presenters offer practical tips and strategies for integrating writing for
Accreditation, USA publication into demanding schedules.
Rachel Herman, Commission on English Language Program Deborah Crusan, Wright State University, USA
Accreditation, USA Christine Pearson Casanave, Temple University Japan, USA
Suhanthie Motha, University of Washington, USA
Wednesday, 11:30 am–12:15 pm Stephanie Vandrick, University of San Francisco, USA
Sheraton Seattle, Ballard
Writing With Scaffolds: Using Paragraph Frames 1:00 pm
Research indicates that having strong paragraph writing skills is key in Wednesday, 1:00 pm–1:45 pm
academic and workplace success. Paragraph frames (writing scaffolds) WSCC, 605
help intermediate-advanced adult ELLs strengthen their writing skills.
50 Ways to Be a Better Teacher
In this session, participants practice using a paragraph frame model.
Ronna Magy, Los Angeles Unified School District (Retired), USA
Teaching is an art. It is more than a system of procedures and
learning outcomes; it is a complex and multifaceted human activity.
Wednesday, 11:30 am–1:15 pm This session, by an experienced program director, presents effective
WSCC, 603 practical strategies so you can develop yourself personally and
High School Newcomer Students in Seattle: professionally into the best teacher you can be.
Student Voices Chris Mares, Wayzgoose Press, USA
Public schools across the United States have experienced an influx of
recent arrival immigrants and refugees. While research on newcomers
has increased, few offer the perspective of the students. Through a
panel presentation comprised of students and district leaders, learn of
the opportunities, challenges, and needs.
Veronica Gallardo, Seattle Public School District, USA
David Lewis, Seattle Public School District, USA
Roundtable
Discussion
Wednesday, 1:00 pm–1:45 pm Wednesday, 1:00 pm–1:45 pm
Sheraton Seattle, Juniper WSCC, 612
A Guide to Implementing Extensive Blended Learning in the Young Learner Classroom
Reading in ESL/EFL Classrooms Content Area: Elementary School/Primary Education
Content Area: English as a Foreign Language In this presentation, the presenters explore the possibilities,
This session provides guidelines for incorporating extensive reading practicalities, payoffs and pitfalls of blending digital learning
into existing intensive reading classes drawn from the findings with teacher-fronted instruction in the young learner classroom.
of the presenter’s research, which investigated the effects of We describe our involvement in a digital learning program called
extensive reading in a Korean EFL university setting. The presenter SMARTree in Vietnam and Korea, and present a vignette of one
shares instructional techniques and insightful tips for promoting blended classroom.
extensive reading. David Nunan, University of Hong Kong, Hong Kong
Namhee Suk, Pukyong National University, South Korea Julie Choi, University of Melbourne, Australia

WSCC, 212 WSCC, 604
A World of Dual Language Books for Bridging a Graduation Pathway:
Young Emergent Bilinguals Evaluating Foreign Transcripts
Content Area: Reading and Literacy Content Area: High School/Secondary Education
Harness the power of two languages. Connect children’s early learning This session highlights the foreign transcript evaluation process.
environments through the use of dual language books. Explore Attendees receive a general overview of several educational
ways of using bilingual books to promote early reading and writing systems in other countries, grading scales, recommended courses
development in dual language learners. Promote translanguaging and and equivalent United States transfer credit. Participants learn the
advance vocabulary and concept learning across languages to ensure recommended practices for foreign transcript evaluation and have an
children’s school success. opportunity to evaluate a foreign transcript.
WEDNESDAY, 22 MARCH
Nancy Cloud, Rhode Island College, USA Joanne Newby, DeKalb County School District, USA
Rachel Toncelli, Rhode Island College, USA Phoenicia Grant, DeKalb County School District, USA

WSCC, 2A Sheraton Seattle, Willow B
Adapting SIOP for Use in Evaluating Citations in L2 University Student Writing:
Teacher Effectiveness Form, Function, and Stance
Content Area: Teacher Education Content Area: Second Language Writing/Composition
This presentation offers hands-on experience on how to use an This presentation reports findings of an in-depth analysis of L2
adapted Sheltered Instruction Observation Protocol for evaluating university students’ use of citations in terms of form, function,
teacher effectiveness. We show video of classroom teachers and allow and stance. The presentation also provides ways ESL composition
participants to use the tool to evaluate their practices. We discuss the instructors can enhance and expand students’ repertoire for integrating
advantages and limitations of the tool. sources in constructing effectively persuasive texts.
Jason Jay, Brigham Young University, USA Joseph Lee, Ohio University, USA
Lisa McLachlan, Brigham Young University, USA Chris Hitchcock, Ohio University, USA
Stefinee Pinnegar, Brigham Young University, USA J. Elliott Casal, Pennsylvania State University, USA

TCC, Yakima 2 Sheraton Seattle, Issaquah
Adult ESL + Math: Study Circle Exploring Data‑Driven Decision‑Making in
Language and Numeracy ESL Program Administration
Content Area: Adult Education Content Area: Program Administration
Adult ESL + Math = ? In Minnesota, a new study circle for adult ESL/EFL program administrators make decisions almost every day
educators explored integrating language and numeracy instruction. affecting students, teachers and other stakeholders. This session focuses
In this session, hear about its content and insights, and learn how to on data driven decision-making as a key leadership competency and
access the complete study circle facilitator guide and all supporting ways in which current and prospective program administrators can
materials, available for free. collect and analyze data, thus making informed decisions.
Patsy Egan Vinogradov, Hamline University, USA Engin Ayvaz, Yasar University, Turkey

WSCC, 210 TCC, Skagit 2
Developing Sound and Ethical Placement Enhancing Research Competence Through Student
for International L2 Writers Engagement in Academic Discourse Synthesis
Content Area: Second Language Writing/Composition Content Area: Second Language Writing/Composition
This presentation shares a process for redesigning placement for L2 writers often lack the discourse synthesis skills, involving
international L2 writers into first year writing courses at a U.S. the selection and integration of source material as well as
university. Presenters provide a framework for examining, developing, meaning creation, required to manage research tasks in university
and assessing local placement tools with the aim of developing sound settings. The presenters demonstrate effective reading-to-writing
and ethical placement practices. activities for improving these skills and further developing student
Christine Tardy, University of Arizona, USA competence with research.
Erin Whittig, University of Arizona, USA Mariah Fairley, American University in Cairo, Egypt
Alissa Nostas, Arizona State University, USA
Wednesday, 1:00 pm–1:45 pm Susanne Rizzo, American University in Cairo, Egypt
WSCC, 619
EFL Learners’ Willingness to Communicate Wednesday, 1:00 pm–1:45 pm
in Task-Based Instruction TCC, Chelan 2
Content Area: English as a Foreign Language Exposing Neuromyths and Empowering Teachers
This study attempts to explore what influences L2 learners’ situational With Evidence‑Based Teacher Education
willingness to communicate when they engage in interaction-based Content Area: Teacher Education
tasks in the EFL classroom. The goal of this study was to investigate The presenters evaluate some commonly held misconceptions in
EFL learners’ communication disposition in L2 and find the keys to education that may be influencing the practice of English language
successful interaction-based tasks in the EFL classroom. teachers. Referencing scientific evidence and recent research, they
Junko Toyoda, Kansai Gaidai University, Japan show why such beliefs are considered myths and how pervasive these
ideas are. Alternative, evidence-based teacher education concepts and
WEDNESDAY, 22 MARCH
activities are proposed and exemplified.
Wednesday, 1:00 pm–1:45 pm
WSCC, 203 Carol Lethaby, The New School, USA
Patricia Harries, Independent, Canada
Empowering Students Through a
Hybrid Extensive Reading Course
Content Area: Distance Learning/Online Learning Wednesday, 1:00 pm–1:45 pm
WSCC, 614
Discover how to use an online setting to organize and teach an
extensive reading course. Evidence are shared on how the online Fast Facts About IEPs:
environment strengthens the focus on reading as the primary activity A Snapshot of EnglishUSA Members
of the class and aids campus-based students to improve reading skills Content Area: Intensive English Programs
and become more autonomous readers. Comprehensive information from EnglishUSA member IEPs, including
Ellen Bunker, Brigham Young University–Hawaii, USA program statistics and overviews of enrollment, length and structure,
Aubrey Bronson, Brigham Young University–Hawaii, USA staffing, and curriculum, is presented. In addition, this session includes
discussion highlighting exemplary practices for IEPs as demonstrated
by EnglishUSA membership.
WSCC, 213 Cheryl Delk-Le Good, EnglishUSA, USA
Anna Eddy, University of Michigan–Flint, USA
Engaging, Enriching, and Empowering Black ELLs
This session engages, enriches, and empowers participants’
understanding of Black ELLs’ lived experiences, and their status within
dominant cultures is discussed. Recommendations and resources for
teachers and school administrators are shared to bring about greater
inclusivity, awareness, and best practices.
Ayanna Cooper, Consultant, USA
Heather Winfield, We Tutor, USA
Lavette Coney, The Fessenden School, USA
Roundtable
Discussion
Sheraton Seattle, Aspen TCC, Chelan 5
Formative Assessments: Simulated Classroom Occupy Library: An Experiential Approach
Environments and Intercultural Communicative to Engaging ELLs in Research
Competence Dispositions Content Area: English as a Foreign Language
Content Area: Assessment/Testing A Scavenger Hunt engages ELLs in accessing library resources for
Cutting-edge assessments in the field of ESL/EFL are featured in research and in building teamwork and leadership skills as well as
results of a survey of future elementary teachers who participated communicative competence. Copresenters share these approaches
in a simulated classroom environment where EL-specific classroom facilitated at an American Library in Kolkata, India. Access to a
participation patterns are represented through avatars; combined replicable Scavenger Hunt tool will be provided to session participants.
with results of an innovative mediated learning project that enhanced Shinjini Sanyal, Vikramshila Education Resource Society, India
prospective teachers’ intercultural communicative competence. Jode Brexa, U.S. Department of State, USA
Lynne Diaz-Rico, California State University, San Bernardino, USA
Sultan Turkan, Educational Testing Service, USA Wednesday, 1:00 pm–1:45 pm
WSCC, 201
Wednesday, 1:00 pm–1:45 pm Poster Sessions: Empower and Engage
Sheraton Seattle, Grand Ballroom C Your Listening and Speaking Students
High-School ELLs at Risk: Content Area: Intensive English Programs
Neither College‑ Nor Career‑Ready Poster sessions engage students because they can speak on topics of
Content Area: High School/Secondary Education their choice. However, to arrive at the final product, students must first
Statistics show that nearly half of high-school ELLs either drop out or take part in the academic processes of inquiry, research, design, and
conclude their education at high school graduation without advancing analysis. Learn the steps to integrate a poster project into a listening
to postsecondary education. This presentation illustrates how such and speaking course.
undereducation of ELLs takes place and discusses concrete strategies Michael Vallee, University of Colorado Boulder, USA
for preparing non-college-bound ELLs for jobs upon graduation or for
WEDNESDAY, 22 MARCH
Karen Eichhorn, University of Colorado Boulder, USA

vocational training. Leigh Ann Russell, University of Colorado Boulder, USA
Yasuko Kanno, Boston University, USA
Wednesday, 1:00 pm–1:45 pm TCC, Tahoma 3
WSCC, 615 Relationship Between Suprasegmental Production
Hi‑Lo Fiction and Nonfiction for Newcomers and ESL Students’ Listening Comprehension
Content Area: Reading and Literacy Content Area: Phonology/Pronunciation
Adapting to a new country, its systems, and its cultural expectations This study investigated whether and how the production of the four
is one of the greatest challenges facing newcomers. This session suprasegmental features—speech rate, pausing, sentence stress, and
highlights fiction and nonfiction books developed around topics critical pitch—correlated with ESL learners’ listening comprehension scores.
to newcomers. Strategies for using these books in middle and high The findings suggest that success in ESL listening may depend on ESL
school classrooms are explored. learners’ speech rate and pitch production patterns.
Jill Haney, Saddleback Educational Publishing, USA Roman Lesnov, Northern Arizona University, USA

WSCC, 617 TCC, Chelan 4
Leveraging Technology to Publish Teacher Learning and Professional Growth
and Share Materials Through a Curriculum Development Course
Content Area: Materials Writers, Curriculum/Materials Development Content Area: Personal and Professional Development for Teachers
Do you wish you had an easy way to share classroom materials Student teachers benefit when their learning is situated in meaningful
you’ve created with students and other educators? Presenters contexts, when they are actively engaged in their own learning
outline processes for sharing teacher generated materials, showcase process, and when they collaborate with others. This presentation
technology available to teachers who want to publish their original highlights the impact on student teachers in a curriculum development
materials, and suggest automation and workflow techniques to course that collaborates with various language programs needing
simplify this process. curricular assistance.
Ryan Yates, Emily Griffith Technical College, USA Priyanvada Abeywickrama, San Francisco State University, USA
Ryan Jeffers, Emily Griffith Technical College, USA

WSCC, 304 Sheraton Seattle, Metropolitan B
Teaching and Learning Key Prepositions Theory Into Practice: A Pedagogy of
in the Advanced ESL Classroom Translanguaging in Bilingual Classrooms
Content Area: Grammar Content Area: Bilingual Education
Why are prepositions so difficult for our students to learn? Advances in Flexible and dynamic understandings of language such as García’s
cognitive linguistics and new applications of Vygotskian theory point to translanguaging have gained prominence in the last decade. While the
solutions that can be used by language teachers in the classroom for empirical base for translanguaging has grown, much remains unknown
teaching the polysemy of key prepositions. about translating theory into practice. In this practice-oriented session,
Donald Englund, University of Kansas, USA we present specific techniques for creating a translanguaging space
in the classroom.
Wednesday, 1:00 pm–1:45 pm Laura Hamman, University of Wisconsin–Madison, USA
WSCC, 214 Emeline Beck, Sandburg Elementary School, USA
Aubrey Hellenbrand, Sandburg Elementary School, USA
Teaching English and Intercultural Communication
Skills Through Critical Incident Exercises
Content Area: Intercultural Communication Wednesday, 1:00 pm–1:45 pm
WSCC, 616
Critical incident exercises help learners build both English and
intercultural communication skills. This session begins with a Unraveling the Mystery: Vocabulary and
demonstration of an exercise designed for English classes. A Grammar for Academic Writing
debriefing then addresses how to conduct such exercises, and the Content Area: Higher Education
ways in which they can help learners build both English skills and This workshop begins with a brief overview of issues faced by
intercultural competence. second language writers. It then focuses on ways to build the
Don Snow, Duke Kunshan University, China (People’s Republic) vocabulary and grammar needed for academic writing, providing
attendees with specific ideas and resources to help their students
accomplish this goal.
WEDNESDAY, 22 MARCH
WSCC, 307-308 Jeanne Lambert, The New School, USA
Randi Reppen, Northern Arizona University, USA
Telling the Whole Story:
Retelling Intervention With Young ELLs
Content Area: Standards, Common Core State Standards Wednesday, 1:00 pm–1:45 pm
WSCC, 205
Young ELLs need to be able to retell stories for social and academic
purposes. Participants learn about practical, culturally sensitive Using “Check, Please” as a Springboard
to a Communication Project
research-based techniques and tools to accelerate story retelling and
language complexity simultaneously in young ELLs. Two research-
based intervention programs will be demonstrated and evidence of It is challenging for university instructors to get students motivated
effectiveness are shared. to have cultural experiences. By using the public television series
Darci Melchor, West Hartford Public Schools, USA Check Please as a model for a scaffolded, student-driven television
Lillian Rausch, West Hartford Public Schools, USA production project, students develop their own experiences and engage
authentically in the pragmatics of discussion, expressing opinion, and
agreeing/disagreeing.
WSCC, 613 Elizabeth O’Hara Johnson, Illinois Institute of Technology, USA
Ellisa Cole, Illinois Institute of Technology, USA
The Teacher’s Guide to IELTS
IELTS tests English as an international language and is increasingly
accepted and used in North American higher education. IELTS brings
the outside world into the classroom with a face-to-face speaking
test providing a true-to-life assessment of speakers’ abilities to
communicate in English. Learn more about incorporating IELTS into
your curriculum.
Kate McKeen, IELTS, USA
Christine Grosse, Independent, USA
Roundtable
Discussion
Sheraton Seattle, Willow A TCC, Yakima 1
Argue, Contend, Exort: Teaching the Engaging in Accreditation: Benefits to the
Language of Argumentative Writing Profession, Program, and Reviewer
Content Area: Second Language Writing/Composition Content Area: Accreditation/Certification/Credentialing
Experience a flexible toolkit of grammatical techniques to help Presenters in this panel session review the steps involved in seeking
students expand their linguistic repertoires and write arguments specialized accreditation for an IEP, the tasks of administrators, staff,
more effectively. Practice with classroom-tested activities focusing and teachers in applicant IEPs, and the role of professionals who serve
on introducing sources, building and developing effective paragraphs, as reviewers, highlighting the benefits for all stakeholders.
and giving and understanding feedback. Learn how to adapt these Paul Angelis, Southern Illinois University Carbondale, USA
techniques to your teaching context. Nicole Martello, Commission on English Language Program
Silvia Pessoa, Carnegie Mellon University in Qatar, Qatar Accreditation, USA
Ryan Miller, Kent State University, USA Christine O’Neill, University of Pittsburgh, USA
Thomas Mitchell, Carnegie Mellon University in Qatar, Qatar Heather McNaught, University of Pittsburgh, USA
Nigel Caplan, University of Delaware, USA
Sandra Zappa-Hollman, University of British Columbia, Canada Wednesday, 1:00 pm–2:45 pm
WSCC, 620
Wednesday, 1:00 pm–2:45 pm Enriching Your CV/Résumé:
WSCC, 611 Empowerment for New Job Opportunities
Community Engagement: Enriching Content Area: Personal and Professional Development for Teachers
Student Experiences, Teacher Preparation, Useful for novices in the field and experienced professionals
and Program Implementation entertaining a job change, the workshop addresses effective CV/
Content Area: Teacher Education résumé writing. Participants engage with practice modules discussing
This colloquium includes five presentations on how community content elements, organization, layout/design as they assess and
engagement projects and programs have enriched ESL student improve sample sections of CVs/résumés. Participants are encouraged
WEDNESDAY, 22 MARCH
experiences, MA TESOL teacher preparation and program to bring their CV/résumé for review.
implementation. Attendees are able to (better) implement service- Sigrun Biesenbach-Lucas, Georgetown University, USA
learning in their own programs. Deanna Wormuth, Georgetown University, USA
Cathryn Crosby, Columbia University, USA
Michael Fields, University of Delaware, USA Wednesday, 1:00 pm–2:45 pm
Christine Rosalia, Hunter College–CUNY, USA WSCC, 3B
Tim Micek, Ohio Dominican University, USA
Judith Monseur, Antioch University Midwest, USA From IEP to Degree:
Michele Regalla, University of Central Florida, USA Strategies for Successful Transitions
Wednesday, 1:00 pm–2:45 pm Building support systems for students transitioning from IEP to degree
WSCC, 610 programs can greatly improve their chances for success. This session
focuses on sustainable initiatives to help ELLs in this transition
Educating Refugee‑Background Students:
including approaches related to academic needs, socialization, and
Adjustment, Literacy, and Equity
collaboration between IEPs and degree faculty.
Kevin Martin, Virginia International University, USA
This research-based panel comprises invited chapter authors and Bedrettin Yazan, University of Alabama, USA
the editors of an upcoming book on educating refugee-background Natalia Jacobsen, George Washington University, USA
students. Presenters share studies that foreground students’ goals, T. Leo Schmitt, The Graduate Center–CUNY, USA
experiences, and voices, as well as highlight the broader context
of school and society. Themes explored in this session include
adjustment, literacy, and equity.
Shawna Shapiro, Middlebury College, USA
Raichle Farrelly, Saint Michael’s College, USA
Delila Omerbašić, Tulane Universtiy, USA
Kristiina Montero, Wilfred Laurier University, Canada
Amadu Khan, The Welcoming Association, United Kingdom (Great Britain)
Paul Molyneux, University of Melbourne, Australia
Amanda Hiorth, University of Melbourne, Australia

TCC, Tahoma 1 WSCC, 310
In Defense of Teaching: EFL in the “Postmethods” Era Preparing TESOL Educators to Address
Content Area: English as a Foreign Language the Needs of Refugee Students
Current postmethods pedagogy deemphasizes input and presentation Content Area: Refugee Concerns
because these are thought to be inherently teacher centered and Researchers and practitioners discuss critical issues in preparing
unnatural. But EFL students require enriched language input and teachers to serve refugee students. Topics include cultural
intensive oral practice unavailable outside of class. Participants diversity, students’ strengths and contributions, trauma and
practice specific techniques to present language and activate student social-emotional support, unaccompanied minors, limited and
communication with minimal teacher-talking time. interrupted formal schooling, community resources, curriculum, team
Joan Saslow, Author, USA collaboration, and evidence-based training programs for teacher
Allen Ascher, Independent, USA professional development.
Wednesday, 1:00 pm–2:45 pm Debbie Zacarian, Debbie Zacarian, Ed.D. & Associates, USA
Sheraton Seattle, Metropolitan A Judie Haynes, everythingESL, USA
Stacy Brown, U.S. Department of Health and Human Services, Office of
Mind/Brain/Education in ESL/EFL Refugee Resettlement, USA
Content Area: Teaching Methodology and Strategy Julie Kasper, Lutheran Social Services of the Southwest, USA
Neuroscience is making huge contributions to MBE (mind/brain/ Laura Baecher, Hunter College–CUNY, USA
education). Why are those changes so slow to impact ESL/EFL? Jennifer Ballard-Kang, University of Louisville, USA
This session introduces seven concepts identified by MBE research Josephine Kennedy, World Learning, USA
as influencing learners. The presenters explore specific ways to Lois Scott-Conley, World Learning, USA
modify classroom activities and textbooks to make them more Allene Grognet, Center for Applied Linguistics, USA
compatible with the brain.
Marc Helgesen, Miyagi Gakuin Women’s University, Japan Wednesday, 1:00 pm–2:45 pm
WEDNESDAY, 22 MARCH
Curtis Kelly, Kansai University, Faculty of Commerce, Japan WSCC, 602
Robert Murphy, University of Kitakyushu, Japan Presentation From the Office for
English Language Acquisition
Wednesday, 1:00 pm–2:45 pm Content Area: Advocacy
WSCC, 204 Representatives from the Office of English Language Acquisition
NNESTs Negotiating Identity and discuss federally-funded initiatives that support ELLs. Emphasis is on
Securing Legitimacy: Personal Accounts encouraging greater awareness and use of the department’s resources
Content Area: Nonnative English Speakers in TESOL for improving outcomes for ELLs.
The session explores professional experiences of NNESTs and how Supreet Anand, Office for English Language Acquisition, USA
intercultural communication intersects with negotiating identity. Panel
members a) describe challenges and b) how these were addressed Wednesday, 1:00 pm–2:45 pm
institutionally, and c) examine how successful examples of identity WSCC, 303
negotiation may be transferred to other contexts for the language Refugees, Sectarian Strife, Community Building:
classroom and in preservice/in-service training. ELT in Turkey and Congo
Geeta Aneja, University of Pennsylvania, USA Content Area: Refugee Concerns
Helen Berg, Sam Houston State University, USA
Today there are 20 million refugees globally. Half of these are children
Maxi-Ann Campbell, Duke Kunshan University, China (People’s Republic)
and youth. Providing educational opportunities for this vulnerable
Kara Mac Donald, Defense Language Institute, USA
population is a major concern. What are the problems—and
Gloria Park, Indiana University of Pennsylvania, USA
Francisco Ramos, Loyola Marymount University, USA possibilities—for ELT? Come and engage with professionals from
Ramin Yazdanpanah, Florida State University, USA Congo and Turkey and learn about ways to support and assist.
Kathleen Malu, William Paterson University, USA
Bryce Smedley, Lewis–Clark State College, USA
Michael Morsches, Moraine Valley Community College, USA
Samson Matumo, International Relations, Congo, (Democratic
Republic of)
Andrea Schlinder, U.S. Department of State, Turkey
Eyup Dilber, Dicle University, Turkey
Roundtable
Discussion
Wednesday, 1:00 pm–2:45 pm 2:00 pm
WSCC, 211
Revisiting the Theory‑Practice Divide in TESOL
Content Area: Teacher Education TCC, Chelan 2
The panel revisits the notion of the dysfunction of the theory-practice A Model for Integrating Service‑Learning
divide. Presenters critically examine the proposal that teachers should Into Teacher Education
be positioned as agents of change in the development of theories Content Area: Teacher Education
of practice for TESOL. They explore advances in teacher education
This presentation describes the use of service-learning in an ESL
programs internationally that aim to reduce the theory-practice gap.
teacher education course for which students taught or tutored
Anne Burns, University of New South Wales, Australia immigrants at community-based organizations. Offering the course as
Michael Legutke, Justus-Liebig-University Giessen, Germany a working model, presenters describe syllabus design and teaching
Emily Edwards, University of New South Wales, Australia
strategies, methods for partnering with non-profits, and the student
Donald Freeman, University of Michigan, USA
perspective on volunteer teaching/tutoring.
Mark Clarke, University of Colorado Denver, USA
Jason Schneider, DePaul University, USA
Emily Power, DePaul University, USA
WSCC, 618
Sustaining IEP Enrollment:
Innovative Ways to Keep Your Program Afloat
Content Area: Program Administration A Synthesis of Project‑Based Language Learning:
Research‑Based Teaching Ideas
In recent years, overall enrollment at IEPs across the country has been Content Area: Task-Based, Project-Based Instruction
decreasing due to various factors including changes in scholarship
benefits, visa restrictions, and increasing educational costs. This panel There has been much research on project-based language learning
discusses innovative approaches to sustaining IEP enrollment during (PBL), and publications about technology-infused PBL are becoming
times of extreme enrollment decline. more frequent. Recognizing that teachers do not always have time
WEDNESDAY, 22 MARCH
to read and synthesize the research in usable ways, this session

Karen Asenavage, University of Delaware, USA
presents a synthesis with ideas for using projects in content-based
Sarah Arva Grosik, University of Pennsylvania, USA
language classes.
Jim Rogers, Utah State University, USA
Elaine Steneck, University of Northern Colorado, USA Tammy Slater, Iowa State University, USA
Brandon Cooper, Texas A&M University, USA Gulbahar Beckett, Iowa State University, USA

Teaching English for Tourism: Concepts and Needs Academic Dishonesty and the Use
Content Area: English for Specific Purposes of Emerging Technologies
Content Area: CALL/Computer-Assisted Language Learning/
This panel critically discuss the current state of teaching English for Technology in Education
tourism from several perspectives including: a grounded review of
literature and textbooks, a view of effective practices and materials Advances in technology are also leading to new ways to cheat in
in a Hungarian university-based program, and insight into stakeholder the classroom. This practice-oriented presentation tell instructors
valued instruction in a Nicaraguan workplace program. how students are engaging in high-tech cheating and how you can
discourage it. Bring your laptop or tablet and learn about cutting edge
Gina Petrie, Eastern Washington University, USA
tools to combat academic dishonesty.
Michael Joseph Ennis, Free University of Bolzen-Bolzano, Italy
Mária Czellér, University of Debrecen, Hungary Sean McClelland, University of Oregon, USA
Tracey McHenry, Eastern Washington University, USA

WSCC, 2B WSCC, 604
And Furthermore Corrective Feedback Loops: Modeling L2
Content Area: Discourse and Pragmatics Practice and Oral English Learning
Advanced learner materials offer few guidelines for the use of the Content Area: Applied Linguistics
expressions “moreover,” “furthermore,” “in fact,” “likewise,” “in This mixed-methods study introduces an integrated corrective feedback
turn,” and other additive connectors. Grounded in pragmatic theory loop to schematize the interplay between corrective feedback and
and drawing on written corpus examples and experimental speaker- independent practice in L2 oral English learning, among advanced-level
judgement data, this talk defines optimal uses and paves a path to adult ESL students. The data for the corrective feedback loop were
enlightened class instruction. collected via qualitative open-ended survey questions and a set of forty
Howard Williams, Teachers College, Columbia University, USA student interviews.
Esther (Eunjeong) Lee, Claflin University, USA
TCC, Skagit 2 Wednesday, 2:00 pm–2:45 pm
Back to School: Examining Teacher WSCC, 304
Preparation Effectiveness From the Inside Empowering Students to Be Metacognitive
Content Area: Teacher Education Through Written Feedback
This researcher evaluated an ESL teacher preparation program, in part, Content Area: Second Language Writing/Composition
by completing the required practicum work and written assignments Grounded on classroom research examining the effectiveness of
herself as she taught K–12 ELLs for one semester. This presentation English teachers’ feedback practice in L2 writing classrooms, this
interests instructors who desire a close match between course content research-oriented presentation suggests an approach to giving written
and assignments and teacher preparation needs. comments which promotes students’ metacognitive knowledge and
Jill Swavely, Temple University, USA thus, empowers students to respond to teachers’ comments.
Ivan Chong, Yew Chung Community College, Hong Kong
WEDNESDAY, 22 MARCH
Wednesday, 2:00 pm–2:45 pm Cherry Au
Sheraton Seattle, Metropolitan B
Becoming a Materials Writer in the Digital Age Wednesday, 2:00 pm–2:45 pm
Content Area: Materials Writers, Curriculum/Materials Development WSCC, 612
Whether you’re an aspiring writer or have already published, join this English for All: Peace Corps, EL
Fellow, Fulbright Alumni Panel
discussion on working as a materials writer in today’s digital world.
What choices do you have? What challenges do you face? Where can
you find support? Gain insights from authors with extensive experience Teaching English abroad through a U.S. government exchange program
in print and digital media. is a unique opportunity for cross-cultural experience and impactful
Jennifer Lebedev, Independent, USA professional development opportunities. In this session, learn first-
Linda Butler, Independent, USA hand from alumni about the U.S. government’s role in English teaching
worldwide, program goals and differences, and how these experiences
can enhance your career.
WSCC, 603 Jenny Hodgson, U.S. Department of State, Office of English Language
Programs, USA
Becoming a U.S. Citizen: The Naturalization Process Thomas Santos, U.S. Department of State, USA
Content Area: Adult Education Scott Chiverton, U.S. Department of State, USA
During this presentation, a U.S. Citizenship and Immigration Services
Officer walk participants through the basic process of becoming a
United States citizen. Participants are encouraged to ask questions and
will be provided useful resources.
Christine Pool, U.S. Department of Homeland Security, Office of
Citizenship and Immigration Services, USA
Roundtable
Discussion
From EFL to ESL: Helping Learners High-Impact Professional Development
Bridge the Communicative Gap Through the Teaching Circle
Content Area: Teaching Methodology and Strategy Content Area: Higher Education
Students moving from EFL to ESL environments often report that This presentation explores ways in which an effective teaching
they feel inadequately prepared for study abroad. In this session the circle can become an integral, meaningful, and continuous part of
presenters share their experiences readying their EFL students’ for faculty professional growth and development. Based on their recent
study abroad in an ESL context and describe several communicative experiences with ESL faculty teaching circles, the presenters guide the
activities they have developed to help learners adjust. participants through the steps of creating teaching circles of their own.
Peter Neff, Doshisha University, Japan George Ellington, Salt Lake Community College, USA
Gavin Brooks, Doshisha University, Japan Brent Green, Salt Lake Community College, USA
Cameron Romney, Doshisha University, Japan Gordon Dunne, Salt Lake Community College, USA

Global Research on Teaching and Learning English Improving ELLs’ Learning by Enhancing
Content Area: Applied Linguistics Teachers’ Knowledge of Language
Learn from experts about cutting-edge research on key topics collected Content Area: Teacher Education
in The Global Research on Teaching and Learning English series, To support ELLs in making meaning from linguistically complex
copublished by The International Research Foundation for English texts, teachers not only need methods of teaching academic
Language Education (TIRF) and Routledg, to showcase research by language but also need to have an in-depth knowledge of language
young scholars from around the world funded through a carefully themselves. This presentation shares how preservice teachers
vetted international competition. increased their knowledge of language and created language-focused
instruction for ELLs.
WEDNESDAY, 22 MARCH
Kathleen Bailey, Middlebury Institute of International Studies at

Monterey, USA Joshua Schulze, Western Oregon University, USA
Michael Carrier, Cambridge English Language Assessment, United
Kingdom (Great Britain) Wednesday, 2:00 pm–2:45 pm
MaryAnn Christison, University of Utah, USA WSCC, 214
Ryan Damerow, The International Research Foundation for English
Language Education, USA Intersectionality and Intercultural
Communication Beyond Culture
WSCC, 613 Established approaches that rely on teaching one solid culture and
a fixed set of skills for intercultural communication often ignore the
Guiding International Students Through
complexity of different subject positions taken up by speakers engaged
the Research Paper Process
in intercultural communication. This presentation addresses these
Content Area: Second Language Writing/Composition
shortcomings and argues for the nuanced approaches to intercultural
This session shows teachers how to move students through the writing learning in EAL classrooms.
process in stages to end up with a thorough and coherent research Natalia Balyasnikova, University of British Columbia, USA
paper. This approach allows students to construct knowledge as they
become more familiar with the process, making writing a research
paper a less intimidating task. Samples provided.
Kelly Sippell, University of Michigan Press, USA
Janine Carlock, Duquesne University, USA

WSCC, 307-308 WSCC, 212
Listening to TESOL Voices: Practical Ways to Make Classrooms
Insider Accounts of Classroom Life Inclusive to LGBTQIA ESL Students
Content Area: Teacher Education Content Area: Higher Education
What constitutes TESOL classroom life? This unique ecology is This presentation discusses practical ways instructors can create
described through stories of discovery, challenge, and growth. The inclusive classroom environments for lesbian, gay, bisexual,
TESOL Voices series contains rich insider accounts from students and transgender, queer, intersex, and asexual students. Presenters
teachers theorizing their learning and teaching practices. Participants discuss research showing that non-heterosexual students experience
describe authentic classroom life experiences that inform theory and anxiety stemming from their learning environments and affecting
practice from the classroom floor. their language outcomes before ending with tips to improve
Tim Stewart, Kyoto University, Japan their experiences.
Phil Quirke, Higher Colleges of Technology, United Arab Emirates Molly Kelley, University of Iowa, USA
Tom Farrell, Brock University, Canada Andrew Lewis, University of Iowa, USA
Sarah Rilling, Kent State University, USA
Maria Dantas-Whitney, Western Oregon University, USA Wednesday, 2:00 pm–2:45 pm
Greg Kessler, Ohio University, USA TCC, Yakima 2
Fiona Copland, University of Stirling, United Kingdom (Great Britain)
Sue Garton, Aston University, United Kingdom (Great Britain) Preparing Adult ESL Teachers to Meet
Today’s Rigorous Language Demands
WSCC, 617 Driving forces in adult ESL demand rigorous instruction that moves
beyond life skills. Learn about freely available LINCS materials for
Movie Trailers for the New EFL Learner
teachers and administrators on meeting the language demands faced by
today’s adult ELLs. Sample these professional development materials on
Meeting the needs of the 21st-century EFL learner is a challenge.
WEDNESDAY, 22 MARCH
infusing academic language and critical thinking into instruction.
Movie trailers can turn into an amazing resource to meet those needs. Patsy Egan Vinogradov, Hamline University, USA
They are short, flashy, multisensory and authentic. The audience Betsy Parrish, Hamline University, USA
attending this session take home some practical ideas to put trailers to
use in their classes.
Victoria Dieste, Alianza Cultural Uruguay–Estados Unidos, Uruguay WSCC, 619
Refusal Strategies by Advanced
Wednesday, 2:00 pm–2:45 pm Korean and Norwegian ELLs
WSCC, 210
New Takes on TV Game Shows for the ESL Classroom
As face-threatening speech acts, refusals may pose a challenge
Content Area: Adult Education for L2 learners. Rooted in the tradition of interlanguage pragmatics
Looking for low-tech, highly motivating, flexible activities to energize studies, this presentation offers an analysis of semantic formulas used
your lessons? The presenters demonstrate how to use key elements in electronic refusals by advanced Korean and Norwegian learners
from three iconic TV game shows in the adult classroom to practice of English. Implications for language classrooms, including sample
speaking and reinforce vocabulary acquisition. Your students will love teaching materials, are discussed.
these versions of Feud, Pyramid and Price is Right. Tülay Dixon, University of Utah Asia Campus, South Korea
Patricia Pashby, University of Oregon, USA Anna Krulatz, Norwegian University of Science and Technology, Norway
Kevin Cross, San Francisco City College, USA
Scaling Success:
Using Small Grants for a Big Impact
In the past 6 years, the presenter has obtained over $65,000 of funding
through various grants available to classroom teachers. This practical
presentation will give you tips for creating successful grant proposals,
a list of popular grant programs, and the confidence and motivation to
start applying on your own!
Barbara Gottschalk, Warren Consolidated Schools, USA
Roundtable
Discussion
WSCC, 201 Sheraton Seattle, Willow B
Speaking Assessments: Empowering Teacher Electronic Feedback in
Students to Engage in Discussion ESL Writing Course Chats
Content Area: Assessment/Testing Content Area: Second Language Writing/Composition
The presenters outline procedures for assessing speaking skills This corpus-based study analyzes the rhetorical moves, uptake, and
through small group discussions which simulate a university classroom student perceptions of the teacher-student chats from five freshman
discussion. Participants will learn how pre-test preparation can lower ESL writing courses taught by three expert teachers. Findings show
communication anxiety, encourage authentic communication, and that chats are useful for establishing rapport and clarifying feedback,
produce more reliable pictures of students’ true speaking abilities. but we suggest that longer chat sessions may be more effective.
Julie Doty, University of North Texas, USA Estela Ene, Indiana University Purdue University Indianapolis, USA
Laura Rios, University of North Texas, USA Thomas Upton, Indiana University Purdue University Indianapolis, USA

WSCC, 615 WSCC, 213
Supporting Change on Teacher’s Terms TESOL Skills Enrich Life Skills Throughout
Content Area: CALL/Computer-Assisted Language Learning/ Our Career and Retirement
Technology in Education Content Area: Personal and Professional Development for Teachers
Change is an important feature of teacher development, yet many Mastering the art of teaching throughout their careers, TESOLers
teacher education programs fail to bring it about. Drawing on a decade develop an extensive portfolio of diverse skills: leadership, teamwork,
of World Learning and SIT Graduate Institute’s blended and online advising, coaching, group dynamics, community engagement and
teacher education programs, presenters examine how they help government relations. Participate in this session related to career paths
teachers take change processes into their own hands and support them that capitalize on multiple skills for life-long enrichment and making a
to enact change in their teaching practice. difference in the world.
WEDNESDAY, 22 MARCH
Leslie Turpin, SIT Graduate Institute, USA Liz England, Liz England and Associates, LLC, USA
Andy Noonan, World Learning, USA Richard Boyum, U.S. Department of State, USA
German Gomez, World Learning, USA John Schmidt, Texas International Education Consortium, USA

Teacher and the Machine: Student‑Centered Bystanders Becoming Upstanders:
Technology Approaches Media Literacy Education for Secondary ELL Students
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Social Responsibility/Sociopolitical Concerns
This presentation shares ELL media literacy lessons aimed at
Blended, flipped, augmented? Technology will continue to have a major raising awareness of how someone becomes a victim of labeling
impact on the English language classroom. But how can teachers and discrimination and how the passivity of bystanders, peers,
embrace technology without making the computer the center of the and neighbors can make the situation more painfully serious. An
classroom? Exploring best practices for instruction will help teachers international project and traveling exhibit of student work is shared.
embrace technology while keeping the focus of instruction on students. Zsuzsanna Kozák, Visual World Foundation, Hungary
Sara Davila, Pearson, USA Lydia Stack, Understanding Language Project, USA
Christina Cavage, Savannah College of Art and Design, USA
Lester Holmes, Pearson, USA
TCC, Chelan 5
SLIFE Unlimited: Cracking the
Code to Academic Writing
Infusing textual evidence into written responses can be an
insurmountable feat for Students with Limited or Interrupted Formal
Education (SLIFE) who often lack prior exposure to academic writing.
This session aims to demonstrate writing strategies that have proven
to be effective with SLIFE at the secondary level.
Nicoleta Filimon, International High School, USA
Christi Cartwright Lacerda, International High School, USA

WSCC, 2A
Where’s Real Extensive Reading in A Language‑Based Approach to Content Instruction:
the Adult ESL/EFL Curriculum? Scaffolding in K–12
Content Area: Reading and Literacy Luciana de Oliveira, University of Miami, USA
Extensive Reading (ER) is missing from many ESL/EFL programs for adult
learners. On this panel, four ER research experts and practitioners provide Wednesday, 3:00 pm–3:45 pm
evidence for the efficacy of ER in adult SLA as well as practical information TCC, Chelan 4
and resources addressing concerns about including ER in the curriculum. A Virtual Community of Practice for Teacher Trainers:
Doreen Ewert, University of San Francisco, USA Practical Impacts
William Grabe, Northern Arizona University, USA Content Area: Teacher Education
Thomas Robb, Kyoto Sangyo University, Japan Can a virtual community of practice have an impact on what teacher
Marc Helgesen, Miyagi Gakuin Women’s University, Japan trainers actually do in the training room? This presentation is about a
study to research the impacts of such a virtual community within the
Wednesday, 2:00 pm–4:45 pm context of a large-scale ELT project aimed at Iranian teacher trainers.
Sheraton Seattle, Grand Ballroom A Sue Leather, Sue Leather Associates, Canada
How to Get Published in TESOL and
Applied Linguistics Journals
Content Area: Media (Print, Broadcast, Video, and Digital) TCC, Tahoma 3
This session provides authors with advice on how to get published in An Insider Perspective on Learning
academic journals. Editors from a number of journals discuss what they are to Teach English Pronunciation
looking for in submissions to their journal and answer audience questions. Content Area: Phonology/Pronunciation
Brian Paltridge, University of Sydney, Australia The literature provides numerous recommendations for pronunciation
Ahmar Mahboob, University of Sydney, Australia teacher education, but the perspectives of student teachers are
WEDNESDAY, 22 MARCH
relatively unknown. This session presents a study exploring the
3:00 pm experiences of 15 student teachers learning to teach pronunciation.
Following an overview of the findings, a theoretical model constituting
effective pronunciation teacher preparation is discussed.
Amanda Baker, University of Wollongong, Australia
Honglin Chen, University of Wollongong, Australia
Top 10 Tips for Online Tutors Michael Burri, University of Wollongong, Australia
Content Area: Distance Learning/Online Learning
The rise of online learning necessitates proficiency in connecting and Wednesday, 3:00 pm–3:45 pm
communicating effectively through technology. This session offers WSCC, 210
tips for online tutors, showcase exemplars, and provide an extensive Awareness, Recognition, and
resources. Gleaned from a recent ELL e-mentoring study, these tips Production of Speech Acts
empowers educators to engage, instruct, and inspire students online. Content Area: Discourse and Pragmatics
Jillian Conry, Southern Methodist University, USA ELLs typically learn fundamentals of language in class, but most
Karla del Rosal, Southern Methodist University, USA
textbooks minimally address the functional language and pragmatic
knowledge needed to perform the various speech acts. In this session
Wednesday, 3:00 pm–3:45 pm we give an overview of speech acts, explaining and demonstrating a
Sheraton Seattle, Ballard variety of activities to use in the classroom.
A Billion Hellos: How VIPKID Is Sara Okello, Maryville College, USA
Transforming the ESL Landscape Kathrine Colpaert, University of Michigan–Flint, USA
Since its founding in 2013, VIPKID has exploded onto the global ESL
scene, becoming the world’s fastest growing online learning platform
and the first to connect Chinese students with highly-qualified ESL
teachers for one-on-one instruction. Learn about its mission, vision,
and innovative approach to online ESL instruction.
Nick Compton, VIPKID, China (People’s Republic)
Beleza Chan, VIPKID, China (People’s Republic)
Cathy Hayes, USA
Roundtable
Discussion
WSCC, 307-308 Sheraton Seattle, Madrona
Beyond Repeat After Me: Current and Future Trends in Teacher‑Created
Teaching Pronunciation With Imagination Digital Materials Development
Content Area: Teacher Education Content Area: CALL/Computer-Assisted Language Learning/
Students need and want to speak with pronunciation that’s easy for
others to understand. But old-fashioned repeat after me is not enough Many teachers create materials for their students, but how many of us
to help them reach that goal. This workshop presents practical ideas create digital materials? Is that necessary? Will it be? What support
for helping students improve their pronunciation through multiple do teachers need to move into digital materials writing? Come discuss
learning modalities—sight, sound, and movement. these issues and share resources and examples to advance your
Marla Yoshida, UC Irvine, USA materials development technologically.
Stephanie Hanson, University of Minnesota, USA
Adam Leskis, Oxford, United Kingdom (Great Britain)
TCC, Chelan 2
Bringing the Applied Alive in an Wednesday, 3:00 pm–3:45 pm
Online MA TESOL Program WSCC, 617
Content Area: Teacher Education Developing Authentic Academic Lectures for
Tech‑Enhanced Speaking/Listening Courses
Bringing applied principles to life in an online MA TESOL program
is challenging. Using a course in Applied Phonetics and Phonology Technology in Education
as an example, discovery-based, cooperative activities are used
to lead teacher candidates to an understanding of linguistic Authentic academic lectures prepare academically-bound students for
principles. Suggestions for applying these practices to other online the extensive listening demands of university coursework, but finding
courses are provided. appropriate lectures is a challenge. Presenters describe the planning,
development, and delivery of lectures by college professors for an EAP
Betsy Parrish, Hamline University, USA
listening/speaking course. Participants leave with materials to apply
WEDNESDAY, 22 MARCH
this process to their own contexts.

Wednesday, 3:00 pm–3:45 pm Kim Benedicto, Michigan State University, USA
Austin Kaufmann, Michigan State University, USA
Classroom Assessment: Engaging Teachers, Luca Giupponi, Michigan State University, USA
Enriching Practices, and Empowering Students
Priyanvada Abeywickrama, San Francisco State University, USA
TCC, Tahoma 4
Wednesday, 3:00 pm–3:45 pm Diversifying the Rhetoric in TESOL Classrooms:
Sheraton Seattle, Willow B A World Englishes Perspective
Conference With Simultaneous Oral‑Written Feedback Content Area: Nonnative English Speakers in TESOL
(SOWF): Students’ Preferred Writing Response
With a pluralistic view of English as a global language, TESOLers
should utilize diverse instructional techniques to empower the ESL/EFL
The presenters report on a study of student preferences for writing students in developing their language proficiency. The session reflects
feedback strategies. Quantitative surveys followed by qualitative on presenters’ academic experiences as ESL/EFL students and teachers
interviews with university students taking EAP writing revealed to suggest ideas for incorporating World Englishes.
that students most preferred coursework-based, teacher-student Yasir Hussain, University of New Mexico, USA
conferencing, particularly, simultaneous oral-written feedback. Majed Alharbi, University of New Mexico, USA
Their preference for direct or indirect feedback varied according to Jose Antonio, University of New Mexico, USA
specific problems.
Jim Hu, Thompson Rivers University, Canada

WSCC, 614 Sheraton Seattle, Aspen
Earn CEUs With CAL Institutes: Enriching Language Learning:
Research‑Based Professional Development Countering Neurosexism in the Classroom
Content Area: Personal and Professional Development for Teachers Content Area: Social Responsibility/Sociopolitical Concerns
CAL Institutes offer proven strategies and practical tools to help Some argue that girls and boys learn language differently. Using
educators boost student outcomes. EL and Spanish literacy, SIOP, classroom video and the concepts of priming and stereotype threat, the
dual language, newcomers, and more. Institutes are held in DC and presenter asserts that education, not hardwiring, is what ensures that
can come to your location; participants receive a CAL Certificate of both sexes flourish when learning language. Teaching ideas to combat
Completion. Get sample activities and enter to win resources. sexism and promote success with all children are presented.
Annie Duguay, Center for Applied Linguistics, USA Carol Lethaby, The New School, USA
José Medina, Center for Applied Linguistics, USA
Wednesday, 3:00 pm–3:45 pm WSCC, 618
WSCC, 604 Enriching the TESOL Practicum Experience
Effects of a Sociocognitive‑Transformative With an International Teaching Opportunity
Approach on CAF in Learners’ Essays Content Area: Teacher Education
Content Area: Second Language Writing/Composition Creating an authentic TESOL practicum for our teacher candidates
This study examined the effects of a sociocognitive-transformative whose goal it is to teach internationally can be a challenge. This
approach on the complexity, accuracy, and fluency (CAF) in ESL session touches on the logistics, challenges, and rewards of a TESOL
learners’ essays. Findings reveal that the treatment group improved in practicum developed with a partner institution in France, as well as
fluency and complexity but not in accuracy. The treatment group also provide an opportunity for intercultural networking.
outperformed the control group in almost all aspects of CAF. Mary Hanson, University of Colorado Colorado Springs, USA
Jessie Barrot, National University, Philippines Evelyn Pudaite Adams, Independent, USA
WEDNESDAY, 22 MARCH
Sheraton Seattle, Metropolitan B WSCC, 201
Engaging, Enriching, and Empowering Enriching Vocabulary Learning Through
Students to Learn With Mobile Devices the Involvement Load Hypothesis
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Vocabulary/Lexicon
The purpose of this presentation is to demonstrate the application of
By 2020 76% of the world population will own a mobile device. Create the involvement load hypothesis as a method of sequencing vocabulary
engaging learning in your students and empower students to not only activities to increase depth of learning. The presenters explain the
use apps in the classroom and extend that learning to at home use as concept and provide an opportunity for teachers to apply the concept
well. Get a bagful of new ideas to use in your classroom. by choosing and sequencing activities.
Susan Gaer, Santa Ana College, USA Dawn McCormick, University of Pittsburgh, USA
Betsy Davis, University of Pittsburgh, USA
WSCC, 602 Wednesday, 3:00 pm–3:45 pm
Engaging, Enriching, and Empowering ELLs WSCC, 310
Through Poetry, Music, and Dance Feedback Matters: Time‑Saving Techniques
Content Area: English as a Foreign Language for Effectively Evaluating Student Writing
In this highly interactive presentation the presenter shows different Content Area: Intensive English Programs
ways of blending poetry, music, and dance to motivate students to Are you frustrated by the amount of time it takes to provide comments
learn English. Attendees have the greatest opportunity to write their on student papers only to watch a few of your students apply their
own poems, put them to music and dance. Get inspired and learn how feedback? This session walks participants through several techniques
to inspire all of your students! IEP instructors have used to ensure time spent on feedback leads to
Mokhidil Mamasolieva, Uzbek State University of World more impactful ESL writing.
Languages, Uzbekistan Chantelle Daniels, University of South Florida, USA
Rokhatoy Rustamovna Boltaeva, Uzbekistan State University of World Michelle Bell, University of South Florida, USA
Languages, Uzbekistan
Roundtable
Discussion
I Forgot the Words: Classroom Factors Metaphorically Speaking: Framing the World
Influencing English Speaking Content Area: Intercultural Communication
Content Area: English as a Foreign Language Lakoff asserts that, “Metaphor is the main mechanism through which
Students’ resistance to speaking English seems to be accepted in we comprehend abstract concepts and perform abstract reasoning.”
classrooms in Japan. Through completing online narrative frames, 104 Leading participants through activities to help students recognize
freshmen described classroom factors that influence their capacities to different cultural mappings of metaphors, the presenters relate
speak in English. Based on the results, the presenters suggest ways to metaphors to the teaching of intercultural communication within the
stimulate classroom speaking. context of World Englishes.
Simon Humphries, Kansai University, Japan Christopher Hastings, ITMO University, Russia
Lessons for Multilingual Learners From TCC, Yakima 1
Native People of the Americas Moving Toward Interactional
Content Area: Content-Based and CLIL/Content and Language Competence in the EFL Classroom
Integrated Learning Content Area: English as a Foreign Language
European colonization has had a devastating impact on the cultures This presentation explores the concept of interactional competence
and languages of people around the globe. What can multilingual and the benefits of teaching specific interactional skills such as
students learn from the experience of Native Americans? The interruption and clarification to EFL learners. Practical advice on
presenters show how studying Native American writers, artists, how such skills can be taught are offered alongside video recordings
and activists can inspire EAP students to navigate the road of showing students’ interactional performance both inside and
in-between-ness. outside the classroom.
WEDNESDAY, 22 MARCH
Sadi Sahbazian, Montgomery College, USA Samuel Crofts, Kwansei Gakuin University, Japan
Heather Satrom, Montgomery College, USA
Music and Movement in the English Classroom:
Longitudinal Study Confirms Efficacy of Practical Implementation Strategies
Summer Learning for Elementary ELLs Content Area: Arts
This highly interactive session provides teachers with the tools they
How can schools combat elementary ELLs’ summer language and need to integrate music and movement into their English classes.
literacy loss? In this session, presenters share data on the long- Participants examine theories of embodied cognition and practice
term academic gains made by students who attended an innovative adapting familiar songs to teach both vocabulary and grammar points,
seven-week summer program. Participants learn the outcomes of a leaving with specific strategies for classroom implementation.
longitudinal study on students who attended and practical information Riah Werner, SIT Graduate Institute, USA
on program implementation.
Laura Lukens, North Kansas City Schools, USA
R. Kent Yocum, Shawnee Mission School District - Apache Innovative
WSCC, 613
School, USA
Next‑Generation ACCUPLACER: Change for a Reason
This session provides an overview of the content of the newly designed
next-generation ACCUPLACER reading, writing, and math tests. The
presentation includes a discussion of the key features of the new test
design, test content, and sample test questions. A Q&A period follows.
Keith Henry, College Board, USA
Constance Tsai, College Board, USA

WSCC, 203 WSCC, 615
Organizing a Writing Workshop Strategies for Fostering Key Uses of Academic
for Graduate Students Language Among Stakeholders
Content Area: Second Language Writing/Composition Content Area: Content-Based and CLIL/Content and Language
Integrated Learning
Is there a need for a writing workshop for graduate students who are
nonnative speakers of English on your campus? Have you organized Students, families, teachers, and school leaders form a powerful force
or led one? This session is the place to share with your peers your that can lead to positive change in teaching and learning practices. But
successful lessons in organizing writing workshops for nonnative where do you even begin to make a difference? This session centers on
speakers of English graduate students. academic language use as the linchpin for promoting engagement and
Thu Tran, Missouri University of Science and Technology, USA fortifying curriculum.
Margo Gottlieb, WIDA Consortium, USA
Pedagogy and Emotions: Exploring English WSCC, 213
Language Teachers’ “Emotion Labor” Supporting Muslim Students in K–12 Schools:
Sarah Benesch, College of Staten Island–CUNY, USA Knowledge and Practical Suggestions
Content Area: Applied Linguistics
Wednesday, 3:00 pm–3:45 pm In addition to expanding current knowledge about the education of
WSCC, 603 Muslim students in Western settings, results of this project and its
Practical Applications of Reading Apprenticeship proposed pedagogical recommendations offer important implications
in the IEP Reading Classroom for pre and in-service teacher education and professional development.
Content Area: Intensive English Programs Specific outcomes for the education and socio-cultural integration of
Muslim children are also discussed.
In this session, the presenters share their own experiences and
WEDNESDAY, 22 MARCH
demonstrate examples of activities using Reading Apprenticeship Laura Mahalingappa, Duquesne University, USA
strategies in community college IEP Reading classes. Attendees leave Nihat Polat, Duquesne University, USA
Terri Rodriguez, College of St. Benedict and St. John’s University, USA
with an understanding of general Reading Apprenticeship concepts and
strategies, and the ability to design activities for their own classrooms.
Kristina Kellermann, Cascadia College, USA Wednesday, 3:00 pm–3:45 pm
Sheraton Seattle, Metropolitan A
Jessica Weimer, Cascadia College, USA
Supporting Students With Limited or
Interrupted Formal Education (SLIFE)
Relationship Between Alphabetic Print Students with limited or interrupted formal education (SLIFE) bring
Literacy and Oral English Acquisition a unique set of skills to the classroom and require specific forms of
Elaine Tarone, University of Minnesota, USA academic and socio-cultural support. The purpose of this dialogue is
to empower participants by sharing strategies and developing action
steps for supporting SLIFE in their schools.
WSCC, 612 Jill Kester, SupportEd, USA
Maria Konkel, Educational Testing Service, USA
Stand Out: Critical Thinking in the
Adult Education Classroom
Content Area: Adult Education Wednesday, 3:00 pm–3:45 pm
Students learning to learn, working through problems, and addressing
Teaching Listening and Speaking
new ideas is at the forefront of College and Career Readiness
in EFL/ESL Contexts
standards. Students at all levels can engage in critical thinking
Okim Kang, Northern Arizona University, USA
activities in the classroom. Learn how to help students learn to learn in
this interactive workshop!
Rob Jenkins, Santa Ana College, USA
Roundtable
Discussion
WSCC, 304 WSCC, 605
The Neuroscience of Stories: Using Corpus Linguistics in Teaching ESL Writing
Why Our Brains Love Them Content Area: Applied Linguistics
Content Area: Applied Linguistics This session explores the use of corpus linguistics in teaching L2
Stories, the original Wikipedia, are the oldest tool of teaching and still writing as an effective way to bring authentic language into the
the most potent. Our brains process stories more effectively than other classroom. The presenters discuss ways of incorporating corpora in
formats because narration works the same way brains do. Stories also teaching L2 writing and demonstrate a sample activity of how to use a
cause parallel activation of the insula and brain linking. Let’s look at corpus to address discourse competence.
the neuroscience of stories. Gusztav Demeter, Case Western Reserve University, USA
Curtis Kelly, Kansai University, Faculty of Commerce, Japan Ana Codita, Case Western Reserve Universtiy, USA
Hee-Seung Kang, Case Western Reserve University, USA
TCC, Yakima 2 Wednesday, 3:00 pm–3:45 pm
Triple E and Word Study in a Low‑Literacy Class WSCC, 616
Content Area: Adult Education Using Images to Elicit and Reinforce
This practice-oriented presentation focuses on a word study approach Language Structures and Vocabulary
for adult ELL students who are emergent ELLs, and whose educational Content Area: Vocabulary/Lexicon
level in their native language is below the 6th grade. Join ESL Library’s CEO Ben Buckwold for tips and techniques on using
Cathy Payne, RISE- Academy for Adult Achievement, USA vocabulary images to elicit language and teach vocabulary to beginner
and low-intermediate learners. Ben demos ESL Library’s flashcard
section, which has over 2,000 images that teachers can print or display
Wednesday, 3:00 pm–3:45 pm for games, activities, and lessons.
WSCC, 3A
Ben Buckwold, ESL Library, Canada
University Faculty and Staff Perceptions
WEDNESDAY, 22 MARCH
of Nonnative English Speaker Needs

Content Area: Higher Education Wednesday, 3:00 pm–3:45 pm
WSCC, 610
The presenters describe findings from a survey of 1,500 faculty and staff
investigating perceptions of the benefits and challenges of supporting Wikis: Negotiating ESL Collaborative
nonnative English speakers at a large public research university. The Creative Writing
presenters also discusses the recommendations suggested by survey Content Area: Second Language Writing/Composition
respondents for enhancing support for faculty and staff. The presentation describes a multiple case study that explored
Bethany Peters, University of Minnesota, USA the effect of collaborative creative writing on individual writing
Michael Anderson, University of Minnesota, USA development in terms of accuracy, complexity, and creativity. Group
dynamics, revision behaviors, and creative thinking processes were
also examined. Participants leave the presentations with practical
guidelines for using collaborative creative writing tasks.
Rima El Abdali, PSU, USA
Using Collaborative Writing
Activities in EFL Contexts
Kim McDonough, Concordia University, Canada Wednesday, 3:00 pm–4:45 pm
WSCC, 619
Advocating English Language Learning and
Interculturality in Colombia’s Coffee Region
In this panel presentation, three educational and cultural academic
directors from the coffee region in Colombia advocate how they
engage the community in English language learning, provide
intercultural exchange, empower students to seek social, professional
and academic opportunities in the United States, and enrich English
teachers’ professional development.
Eliana Agudelo, Binational Center Pereira, Colombia
Alejandro Arias, Binational Center Manizales, Colombia
Andrea Russi, BNC Armenia, Colombia

Sheraton Seattle, Ravenna WSCC, 211
Conducting Research at English Language Centers: Engaging With Diverse Contexts:
Administrator Perspectives Enriching Practices in Teacher Education Programs
Content Area: Higher Education Content Area: Teacher Education
The English Language Center (ELC) at most universities is often a key With the generalist approach to teacher preparation waning, TESOL
focal point for graduate student and faculty research. This colloquium programs can be increasingly enriched by creating opportunities for
brings together four ELC directors, who themselves are renowned pre- and in-service teachers to engage in diverse contexts. Presenters
TESOL researchers, as they discuss the complexities that emerge while discuss innovative collaborations in their programs which empower
trying to conduct research at their respective centers. teachers through experience in context-sensitive and location-
Suzanne Panferov, University of Arizona, USA specific pedagogies.
Sue Starfield, University of New South Wales, Australia Raichle Farrelly, Saint Michael’s College, USA
Alan Juffs, University of Pittsburgh, USA Mary Anne Jaeger, Ypsilanti Community Schools, USA
Susan Gass, Michigan State University, USA Anna Krulatz, Norwegian University of Science and Technology, Norway
Kristen Lindahl, University of Texas at San Antonio, USA
Wednesday, 3:00 pm–4:45 pm Zuzana Tomaš, Eastern Michigan University, USA
WSCC, 611 Mouhamadou Ka, Saint Michael’s College, USA
Critical Reflective Inquiry in TESOL:
Voices of Teacher‑Scholars Wednesday, 3:00 pm–4:45 pm
Content Area: Teacher Education WSCC, 3B
Framed by concepts of reflective language teaching and postmethod Homework and Assignments in the Speaking,
pedagogy, this panel highlights the critical inquiries and subsequent Listening, and Pronunciation Classroom
actions of three TESOL teacher-scholars across global contexts, Content Area: Listening, Speaking/Speech
including the U.S. and South Korea. Presenters discuss the implications A panel of experts discusses aspects of homework and assignments
of their experiences for advancing critical reflective practice within within the Speaking, Listening, and Pronunciation classroom, a
WEDNESDAY, 22 MARCH
the larger field. daunting challenge that many teachers face. The panel explores
Sarah Henderson Lee, Minnesota State University, USA research findings concerning the types of assignments and how
Shannon Tanghe, St. Mary’s University of Minnesota, USA to successfully implement them with a range of goals, including
Gloria Park, Indiana University of Pennsylvania, USA learner autonomy.
William Acton, Trinity Western University, Canada
Wednesday, 3:00 pm–4:45 pm J.J. Wilson, Western New Mexico University, USA
WSCC, 620 Harisimran Sandhu, Independent, India
Developing an Appropriate Pedagogy:
Writing and Multilingual University Students Wednesday, 3:00 pm–4:45 pm
Content Area: Higher Education Sheraton Seattle, Willow A
Academic writing can be tortuous for postsecondary multilingual Interrogating Translingual Writing
students whose understanding of written academic texts and writing Content Area: Second Language Writing/Composition
processes suffer from limited strategies. This expert panel seeks to The purpose of this panel session is to closely examine the somewhat
develop an appropriate pedagogy to support writing improvement by controversial notion of translingual writing in the context of second
integrating different perspectives and strategies focused upon students language writing studies in order to work toward developing a common
at the postsecondary levels of instruction. understanding of translingual writing and to facilitate a productive
Katherine Earley, University of New Hampshire, USA dialogue about it among second language writing professionals.
Sarah Jusseaume, University of New Hampshire, USA Tony Silva, Purdue University, USA
Alan Hirvela, Ohio State University, USA Hadi Banat, Purdue University, USA
Olga Griswold, California State University, Pomona, USA Yue Chen, Purdue University, USA
Sidury Christiansen, University of Texas at San Antonio, USA Negin Hosseini Goodrich, Purdue University, USA
Patrick Randolph, University of Nebraska–Lincoln, USA Ashley J. Velázquez, Purdue University, USA
Yogesh Sinha, Sohar University, Oman Zhaozhe Wang, Purdue University, USA
Roundtable
Discussion
Wednesday, 3:00 pm–4:45 pm 4:00 pm
WSCC, 303
L2 Pragmatics for ITA Practitioners
Content Area: International Teaching Assistants WSCC, 604
In this session, four speakers share studies on L2 pragmatics: one Using Blogger and Vocaroo to Facilitate
on a Vygotskian approach to teaching L2 pragmatics, one on using Interaction Outside of Class
mixed-methods to assess L2 pragmatics, and two on recent research in Content Area: CALL/Computer-Assisted Language Learning/
discourse analysis and L2 pragmatics. A discussion with the audience Technology in Education
concludes the session. Providing a space outside of class for students to interact can
Kathleen Bardovi-Harlig, Indiana University, USA contribute to a strong classroom community, resulting in increased
Soo Jung Youn, Northern Arizona University, USA communication in the classroom. This teaching tip describes the uses
María Pía Gómez Laich, Carnegie Mellon University, USA of Vocaroo and Blogger, in a university ESL oral communication skills
Debra Friedman, Indiana University–Bloomington, USA course, to promote speaking, listening, and interaction among peers.
Courtney Cunningham, English Village, USA
WSCC, 204
Walking the Tight Rope of Social Justice Work Sheraton Seattle, Madrona
Content Area: Social Responsibility/Sociopolitical Concerns
Addressing the Digital Divide in
This panel addresses the fine line of teaching for social justice and ELT Materials Evaluation
negotiating the political backlash, as well as the expertise required Content Area: Materials Writers, Curriculum/Materials Development
in facilitating awareness activities, because sometimes well-
Many ELT materials are available in digital form; however, materials
intentioned social justice work can unintentionally cause harm when
evaluation continues to focus on print. This presentation addresses the
not well presented.
gap by expanding evaluation criteria to address both the pedagogical
Heidi Faust, University of Maryland, Baltimore County, USA and technological components of digital materials. The resulting
WEDNESDAY, 22 MARCH
Carter Winkle, Barry University, USA nuanced set of questions is applied to two online commercial
Elisabeth Chan, Northern Virginia Community College, USA language courses.
Shelley Wong, George Mason University, USA
Laura Jacob, Mt. San Antonio College, USA Kay McAllister, Trinity Western University, Canada

TCC, Skagit 2 WSCC, 205
Workshopping Learning Outcomes and Assessment 2.0: Engaging Students With

Assessments for ESL Classrooms and Programs Program‑Wide Digital Portfolios
Content Area: Intensive English Programs Content Area: Assessment/Testing
This interactive workshop focuses on writing and revising student The presenters share their experience implementing digital portfolios
learning outcomes and the role of assessment in the language as a program-wide alternative assessment in level progression
curriculum. Using Bloom’s Taxonomy, participants gain exposure to decisions within an English language program focused on academic
writing and critiquing outcomes at the program and course level. preparation. Evidence of gains in multiple language skills is explored,
Participants then explore potential uses of assessment strategies. as well as student performance. Participants brainstorm implementing
digital portfolios in their teaching contexts.
Kevin Martin, Virginia International University, USA
Marcella Caprario, New York University Shanghai, China
(People’s Republic)
Kristin Hiller, New York University Shanghai, China (People’s Republic)
Marcel Daniels, New York University Shanghai, China (People’s Republic)

WSCC, 201 WSCC, 617
Authentic Encounters: Putting IEP Cultivating Critical Thinking About
Students Into University Classrooms Multimodal Texts in the ESL Classroom
Content Area: Intensive English Programs Content Area: Adult Education
Preparing students for success in American classrooms is a holistic Critical thinking and multimodality have been of interest in SLA.
process that should involve both the IEP and the university. Presenter Few studies have examined the intersections of critical thinking
reports research on the effects of placing IEP students into university and multimodality in ESL. We present ways to teach and assess
classes prior to matriculation, and will offer a model for developing students’ comprehension of multimodal texts and critical thinking
collaborative partnerships between IEPs and host institutions. skills using a question-making activity on Bloom’s taxonomy and Visual
Katherine Brinkmeyer, Saint Francis University, USA Thinking Strategies.
Sarah Wood, Saint Francis University, USA Nasseer Hasan, INTO University of South Florida, USA
Andrea Lypka, INTO University of South Florida, USA
Beyond Exit Tickets: Teaching Preservice TCC, Yakima 1
Candidates Linguistic Assessment Techniques Dilemmas and Solutions in a Standards‑Based
Content Area: Teacher Education Teacher Appraisal System
Helping preservice candidates implement appropriate classroom Content Area: Program Administration
assessment can prove a difficult task for any teacher educator. In Developing a comprehensive teacher appraisal system involves
this presentation, we discuss ways teacher educators can assist dilemmas ranging from what standards to include, how to incorporate
candidates to 1) develop the analytical skills required to enact effective data from classroom observations and other sources, and how to foster
assessment, and 2) use assessment results responsively to positively teacher development and promote differentiation. This discussion
inform subsequent instruction. addresses these issues and presents a standards-based teacher
WEDNESDAY, 22 MARCH
Beth Clark-Gareca, University at New Paltz–SUNY, USA appraisal system in a large EFL program.
Isabela Villas Boas, Casa Thomas Jefferson, Brazil
WSCC, 3A Wednesday, 4:00 pm–4:45 pm
Changing Conversation Norms and Their WSCC, 610
Impact on Oral Proficiency Development Dutch EFL Teachers’ Cognitions on Developing
Content Area: Sociolinguistics Students’ Digital Reading Skills
Students must practice outside of class to build their speaking Content Area: Teacher Education
proficiency, but how can they do this when everyone they meet is This presentation reports on a pilot lesson study project in the
staring at a screen? Participants consider ways technology is affecting Netherlands where secondary EFL teachers designed an innovative
oral communication, and discuss how to prepare students, linguistically lesson series together aimed at developing pupils’ higher order reading
and pragmatically, for changing conversation norms. skills in a digital environment. The research focus is on the teacher
Stephanie Hanson, University of Minnesota, USA cognitions that emerged. Results are shared, leaving room for discussion.
Pamela Pollock, Harvard University, USA Manon Reiber-Kuijpers, HAN University of Applied Sciences,
Netherlands
Critical Analysis Skills Empower Students WSCC, 214
to Think and Write Clearly Flipped Learning in Online Teacher Education
Content Area: Higher Education Content Area: Teacher Education
University professors often perceive that international students Presenters share their instructional design for Implementing flipped
lack critical thinking and writing skills. Explicit instruction of critical learning in online teacher education programs, in the U.S. and
reasoning skills to ESL students can yield surprising benefits. The Colombia, using synchronous sessions in a virtual classroom, peer
presentation will demonstrate how an EAP reading course designed instruction, and asynchronous access to relevant content, providing
around deep analysis of academic texts promoted students’ preservice teachers with robust learning opportunities and addressing
independent thought and improved their writing. the challenges of online teacher education.
Elizabeth Holloway, Missouri Valley College, USA Helaine W. Marshall, Long Island University Hudson, USA
Carolina Rodriguez-Buitrago, Institucion Universitaria Colombo
Americana, Columbia
Roundtable
Discussion
Sheraton Seattle, Metropolitan A WSCC, 203
Helping ELLs Develop Content Vocabulary Interpreting Student Feedback About a
and Academic Language Proficiency CALL Program Through Activity Theory
Content Area: Vocabulary/Lexicon Content Area: CALL/Computer-Assisted Language Learning/
The speaker shares strategies to help ELLs develop their academic
and domain-specific vocabularies and language proficiency. She Given that ESL professionals regularly encounter opportunities to adopt
engages attendees with strategies using roots, affixes, cognates, emerging technologies, the use of a holistic approach for evaluation
and visuals, and shares ideas to help students utilize language, is necessary. This presentation demonstrates how two IEP faculty
access complex concepts, and become successful readers, thinkers, integrated a speaking-and-listening CALL program, English Central, into
speakers and writers. their courses and utilized activity theory to interpret student feedback
Donna Knoell, Consultant, USA and inform curricular decisions.
Nikki Mattson, Pennsylvania State University, USA
Stacy Suhadolc, Pennsylvania State University, USA
WSCC, 310
Improving IEP Learners’ Literacy Outcomes Wednesday, 4:00 pm–4:45 pm
Through Faculty and Librarian Collaboration TCC, Tahoma 1
Content Area: Higher Education Logographic or Alphabetic,
What Difference Does It Make?
Partnerships between faculty and librarians can enhance international
students’ academic success by embedding information literacy
standards in student learning outcomes. This presentation introduces There has been a renewed interest recently in examining the
attendees to the Association of College and Research Libraries orthographic sensitivity among second language learners with diverse
Information Literacy Framework, demonstrates a successful first language (L1) backgrounds. How do ELLs with alphabetic and
collaborative practice, and thus helps identifying opportunities for nonalphabetic L1 backgrounds differ in understanding the internal
orthographic structure of words? This presentation attempts to
WEDNESDAY, 22 MARCH
improved practice in IEPs.

Beatrix Burghardt, Texas A&M University, USA address this issue.
Christina Wray, Indiana University, USA Ke Xu, City University of New York, USA
Ron Lee, East Los Angeles College, USA
Peiya Gu, Suzhou University, China (People’s Republic)
TCC, Yakima 2
Incorporating Career and College Readiness Wednesday, 4:00 pm–4:45 pm
WSCC, 212
Standards in Beginning ESL Classrooms
Content Area: Adult Education Overcoming Barriers: Macro and Micro
Approaches to Curriculum Revision
The Career and College Readiness Standards incorporate 21st
Content Area: Program Administration
century skills into our adult education curriculum. Many assume
that these standards are appropriate only in upper transition ESL Language-program administrators often lead curricular revisions in
levels. However, students benefit if such skills are integrated from response to the changing needs of their student populations. Two case
Literacy/Beginning Low, building students’ skills throughout their ESL studies provide opportunities for participants to reflect on challenges
Program. Come learn how! related to curricular decisions and effective strategies to overcome
them. This session is relevant to individuals involved in this process.
Lisa Gonzalves, UC Davis, USA
Elizabet Wendt, Oakland Adult & Career Education, USA Brad Teague, Duke University, USA
Mackenzie Bristow, Emory University, USA

TCC, Chelan 2 Sheraton Seattle, Grand Ballroom D
Personal Accounts: U.S. Department of State’s Service Provision for ELLs With Disabilities:
English Language Programs’ Impact Fact vs. Fiction
In an interactive poster fair, over a dozen international program Content Area: Learning Disabilities/Special Needs
participants discuss how US Department of State programs have Based on an ethnographic study, this session focuses on five pervasive
supported their professional development, enhanced teaching and myths that educators had about service provision for ELLs with
learning of English in their communities, encouraged mutually disabilities. After identifying the myths, this session draws upon
supportive global networks, and positively impacted their lives and federal guidelines to clarify what the law says—and does not say—
those of their students. about providing services for these learners.
Jennifer Uhler, U.S. Department of State, USA Sara Kangas, Lehigh University, USA
Fife MacDuff, U.S. Department of State, USA
WSCC, 307-308
Speaking Pedagogy: Vietnamese EFL
Pop‑Up Pronunciation: Integrating Pronunciation Teachers’ Cognitions and Practices
Mini‑Lessons Into All Skills Content Area: Nonnative English Speakers in TESOL
This presentation reports on findings from an investigation into
Should teachers facing a time-crunch or course cutbacks still address six Vietnamese EFL teachers’ cognitions and practices in teaching
pronunciation? If so, how? The presenters discusses the relationship speaking skills to English-major students. Findings revealed that
of pronunciation to the other skills and demonstrate quick pop-up teachers’ overemphasis or exclusion of certain content in their teaching
activities that efficiently and effectively connect pronunciation to practices reflects gaps in their knowledge base. Implications for
reading, grammar, and writing. effective teacher training are discussed.
Marilyn Guekguezian, University of Southern California, USA Honglin Chen, University of Wollongong, Australia
WEDNESDAY, 22 MARCH
Holly Gray, Montgomery College, USA Amanda Baker, University of Wollongong, Australia
Quan Nguyen, Can Tho University, Viet Nam
Sheraton Seattle, Willow B Wednesday, 4:00 pm–4:45 pm
Research Informing a Methodological Approach WSCC, 210
Validating Focused Written Corrective Feedback Teaching With Mobile Devices:
Content Area: Second Language Writing/Composition Some Practical Ideas and Considerations
This study investigated the effectiveness of providing focused direct Content Area: CALL/Computer-Assisted Language Learning/
written corrective feedback, (correcting one or a few structures), Technology in Education
completing a cognitively designed error log, and finally undertaking Mobile phones and tablets are powerful devices central to our lives.
a revision. The results support the introduction of a methodological Why not use them as teaching tools in and out of the classroom?
approach to focused feedback confirming its ecological validity and Practical ideas and activities are presented and hands-on activities
unifying two SLA theories. are carried out to explore the potential of mobile learning to create
David Frear, Zayed University, United Arab Emirates innovative learning opportunities.
Paul Carroll, Zayed University, United Arab Emirates María Kamijo, Leaders English Language Centre, Argentina

WSCC, 615
SCIE: An Excellent Option for Quality
Intensive English Language Learning
Content Area: Community College and Technical Education
Seattle Central Institute of English provides an extraordinary space
to improve English language proficiency while earning transferable
college credit in college classes. Our Intensive English and College
Bridge programs offer students opportunities to maximize learning in
the context of Seattle, Washington in the beautiful Pacific Northwest.
Check out our presentation!
Douglas Goodwin, Seattle Central Colleges, USA
Roundtable
Discussion
WSCC, 612 WSCC, 616
TED Talks: Powerful Ideas to Inspire University Success: Beyond the
21st‑Century Learning English Language Classroom
Content Area: English as a Foreign Language Content Area: Intensive English Programs
When people want to learn, they do. Explore how powerful ideas from Many teachers understand the frustration learners feel about
TED Talks, combined with compelling real-world content from National the rigorous expectations of academic environments. The future
Geographic, will get learners asking questions like “What if?”, “Have of academic English programs requires introducing longer, more
you ever wondered?”, and “Could this be true?” and sets the stage for challenging, STEAM related content. University Success addresses
impactful 21st-century learning. these challenges with authentic content informed by Stanford
Lewis Lansford, National Geographic Learning, United Kingdom professors in a book designed for the English language learner
(Great Britain) Robyn Brinks Lockwood, Stanford University, USA
Anders Bylund, National Geographic Learning, USA Larry Zwier, Michigan State University, USA
Maggie Sokolik, UC Berkeley, USA
Wednesday, 4:00 pm–4:45 pm Diane Schmitt, Nottingham Trent University, United Kingdom
WSCC, 613 (Great Britain)
TESOL: Your Contribution to
World Peace and Harmony Wednesday, 4:00 pm–5:45 pm
Content Area: Refugee Concerns Sheraton Seattle, Grand Ballroom C
A celebration of ELT programmes designed to increase understanding A Memorial Panel on the Life and
in contexts of conflict and distress globally. A preview of the Legacy of Braj Kachru
forthcoming freely-available British Council publication English along To memorialize and honor Braj Kachru, the originator of World
the Fracture Lines. Case studies come from military conflicts, racial Englishes and the Circles of English model, this panel brings together
tension, and refugee situations in Middle East, Africa, and Asia. scholars whose lives works and practices influenced by Kachru—as an
intellectual, scholar and human being. The presenters also discuss his
WEDNESDAY, 22 MARCH
John Knagg, British Council, United Kingdom (Great Britain)

legacy for the future of English(es).
Suzanne Hilgendorf, Simon Fraser University, Canada
Wednesday, 4:00 pm–4:45 pm Ahmar Mahboob, University of Sydney, Australia
TCC, Chelan 4
Aya Matsuda, Arizona State University, USA
The edTPA Teacher Performance Assessment: Shikaripur Sridar, Stony Brook University, USA
Strategies to Support Candidates Bedrettin Yazan, University of Alabama, USA
Content Area: Accreditation/Certification/Credentialing
This session is of interest to TESOL professionals working with teacher Wednesday, 4:00 pm–5:45 pm
candidates completing the edTPA. Following an overview of research TCC, Tahoma 5
and current debates concerning the edTPA for English as an Additional Breaking the Unwanted Stepchild Curse:
Language, participants are invited to ask questions, share strategies to Elevating the Image of ESL
support candidates, and address common challenges. Content Area: Program Administration
Tabitha Kidwell, University of Maryland, College Park, USA The field of ESL has become a well-established discipline. Yet, despite
its pivotal role in fostering nonnative English speakers’ success,
Wednesday, 4:00 pm–4:45 pm ESL programs and professionals often receive minimal respect from
WSCC, 614 mainstream administrators and faculty. This workshop focuses
The Grammar You Need for Academic Writing: on the realities of many ESL departments and offers solutions to
Beginning Through Advanced elevate their status.
Content Area: Grammar Patrick Randolph, University of Nebraska–Lincoln, USA
The authors of the new ‘Grammar You Need’ series of fold-out cards Richard Forest, Central Michigan University, USA
demonstrate methods of teaching core grammar structures at basic, Kate Scott, Saginaw Valley State University, USA
intermediate and advanced ESL levels. Participants leave with practical Tiffany Wilson-Mobley, Fairview Elementary, Middle, and High
techniques and useful materials. This three-card series on grammar for Schools, USA
writing presents essential grammar visually and efficiently. Tamara Jones, Howard Community College, USA
Mark Alves, Montgomery College, USA
Eileen Cotter, Montgomery College, USA
Henry Caballero, Montgomery College, USA

WSCC, 605 Sheraton Seattle, Ballard
Creating Career Pathway Programs That Literacy and Language Education
Engage, Enrich, and Empower Students for ELLS in the 21st Century
Content Area: Adult Education Content Area: Language Policy and Planning
In this practice-oriented presentation, participants learn the In this panel, the presenters use a series of vignettes to illustrate the
foundations for building a high-quality Career Pathways System, on-the-ground realities of literacy and language education for ELLs in
effectively supporting adult ELLs. The presenters share lessons U.S. schools and to illuminate the academic and social challenges ELLs
learned from their own award-winning program, engage participants encounter. Translanguaging pedagogies are proposed as a promising
in hands-on curriculum and contextualization activities, and encourage framework that can engage, enrich, and empower ELLs’ multilingual
participants to share in an interactive format. and multiliterate development for the 21st-century globalized world.
Tracy Henninger-Willey, Lane Community College, USA Xenia Hadjioannou, Pennsylvania State University, Lehigh Valley
Rosa Lopez, Lane Community College, USA Campus, USA
Aliscia Niles, Lane Community College, USA Danling Fu, University of Florida, USA
Xiaodi Zhou, University of Georgia, USA
Critical Perspectives in Evangelical Christianity TCC, Tahoma 3
and English Language Teaching Reading, Interpreting, and Creating
Content Area: Applied Linguistics Comics in the ESL/EFL Classroom
Evangelical Christianity has been recognized as a significant area Content Area: Media (Print, Broadcast, Video, and Digital)
of scholarship in English Language Teaching, especially in the past Graphic novels, comic strips, and rage comics are valuable multimodal
decade. This interactive session focusing on critical perspectives in resources that allow teachers and students to be creative with
this field of study brings together framing of this work and three recent language. This workshop features the use of these resources in the
studies situated in various countries all over the globe. ESL/EFL classrooms. Teachers experiment with different types of
WEDNESDAY, 22 MARCH
Manka Varghese, University of Washington, USA comics and design their own classroom tasks using comic strips.
Huamei Han, Simon Fraser University, Canada Dongmei Cheng, Texas A&M University–Commerce, USA
Bill Johnston, University of Indiana, USA
Eun-Yong Kim, University of Toronto, South Korea Wednesday, 4:00 pm–5:45 pm
Xia Chao, Duquesne University, USA TCC, Tahoma 4
Start to Finish: Materials Development for ITAs
Wednesday, 4:00 pm–5:45 pm Content Area: International Teaching Assistants
WSCC, 2A
ITA trainers often need to make their own materials, but a large
Exploring the Relationships Among Interactiveness,
project can seem daunting. In this session, three presenters explains
Cognitive Load, and Test Difficulty
the process of how they each planned, funded, created, shared and
evaluated their projects for ITAs in three different media: workshops,
Test interactiveness concerns the extent to which learners completing videos, and written materials.
a test apply their language skills, topical knowledge, and emotional A. C. Kemp, Massachusetts Institute of Technology, USA
experiences in the course of answering questions or completing tasks. Kenneth Hyde, University of Delaware, USA
In this workshop, participants compare reading subtests to examine the Pauline Carpenter, Harvard University, USA
relationships among interactiveness, cognitive load, and test difficulty.
Gordon Moulden, Trinity Western University, Canada
Roundtable
Discussion
TCC, Chelan 5 WSCC, 211
Supporting Multilingual Writers Through Tutor Empowering Academic English Students
Development: Becoming a Language Coach Through Reading Fluency Practice
Content Area: Second Language Writing/Composition Content Area: Intensive English Programs
In this workshop, presenters from two different institutions—a Fluency reading practice is essential in advanced academic ESL
community college in the mid-west and a public university in the far classes; however, finding time for fluency practice is difficult. The
north—discuss and model methods to help tutors to develop effective presenter provides practical suggestions for employing this practice
strategies for supporting the multilingual writers in their writing in an efficient way with higher level students and includes time for
centers and thus become skilled language coaches. participants to discuss application to their own instructional contexts.
Jennifer Staben, College of Lake County, USA Kendra Bradecich, University of Delaware, USA
Sarah Kirk, University of Alaska Anchorage, USA
WSCC, 602 Engaging and Empowering ELLs by
Teaching the Missing Link in University Writing: Incorporating Google Docs
Reader‑Writer Relationship Content Area: CALL/Computer-Assisted Language Learning/
Content Area: Second Language Writing/Composition Technology in Education
Drawing on rhetorical, systemic-functional, and ESP orientations to This session explores practical ways to use Google Docs, which
teaching university writing, this hands-on workshop shows how writers facilitates synchronous group work and collaboration, to improve
create a psychological (cognitive and affective) interface with readers student writing (peer editing and citation), reading (annotation), critical
and establish a shared base of specific language (terms or wordings), thinking, grammar, and oral communication (pronunciation and public
knowledge (facts or information), and perceptions (viewpoints or speaking). Attendees leave the session with engaging lesson ideas
attitudes) to achieve their purposes. that can be immediately implemented.
WEDNESDAY, 22 MARCH
Martha Pennington, SOAS University of London, United Kingdom Clarissa Moorhead, University of Miami, USA
(Great Britain) Barbara Barrett, University of Miami, USA

5:00 pm WSCC, 3A
Increasing Student Engagement by Using
Wednesday, 5:00 pm–5:20 pm Student‑Derived Material for Class Content
TCC, Skagit 2 Content Area: Intensive English Programs
Developing and Empowering ESL Writers This presentation describes an adaptable teaching method that uses
Through Primary Research Projects materials derived from student research for class content. The goal
Content Area: Second Language Writing/Composition of this approach is to increase student engagement, to empower
Drawing from sociocultural perspectives, this presentation explores students to contribute to their own learning, and to provide a context
teaching practices that incorporate primary research projects beyond for practicing responsible use of online resources.
the ESL writing classroom. Participants present examples and Denise Desrosiers, University of New Hampshire, USA
resources for primary research projects that empower students to
genuinely engage with campus, immigrant, and local communities, and
broaden their literacy practices.
TCC, Yakima 2
Julie Dykema, University of Washington, USA
Strategies to Encounter and
Hee-Seung Kang, Case Western Reserve University, USA
Comprehend Complex Texts
Content Area: Reading and Literacy
The strategies employed by effective readers can be explicitly taught
to improve reading comprehension. The primary purpose for reading is
an active process requiring an intentional and thoughtful interaction
between the reader and the text. To enhance reading which leads to
perfect writing readers should educate with simple strategies.
Renuka Karunaratne, University of South Florida, USA

WSCC, 212 WSCC, 213
Adapting Online Content for Meaningful Doing and Undoing (Non)nativeness:
Practice in ESP (Biotechnology) Glocal Perspectives From a Graduate Classroom
Content Area: English for Specific Purposes Content Area: Nonnative English Speakers in TESOL
This practice-oriented session demonstrates activities aimed at This presentation explores how two preservice teachers are
stimulating meaningful language practice within tertiary education in constructed as nonnative English speakers though the mobilization of
the field of biotechnology. The presenter discusses: 1) using podcasts discourses in which language is implicit (including race, religion, food,
as a source and model for practice and production; 2) using Michael etc.). Then, it considers how teacher educators can move beyond (non)
Alley’s Assertion-Evidence approach coupled with experiment.com’s native speakerist paradigms and increase equity in their classes.
crowd funded research platform to practice presenting. Geeta Aneja, University of Pennsylvania, USA
Brett Yarnton, University of Applied Sciences Wiener Neustadt, Campus
Tulln, Austria Wednesday, 5:00 pm–5:45 pm
WSCC, 3B
Wednesday, 5:00 pm–5:45 pm Enriching Students’ Experience: Collaborative
WSCC, 303 Mobile‑Game Play With Native Speakers
Benefits of Translanguaging During Shared Content Area: Intensive English Programs
Read‑Alouds for Literacy Development To support IEP students in the development of communicative skills,
Content Area: Bilingual Education presenters used principles from collaborative learning to combine
This presentation examines how translanguaging during shared IEP and TESOL/Linguistics classes in a place-based mobile-game
reading facilitates comprehension, increases vocabulary, and develops activity. This session outlines results of the activity, adaptation of
language proficiency. Literature related to translanguaging during the game to other contexts, and tips for integrating such projects
storybook reading and translanguaging pedagogies within schools and into the classroom.
data from field recordings are presented to highlight how educators Phoebe Daurio, Portland State University, USA
WEDNESDAY, 22 MARCH
can use student’s linguistic resources to enhance academic learning. Tetyana Sydorenko, Portland State University, USA
Stephanie Moody, Texas A&M University, USA
Zohreh Eslami, Texas A&M University, USA Wednesday, 5:00 pm–5:45 pm
TCC, Chelan 4
Wednesday, 5:00 pm–5:45 pm Establishing, Sustaining, and Facilitating Teacher
WSCC, 310 Engagement in Professional Reading Groups
Beyond Language Needs: Developing Content Area: Teacher Education
International Students’ Electronic Literacy We discuss the results of focus group interviews and questionnaires
Content Area: Intensive English Programs administered to adult ESL instructors who participated in monthly
Increases in enrollment have prompted universities to provide professional reading groups. We report participants’ perspectives
more blended and online classes. For this reason, the IEP at a large on the benefits, challenges, and factors affecting their research
Midwestern university has designed and implemented a technology engagement. Strategies for establishing and maintaining effective
course to help international students succeed in their university reading groups in ESL programs will be presented.
classes. Presenters describes the course and discuss lessons learned. Marilyn Abbott, University of Alberta, Canada
Jayme Wilken, Iowa State University, USA
TCC, Tahoma 1 Flipped Classroom 3.0: ESL Digital Collaborative
Delivering Realistic Secondary School English Through Student‑Created Multimedia Materials
Proficiency Expectations in EFL Countries Content Area: Second Language Writing/Composition
Content Area: English as a Foreign Language Presentation describes the process of designing a collaborative flipped
In many EFL countries, governments expect that most students will student-led and created digital multimedia project that addresses
be broadly functional in English by secondary school graduation. This cultural variations in classroom participation and encourages active
expectation is not realistic in countries where teacher training and learning in the process of students applying linguistic and course
English instructional time are both limited. This session provides a content expertise. Ultimately, it exposes students to rhetorical
framework for setting reasonable English proficiency and teacher composing expectations and multimedia software and skills.
preparation expectations. Olga Filatova, Miami University, USA
Brock Brady, U.S. Peace Corps, USA Charm Damon, Miami University, USA
Roundtable
Discussion
Wednesday, 5 pm–5:45 pm Wednesday, 5:00 pm–5:45 pm
TCC, Tahoma 2 Sheraton Seattle, Grand Ballroom D
Grammar for Great Writing Let’s Plan Science Lessons Using
Content Area: English as a Foreign Language Just Right Picture Books
What grammar do our students need for better writing? What grammar Content Area: Content-Based and CLIL/Content and Language
Integrated Learning
problems should teachers anticipate? How can we help students with
the grammar needed for their writing? In this session, an experienced Addressing the Next Generation Science Standards for elementary
ESL writing teacher explains how the new series Grammar for Great ELLs with informational text in visuals and narration of picture books
Writing addresses all of these important questions. supports the comprehension of technical vocabulary, discipline-specific
Keith Folse, University of Central Florida, USA concepts, and provides opportunities for hands-on practice. The
presenter models the National Science Teachers Association 5E lesson
plan, including hands-on experiments, using picture books.
WSCC, 201
IEP 2.0: Four Generations of Teachers in One Program
Content Area: Intensive English Programs Wednesday, 5:00 pm–5:45 pm
WSCC, 205
What happens when a Traditionalist, a Baby-boomer, a Generation
Overcoming Outgroup Favoritism Through
X-er, and a Millennial walk into a classroom? A better version of an
English Language Teaching in China
IEP will occur! Participate in a dialogue on issues and their solutions
regarding collaboration between educators of different generations to
engage students, enrich programs, and empower faculty. As part of an action research on a College English course Language,
Culture and Communication in a top university in Beijing, the study
Celeste Flowers, University of Central Arkansas, USA
Nanette Zobkov-Perez, University of Central Arkansas, USA found that outgroup favoritism had prevented students from becoming
Lisa Mommsen, University of Central Arkansas, USA interculturally competent, and discussed teaching practices that helped
empower students to embrace themselves when they learn English.
WEDNESDAY, 22 MARCH
Wednesday, 5:00 pm–5:45 pm Xuan Zheng, Peking University, China (People’s Republic)
Sheraton Seattle, Grand Ballroom A
Is Plagiarism Stealing? Reconceptualizing Wednesday, 5:00 pm–5:45 pm
Plagiarism in the Multilingual Writing Classroom TCC, Yakima 1
Content Area: Second Language Writing/Composition Questioning English‑Only as a
Medium of Instruction in Japan
Teaching plagiarism as stealing obscures the nuances of effective
source use, particularly when digital texts often lack a clear author
from whom to steal. This session offers activities and strategies to This exploratory research examined the perceptions of freshman
help multilingual writers reconceptualize source use and misuse in EFL students about English-only instruction in English for Academic
terms of ethos-building and responsible research rather than theft. Purpose courses offered at a private university in Japan. The
Bethany Bradshaw, George Mason University, USA findings suggest that an English-only policy may place less proficient
Juliana Pybus, North Carolina State University, USA students at a disadvantage, when the contents of classes are more
cognitively challenging.
Wednesday, 5:00 pm–5:45 pm Masakazu Mishima, Rikkyo University, Japan
WSCC, 210
Korean Students’ Perceptions of TOEFL iBT Writing Wednesday, 5:00 pm–5:45 pm
Content Area: Assessment/Testing Sheraton Seattle, Willow A
This study investigates how Korean students prepare for the TOEFL Response to Student Writing as a
Relationship‑Building Activity
iBT writing and what challenges they face by analyzing online forum
data obtained from gohackers.com. The study suggests that the format
and the scoring of the test be critically examined to accommodate This session discusses the results of a study conducted to examine
divergent needs of EFL students. oral response to student writing as a relationship-building
Eun-Young Julia Kim, Andrews University, USA activity. The presenter demonstrates how a composition instructor
used interactional resources during a writing conference to
provide negative feedback on student writing without damaging
interpersonal relationships with the student.
Elena Shvidko, Purdue University, USA

WSCC, 204 WSCC, 307-308
Taking on the “P Word” in Low‑Level Teaching Around Taboos: Empowering Students
Oral Communication to Effectively Communicate Difficult Topics
Content Area: Discourse and Pragmatics Content Area: Intercultural Communication
The spiraling influences of culture, personality, and intention make Communication surrounding gender, race and sexuality in classrooms
pragmatics an ideal fit for oral communication classes. Participants can be difficult; however, these topics often appear as subject material
first discuss the implications of pragmatics instruction. Then they in advanced language classes. This session will illustrate common
experience activities that conflate pragmatics, vocabulary, grammar, taboos and ways that educators can empower students to successfully
and pronunciation. Adaptable lesson plan options for practicing both maneuver through difficult topics and break intercultural barriers
sides of a conversation are provided. through student role-playing.
Alice Savage, Lone Star College System, USA Rachel Fields, ELS Language Centers, USA
Angel Gambrel, ELS Language Centers, USA
WEDNESDAY, 22 MARCH
Roundtable
Discussion
Dec16-2016 - Program Ad - Half-Page BW.pdf 1 2016-12-22 12:04 PM
Journals and books from Equinox Publishing

Instructed Second Language Assessing the Language
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THURSDAY, 23 MARCH 2017 Thursday, 9:30 am–10:15 am
Sheraton Seattle, Capitol Hill
A New Model for Major‑Specific Language Support
Content Area: English for Specific Purposes
TCC = The Conference Center
WSCC = Washington State Convention Center To increase efficacy in its language program, a large art and design
university with unprecedented international student numbers
developed a new model for major-specific English instruction. This
8:00 am
session outlines the university’s adapted ESL curricula and language
resources and provide suggestions for integrating major-specific
Thursday, 8:00 am–9:00 am language support into higher education contexts.
WSCC, Ballroom 6ABC Jill Ballard, Academy of Art University, USA
Hilaire Fong, Academy of Art University, USA
JAMES E. ALATIS PLENARY
Ruminations of an
Old Language Teacher Thursday, 9:30 am–10:15 am
WSCC, 304
Addressing ESOL Teacher Candidates’ Professional
In this presentation, the presenter talks about
Dispositions: A Critical Incident Analysis
SLA theory and research from the perspective of
a dedicated language teacher. She shares some
of what she learned, tells you where she looked This session presents research on professional dispositions in ESL
for answers, and invites you to engage with topics teacher candidates, using critical incident analysis. Professional
that directly or indirectly inform your practice. dispositions are an essential part of teacher education. The findings
enabled exploration of factors that caused teacher candidates to be
Guadalupe Valdés, Stanford University, USA
unsuccessful. Implications and recommendations for teacher education
programs are emphasized.
9:30 am Tim Micek, Ohio Dominican University, USA
Soonhyang Kim, University of North Florida, USA
Thursday, 9:30 am–10:15 am
WSCC, 201 Thursday, 9:30 am–10:15 am
A Dynamic Potential for the Word Learning of Writers WSCC, 212
Content Area: Vocabulary/Lexicon Black and Brown Minds Matter:
Latino Immigrants and Black Teachers
This session examines the complexities of vocabulary for academic
Content Area: Culture
writing, reaching beyond the use of definitions and memorization to a
focus on generating meaning. Participants will be able to meaningfully In a context filled with hostile public discourse surrounding Latino
address word learning as it relates to developing academic writers immigration, an emphasis on establishing caring K–12 classroom
Cheryl Boyd Zimmerman, California State University, Fullerton, USA environments is imperative. The presenters bring in-depth interview
data with African American TESOL educators to demonstrate the
THURSDAY, 23 MARCH
educators’ use of their lived experiences/vivencias to advocate for
Thursday, 9:30 am–10:15 am Latino immigrant students.
WSCC, 616
Spencer Salas, University of North Carolina at Charlotte, USA
A Modular Solution for Placement Bobbi Siefert, Furman University, USA
and Progress Testing Tamera Moore, University of North Carolina at Charlotte, USA
Learn more about CaMLA’s English Placement Test, Writing Test,
and Speaking Test and how to use them singly or in combination for
placement and progress testing. These CEFR-linked tests provide a
reliable, affordable, and easy to administer assessment solution for
multilevel language programs with students from level A1 to C1.
Barbara Dobson, CaMLA, USA
Roundtable
Discussion
Thursday, 9:30 am–10:15 am Thursday, 9:30 am–10:15 am
Sheraton Seattle, Aspen TCC, Chelan 2
Collaborating With Cuban TESOLers EFL Teacher Educators in the Chilean
Content Area: Teacher Education Educational Neoliberal System
The profession of teaching English in Cuba is robust, and educators Content Area: Teacher Education
training English teachers and students at all levels are well prepared Drawn from a sociocultural and critical language pedagogy
to deliver quality instruction. This forum examines this pedagogical perspective, this presentation shows a research study conducted with
environment and the opportunities it provides for English educators Chilean EFL teacher educators on how their lives, histories and past
from abroad to collaborate in professional exchanges with have influenced the way they view and describe the teaching of English
Cuban colleagues. and preparation of EFL teachers in a neoliberal education system.
Rob Griffin, Oklahoma City University, USA Michel Riquelme Sanderson, University of Washington, USA
John Schmidt, Texas International Education Consortium, USA
Liz England, Liz England and Associates, LLC, USA
Adita Chiappy, TESOL Cuba–GELI, Cuba
Sheraton Seattle, Ballard
Yilin Sun, Seattle Colleges, USA
Andrea Word, University of Alabama in Huntsville, USA ELLs’ Self‑Regulated Writing Strategy Use
During the Primary‑Secondary Transition
TCC, Chelan 4 This study identifies the dynamic self-regulated strategies that
Content and Language Integrated Learning and secondary ELLs use to overcome the challenges they encountered in
Sheltered Instruction: Learning Together writing during the primary-secondary school transition. The results
Content Area: Content-Based and CLIL/Content and Language reveal what pedagogical support is needed to help learners become
Integrated Learning more self-regulated when adapting to new learning demands in
secondary schools.
Both Content and Language Integrated Learning (CLIL) and sheltered
instruction teach content subjects through a new language. This Xuesong Gao, University of Hong Kong, Hong Kong
session reviews research on CLIL and SIOP (a model of sheltered Jingjing Hu, University of Hong Kong, Hong Kong
instruction) to highlight techniques they share and lessons they may
learn from each other. Thursday, 9:30 am–10:15 am
Deborah Short, Academic Language Research & Training, USA WSCC, 3A
Gabriela Kleckova, University of West Bohemia, Czech Republic Empower Higher Ed ESOL Faculty Through
Positive Organizational Scholarship
Thursday, 9:30 am–10:15 am Content Area: Higher Education
WSCC, 210 Academia can be a challenging context for ESOL professionals.
Creating Effective Electives: A Needs‑Based Positive Organizational Scholarship (POS), an emerging field in
Approach in Curriculum Design organizational behavior, can help ESOL faculty in higher education
Content Area: Materials Writers, Curriculum/Materials Development feel more empowered in their working relationships. This session
In an ideal curriculum, the needs of a student population are addressed presents an overview of POS and discussion of implications for ESOL in
THURSDAY, 23 MARCH
to help achieve their academic goals. In this presentation, the speaker higher education.
shares a needs analysis approach to assess the needs of a specific Britt Johnson, University of Oregon, USA
student population to guide the creation of an IEP elective.
Rachel Miller, International English Institute, USA Thursday, 9:30 am–10:15 am
WSCC, 613
Thursday, 9:30 am–10:15 am Engaging ELLs With Nearpod
Developing Pragmatic Competence Through Nearpod empowers ELL teachers to engage their students with
Task‑Supported Language Teaching interactive lessons using proven pedagogical strategies. In this
Content Area: Task-Based, Project-Based Instruction session, we discuss the research-based ELL strategies that are
Research promotes task-supported pedagogy and pragmatic-focused incorporated into Nearpod’s comprehensive K–12 ELL curriculum, and
lessons. Yet, few discussions focus on developing such lessons for share teaching tips for engaging ELLs with technology.
language classrooms. In this presentation, we share how and why Bethany Marcusson, Nearpod, USA
educators should consider developing and implementing pragmatic-
focused tasks for their L2 learners.
Caroline Payant, University of Idaho, USA
Derek Reagan, University of Idaho, USA

Enriching Understanding of Second Language Off Course: A Comparison of Coursebook
Writers’ Identities Through Narrative Inquiry and University Writing Tasks
Through examining the findings of a narrative inquiry case study of Do writing tasks found in EAP coursebooks represent the real demands
Chinese undergraduate students at a U.S. university, participants of university writing? This presentation discusses ongoing research
enriches their understanding of how students’ cultural narratives about that is attempting to answer this question. Coursebook writing
what it means to be an academic writer in Chinese and English shape tasks will be compared to university writing tasks. Curricular and
biliterate students’ identities and actions as dual-language writers. pedagogical implications are also discussed.
Elizabeth Baertlein, Kirkwood Community College, USA Anthony Schmidt, University of Tennessee, USA

Exploring Expert Raters’ and ESL Learners’ Open Educational Resources:
Perceptions of Speech Fluency Improving Access to Education Worldwide
Content Area: Listening, Speaking/Speech Finding good teaching materials is hard. That’s where open educational
This research-oriented presentation explores the various factors resources (OERs) come into play! OERs allow teachers to customize
influencing how speech fluency is perceived by expert raters and and share lessons and materials with a global audience. In this
intermediate to advanced ESL university students. The results indicate session, join the U.S. Department of State as they discuss OERs and
that temporal features (e.g. speech rate) and non-temporal features learn how your OERs contribute to the global teaching community.
of fluency appear to be inherently interrelated, further revealing the Curtis Chan, U.S. Department of State, USA
complexity of the fluency construct. Rich Rosenberg, U.S. Department of State, USA
Kent Williams, Carleton University, Canada
Thursday, 9:30 am–10:15 am WSCC, 2A
WSCC, 205 Putting the ELPS at Your Fingertips
Flipped Learning in TESOL: The First 5 Years Content Area: Standards, Common Core State Standards
Content Area: Higher Education Learn about an exciting new website, giving you full access to the
Language teachers at all levels and in a variety of contexts have begun English Language Proficiency Standards on your mobile device. Practice
flipping their classrooms to create fertile spaces for second language using this tool for our state’s standards and walk away with ideas of
acquisition. This session provides a review of the literature on flipped how you can incorporate this tool in your instructional practice.
learning in TESOL, noting how it is being implemented and what Melody Borcherding, English Language Acquisition Service, LLC, USA
benefits have been found.
Helaine W. Marshall, Long Island University Hudson, USA Thursday, 9:30 am–10:15 am
Ilka Kostka, Northeastern University, USA WSCC, 213
THURSDAY, 23 MARCH
Raising Environmental Awareness With University
Thursday, 9:30 am–10:15 am Writing Activities and Group Projects
WSCC, 214 Content Area: Social Responsibility/Sociopolitical Concerns
How Fairly Are Nonnative Teachers Evaluated? Through eco-composition techniques, students can write research
Content Area: Nonnative English Speakers in TESOL papers that incorporate aspects of the personal essay and bridge the
The presenter reviews ESL students’ evaluations of nonnative- gap between their fond memories, the natural world, and the university
English-speaking teachers, their accent ratings, and capacity to writing situation. Task-based group projects expand on the textbook
understand NNESTs’ speeches, and discusses his findings. The and increase critical thinking and presentation skills. Classroom
presenter also discusses the impact on hiring practices based on materials are provided.
students’ evaluations and offers solutions on what can be done to Jennifer Lund, Indiana University, USA
mitigate discrimination. Ashley Murphy, Lehigh University, USA
Rameshor Bhandari, California State University, Los Angeles, USA Jennie Roloff Rothman, International Christian University, Japan
Roundtable
Discussion
Sheraton Seattle, Metropolitan A WSCC, 604
Self‑Publishing ELT Materials Supporting Networks for ELL Success:
Content Area: Materials Writers, Curriculum/Materials Development Resources and Approaches From WIDA
The rise of e-books and print-on-demand paperbacks has made self- Content Area: Second Language Acquisition
publishing possible for individual authors. Find out what’s involved, At the heart of WIDA’s mission is the development of research-based
from formatting e-book and paperback files to royalty rates to resources to be used by networks of educators in supporting the
marketing and publicity. Learn different ways self-publishers create academic success of language learners. This session explores the
covers, handle art and audio, and arrange for editing and proofreading. latest initiatives and developments from WIDA that may be used in
Dorothy Zemach, Wayzgoose Press, USA both domestic and international contexts, Pre-K–12.
Jesse Markow, WIDA Consortium, USA
Sheraton Seattle, Grand Ballroom C Thursday, 9:30 am–10:15 am
Shifts in ESL Teacher Professional WSCC, 614
Expertise for the 21st Century The Role of International ELT Exams
The 21st century requires that ELLs simultaneously apprentice into Content Area: Assessment/Testing
key disciplinary ideas, analytical practices, and the language which This session discusses the influence of International ELT exams; the
expresses them. This presentation discusses the nature of teacher growing popularity of IELTS for university admissions, employment
expertise needed to carry out this imperative and develop ELLs’ and Visa requirements; Trinity College London exams; ISE exams that
autonomy to participate in work and civic life responsibly while cover all four skills in two modules; Cambridge and CAMLA exams; and
becoming life-long learners. British versus American English.
Aida Walqui, WestEd, USA Lawrence Mamas, Global ELT, United Kingdom (Great Britain)

WSCC, 612 WSCC, 615
So That’s How You Score TOEFL iBT® Writing Items Thrive, Don’t Just Survive, Cross‑Culturally
Content Area: Assessment/Testing Content Area: Culture
This presentation gives an overview of the two Writing tasks on the How to maintain a classroom when the cultural rules change.
TOEFL iBT® test and provide an explanation of the official rubrics used Mark Silvers, Crossworld, USA
to score test-taker responses. We review benchmark responses for a Barbara Tooley, Crossworld, USA
specific independent writing task, and participants practice scoring
additional responses using the rubrics.
Terry Axe, Educational Testing Service, USA WSCC, 304
Marian Crandall, Educational Testing Service, USA
Adapting Lessons to Dyslexic Learners:
Putting Theory Into Practice
D
THURSDAY, 23 MARCH
E
Content Area: Teaching Methodology and Strategy
E L
TCC, Yakima 2
NC
If one in five people worldwide struggles with dyslexia, chances are
Strategies to Enrich Novice Adult ESL Instructors
CA
they’ve been in your classroom. This workshop discusses the cognitive
challenges of dyslexia, connects them to teaching strategies, and
If you’re a novice to adult ESL or supervise these instructors, here’s provides time to apply those strategies by adapting or creating a
a session providing insights in developing adult ESL instructional language skill lesson and getting peer feedback.
skills. We reflect on the adult learning context and explore numerous Deirdre McMurtry, University of Nebraska at Omaha, USA
professional develop resources available to enhance instructors’ skills
in meeting the needs of adult ESL students.
Edith Cowper, Wake Technical Community College, USA

WSCC, 610 WSCC, 617
Advanced Teacher Training for Iraqi EFL Teachers Empowering Students Through
Content Area: Teacher Education Flipped Authentic Assessments
Iraqi English teachers face many challenges in teaching English. Content Area: Assessment/Testing
Methods are often teacher-centered, class sizes are large, technology In today’s 2.0 world, teachers must learn how to diversify their
can be scarce, and students lack motivation. The Advanced Teacher assessments using technology that provides authentic tasks which
Training Program for Iraqi English teachers constructed a social and allow learners to demonstrate their English proficiencies. Come learn
academic network of teacher trainers throughout Iraq. about project-based assessments that can be done online to reduce
Joseph Axel, Arizona State University, USA anxiety about writing and tests and enrich students’ creativities.
Lisa Morgan, U.S. Department of State, Iraq Evelyn Doman, University of Guam, Guam
Khadija Hashimk, Ministry of Education, Iraq Marie Webb, Anaheim University, USA
Arsto Ahmed, Sulaimani University, Iraq
Michael Hacker, Arizona State University, USA Thursday, 9:30 am–11:15 am
WSCC, 310
Thursday, 9:30 am–11:15 am Exploring Translanguaging as a
WSCC, 204 Phenomenon, Ideology, and Pedagogy
Authentic English for Business, Content Area: Bilingual Education
Medical, and Legal Purposes In recent years, the concept of translanguaging has developed as a
Content Area: English for Specific Purposes fundamental part and practice among bilinguals yet hitherto under-
How can we make ESP materials authentic enough to serve our explored phenomenon in multilingual settings. This panel discusses
students? This session brings together leading experts in business, current perspectives of translingualism as a phenomenon, ideology and
medical, and leadership English to share current research and insights pedagogy. Current perspectives, issues and implications are discussed.
for contextualized assessment. Panelists share research findings, David Freeman, University of Texas Rio Grande Valley, USA
authentic texts, and applications for assessment and enhancing ESP Yvonne Freeman, University of Texas Rio Grande Valley, USA
curriculum and materials. David Schwarzer, Montclair State University, USA
Kevin Knight, Kanda University of International Studies, Japan Andres Ramirez, Florida Atlantic University, USA
Margaret van Naerssen, Immaculata University, USA Alsu Gilmetdinova, Kazan National Research Technical University named
David Olsher, San Francisco State University, USA after A.N. Tupolev - KAI, Russia
Felicia Roberts, Purdue University, USA Mary Soto, California State University, East Bay, USA

TCC, Yakima 1 TCC, Tahoma 1
Cooperative Learning 2.0: Flipping With Apps, Active Learning,
Creating “We‑ness” in the Classroom and Higher Order Thinking Skills
Content Area: Intensive English Programs Content Area: Personal and Professional Development for Teachers
THURSDAY, 23 MARCH
Presenters outline cooperative learning theories, the issues unique This presentation shows how a flipped learning approach is
to ESL students, and how cooperative learning can promote established to create an engaging classroom atmosphere, promote
proficiency. Participants take part in cooperative learning activities learner autonomy, develop learners’ Higher Order Thinking Skills,
and analyze these activities for effectiveness of skills to prepare and maximize intake. Apps and active learning activities are
students for university. demonstrated and the audience is invited to share experiences and
Julie Doty, University of North Texas, USA participate actively.
Joanna Spice, University of North Texas, USA Elizabeth Rabello, Casa Thomas Jefferson, Brazil
Regina Meireles, Casa Thomas Jefferson, Brazil
Roundtable
Discussion
Sheraton Seattle, Grand Ballroom D TCC, Tahoma 4
Fostering Academic Interactions Among Legal Language: Strategies for Effective
Elementary ELLs: One District’s Journey Communication in Law School
Content Area: Teaching Methodology and Strategy Content Area: English for Specific Purposes
Learn how a large urban school district in California successfully This workshop provides strategies for Nonnative English speakers
implemented a systematic, district-wide approach to engaging ELLs studying in US Law programs to communicate effectively with their
in collaborative conversations with diverse partners on grade level professors and classmates both in and out of class. Law students
topics and texts. Examine, experience, and develop instructional must learn a magnitude of new legal vocabulary while also navigating
materials and strategies used to support teachers’ enactment of these all the nuances that accompany communicating effectively in
research-based practices. another language.
Robert Pritchard, Sacramento State University, USA Pamela Dzunu, Washington University, St. Louis, USA
Susan O’Hara, UC Davis, USA Kirsten Schaetzel, Georgetown University Law Center, USA
Maricela Sanchez, Los Angeles Unified School District, USA Shelley Saltzman, Columbia University, USA
Isabel Aguirre, Los Angeles Unified School District, USA Steven Horowitz, St. John’s University, USA

How to Manage, Facilitate, and Teach Make the Best of Your Class With an In-Class Flip!
About Culturally Sensitive Issues Content Area: Teaching Methodology and Strategy
Content Area: International Teaching Assistants This workshop focuses on how an in-class flip is carried out in two
This panel discussion addresses the need to manage, facilitate different EFL classes: literature (without technology) and public
and teach about culturally sensitive issues. Panelists representing speaking (with technology). Participants experience the logistics of
the ITA, ICI, and ILGBTF Interest Sections examine topics how this approach works, so that it can be applied and adapted to
ranging from respecting the students’ own cultural beliefs and different teaching needs and learning contexts.
perspectives, to outlining strategies used to orient learners to issues Martha Ramirez, Colegio San Mateo Apostol, Colombia
related to diversity. Carolina Buitrago, Institución Universitaria Colombo
Morag Burke, Georgia Institute of Technology, USA Americana, Colombia
Derina Samuel, Cornell University, USA
Courtney King, Central Michigan University, USA Thursday, 9:30 am–11:15 am
Juan Rios, Bradley University, USA WSCC, 611
Rebecca Oreto, Intercultural Communication Center, USA
Microteaching for Classroom Management:
Impromptu Challenge
Thursday, 9:30 am–11:15 am Content Area: Teaching Methodology and Strategy
WSCC, 3B
MATESOL programs are often unable to provide adequate
Innovative Solutions to Adult Education classroom management experience to preservice teachers. Early-
THURSDAY, 23 MARCH
Program Design and Collaboration

career and experienced teachers alike are encouraged to join
Content Area: Adult Education this hands-on microteaching workshop for practice and reflection
Are you looking for new initiatives in adult education? Listen to on how to turn common classroom management challenges into
panelists from adult education programs who have embarked on opportunities for success.
ground-breaking projects. Discussions include low-cost professional Laura Holland, University of Oregon, USA
development activities, college and career achievement assessment, Keli Yerian, University of Oregon, USA
advocacy for Workforce Training Fund grant monies, bilingual Spanish-
English workforce training design, and public charter school formation.
Tünde Csepelyi, Truckee Meadows Community College, USA WSCC, 602
Nikki Ashcraft, University of Missouri, USA
Kendi Ho, McKinley Community School for Adults, USA National and State Initiatives in Adult ESOL
Lee Haller, English for New Bostonians, USA Content Area: Advocacy
Allison Kokkoros, Carlos Rosario International Public Charter U.S. Department of Education provides an update on national program
School, USA performance and federal initiatives to improve adult ESOL student
Chad Patton, Literacy Center of West Michigan, USA outcomes. State panelists describe one key state level adult ESOL
initiative, issue, or product of value and benefit to other states.
Debra Suarez, U.S. Department of Education, Office of Career, Technical,
and Adult Education, USA

WSCC, 620 Sheraton Seattle, Issaquah
New Boss, New Roles, New Rules: Reflecting Forward: Critical Literacy
IEP Administrators Talk Shop in TESOL Research
Content Area: Program Administration Content Area: Research/Research Methodology
New administrators face unique challenges in their organizational This session focuses on the impact of TESOL’s current Research
roles, with the first year being a foundational experience for the Agenda by highlighting the research of our 2016 mini-grantees. In
individual and the team. Pulling from diverse perspectives, this lively groups, we bring together leading research experts and doctoral
panel discussion focuses on the key themes of establishing trust, students to discuss the role of critical literacy in TESOL Research and
interpersonal relationships, managing up, change management, role address the issues, approaches, and challenges in research.
identity, and personal growth. Theresa Austin, University of Massachusetts Amherst, USA
Fred Griffiths, Oklahoma State University, USA Deena Boraie, American University in Cairo, Egypt
Elisa Hunt, Southern Illinois University, USA Rachel Grant, College of Staten Island–CUNY, USA
Rachel Kraut, Rice University, USA Lucilla Lopriore, Roma Tre University, Italy
Colin Large, Boston University, USA Allison Briceno, San Jose State University, USA
Katherine Larson, DePaul University, USA Liv Davila, University of Illinois, USA
Erin O’Reilly, University of Illinois at Urbana-Champaign, USA Monica Gonzalez, University of South Florida, USA

WSCC, 203 WSCC, 307-308
Our First MOOCs: Lessons Learned Say More: Strategies to Support
Content Area: Distance Learning/Online Learning Sustained Student Interaction
An increasing number of English language programs are joining the Content Area: Teaching Methodology and Strategy
movement to create Massive Open Online Courses (MOOC). From the Student interaction is essential in the TESOL classroom, but facilitating
experience of their first MOOCs, the panelists presents a rationale for student-to-student dialogue can be challenging. This workshop shares
developing MOOCs and describe how to design, implement, and deliver research-based techniques to elicit student thinking, limit teacher talk,
a successful one. and engage students in meaningful discussion. Participants return to
Suzi Lee, Georgia Institute of Technology, Jaipur, USA their classroom ready to get students talking, listening, and learning!
Rodrigo Carvalho, Georgia Institute of Technology, USA Tabitha Kidwell, University of Maryland, College Park, USA
Roger Drury, Georgia Institute of Technology, USA Megan Stump, University of Maryland, USA
Christina Budde, University of Maryland, USA
WSCC, 606-607 Thursday, 9:30 am–11:15 am
Preparing Teachers to Make Intelligent TCC, Tahoma 5
Technology Decisions in Language Teaching The Role of Academic Discourse in
Content Area: CALL/Computer-Assisted Language Learning/ K–12 Standards‑Based Instruction
THURSDAY, 23 MARCH
Technology in Education Content Area: Standards, Common Core State Standards
With technology present in almost all of today’s classrooms, TESOL This interactive workshop examines the role academic conversations
teachers now face challenges of harmonizing technological choice play in the development of language, the importance of quality
with classroom application. This panel discusses pedagogical conversations in the classroom, the relationship of discourse to
and technical principles of selecting appropriate technologies and ELL student achievement, and explore ways for teachers to adjust
developing related skills. their level of discourse for K–12 students acquiring English at
Volker Hegelheimer, Iowa State University, USA differing levels.
Phil Hubbard, Stanford University, USA Lynore Carnuccio, esl-etc Educational Consultants, USA
Greg Kessler, Ohio University, USA Kristin Grayson, Intercultural Development Research Association, USA
Christine Rosalia, Hunter College–CUNY, USA
Stephanie Korslund, Iowa State University, USA
Roundtable
Discussion
Thursday, 9:30 am–11:15 am 10:30 am
Thinking, Speaking, and Writing Like
a Historian Learning English
TCC, Tahoma 3
A Little Help From My Friends:
Social Studies teachers from an NYC Internationals-network public Peer Feedback for Speaking
high school lead a workshop on how to teach ELLs to think like Content Area: Teaching Methodology and Strategy
historians. This workshop involves teaching educators to engage
students with historical thinking by having them use the tools of When students give each other feedback on speaking tasks, they
historians with the aid of scaffolding and leveling. talk more, listen more and learn more, but they need clear criteria
and training to do it right. Learn about the benefits of peer feedback,
Michele Hamilton, International High School at Lafayette, USA engage in tried-and-true activities and discover how to adapt them
Matthew Hoffman, International High School at Lafayette, USA
for your learners.
Jean Lee, International High School at Lafayette, USA
Nicholas Lesser, International High School at Lafayette, USA Alice Llanos, Rice University, USA
Amy Tate, Rice University, USA
WSCC, 603 Thursday, 10:30 am–11:15 am
WSCC, 210
Using Open Educational Resources to
Create ESL Instructional Materials Becoming Academic Sojourners:
Content Area: Curriculum/Materials Development Chinese MATESOL Students in South Korea
This session provides participants with an overview of the use and
application of OER. Presenters explains basic OER concepts including: TESOL 2.0 faces new challenges with continuing increases in
open licenses, public domain, and creative commons licenses. They Chinese academic sojourners seeking master’s in TESOL degrees.
also provide participants with information on how to integrate OER into Twelve graduate students express their academic and cultural needs
their ESL courses. and offer suggestions for programmatic reform within master’s
programs: Enhancing cultural ability, incorporating creative extra-
Jodi Ruback, Washington State Board for Community and Technical
curricular language training, and building a strong, cooperative
Colleges, USA
learner community.
Eric Reynolds, Woosong University, South Korea
Xiaofang Yan, PaiChai University, South Korea
WSCC, 211
Writing Across Content Areas in
Elementary Education
WSCC, 212
Beyond the Classroom and Into the Minds of ELLs
Discover techniques and activities to boost your young students’
writing by exploring the language of elementary school content-area
genres. Learn practical ways for applying these ideas and tapping With the expectation of graduating high school students in 4 years,
THURSDAY, 23 MARCH
into the rich resources of students to amplify their interests in writing and ready for college, educators who work with unaccompanied
across the content areas. minors and ELL must be mindful of the many barriers, which impede
success. Educators who listen and seek to understand, help students
Luciana de Oliveira, University of Miami, USA
be successful in the classroom and within society.
Dong-Shin Shin, University of Cincinnati, USA
Maria Estela Brisk, Boston College, USA Genevieve Maignan, District of Columbia Public Schools, USA
Leslie Kirshner-Morris, The School District of Philadelphia, USA
Carol Behel, Florence City Schools, USA Thursday, 10:30 am–11:15 am
WSCC, 616
Blending Authentic Content With Your ELT Materials
ESL Library’s head writer Tara Benwell shares tips and examples for
combining ELT materials with authentic content to keep your learners
interested and engaged in language learning. Tara shares useful
activities and sources, such as articles, videos, and twitter feeds, that
can be paired with your ELT materials.
Tara Benwell, ESL Library, Canada

Sheraton Seattle, Grand Ballroom B WSCC, 201
China’s Recent Educational Reforms Designing Effective Rubrics:
in English Reading Instruction Maximizing Learning While Avoiding Pitfalls
Content Area: English as a Foreign Language Content Area: Assessment/Testing
English reading instruction is one of the hottest issues in China’s Well-designed rubrics are useful assessment strategies. Using
recent educational reform. This talk presents China’s English reading examples for three productive tasks (culminating in written essays,
instructional reforms in teaching content, teaching materials, teaching oral presentations, and group-based discussions), the presenter
methods and classroom reading assessment, hoping to offer EFL and outlines pitfalls to avoid when designing rubrics. Participants receive a
ESL reading teachers implications for their teaching practice. guideline that they can use in planning their own rubrics. Adaptations
Narentuya Ao, Beijing Capital Normal University, China for different proficiency levels are shared.
(People’s Republic) Heather Weger, Georgetown University, USA

TCC, Skagit 2 Sheraton Seattle, Ballard
Corpus‑Based Learning of Reporting Difficult Dialogues and Collaborative
Verbs in L2 Academic Writing Conversations About Coteaching for ELLs
Content Area: Higher Education Content Area: Content-Based and CLIL/Content and Language
We present findings from our study on the effectiveness of corpus- Integrated Learning
based learning of reporting verbs during a multidraft literature review We collaboratively explore both the advantages and challenges
assignment. The results suggest corpus-based instruction can improve of coteaching by discussing select authentic case studies (written
L2 students’ genre awareness and lexical variety without time- vignettes and video clips) and forming jigsaw discussion groups, each
consuming training. Participants receive sample corpus-based teaching exploring one critical question offered by the presenters and one
materials used in the revision workshop. generated by the group.
Ji-young Shin, Purdue University, USA Andrea Honigsfeld, Molloy College, USA
R. Scott Partridge, Purdue University, USA Maria Dove, Molloy College, USA
Ashley J. Velázquez, Purdue University, USA
Aleksandra Swatek, Purdue University, USA Thursday, 10:30 am–11:15 am
Shelley Staples, University of Arizona, USA WSCC, 615
Digital Innovations and Barriers:
Thursday, 10:30 am–11:15 am Blended Learning Across the Digital Divide
WSCC, 3A Content Area: Adult Education
Creating Spaces for Letting Multilingual Broadband is arguably the new electricity, but limited Internet access
Students Use Their Linguistic Repertoires prevents many students from using current instructional technologies.
Content Area: Higher Education The presenters offer highlights from their new Side by Side eText and
Based on the academic literacy negotiation patterns of three migrant FunZone as they describe what public/private players and advocates
THURSDAY, 23 MARCH
students, this presentation discusses both linguistic and non-linguistic are doing to expand access and bridge the digital divide.
issues to be considered while creating pedagogical spaces in English Bill Bliss, Language and Communication Workshop, USA
dominant settings so that multilingual students will be able to use Steven Molinsky, Boston University, USA
their linguistic repertoires for richer engagement in their academic
literacy classes.
Madhav Kafle, Pennsylvania State University, USA WSCC, 605
Empowering Learners via Interactional Identities
This 3.5-month conversation-analysis led case study aims to address
the issue of language learning opportunities in relation to identities
co-constructed in the sequential organization of classroom talk. The
analysis of classroom interactions shows how teachers’ positioning
of learners with their interactional moves facilitate the language
learning process.
Ozlem Ozbakis, TOBB University of Economics and Technology, Turkey
Hale Isik Guler, Middle East Technical University, Turkey
Roundtable
Discussion
WSCC, 2A Sheraton Seattle, Juniper
Empowering Practitioners Through Engagement Enriching Publisher‑ESL Program Relationships
With Professional Development Content Area: Materials Writers, Curriculum/Materials Development
Content Area: Personal and Professional Development for Teachers Do ESL programs and publishers really understand each other’s
Professional development can be overwhelming, confusing, and roles and needs? How can developing relationships with each other
inaccessible. Framed within reflective practice and the empowerment maximize effective use of publisher materials in the classroom
of educators to contribute to the academic field, this presentation and improve professional program development? Join an open
reflects on work encouraging professional development at an EFL discussion between publishers and programs with the aim of helping
program in Japan and offers participants practical ways of overcoming develop these ideas.
professional development obstacles within a program. Joy MacFarland, FLS International, USA
Vanessa Armand, Tokyo International University, Japan Michelle Velissariou, Cambridge University Press, USA
Sara VanDanAcker, Tokyo International University, Japan
Thursday, 10:30 am–11:15 am Sheraton Seattle, Grand Ballroom B
Sheraton Seattle, Grand Ballroom B Exploring Techniques for Sustaining
Engaging Students With Cultural Analysis Student Motivation
in the Language Classroom Content Area: Higher Education
Content Area: Intercultural Communication Sometimes even the best teachers face a class with negative energy
The presenters discuss how EFL teachers can blend motivation and that they dread. This session explores ways to shift classroom energy
the development of intercultural competence in order to promote to create a positive atmosphere that is conducive to learning and
successful language learning. This session employs discussion and increases student motivation. Techniques for putting students into a
practice of strategies and activities to critically analyze cultural receptive learning mode are demonstrated and practiced.
phenomenon while supporting English language development. Mohamed Ashraf El-Zamil, American University in Cairo, Egypt
Christopher Hastings, ITMO University, Russia Thursday, 10:30 am–11:15 am
Thursday, 10:30 am–11:15 am Female Saudi Learners’ Perceptions
TCC, Yakima 2 of Learning English in the USA
Engaging Teachers in Effective Content Area: Second Language Acquisition
Professional Development Do you believe that you have to travel to a Western country for
D
education and participate socially with native speakers in order
L E
Teachers who are separated by schedules, geography and funding
CE
to learn English? Join us and learn more about the experiences
CAN
restraints seek ongoing opportunities to connect with peers and learn and challenges Saudi female learners had in learning English in
collaboratively. Learn how one state worked to overcome barriers to the United States.
providing professional development. This presentation demonstrates Abrar Alsofyani, University of South Florida, USA
THURSDAY, 23 MARCH
tools for engaging teachers and providing effective professional

development learning experiences.
Christina Terrell, Ohio State University, USA Sheraton Seattle, Grand Ballroom B
Forget the Textbook: Empowering Students to
Become Independent Vocabulary Learners
This presentation describe an ESL vocabulary course designed to teach
students how to independently build their vocabulary. Instead of using
a textbook, online and print sources were used to create this course in
which students practiced the skills necessary to become autonomous
learners. Materials and methods are shared.
Heather Mehrtens, University of Maryland, College Park, USA
Raymond Smith, University of Maryland, College Park, USA
Annelies Galletta, University of Maryland, College Park, USA

WSCC, 213 Sheraton Seattle, Grand Ballroom B
Globetrotting TESOL Educators’ Passport Inclusive Pegagogy for Our Refugee
to the Joys of World Travel Student Population
Content Area: Personal and Professional Development for Teachers Content Area: Elementary School/Primary Education
In “The Joys of Travel” (2016), travel journalist and former EFL teacher Economic refugees have a multitude of experiences of value for
Thomas Swick illustrates seven joys, ones that globetrotting TESOL teachers to build upon through an inclusive pedagogy. Schools operate
educators also know well. Share and compare your joys, along with as a neutral vessel where the acculturation of students through an
globetrotting interests, experiences, and opportunities for professional, equitable education will empower students to succeed in a public
educational, and cultural engagement and enrichment worldwide. education setting.
John Schmidt, Texas International Education Consortium, USA Roxanne Stewart, Cobb County School District, USA
Steven Kroman, Texas Intensive English Program, USA Camelle Simmons, Cobb County School District, USA
Liz England, Liz England and Associates, LLC, USA
Christine Coombe, Dubai Men’s College, United Arab Emirates Thursday, 10:30 am–11:15 am
Fife MacDuff, U.S. Department of State, USA Sheraton Seattle, Grand Ballroom B
Jane Hoelker, Community College of Qatar, Qatar
Interest and Confidence in Real and
Imagined L2 Speaking Events
Thursday, 10:30 am–11:15 am Content Area: Applied Linguistics
Sheraton Seattle, Capitol Hill
Confidence (self-efficacy) and interest are important for successful
Graphics and ELLs: Supporting Content‑Area
L2 learning, but the relationship between them remains inadequately
Comprehension and L2 Development
understood. This session describes an investigation of these
motivational qualities experienced by Japanese university students of
This presentation models how to evaluate whether textbook graphics English, at three levels of proficiency, as manifested in imagined and
support ELL students’ comprehension. Textbooks layouts have recently actual L2 speaking events.
shifted to mirror web pages, but ELL students require more than John Eidswick, Kyoto Sangyo University, Japan
engaging visuals to build knowledge. This presentation summarizes
text analysis findings and assist participants in evaluating and
selecting textbooks for ELLs. Thursday, 10:30 am–11:15 am
WSCC, 214
Zohreh Eslami, Texas A&M University, USA
Just Let Them Talk: Establishing Egalitarian
EFL Student‑Teacher Dialogue
Thursday, 10:30 am–11:15 am Content Area: Intercultural Communication
TCC, Chelan 2
Students from exam-oriented education contexts who enter university
Imagining a Place for Grammar:
may lack engagement in the language classroom. Challenging the
Techniques for Anxious Teachers
stereotype of the passive Chinese learner, this session discusses the
importance of empowering students’ voices based on a project of
Grammar lends meaning to our messages. In this session, we continuous student feedback practices, as implemented at a Hong
THURSDAY, 23 MARCH
demonstrate techniques for countering teachers’ anxiety about Kong university.
teaching grammar. Participants have the opportunity to test their Ksenia Troshina, Hong Kong Polytechnic University, Hong Kong
knowledge of English grammar (anonymously!), and engage Christine Burns, Hong Kong Polytechnic University, Hong Kong
in activities that can be used to build grammar content and
pedagogical knowledge.
Patricia DiCerbo, George Washington University, USA WSCC, 604
Lottie Baker, George Washington University, USA
Making the Case for Languages
Content Area: Advocacy
Do languages matter? Learn strategies and access resources for
creating incentives for language learning, including the Seal of
Biliteracy. Position languages as part of college and career readiness,
recognize programs of quality, tap new data from national studies, and
outline a roadmap for expanding language learning.
Barbara Mondloch, Franklin Pierce School, USA
Roundtable
Discussion
Sheraton Seattle, Grand Ballroom B TCC, Chelan 4
Publish or Perish Syndrome in Chile Teachers’ Emotion Labor and Plagiarism:
Content Area: Second Language Writing/Composition Connecting Policies, Pedagogy, and Emotions
Non-Anglophone scholars face enormous pressures to publish in Content Area: Teacher Education
English. Few succeed. This study analyzes why by reflecting on writing The relationship between EL teachers’ emotions and plagiarism
center coordinators’ experience and client surveys from three Chilean is explored in this presentation of research on ‘emotion labor’ in
universities. Difficulties involve language, structure, isolation, and postsecondary settings. Using a discursive framework, the presentation
work load. Four suggestions are made for focusing writing center work focuses on interviewees’ discussion of their affective responses
to help scholars publish. to plagiarism. Implications of emotion labor research for teacher
Marna Broekhoff, University of Oregon, USA education will also be discussed.
Gracielle Pereira, Universidad Catolica, Chile Sarah Benesch, College of Staten Island–CUNY, USA
Mary Jane Curry, University of Rochester, USA
WSCC, 303 Teaching English to Illiterates
D
Revision of the TESOL P–12 Professional Content Area: Refugee Concerns
Teaching Standards
CE L E
The Mother-Tongue literacy must stand at the heart of any
CAN
educational programs that are designed to address the teaching
The performance-based P–12 Professional Teaching Standards are process of a Second-Language to illiterate individuals. Teaching
used by the Council for the Accreditation of Educator Preparation English to illiterates requires following special methodologies differ
(CAEP) for national recognition of ESL teacher licensure programs. from those methodologies that are used generally in teaching any
Presenters discuss the revision process, changes in the revised Second-Language.
standards’ content and structure, and the timeline for implementation Hoda Thabet, University of Sohar, Oman
of the revised standards.
Thursday, 10:30 am–11:15 am WSCC, 613
WSCC, 205 The Graduate Experience at the New School:
Sherlock‑Themed Scavenger Hunts: Skill Building, Innovation and Impact
Community Building, and Community Engagement Content Area: Teacher Education
Content Area: Higher Education In the tradition of the New School, the MA TESOL bridges theory
A program-wide scavenger hunt was developed by three IEP instructors and practice, remaining relevant and ensuring teachers adopt
to build program community and engage students in Sherlock mysteries social, cultural and political perspectives on global English. In this
and the local surroundings. Presenters share how they developed a presentation alumni speak to distinctive components of the MA TESOL,
hunt utilizing story elements, developed students’ language skills, got which illustrate the professional benefits of taking this program.
students out in the community, and addressed mixed-level challenges. Lesley Painter-Farrell, New School, USA
THURSDAY, 23 MARCH
Melanie Jipping, Tokyo International University of America, USA Roshii Jolly, The New School, USA
Ann Glazer, Tokyo International University of America, USA Scott Thornbury, The New School, Spain
Russell Fauss, Tokyo International University of America, USA
WSCC, 619 The Lives of English Language Teachers:
Taking the Pain out of Assessment Universals and Particulars
Content Area: Intensive English Programs Content Area: Teacher Education
Teachers assess students on learning objectives for the course, but In this workshop, the presenters explore how teachers from diverse
when students exit the class, how do we know that all learning backgrounds and contexts around the world construct identities and
objectives have been mastered? In this session, the presenters give an face challenges while struggling to develop professionally. We move
overview of their pilot of specifications grading (Nilson, 2015) and how from individual particulars to universals of the teaching life as we work
they aligned learning objectives with assessments. to locate our own place in the global community of educators.
Diane Deacon, Saginaw Valley State University, USA Barbara Sakamoto, International Teacher Development Institute, Japan
Kate Scott, Saginaw Valley State University, USA Miguel Mendoza, Univesidad Central de Venezuela, Venezuela
Amy Cook, Saginaw Valley State University, USA Evelyn Izquierdo, Universidad Central de Venezuela, Venezuela
Karen Frazier Tsai, International Teacher Development Institute, USA

Thursday, 10:30 am–11:15 am 11:15 am
Using TED Talks to Enhance Critical Thinking
Content Area: Media (Print, Broadcast, Video, and Digital) Sheraton Seattle, Grand Ballroom A
How can I use TED talks in my EFL classroom to enhance my students’ Equal Partners—Equal Opportunities
critical thinking? If you are still not sure, you should attend this Content Area: Leadership
session. Incorporating new communication and research activities
increases your students’ critical thinking and motivation. Successful examples of partnerships and collaboration among
associations are becoming more common in the TESOL affiliate
Serhii Petrenko, Taras Shevchenko National University of Kyiv, Ukraine community. This colloquium discusses experiences and models of
affiliates’ partnerships and collaborations between affiliates or
Thursday, 10:30 am–11:15 am between an affiliate and other types of organizations and discusses
WSCC, 614 how this collaboration has impacted affiliates.
Value Added: What Hiring MIIS Grazzia Mendoza, Zamorano University, Honduras
Graduates Offers Your Programs Christine Coombe, Dubai Men’s College, United Arab Emirates
Content Area: Teacher Education Naziha Ali, Emirates Aviation College, United Arab Emirates
What can MIIS graduates bring to your educational organization? This Susan Spezzini, University of Alabama at Birmingham, USA
session combines an overview of our graduates’ preparation to be Ulrich Schrader, MEXTESOL, Mexico
on the vanguard of teaching, assessment, curriculum development,
technology enhanced language learning, and language program 11:30 am
administration, and time for questions and conversations about our
graduates and your employment needs.
Lynn Goldstein, The Middlebury Institute of International Studies at Thursday, 11:30 am–11:50 am
Monterey, USA WSCC, 617
Digital Infographics: Engaging, Enriching,
and Empowering in a 2.0 World
WSCC, 612 Content Area: CALL/Computer-Assisted Language Learning/
Your Next Hire: A Returned Peace Corps
TEFL Certificate Volunteer? In an increasingly visual world, digital infographics are effective tools
that students can use to present visually appealing data, information,
and statistics. This 20-minute teaching tip introduces the use of digital
The Peace Corps TEFL Certificate is institutionalized. It is underway in infographic tools such as Visme and Venngage that can be incorporated
12 countries and expanding annually. The first Certificate graduates into ESL reading, writing, and content classes.
came home in 2016. Learn about adjustments to the program to
Suzanne Bardasz, UC Davis Extension, USA
improve sustainability and employment opportunities that are opening
up as TEFL Volunteers leave service to enter our profession.
Brock Brady, U.S. Peace Corps, USA
WSCC, 211
THURSDAY, 23 MARCH
Engaging Students in Filmmaking
for the IEP Reading Class
Sheraton Seattle, Grand Ballroom C
Content Area: Integrated Skills
Teaching L2 Reading: What the Research Shows
In this teaching tip, the presenter shares the insights of a filmmaking
project that ELLs in the IEP did for their intermediate reading class. The
Panelists highlight current research implications and instructional presenter provides filmmaking project guidelines and the rubric.
applications for L2 reading, focusing on best practices for helping
Nadezda Pimenova, Purdue University, USA
students become fluent and strategic readers, for teaching discourse
structure, and for strengthening reading/writing relationships.
Participants gain ideas for both classroom activities and overall
approaches for teaching reading.
Neil J Anderson, Brigham Young University–Hawaii, USA
William Grabe, Northern Arizona University, USA
Xiangying Jiang, West Virginia University, USA
Fredricka Stoller, Northern Arizona University, USA
Cui Zhang, Eastern Kentucky University, USA
Roundtable
Discussion
Thursday, 11:30 am–12:15 pm Thursday, 11:30 am–12:15 pm
WSCC, 304 WSCC, 618
Accommodating for Working Memory: Candid Conversations About Race in
Engaging Students Without Overloading Them Your Life, in Your Classroom
Content Area: Psycholinguistics and Neurolinguistics in TESOL Content Area: Social Responsibility/Sociopolitical Concerns
Language learning requires a lot of cognitive resources. When students Participants develop an understanding of White privilege and racism
experience cognitive overload, their learning is interrupted. This and walk away with concrete strategies to deal with insensitive
session provides an overview of the theory of working memory; it then comments and actions. This session provides hands-on activities to use
presents simple techniques for improving classroom activities so that with low-level ELLs, teaching them historical background and ways to
students can learn without experiencing cognitive overload. respond to racism in nonviolent ways.
Julia Daley, Northern Arizona University, USA Elizabeth Logue, ASPIRA Olney Charter High School, USA
Sarah Apt, ASPIRA Olney Charter High School, USA
TCC, Tahoma 4 Thursday, 11:30 am–12:15 pm
Addressing Linguicism: A Classroom Language Sheraton Seattle, Madrona
Discrimination Simulation Activity Critical, but Not Overly Critical:
Content Area: Nonnative English Speakers in TESOL Facilitating Self‑Evaluation and Celebration
This presentation replicates a classroom linguistic discrimination Content Area: International Teaching Assistants
simulation activity designed to introduce a critical awareness of What could be more engaging, enriching, and empowering than
linguicism, discrimination based on language usage. The simulation strategies for ELLs and ITAs developing autonomy through self-
addresses the need to raise awareness of linguicism, the structure and evaluation? In this dialogue session, two practitioners help others
implementation process of the activity, benefits, students’ reflections, share their strategies for creating environments for learners who
and pedagogical implications for language teacher education. self-evaluate their own language, particularly pronunciation, but also
Shannon Tanghe, St. Mary’s University of Minnesota, USA celebrate their gains.
Janay Crabtree, University of Virginia, USA
Thursday, 11:30 am–12:15 pm Carolyn Quarterman, North Carolina State University, USA
WSCC, 201
An American English Institute Thursday, 11:30 am–12:15 pm
Professional Learning Community WSCC, 307-308
Content Area: Intensive English Programs Delayed Corrective Feedback for Speaking:
A group of dedicated professionals at the University of Oregon’s Tracking Learner Output
American English Institute has been meeting for 4 years in a structured Content Area: CALL/Computer-Assisted Language Learning/
learning community. In this session, several of the members discuss
how to sustain a professional learning community. The discussion Learners need corrective feedback to promote language development,
centers on common pitfalls and misconceptions. but it is challenging to provide it systematically, especially in speaking
activities. This presentation demonstrates an online application
Sandra Clark, University of Oregon, USA
THURSDAY, 23 MARCH
Monica Hatch, University of Oregon, USA designed to provide delayed corrective feedback to individuals and
groups after speaking activities. Samples of learners’ non-target-like
production are systematically collected, analyzed, and tracked.
WSCC, 604
James Hunter, Gonzaga University, USA
Building Assessment Into Everyday Activities
Assessing students’ developing proficiency does not have to be formal
or difficult. This practical presentation explores a range of activities
that teachers can use to integrate assessment of learners’ progress
into ordinary classroom activities. Everyday assessment provides
teachers with performance data that can underpin grading and
progression decisions.
Diane Schmitt, Nottingham Trent University, United Kingdom
(Great Britain)
Deborah Crusan, Wright State University, USA

WSCC, 214 WSCC, 310
Empowering Language Learners: Enriching EFL Teachers’ Repertoire to
How a Circle Process Ignites Authenticity Engage Students in Literature
Content Area: Intercultural Communication Content Area: Content-Based and CLIL/Content and Language
Integrated Learning
Amid abundant digital language-learning resources, university teachers
must ensure that face-to-face language encounters engage learners as Differentiated instruction allows EFL teachers of literature to address
complex cultural beings. This practice-oriented session demonstrates the challenges of completing a curriculum, dealing with diversity, and
how a circle process known as Way of Council enriches learning incorporating technology into the classroom. This presentation helps
through the emergence of authentic language that empowers learners them enrich their repertoire and create a more engaging approach to
to own and grow with their English. helping students understand literary genres and themes.
Bernadine Clark, Independent, USA Katja Davidoff, Boston University, USA
Kenneth Clark, Independent, USA Carol Pineiro, Boston University, USA

WSCC, 210 WSCC, 2A
Empowerment Through Reflection: Enriching Traditional Roles Through
Getting Value Out of a Capstone Subject Collaborative Professional Development
Content Area: Personal and Professional Development for Teachers Content Area: Personal and Professional Development for Teachers
This session explores how four returning Japanese school teachers Engaging in self-reflective practices fosters professional development,
made sense of their postgraduate learning experiences through a yet can be more enriching within an uncommon collaborative team
capstone subject. Informed by a symbolic interactionist framework of director and faculty. Presenters model frameworks and strategies
and a narrative inquiry approach, student experiences were explored for attendees to create a professional development project that
that identified notable impacts on teacher empowerment and English encourages a supportive, empowering culture of collaboration between
language abilities. participants of differing institutional roles.
Mark Fraser, University of Wollongong, Australia Mackenzie Bristow, Emory University, USA
Peggy Wagner, Emory University, USA
WSCC, 616 Thursday, 11:30 am–12:15 pm
WSCC, 602
Engage Your ELLs Using Speak Agent
to Acquire Academic Language ESSA and ELLs: What TESOL
Content Area: Elementary School/Primary Education Professionals Need to Know
Learn how to effortlessly create digital activities and interactive
challenges to help your elementary ELLs learn academic language The Every Student Succeeds Act (ESSA) created a number of sweeping
in science, reading, math, social studies, and other subjects. policy changes that will affect ELLs and educators. K–12 teachers and
Explore teacher-produced audiovisual resources and adapt them to administrators will learn how ESSA and major changes to Title I and
THURSDAY, 23 MARCH
your instruction on any classroom/mobile device. Shave hours off Title III will impact ELLs and educators.
preparation time and receive progress reports. David Cutler, TESOL International Association, USA
Ben Grimley, Speak Agent, Inc., USA
Dan LaFountain, Speak Agent, Inc., USA Thursday, 11:30 am–12:15 pm
TCC, Skagit 2
Final Assessment for Research Writing:
Addressing Validity and Authenticity
In academic research writing, final in-class assessments tend to
disregard process-oriented writing practices, and out-of-class
assessments can be distorted by outside collaboration. This
presentation offers a final writing assessment that allows for
independent research, strong content development and reflection time
while capturing a student’s authentic voice.
Becki Quick, University of Oregon, USA
Roundtable
Discussion
WSCC, 203 WSCC, 620
Finding Your Voice: Teaching Writing Integrating Students With Special
Using Tablets With Voice Capability Needs Into an EFL Curriculum
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Learning Disabilities/Special Needs
This session outlines a framework created by program managers
This is about interjecting voice, literally, into writing. It is about the and administrative staff to serve special needs students in a large-
apps needed (e.g., Google Docs), voicing writing students do on paper scale and unified curriculum for a mandatory EFL course at a private
into Docs, giving on-the-fly feedback via voice comments, and getting university in Japan. This framework is described in detail and
students themselves talking into Google Docs. Other voice apps for exemplified by specific cases of its implementation.
writing are demonstrated as well. Davey Young, Rikkyo University, Japan
Glenn Stevens, Higher Colleges of Technology, United Arab Emirates Matthew Schaefer, Rikkyo University, Japan
Jamie Lesley, Rikkyo University, Japan
Sheraton Seattle, Juniper Thursday, 11:30 am–12:15 pm
Harnessing Graphic Design for a More TCC, Chelan 5
Enriching ELT Experience Key Considerations in Conducting
Content Area: Materials Writers, Curriculum/Materials Development Postobservation Conferences
The graphic design of ELT materials is an overlooked and generally Content Area: Teacher Education
underappreciated element of the same. Generally, it is considered Offering feedback during postobservation conferences is one of
more for making thinks look prettier. The presenters propose to analyse the most difficult tasks in supervising second language teachers.
how graphic design may be better used in the elaboration of more This session aims to explore key considerations in carrying out
effective materials. postobservation conferences. Participants discuss strategies for
Katharine West, Universidad Distrital Francisco Jose de conducting effective postobservation conferences.
Caldas, Colombia Thu Tran, Missouri University of Science and Technology, USA
Francisco de la Torre, Independent, Colombia
Paola Bonilla, Colegio Nueva Granada, Colombia
WSCC, 3B
Thursday, 11:30 am–12:15 pm Language Learning: The Key to
WSCC, 611 Unlocking New Standards for ELLs
Improving English in National Education Systems: Content Area: Standards, Common Core State Standards
Lessons From the World
The presenters describe social constructivist theories of language
Content Area: Language Policy and Planning
learning and how these inform pedagogy under the Common Core and
The presenter shares lessons from case-study research and other college- and career-readiness standards. Innovative instructional
experiences of large-scale national English educational reform approaches are described in relation to both theories of language
projects. Comparing projects from Africa, Asia, and the Americas, learning and current research on effective instruction of ELLs in
THURSDAY, 23 MARCH
the presenter distills four key lessons for successful project design, content-area classrooms.
implementation, and evaluation, and highlights common reasons for Lindsey Massoud, Center for Applied Linguistics, USA
failure. For those interested in large-scale English reform. Joanna Duggan, Center for Applied Linguistics, USA
John Knagg, British Council, United Kingdom (Great Britain) Sarah Moore, Center for Applied Linguistics, USA

WSCC, 613
Mainstreaming Your WIDA Students
to English Success
DynEd, aligned to WIDA standards, accelerates your students’
outcomes on the ACCESS for ELLs test. Key to your success in
mainstreaming your ELLs is DynEd’s language-learning methodology,
goal-based learning models, and predictable outcomes.
Alfonso Lara, DynEd International, USA

WSCC, 212 WSCC, 213
Partnering With Parents to Foster Literacy Queer as a Second Language as Inclusive Pedagogy:
Development of Young ELLs What Works?
Content Area: Elementary School/Primary Education Content Area: Content-Based and CLIL/Content and Language
Integrated Learning
Presenters share work created by 48 teachers who participated in a
professional development grant focused on literacy development of LGBTQ educators and allies often seek to employ “inclusive pedagogy”
young ELLs. Educators collaborated to develop lessons and parent- and curriculum, offering opportunities for Queer as a Second Language
friendly activities for use at home designed to support the language (QSL) content absent from published curriculum. Emergent from
and literacy development of ELLs. qualitative interviews, the presenters share practices of Pre-K–20 ESL
Leslie Grant, University of Colorado Colorado Springs, USA educators evaluated through a literature-informed rubric.
Angela Bell, Independent, USA Sherri Martin-Baron, Monroe Community College, USA
Barbara Frye, University of Colorado Colorado Springs, USA Lara Ravitch, University of Oregon, USA
Carter Winkle, Barry University, USA
WSCC, 3A Thursday, 11:30 am–12:15 pm
Peering Through the Lens: International TCC, Yakima 2
Student Expectations of Academic Work Reaching Differently‑abled Adult ELLs:
Content Area: Higher Education Drawing From Canadian Experiences
Content Area: Learning Disabilities/Special Needs
The International Student Work Expectations survey was piloted with
166 international students at a U.S. university. Statistically significant The presenter shares the procedures for inclusion when working with
results were found along five streams: (a) type of work, (b) application adult ELLs with disabilities. Instructional strategies for adult ELLs who
of research, (c) individual contribution, (d) academic participation, and have not been identified with disabilities but required special attention
(e) grading differences. Participants discuss the findings and their are also presented. Participants have opportunities to identify, discuss,
own experiences. and incorporate strategies, including Universal Design for Learning and
Kevin Martin, Virginia International University, USA differentiated instruction.
Raj Khatri, University of Victoria, Canada
TCC, Tahoma 3 Thursday, 11:30 am–12:15 pm
Providing EAP Listening Input: WSCC, 204
An Evaluation of Recorded Listening Passages Reflective Practice for Preservice EFL Teachers:
Content Area: Listening, Speaking/Speech Action Research Project
Are the recorded passages that accompany listening textbooks
providing students with exposure to all the necessary elements of Although action research has become a common practice for in-service
academic lecture language? The presenter shares results of a corpus- language teachers, this study demonstrates that preservice language
based study, illustrating what recorded passages do well, where teachers also consider such practices as a problem-solving process.
THURSDAY, 23 MARCH
they fall short, and providing activities designed to supplement EAP Moreover, the study discusses the importance of such self-reflective
listening instruction. practices and how they facilitate the effectiveness of preservice
Erin Schnur, Northern Arizona University, USA English language teacher education programs.
Hatime Ciftci, Bahcesehir University, Turkey
Enisa Mede, Bahcesehir University, Turkey
Derin Atay, Bahcesehir University, Turkey
Roundtable
Discussion
WSCC, 610 WSCC, 605
Rethinking Online Course Design to Teaching Grammar Through Storytelling:
Enhance Interaction and Learning A Dialogical Approach
Content Area: Teacher Education Content Area: Grammar
Online education is often limited to posting and responding in Truly Vygotskian in nature, a dialogical approach to teaching
forums and completing writing assignments. An overuse of forums grammar encourages language learners to reflect on use of target
is monotonous and demotivating to students. This interactive language forms, collaborate and coconstruct meaningful grammatical
presentation includes principles for and examples of creative and explanations, and so much more. Storytelling is one such tool that
engaging assignments and activities that can energize learners allows students and teachers to discuss grammar.
in online courses. Randa Taftaf, University of South Florida, USA
Tasha Bleistein, Azusa Pacific University, USA
Jennifer Hirashiki, Westcliff University, USA Thursday, 11:30 am–12:15 pm
WSCC, 615
Thursday, 11:30 am–12:15 pm The Critical Role of Grammar and
TCC, Tahoma 1 Syntax in Academic Language
Strengthening Students’ Voices Content Area: Grammar
Through Effective Feedback If ELLs are to access more rigorous standards, they must be able to
Content Area: English as a Foreign Language discuss, read, and write academic texts. Certainly, an understanding of
This session aims at showing a few techniques that provide academic vocabulary is critical. But explicit instruction in grammar and
meaningful feedback to students based on their online interactions in syntax is every bit as important. This session describes why and shares
a blended teacher-development course in an EFL setting. Participants specific strategies.
discuss and learn how guided interactions among teacher- David Freeman, University of Texas Rio Grande Valley, USA
students and students themselves contribute successfully to their Yvonne Freeman, University of Texas Rio Grande Valley, USA
learning outcomes.
Vania Rodrigues, Casa Thomas Jefferson, Brazil Thursday, 11:30 am–12:15 pm
WSCC, 603
Thursday, 11:30 am–12:15 pm The Norm Dilemma: Lecturer Certification
TCC, Chelan 2 for English Medium Instruction (EMI)
Supporting the Professional Growth Content Area: International Teaching Assistants
of TESOL Supervisors The presenters describe validation studies for a performance-based
Content Area: Teacher Education EAP certification test, the Test of Oral English Proficiency for Academic
Although supervisors spend a great deal of one-to-one time providing Staff (TOEPAS), designed to assess lecturers’ oral proficiency for
feedback, they themselves often do not receive feedback on their coping with the demands of English-medium instruction (EMI). Updated
practice. The research discussed focuses on the impact of inviting TOEPAS assessment criteria and a new global assessment scale
supervisors to video their conference sessions and to engage in the are also presented.
THURSDAY, 23 MARCH
self-observation process that we routinely ask candidates to engage in. Joyce Kling, University of Copenhagen, Denmark
Laura Baecher, Hunter College–CUNY, USA Slobodanka Dimova, University of Copenhagen, Denmark

Teaching and Assessing ELL The Power of Credit:
Students’ Accountable Talk Strategies for Invigorating Your ESL Program
Content Area: High School/Secondary Education Content Area: Community College and Technical Education
“How can I tell what I think till I see what I say?” Let’s engage ELLs Credit-bearing ESL programs are necessary and essential players
in accountable talk! This session provides instructional strategies on in higher education. ESL instructors, program administrators, and
teaching academic discussion skills to ELLs, monitoring, and assessing support staff need strong strategies to empower themselves in order
their performance along the way. These strategies can be used to maintain the academic integrity of their programs. This presentation
immediately in any content classroom. provides 5 “Es” to invigorate your ESL program: engage, enrich,
Fenglan Yi-Cline, University of Washington, USA energize, empower, and equalize.
Stephanie Brown, Holyoke Community College, USA
Vivian Leskes, Holyoke Community College, USA
Eileen Kelley, Holyoke Community College, USA

TCC, Yakima 1 WSCC, 612
Training a Nation: Empowering Teachers Utilizing a Language Lab to Maximize
Through Large‑Scale Reform Language Acquisition
Content Area: Personal and Professional Development for Teachers Content Area: Listening, Speaking/Speech
In response to a national bilingualism policy announced by the Finding adequate time for students to practice the target language
president in 2014, great strides are being taken in Peru to increase can be a challenge. Imagine if you could allow every student more
English language proficiency throughout the nation. This presentation time with the target language, differentiate instruction and activities
outlines the process from needs assessment to intervention easily, and provide immediate feedback. The possibilities are limitless
and monitoring in the training of the country’s public English for communication and comprehension activities using Robotel’s
teacher trainers. SmartClass+ language lab.
Maggie Steingraeber, English Language Programs, USA Lindsey Klein, Robotel SmartClass+ Language Lab, USA
William Machaca, Ministry of Education, Peru
Lisa Mann, English Language Programs, USA Thursday, 11:30 am–12:15 pm
TCC, Chelan 4
Thursday, 11:30 am–12:15 pm Win, Win, Win: TEFL Practicum as Study Abroad
WSCC, 614 Content Area: Teacher Education
Understanding Culture: From Simple to The presenters describe a month-long in situ TEFL practicum
Complex Definitions and Frameworks
course that evolved from a partnership between a Chinese and an
Content Area: Culture American university. The presenters describe the development and
In this session, a series of definitions and frameworks of culture implementation of the popular course and share the impressions of
are presented, from the simple to the complex, in order to provide a both the American university student participants and their Chinese
multifaceted exploration of the intricacy and dynamics of culture and institution hosts.
how it relates to language and language teaching. Louise Gobron, Georgia State University, USA
Dianne Tyers, Advance Consulting for Education, Inc, Canada Kris Acheson-Clair, Georgia State University, USA
Xueying Wu, Shanghai University, China (People’s Republic)
Sheraton Seattle, Ballard Thursday, 11:30 am–12:15 pm
Using Authentic Texts to Help Refugees Sheraton Seattle, Grand Ballroom D
With Functional Literacy Winning Games: Creative Twists on Popular
Content Area: Refugee Concerns Games to Maximize Participation
Textbooks do not always address the functional literacy needs of Content Area: Elementary School/Primary Education
refugees. In this session, the presenter shares five lessons created Games can be valuable, but in popular whole-class games, most
from authentic texts that refugees need in their daily lives and show students sit, watch, and wait for their turn. In this session, we
the reading subskills that each lesson targets and discusses how introduce creative, low-prep ways to maximize individual participation,
refugees responded to these lessons. using three games as models: Password, Jeopardy, Fly Swatter.
THURSDAY, 23 MARCH
Curt Reese, University of Texas at Austin, USA Meg Parker, UC Irvine, USA
Emily Wong, UC Irvine, USA
WSCC, 619
Using Multiple Measures to Choose
Level‑Appropriate Textbooks
Content Area: Intensive English Programs
Choosing textbooks is often done subjectively based on teacher
intuition. Though teacher intuition is important, educators should
also include objective measures of textbooks in their decision-
making. This presentation discusses how to use objective measures,
such as vocabulary, readability, and grade level, to select level-
appropriate textbooks.
Caitlin Hamstra, Central Michigan University, USA
Amy Bell, Central Michigan University, USA
Roundtable
Discussion
Thursday, 11:30 am–1:15 pm Thursday, 1:00 pm–1:45 pm
Sheraton Seattle, Aspen WSCC, 310
Critical Pedagogies in ELT: Barron’s TOEFL iBT: The Next Generation
Classroom Applications and Lessons Content Area: Assessment/Testing
Content Area: Social Responsibility/Sociopolitical Concerns In keeping with the theme of the convention, Barron’s unveils its plan
This panel provides five concrete examples of critical ELT pedagogy for an innovative edition of the classic Barron’s TOEFL iBT book. Join
practices, emphasizing the challenges of implementation across the author for a look into the future of TOEFL preparation: Barron’s
classrooms and the specific opportunities for transformative pedagogy TOEFL 2.0. Leave with ideas, materials, and a book to upgrade
and critical insight that arise in each setting. Examples range from your TOEFL program.
EAP classrooms to teacher education programs in the USA, Canada, Pamela Sharpe, Barron’s Educational Series, USA
Mexico, and Australia.
Christian Chun, University of Massachusetts Boston, USA Thursday, 1:00 pm–1:45 pm
Suhanthie Motha, University of Washington, USA WSCC, 201
Brian Morgan, York University–Glendon College, Canada
Stephanie Vandrick, University of San Francisco, USA Comprehension Out Loud: Collaborative
Mario López Gopar, Universidad Autónoma Benito Juárez de Strategic Activities for Building Reading Skills
Oaxaca, Mexico Content Area: Reading and Literacy
Are you looking for engaging ways to help your students build
academic reading comprehension skills? The presenters demonstrate
1:00 pm scaffolded group activities for students to summarize, paraphrase, and
respond to main ideas while ensuring individual accountability and
Thursday, 1:00 pm–1:45 pm equal participation. Participants leave with resources for designing
WSCC, 307-308 reading lessons that get students talking.
“More Than a Native Speaker”: Barbara Flocke, University of Colorado Boulder, USA
New Perspectives, New Edition Ruth Moore, University of Colorado Boulder, USA
Content Area: Second Language Acquisition
In this session, the presenters reflect on the special needs of novice Thursday, 1:00 pm–1:45 pm
teachers working in EFL environments, and how such teaching WSCC, 604
environments differ from ESL settings. They introduce the new features Connect, Converse, Collaborate: Bridging the
of the third edition of “More Than a Native Speaker,” and end the Gap Between TESOLers and Affiliates
session with Q&A. Content Area: English as a Foreign Language
Don Snow, Duke Kunshan University, China (People’s Republic) How does networking with NS and NNS colleagues across the globe
Maxi-Ann Campbell, Duke Kunshan University, China (People’s Republic) germinate, postconvention, into meaningful connections that foster
growth and innovation in the classroom? This presentation connects
Thursday, 1:00 pm–1:45 pm TESOLers and affiliates in ongoing ELT collaborations through cross-
WSCC, 211 mentoring partnerships to bridge the gap between ESL and EFL
Academic Success Right From the Very professionals worldwide.
THURSDAY, 23 MARCH
Beginning With Trio Reading Shumaila Omar, Institute of Business Management, Pakistan
Come explore lesson design, strategies, and activities that support Thursday, 1:00 pm–1:45 pm
students’ academic start. We will look at Trio Reading, a program TCC, Tahoma 1
that focuses on the fundamental skills beginning ESL readers need for Dealing With Adult Learners’ Speaking Stress
understanding and engaging with academic texts and also learn about Content Area: English as a Foreign Language
its companions: Trio Writing and Trio Listening and Speaking. This presentation aims at working with techniques to help adult
Kate Adams, Independent, USA learners overcome speaking difficulties in an EFL classroom. The
presenters describe factors that hinder or facilitate oral production and
show how they tackle this issue with adult students. They also share
activities that boost speaking acquisition.
Claudia Farias, Casa Thomas Jefferson, Brazil
Selma Almeida, Casa Thomas Jefferson, Brazil

Thursday, 1:00 pm–1:45 pm Thursday, 1:00 pm–1:45 pm
Dialogic Feedback: Rethinking Written Empowering Readers (and Teachers)
Corrective Feedback With Idea‑Based Reading Skills
Using results from classroom research, this presentation demonstrates Do your intermediate to advanced students read Every Little
how an in-depth investigation of L2 students’ revision practices Thing? Do they focus on words only? Lack textual engagement?
over the period of one semester in IEP courses may challenge the Totally miss or misunderstand main ideas? Empower yourself and
traditional view of corrective feedback. Implications for the L2 writing your students with engaging idea-based reading skills to improve
classroom are discussed. speed and comprehension as well iBT and iELTS scores. Resources
Shokhsanam Djalilova, University of Mississippi, USA and links provided.
Cristin Boyd, San Jose State University, USA
Thursday, 1:00 pm–1:45 pm
WSCC, 2A Thursday, 1:00 pm–1:45 pm
Effectiveness of ELL Preparation Courses Sheraton Seattle, Grand Ballroom C
on In-Service Teachers’ Self‑Efficacy Engaging Multilingualism in ESOL Classrooms:
Content Area: Teacher Education Toward Culturally Linguistically Sustaining Pedagogy
The study discussed investigates the impact of ELL teaching Content Area: Teacher Education
preparation courses on the level of in-service teachers’ self-efficacy This session counters the tension between ESOL students’ multilingual
changes over a semester. Along with a summary of the study, the practices and monolingual assessment in schools. Drawing upon Paris’s
presenters provide sample materials identified as the most effective to notion of culturally sustaining pedagogy, which has as its explicit
inform their teacher practices. goal perpetuating and sustaining linguistic and cultural pluralism, the
SungAe Kim, Purdue University, USA presenter discusses how we might constructively engage students’
Patricia Morita-Mullaney, Purdue University, USA multilingualism in the ESOL classroom.
Shondel Nero, New York University, USA
Sheraton Seattle, Madrona Thursday, 1:00 pm–1:45 pm
Empowering ITA Practitioners by Sheraton Seattle, Capitol Hill
Enriching an Outdated Assessment Flexible, Free, and Open Data‑Driven
Content Area: International Teaching Assistants Learning for the Masses
The SPEAK test is commonly used by international teaching assistant Content Area: Media (Print, Broadcast, Video, and Digital)
programs, but many programs are searching for a more appropriate and This presentation shares findings from multisite research with the
relevant alternative that is as efficient, consistent, and cost-effective. open-source FLAX (Flexible Language Acquisition) project. Open digital
In this session, presenters share issues and perspectives on using the collections used in formal classroom-based language education and
SPEAK and revising/replacing it to address testing concerns. in nonformal online education (MOOCs) are presented to demonstrate
Elise Geither, Case Western Reserve University, USA how openly licensed linguistic content using data-driven methods can
THURSDAY, 23 MARCH
Liz Tummons, University of Missouri, USA support learning, teaching, and materials development.
Elizabeth Wittner, University of Virginia, USA Alannah Fitzgerald, Concordia University, USA

WSCC, 203 WSCC, 210
Empowering Learning Online: Ideological Construction of Racial
Aligning Objectives, Activities, and Assessments Images in EFL Textbooks
Content Area: Distance Learning/Online Learning Content Area: Educational Linguistics
Alignment is fundamental to a successful online ESL course by This study investigates how racialized identities are shaped in the
promoting learning and retention. The presenters demonstrate how visual representations of high school English language textbooks in
to align objectives, technology, activities, and assessments and share Taiwan. By adopting a critical image analysis, the study discussed
examples of well-designed courses as well as potential errors of poor aims to unpack the equal power relations of racial groups embedded in
design. Participants receive guidelines for aligning course elements Taiwan EFL textbooks to achieve social justice and equality.
and develop an aligned module. Tsung-han Weng, University of Kansas, USA
Sarah Barnhardt, Community College of Baltimore County, USA
Mary Peacock, Richland College, USA
Roundtable
Discussion
WSCC, 213 WSCC, 212
Interfaith Palestinian Educators and Friends Literature on Peacebuilding Promotes Summer
for Justice, Peace, and Reconciliation Language and Literacy Development
Content Area: Social Responsibility/Sociopolitical Concerns Content Area: Social Responsibility/Sociopolitical Concerns
Interfaith Palestinian Educators and Friends for Peace, Justice and Literacy in a program for middle school students with interrupted
Reconciliation is a forum to promote international exchange and education extends through a summer book club at the community
collaboration between Palestinian English Language Educators library. Presenter provides background research and rationale and
and Friends in the Middle East and concerned TESOL professionals demonstrates strategies using quality multicultural thematic literature
throughout the world, focusing on the challenging educational contexts that motivates learners to read, promotes engaged oral language use,
of conflict and war. and facilitates enriching literacy activities.
Liana Smith, Montgomery College, USA Mary Lou McCloskey, The Global Village Project, USA
Salameh Bishara, Lutheran Schools of Evangelical Lutheran Church in Amy Pelissero, The Global Village Project, USA
Jordan and The Holy Land, Israel
Ahmad Atawneh, Hebron University, Israel Thursday, 1:00 pm–1:45 pm
Ibrahim El Hussari, Lebanese American University, Lebanon Sheraton Seattle, Kirkland
Reem Jaber, Evangelical School of Hope, Israel
Nazmi Al Mazri, Islamic University of Gaza, Israel Multilingual/Multimodal Writing as an Act of Identity:
Zein’s Case
WSCC, 3A Framed within Ivanič’s conceptualization of language, learning,
and identity, the study discussed aims at examining how one Iraqi
International Student Orientations 2.0:
adolescent refugee ELL constructs his identity through engaging in
Creating a Campus Home
multilingual (e.g., use of “Arabizi”) and multimodal (e.g., developing
video games and comic YouTube videos) school-based and out-of-
IEPs must find ways to help students participate in campus activities school writing practices.
in order to maximize their experience and increase retention. Project- Fares Karam, University of Nevada, USA
based orientations meet this challenge in a way that engages, Amanda Kibler, University of Virginia, USA
enriches, and empowers international students. Presenters show
how to utilize campus partnerships for seamless integration
into campus life. Thursday, 1:00 pm–1:45 pm
WSCC, 619
Karen Lioy, University of North Texas, USA
Jessalyn Mayer, University of North Texas, USA Photography in ELT: Engage, Inspire, Create, Learn
Benjamin Wright, University of North Texas, USA Content Area: Arts
Get your students thinking beyond the selfie and using their phone
Thursday, 1:00 pm–1:45 pm cameras as interactive and fun language learning devices. This
WSCC, 613 presentation introduces and demonstrates photography-based
activities and lessons for building skills in vocabulary, oral expression,
THURSDAY, 23 MARCH
Like, Comment, Share: Building English

Learning Communities Through Facebook creative writing, community engagement, and more for all levels of
ELLs and photographers.
Crystal Bock Thiessen, University of Nebraska–Lincoln, USA
In the fast-paced world of globalization and technology, building
successful online communities is challenging. Explore best practices
for promoting English language learning while building an online
community. Hear from the U.S. Department of State, whose American
English Facebook page has grown into a global community of more
than 3.5 million ELLs.
Heidi Howland, U.S. Department of State, USA
Kevin McCaughey, U.S. Department of State, USA
Roger Cohen, U.S. Department of State, USA
Ruth Petzold, U.S. Department of State, USA

Sheraton Seattle, Grand Ballroom D Sheraton Seattle, Ballard
Piloting Writing Analysis to Distinguish Between Selecting and Adapting Tasks for
Language Development and Disability Adult Multilevel ESL Classes
Content Area: Learning Disabilities/Special Needs Content Area: Task-Based, Project-Based Instruction
Presenters report on pilot efforts analyzing writing to distinguish Need to quickly adapt tasks for your multilevel adult ESL classes? The
ELLs who exhibit typical second language acquisition from those with presenters share four practical, easy-to-use frameworks for modifying
language-based learning disabilities. After the presenters provide tasks and provide examples corresponding to each. Participants gain
exemplars, participants analyze writing samples for possible language- experience in adapting tasks of relevance to their classes.
based learning disabilities to determine the characteristics of those Marilyn Abbott, University of Alberta, Canada
who might or might not have disabilities.
Paul Abraham, Simmons College, USA Thursday, 1:00 pm–1:45 pm
Greta Phillips, Newton Public Schools, USA TCC, Chelan 2
Gareth Lindwall Honig, Newton Public Schools, USA
Taking U.S. MA TESOL Students Abroad:
Opportunities and Challenges
Thursday, 1:00 pm–1:45 pm Content Area: Teacher Education
TCC, Yakima 2
International service learning is exciting as participants can experience
Preparing Adult ELLs for Online and teaching English and simultaneously be language learners. The
Blended Language Learning presenters share findings from a U.S. program taking MA students
Content Area: Distance Learning/Online Learning to Costa Rica the summer of 2016 and exchange guiding practices in
Adult ELLs may need to develop digital literacy skills for successful preparing a course on teaching English in global contexts.
engagement in online/blended language learning. Presenters share Laura Baecher, Hunter College–CUNY, USA
a 10-module Preparation for Online Learning course and instructor Samantha Chung, New York City Department of Education, USA
guide. Participants leave with resources to adapt and implement
their own prep course or stand-alone lessons for successful online
learning for adult ELLs.
WSCC, 303
Bonnie Nicholas, NorQuest College, Canada
Teacher Written Feedback:
Rozita Amini, NorQuest College, Canada
Focus on Student Revision and Text Quality
Revision is an important writing process. It helps writers to rediscover
WSCC, 615
meaning, rearrange the structure, and refine the style and language.
Put Your Students on the Right Learning Path The presenters report part of a large study that investigated the
Content Area: Higher Education effects of pedagogical treatment on EFL students’ revision and
Preparing students for academic study in the 21st century requires writing improvement.
more than just authentic materials, engaging media, and stimulating Lawrence Jun Zhang, University of Auckland, New Zealand
activities. Real preparation involves instilling an academic mindset in Hua Geng, Nanjing University, China (People’s Republic)
THURSDAY, 23 MARCH
students and setting them on a purposeful learning path. Learn how to
create an energizing learning sequence for your students.
Michael Rost, Independent, USA WSCC, 304
Teachers’ Attitudes, Roles, and Challenges
Thursday, 1:00 pm–1:45 pm When Implementing Critical Pedagogy
WSCC, 620 Content Area: Applied Linguistics
Reaching TESOL’s Potential: The presenter, drawing on data from a study, discusses in-service
Leadership, Relationship, and Your Organzation teachers’ attitudes, roles, and challenges when implementing critical
Content Area: Leadership pedagogy (CP) in Nepal’s EFL classroom. The study discussed is useful
While programming for TESOL is essential, no program will experience for teachers and researchers interested in CP and is expected to
success unless those implementing the program share a vision and contribute to the literature on CP in EFL contexts.
have a heart for ELLs’ progress. This workshop explores the research Jagadish Paudel, Dadeldhura Multiple Campus, Nepal
supporting character and compassion in ELL educators and presents
steps for improving TESOL leadership and relationships.
Dan Shepherd, Missouri Western State University, USA
Sanghee Yeon, Defense Language Institute, South Korea
Roundtable
Discussion
WSCC, 614 WSCC, 618
Teaching and Learning Vocabulary 7 Topics Absent From ELT Textbooks:
Content Area: Vocabulary/Lexicon Keeping Hidden Curriculum Hidden
This session begins with a brief examination of the nature of the Content Area: Materials Writers, Curriculum/Materials Development
English lexicon, followed by an exploration of the dimensions of Textbook characters are never divorced; never LGBTQ; never drink
an ordinary lexeme. Participants experience specific techniques for wine or eat pork; and never discuss politics, sex, or religion: This
teaching vocabulary from several Pro Lingua publications, and conclude offers a distortion of the target culture. In this InterSection, panelists
with a discussion on approaches to teaching vocabulary. Raffle follows. representing various aspects of curriculum development, publishing,
Raymond Clark, Pro Lingua Associates, USA and teaching explore the implications of “PARSNIPs” in English
Andy Burrows, Pro Lingua Associates, USA language curriculum.
Walton Burns, Independent, USA
Thursday, 1:00 pm–1:45 pm Keith Folse, University of Central Florida, USA
WSCC, 616 Lara Ravitch, University of Oregon, USA
Scott Thornbury, The New School, Spain
Technology and Imagine Learning:
Accelerating Learning for ELLs
Content Area: Elementary School/Primary Education Thursday, 1:00 pm–2:45 pm
TCC, Yakima 1
School districts are microcosms of the diversity in American society,
and that diversity has created the need for more effective instruction Brick by Brick: Building Academic Writing
With Elaborate Noun Phrases
for second language learners. Discover how technology and Imagine
Learning, working together, provide highly engaging language and
literacy instruction that accelerates English language development in IEP textbooks and curricula lend great weight to complex sentences
tandem with academic instruction. but fail to give sufficient, if any, time to complex nouns. In this
Arlene Vavasseur Fortier, Imagine Learning, USA workshop, participants create activities to develop learners’ awareness
and use of noun phrases and adapt these activities for their own
instructional contexts.
TCC, Chelan 4 Noah Schmidt, Spring International Language Center, USA
Nazila Aliyeva, Spring International Language Center, USA
The Impact of Master’s Theses on EFL Tony Hartman, Spring International Language Center, USA
Teachers’ Professional Learning Angela Ward, Spring International Language Center, USA
This presentation explores the impact of the master’s thesis on the Thursday, 1:00 pm–2:45 pm
professional learning of EFL in-service teachers from seven teacher TCC, Tahoma 4
education programs in Colombia. The main areas of professional
Effective Public‑Private Partnerships in
learning that are supported through this project are examined English for Professional Purposes
as well as the implications for in-service teachers and teacher
education programs.
THURSDAY, 23 MARCH
This panel presents three perspectives on building strong partnerships

Julio Gomez, Universidad Externado de Colombia, Colombia
between private sector language training providers and federal
government sponsors in English for professional purposes programs.
Thursday, 1:00 pm–1:45 pm Presenters describe challenges in expectation management, needs
Sheraton Seattle, Issaquah assessment, instruction and curriculum design, logistics, learner
Wanted: Excellent Hybrid Teachers. diversity, and learner motivation, and outline their approaches to
Must Be… Must Have… successful resolution.
Content Area: Program Administration Deborah Kennedy, Center for Applied Linguistics, USA
Having excellent teachers to deliver hybrid courses is a poignant Kevin Gormley, U.S. Department of Defense, USA
concern. It is no small feat for administrators to identify and hire Heidi Faust, University of Maryland, Baltimore County, USA
professionals who will be successful both online and on-ground. Nancy Schaffman, U.S. Department of Defense, USA
Presenters share a study done with outstanding hybrid language Christa Hansen, Georgetown University, USA
teachers and pinpoint the key factors in their success. Sharon Halstead, Federal Bureau of Investigation, USA
Silvia Laborde, Alianza Cultural Uruguay-Estados Unidos, Uruguay
Rosario Giraldez, Alianza Cultural Uruguay-Estados Unidos, Uruguay

Essentials of Haptic Pronunciation Teaching Lessons Learned From Designing and Implementing
Content Area: Listening, Speaking/Speech Large Professional Development Projects
This workshop presents a set of haptic (movement + touch)-based Content Area: Teacher Education
instructional techniques for presenting and correcting English L2 Considering implementing a new program for ELL educators? A
pronunciation, applicable for intermediate ELLs and above. Guided panel of project directors and district partners from three multiyear
by recent research on kinesthetic approaches to L2 pronunciation professional development projects funded by the U.S. Office of English
instruction, participants leave prepared to use the instructional Language Acquisition share challenges and insights encountered
techniques in their classrooms. in their project designs and implementations, and regarding
Nathan Kielstra, Trinity Western University, Canada sustainability. Highlights include five outcomes based on project data.
Karen Rauser, University of British Colombia, Canada Michaela Colombo, University of Massachusetts Lowell, USA
Laurie Hartwick, Lawrence Public Schools, USA
Thursday, 1:00 pm–2:45 pm Judy Sharkey, University of New Hampshire, USA
WSCC, 617 Cynthia Stacy-Sevigny, University of New Hampshire, USA
Julie Whitlow, Salem State University, USA
Fostering Digital Responsibility
by Understanding Fair Use
Content Area: Media (Print, Broadcast, Video, and Digital) Thursday, 1:00 pm–2:45 pm
TCC, Chelan 5
The plethora of easy-to-access content on the Internet makes it
Smartphones: Cyber Spicing Classes for Adults
tempting for students and teachers alike to use copyrighted works
without understanding fair use. Come learn how to how to protect your
work, what factors to consider to fairly use digital content, and how to This hands-on session shows attendants how useful and practical it is
teach about fair use. to use smartphones when teaching adult learners. Aiming at making
Julie Lopez, University of Delaware, USA lessons more appealing for learners, presenters provide educators
Nancy Overman, Georgetown University, USA with activities that make lessons more dynamic and motivating
Nicky Hockly, The Consultants-E, USA by connecting adults with different technological resources and
their own gadgets.
Thursday, 1:00 pm–2:45 pm Eliane Lima, Casa Thomas Jefferson, Brazil
Sheraton Seattle, Grand Ballroom A Celina Rebouças, Casa Thomas Jefferson, Brazil
Issues in Implementing Learning
Strategy Instruction for ELLs Thursday, 1:00 pm–2:45 pm
Content Area: English as a Foreign Language WSCC, 610
Panelists address research and practice in teaching learning strategies Successful Program Design in Teacher
to ESL/EFL students in both international and U.S. contexts. Topics Professional Development
include: culture strategies, affective strategies, and assessment within Content Area: Teacher Education
contemporary culturally diverse classes; grammar learning strategies The session reviews the features of the designs of successful
THURSDAY, 23 MARCH
for advanced students; global online interactive learning strategies applicants in the latest National Professional Development grant
instruction; and differentiating language learning strategies instruction. competition. This federal program aims to improve classroom
Anna Uhl Chamot, George Washington University, USA instruction for ELLs as an outcome of collaboration between
Christina Gkonou, University of Essex, United Kingdom (Great Britain) institutions of higher education and local educational agencies.
Rebecca Oxford, University of Maryland, USA Andrea Hellman, Missouri State University, USA
Miroslaw Pawlak, Adam Mickiewicz University, Poland
Jill Robbins, Voice of America, USA
Roundtable
Discussion
WSCC, 605 WSCC, 603
Teaching Students Living With Trauma, Washington’s I‑DEA:
Violence, and Chronic Stress Flipping Instruction for Adult ELLs
Content Area: Elementary School/Primary Education Content Area: Adult Education
Though much information is available about working with the epic Project I-DEA, funded by the Bill and Melinda Gates Foundation,
number of students experiencing trauma, violence, and chronic stress, has concluded a 3-year pilot. The curriculum includes 31 flipped
it’s generally from a therapeutic and counseling perspective. This instructional modules designed to accelerate learning of lower level
session focuses on teaching and school-wide practices that support ELLs. Presenters share project design, the revised openly licensed
students’ development of resiliency, engagement in learning and their curriculum, and project data.
classroom community, and academic success. Jodi Ruback, Washington State Board for Community and Technical
Debbie Zacarian, Debbie Zacarian, Ed.D. & Associates, USA Colleges, USA
Helaine W. Marshall, Long Island University Hudson, USA Adria Katka, North Seattle College, USA
Judie Haynes, everythingESL, USA
Laura Lukens, North Kansas City Schools, USA Thursday, 1:00 pm–2:45 pm
Thursday, 1:00 pm–2:45 pm Empowering and Enriching an
WSCC, 3B ESL Program on the Brink
The 5 Myths of the 5‑Paragraph Essay Content Area: Higher Education
Content Area: Second Language Writing/Composition Have sharp declines in enrollment put your ESL program on the
Despite attempts to limit or discourage its use, the five-paragraph chopping block? Empower yourself with persuasive evidence
essay lives on in L2 writing classrooms, assignments, and assessments that will help you convince stakeholders to save your program!
across the educational spectrum. The panelists dissect five myths that Glimpse worldwide trends and enrollment projections in English
are often cited in support of this formulaic approach to writing and language programs, and discover how you can enrich your program
propose practical, effective alternatives. despite low enrollment.
Nigel Caplan, University of Delaware, USA Gail Lugo, Trine University, USA
Deborah Crusan, Wright State University, USA Mark Algren, University of Missouri, USA
Dana Ferris, UC Davis, USA David Colbert, Trine University, USA
Ann Johns, San Diego State University, USA Graham Reeves, Trine University, USA
Luciana de Oliveira, University of Miami, USA Kate Villafranca, Trine University, USA
Christina Ortmeier-Hooper, University of New Hampshire, USA
Thursday, 1:00 pm–2:45 pm WSCC, 602
WSCC, 205 ELLs, Immigrant Students, and U.S. Law
Using Ethnographic Methodology to Content Area: Advocacy
Examine Language Use in Context Representatives from the Office for Civil Rights at the U.S. Department
THURSDAY, 23 MARCH
Content Area: English for Specific Purposes of Education, the U.S. Department of Justice, and the Migrant
ESP practitioners rarely use ethnographic approaches to examine Legal Action Program.
language use in context for needs analyses and program designing. Roger Rosenthal, Migrant Legal Action Program, USA
This panel presents ethnographic methodologies applicable to both James Ferg-Cadima, U.S. Department of Education, Office for Civil
EAP and EOP contexts, which are research-based and practical Rights, USA
applications that can be utilized by ESP practitioners. Emily McCarthy, U.S. Department of Justice, Civil Rights Division, USA
Esther Perez-Apple, Perez Apple and Company, USA
Dan Douglas, Iowa State University, USA
Shelley Staples, University of Arizona, USA
Shahid Abrar-ul-Hassan, University of British Columbia, Canada

2:00 pm Thursday, 2:00 pm–2:45 pm
WSCC, 3A
Communities, Culture, and Developing Arguments:
Engagement in Graduate Classes
WSCC, 613
A CPD Framework for the Design of
Teacher Education Projects The presenters describe how international students learned about
Content Area: Teacher Education the concept of communities of practice, thereby enriching their
understanding of the cultural adaptation process. This understanding
The presenter discusses an international continuing development empowered them to construct arguments about how to tailor their
framework for English teachers and its applications in different adaptation to their individual needs in order to become engaged
countries. The research-based framework is based on 12 professional members of the academic community.
competences and 4 stages of competence. Discuss and reflect on how
the teachers you work with might benefit. Anastasia Khawaja, University of South Florida, USA
Dedra Carpenter, INTO University of South Florida, USA
John Knagg, British Council, United Kingdom (Great Britain)
Does the Flipped Classroom Actually
A Reading and Vocabulary Program for Improve Student Achievement?
ELLs With Learning Disabilities Content Area: CALL/Computer-Assisted Language Learning/
Content Area: Elementary School/Primary Education Technology in Education
This presentation describes a highly structured reading comprehension The flipped classroom is attracting much current interest globally.
and vocabulary program designed to improve the reading abilities Student perceptions of using more technology and video recorded
of ELLs with mild learning disabilities. The presenter describes the lessons are positive, although assessment results across many
program components and discusses the classroom management disciplines vary. Presenters share their experiences flipping
conditions for such a program to be effective. Questions and answers experimental courses and report on differences in student achievement
follow the presentation. and digital literacy compared to control classes.
Lía Kamhi-Stein, California State University, Los Angeles, USA Marie Webb, Anaheim University, USA
Evelyn Doman, University of Guam, Guam
WSCC, 614 Thursday, 2:00 pm–2:45 pm
CASAS: Assess — Learn — Achieve WSCC, 619
Content Area: Adult Education Empowering Students Through Advising:
This session showcases the resources CASAS offers—many at A Systems Approach for IEP Coaching
no cost—that help agencies implement quality ELL programs with Content Area: Intensive English Programs
standardized accountability measures. The CASAS framework In this session, the presenters provide an outline of IEP-specific
assists programs to assess, instruct, and track youth and adult ELLs’ advising practices and procedures based on an IEP that uses a
THURSDAY, 23 MARCH
progress from beginning literacy through transition to postsecondary system of advising designed to meet students’ needs. Sample forms
and the workforce. and policies are provided. Participants are encouraged to actively
Linda Taylor, CASAS, USA engage in the session.
Jane Eguez, CASAS, USA Pamela Smart-Smith, Virginia Tech Language and Culture Institute, USA
Sondra Schreiber, Virginia Tech Language and Culture Institute, USA
Aniseh Ghaderi, Virginia Tech Language and Culture Institute, USA
Roundtable
Discussion
English and Elitism: Cultural Consequences Get This Write: Sentence‑Writing Practice
of the Internationalization of Education Builds Confidence Through Competence
Content Area: Social Responsibility/Sociopolitical Concerns Content Area: Second Language Writing/Composition
The presenter describes part of a theoretical framework for Do your middle school, high school, university, or adult learners
understanding the internationalization of education, as it has been speak better than they write? Get This Write® offers them a unique
implemented in the Thai context. International English language self-checking online program with clear grammar explanations and
programs have become markers of status and prestige. The presenter controlled sentence-writing practice. Learners gain skill and confidence
uses this framework to argue that this process has exacerbated through this self-paced practice so teachers can focus on other
inequities in Thai society. writing activities.
Matthew Ferguson, Mahidol University International College, Thailand JoEllen Christians, Get This Write, LLC, USA

WSCC, 616 WSCC, 201
Every Picture Tells Their Story Keep It Up: Maintaining Motivation
Content Area: Teacher Education in TOEFL Test Preparation
WRiTE BRAiN BOOKS are illustrated, wordless books with lines on Content Area: Assessment/Testing
the pages. Through narrative and creative writing curricula, designed In TOEFL classes, student motivation can plummet under the weight of
for every kind of learner, students become published authors of their boring exercises and test anxiety. This presentation examines the role
own children’s books. The WRiTE BRAiN experience increases ELLs’ of motivation in these classes and demonstrates engaging activities
proficiency in English and dramatically decreases their fear of using it. for keeping motivation high, including feedback, revision, modeling,
Meredith Scott Lynn, WRiTE BRAiN Books, USA self-reflection, visualization, and good old fun. Classroom-ready
Julia Gabor, WRiTE BRAiN Books, USA activities are provided.
Amy Tate, Rice University, USA
Sheraton Seattle, Kirkland Thursday, 2:00 pm–2:45 pm
Experiences and Perceptions of Adult Sheraton Seattle, Ballard
Refugee ELLs and Their Teachers Merging Health Literacy Education and
Content Area: Refugee Concerns ESL Instruction Among Adult Immigrants
Volunteer-based ESL classes for refugees persist, in spite of a lack of Content Area: Adult Education
professional support. The mixed-methods study discussed highlights The presenter discusses the implementation of the Staying Healthy in
the experiences of three volunteer teachers of refugee ELLs and their Alabama program, a set of adult-oriented courses that blend health
perceptions of their own teaching, the needs of their students, and literacy and ESL instruction. The presenter describes the materials and
their students’ perceptions of their class. activities employed as well as the challenges faced and the outcomes
Kallie-Jo Ho, University of Illinois at Urbana-Champaign, USA of the program’s execution.
THURSDAY, 23 MARCH
Cesar Bazo, Auburn University, USA

TCC, Skagit 2 Thursday, 2:00 pm–2:45 pm
Feedback Tools: Written and Audio Sheraton Seattle, Grand Ballroom C
Comments in ESL Writing Courses Perils and Strategies in Retention/Completion
Content Area: Second Language Writing/Composition Within Community College IEPs
This session offers activities and suggestions to help instructors Content Area: Intensive English Programs
improve feedback practices in writing courses. Several tools that have Community colleges across the United States are being held
an audio feedback option are discussed (audio attachments in a PDF accountable for retention and completion rates similarly to 4-year
file, audio attachments in Kaizena, and holistic comments in Turnitin), colleges and universities. What are the problems faced by IEPs and
and the application of these tools is demonstrated. what strategies work well to comply with new regulations? These and
Veronika Maliborska, Northeastern University, USA many other issues and strategies are discussed.
Jose Carmona, Independent, USA

WSCC, 214 WSCC, 310
Perspectives to Practice: Specialization for 21st‑Century Learning
Francophone West African ELLs Content Area: English for Specific Purposes
Content Area: Culture To achieve success, learners must develop the specialized English
ELLs come from culturally and linguistically diverse language skills and the 21st-century skills employers require. Career Paths
backgrounds, yet these learners are often assumed to have similar offers a unique approach to ESP by developing students’ vocational
needs within the K–12 educational system. This presentation helps English abilities while simultaneously improving their abilities to
dispel such myths by presenting the unique perspectives, experiences, communicate, collaborate, think critically, and create in both physical
and needs of Francophone West African ELLs. Implications for and digital contexts.
educators are addressed. Patrick Painter, Express Publishing, Canada
Zara Onie Abdush-Shakir Bever, Missouri Western State
University, USA Thursday, 2:00 pm–2:45 pm
Adrienne Johnson, Missouri Western State University, USA TCC, Tahoma 1
Teaching Reading Fluency: 3 Practical Activities
Thursday, 2:00 pm–2:45 pm Content Area: English as a Foreign Language
WSCC, 211
Resources for teaching discrete reading skills like vocabulary,
Picture Rigor, Relevance, and Readiness With OPD
inferences, comprehension, main ideas, and details abound. However,
Content Area: Adult Education improving reading fluency—that is, effective and efficient reading—is
The presenter shares the Oxford Picture Dictionary’s newest academic often overlooked. This presentation provides three practical activities
and workplace topics, laying the foundation for instruction that for ESL teachers to instruct their students on reading more effectively
develops beginning learners’ college- and career-readiness skills. and more efficiently.
Participants work with visuals and word lists, text-dependent Bob Schoenfeld, Arizona State University, USA
questions, and higher-level thinking tasks that engage and challenge
learners right from the start.
Jayme Adelson-Goldstein, Lighthearted Learning, USA WSCC, 612
TED Talks: Presentation Skills are
Thursday, 2:00 pm–2:45 pm the 21st‑Century Superpower
Reconsidering Conceptual Inspiring thinkers and innovators share their ideas on the TED stage,
Paradigms in English Studies
generating billions of views at TED.com. Come explore practical
Content Area: English as a Foreign Language strategies TED speakers use to spread new ideas and learn how
With increasing recognition of the high value and transforming power TED Talks can be used to help learners improve their speaking and
of English, this session takes stock of the policy and practices of presentation skills, all while broadening their knowledge.
English studies in Bangladesh and the changes needed to provide Ian Martin, National Geographic Learning, USA
effective learning. This is presented within a wider framework of ELT Laura LeDrean, National Geographic Learning, USA
THURSDAY, 23 MARCH
practices to make it relevant to attendees.
Arifa Rahman, University of Dhaka, Bangladesh Thursday, 2:00 pm–2:45 pm
WSCC, 213
Thursday, 2:00 pm–2:45 pm The Language of Peacebuilding:
TCC, Chelan 2 Empowering Young People for Peaceful Purposes
Reflective Practice in TESOL: An Appraisal Content Area: Social Responsibility/Sociopolitical Concerns
Content Area: Teacher Education Based on the precept that language learning, both process and
What is reflective practice in TESOL and what research has been product, should be meaningful, ESOL teachers around the world create
conducted on it? The presenter outlines and discusses the results of curricula to help students explore identities, gain understanding
a survey of 116 research articles from 58 academic journals on the and appreciation of the other, and build peaceful and sustainable
practices that encourage TESOL teachers to reflect with implications communities. Educators working with immigrants, refugees, and at-risk
for teacher education. youths share their stories.
Tom Farrell, Brock University, Canada Valerie Jakar, ETAI, Israel
Cheryl Woelk, Language for Peace, USA
Lydia Stack, Understanding Language Project, USA
Alison Milofsky, United States Institue of Peace, USA
Zsuzsanna Kozák, Visual World Foundation, Hungary
Roundtable
Discussion
WSCC, 303 WSCC, 307-308
The Role of Explicit Anti‑Bias Training What School Leaders Need to Know About ELLs
Content Area: Social Responsibility/Sociopolitical Concerns Content Area: Personal and Professional Development for Teachers
In recognition of recent incidents of injustice within our society, explicit This presentation introduces the new TESOL book “What School
anti-bias training is not only needed in the police force but also within Leaders Need to Know About ELLs,” a resource to equip school leaders
our educational institutions. This session discusses the impact of bias with effective, research-based strategies and practices to help both
on our students and demonstrates specific ways to conduct anti-bias ESOL and content-area teachers succeed in their roles. Come for an
training in teacher education. overview of the book and dialogue with the author.
Maxi-Ann Campbell, Duke Kunshan University, China (People’s Republic) Jan Edwards Dormer, Messiah College, USA
Lavette Coney, The Fessenden School, USA
Dana Horstein, Benedictine University, USA Thursday, 2:00 pm–3:45 pm
Ramin Yazdanpanah, Florida State University, USA WSCC, 2A
Laura Jacob, Mt. San Antonio College, USA
Heidi Faust, University of Maryland, Baltimore County, USA Critical Thinking: Sequenced Activities and
Focused Language for ESL Classrooms
WSCC, 204 Nothing is more empowering academically than critical thinking, but
teaching and practicing it in ESL contexts presents some daunting
Using Corpora for Engaging Language Teaching:
challenges. This workshop features a sequence of exercises that
Effective Techniques and Activities
teachers can incorporate across proficiency levels, with a particular
Using concrete examples from their new book published by TESOL, the focus on key language tools and cues.
presenters introduce some common useful procedures and activities for
using corpora to teach various aspects of English, including vocabulary, Bruce Rubin, California State University, Fullerton, USA
grammar, and writing. They also explain how to develop and use
corpora to assess learner language and develop teaching materials. Thursday, 2:00 pm–3:45 pm
Dilin Liu, University of Alabama, USA Sheraton Seattle, Raveena
Lei Lei, Huazhong University of Science and Technology, China I Want to Write a Book! Getting Published With TESOL
(People’s Republic) In this interactive session, meet with the Publishing Professional Council
members and authors. Bring your ideas, proposals, and manuscripts and
Thursday, 2:00 pm–2:45 pm receive feedback from experienced TESOL Press authors and editors!
Sheraton Seattle, Madrona Robyn Brinks-Lockwood, Stanford University, USA
Using MIT OpenCourseWare to Create Gilda Martinez-Alba, Towson University, USA
Authentic Materials for ITA Training Gulbahar Beckett, Iowa State University, USA
Content Area: International Teaching Assistants Elizabeth Byleen, University of Kansas, USA
Margo DelliCarpini, University of Texas at San Antonio, USA
Authentic lectures can be useful models for ITAs to see effective
Allison Rainville, Applewild School, USA
discourse performance and delivery of instruction. In this session, sample
Ke Xu, City University of New York, USA
awareness-raising activities based on MIT OpenCourseWare materials
THURSDAY, 23 MARCH
are described. The session aims to promote autonomous learning for

ITAs in their adjustment to the U.S. cultural patterns of teaching. Thursday, 2:00 pm–3:45 pm
TCC, Chelan 4
Erhan Aslan, University of South Florida, USA
Leveled Functional Language
Frames for Everyday Use
Thursday, 2:00 pm–2:45 pm Content Area: Elementary School/Primary Education
WSCC, 212
The English Language Development Frames provide ESL teachers
Using Popular Media to Enrich Language
models of language structures to use planning lessons. These frames,
Learning and Social Responsibility
modified from state curriculum documents, identify language functions
organized by grade spans and proficiency levels. The documents
Mediascapes, our text-image-audio packed environments, are rich
provide accessible resources to guide targeted language instruction
sources of linguistic, social, economic, and political content. This
and supports across content areas for students.
presentation focuses on ways to use media resources in language
teaching to engage students’ senses of social responsibility as well as Kathryn Phillipson, Newton Public Schools, USA
enrich their language and intercultural communication skills. Tara Trent, Foster City School District, USA
Christine Leider, Boston University, USA
Carla Chamberlin-Quinlisk, Pennsylvania State University, Abington Jody Klein, Newton Public Schools, USA
College, USA Allison Levit, Newton Public Schools, USA
Claudia Payne, Edmonds Community College, USA

WSCC, 604 Sheraton Seattle, Metropolitan A
Movie Segments to Teach Children TESOLers Supporting Mainstream Teachers of ELLs
Grammar Structures and Vocabulary Content Area: High School/Secondary Education
Content Area: Elementary School/Primary Education The National Council of Teachers of English (NCTE) is working to help
Teaching children with videos is crucial. Connecting grammar and mainstream teachers’ thinking about ELLs. Authors in the Principles
vocabulary with authentic movie segments can effectively improve in Practice book series describe their contributions, present literacy
young learners’ language production. The presenters show how and equity-focused activities from their books, and exchange ideas
to choose appropriate movie scenes and conduct fun activities for with the audience.
different teaching objectives. Participants take on the roles of children. Betsy Gilliland, University of Hawaii Manoa, USA
Claudio Azevedo, Casa Thomas Jefferson, Brazil Shannon Pella, UC Davis, USA
Ana Maria Scandiuzzi, Casa Thomas Jefferson, Brazil Christina Ortmeier-Hooper, University of New Hampshire, USA
Melinda McBee Orzulak, Bradley University, USA
Thursday, 2:00 pm–3:45 pm Maja Teref, Von Steuben Metropolitan Science Center, USA
NABE at TESOL: Examining Linkages Thursday, 2:00 pm–3:45 pm
Between Identity and Language Learning TCC, Tahoma 5
Content Area: Educational Linguistics The Postcolonial Positioning of ELT
Utilizing intersectionality as a research paradigm, researchers in TESOL in the TESOL 2.0 World
and NABE explore the powerful relationship between identity and Content Area: Social Responsibility/Sociopolitical Concerns
language learning through critical lenses reflecting a variety of raced, This panel explores critical issues in relation to the postcolonial
classed, gendered, and “othered” identities. These examinations positioning of ELT, in terms of pedagogical issues with a focus on
address the explosion of interest in scholarship examining links teacher training, the geopolitics of language assessment and testing,
between bilingualism, identity and language learning. ELT in relation to social responsibility, and the critical importance of the
Theresa Austin, University of Massachusetts Amherst, USA mediating roles that different contexts play.
Marjorie Haley, George Mason University, USA Liying Cheng, Queen’s University, Canada
Sylvia Sanchez, George Mason University, USA Andy Curtis, TESOL International Association, Canada
Anita Pandey, Morgan State University, USA Rosemary Orlando, Southern New Hampshire University, USA
Minh-Anh Hodge, National Association for Bilingual Education, USA Christopher Hastings, ITMO University, Russia
Thursday, 2:00 pm–3:45 pm 3:00 pm

TCC, Yakima 2
Scaffolding Academic Conversations
in ESL and Content Areas Thursday, 3:00 pm–3:20 pm
Sheraton Seattle, Juniper
Concept Maps: Illuminating Knowledge
Academic conversation is a key juncture for developing content
Gaps and Increasing Self‑Regulation
THURSDAY, 23 MARCH
vocabulary while integrating higher order thinking skills. This
session aims to demonstrate effective strategies that enable all
ELLs—from students with limited or interrupted formal education Concept maps are representations of learners’ understanding of a
(SLIFE) to those at higher proficiency levels—to engage in rigorous complex topic. This session provides examples and tips to get students
academic discussion. started on creating a concept map. The presenters show how to use
Christi Cartwright Lacerda, International High School, USA the maps to design course activities targeting learner weak areas
Nicoleta Filimon, Lawrence Public Schools, USA while increasing self-regulation and language proficiency.
Jeannie Slayton, University of Connecticut, USA
Jennifer Green, Western Washington University, USA
Roundtable
Discussion
WSCC, 213
3 Modes of Collaborative Writing Developing Learner Resources
Content Area: Second Language Writing/Composition Using Corpus Linguistics
Randi Reppen, Northern Arizona University, USA
D
This session presents qualitative data from the reflections of
E L E
Chinese university students after engaging in three different types of
NC
collaborative academic writing: real-time report writing, asynchronous Thursday, 3:00 pm–3:45 pm
CA
group essays, and group collaboration on individual essays. The WSCC, 3A
benefits and drawbacks of each approach are explored in light of Empowering Listeners Through Questioning
student comments. Modeled by Science Friday
D
Jay Bidal, University of Macau, Macau
L E
Second language learners frequently cite listening comprehension as
E
NC
Thursday, 3:00 pm–3:45 pm a performance barrier. Postsecondary education includes significant
CA
WSCC, 615 lecture and discussion section attendance, which is inherently passive
Awareness Leads to Success: and idiomatic, and requires sustained attention. The Science Friday
How Young Learners Benefit From Benchmarks program introduces students to a model of active listening, traditional
Content Area: Elementary School/Primary Education discourse structures, and academic listener question types.
Standard benchmarks have provided an essential tool for teachers Alicia Ambler, University of Iowa, USA
of adults to determine the level of English that their learners are
achieving and to focus their teaching effectively. This session presents Thursday, 3:00 pm–3:45 pm
the new young-learner-oriented objectives from the Global Scale of TCC, Chelan 5
English and explains how learner awareness leads to achievement. Empowering Teachers to Engage
Mike Mayor, Pearson, United Kingdom (Great Britain) Students With Learning Disabilities
Mario Herrera, Consultant, USA Content Area: Learning Disabilities/Special Needs
Learning disabilities constitute a current challenge in classroom
Thursday, 3:00 pm–3:45 pm routine. This practice-oriented session focuses on the enrichment of
WSCC, 603 teachers’ knowledge to understand learners with difficulties through
Collaborative Reading and Student‑Generated resilient elements. The presentation provides teachers with conceptual
Projects: Deepening Analysis, Building Agency tools to identify students’ cognition disorders and address those issues
Content Area: Reading and Literacy with proper accommodations.
This presentation integrates research on collaborative reading Fernanda Melo, Casa Thomas Jefferson, Brazil
benefits with creative and engaging student-generated projects Lucíola Souto, Casa Thomas Jefferson, Brazil
that deepen analysis and spark intrinsic motivation in practice. The
presenter introduces when and why collaborative reading should be Thursday, 3:00 pm–3:45 pm
prioritized in the language classroom and how students can extend
learning with projects. Engaging in Motivational Teaching Practices
THURSDAY, 23 MARCH
Rhianna Weber, ELS Language Centers, USA Neil J Anderson, Brigham Young University–Hawaii, USA

Conversations With Charlotte: ESL Teacher Enriching the IEP Classroom Through
Evaluations Using the Danielson Framework Coteaching and Colleague Collaboration
Content Area: High School/Secondary Education Content Area: Intensive English Programs
This research-oriented presentation introduces a single case study of Coteaching in IEPs is a valuable way to keep experienced teachers
an ESL specialist’s 2-year experience with the Danielson Framework for engaged while simultaneously training, mentoring, and empowering
Teaching to illustrate the issues associated with using it to evaluate novice teachers. Join the presenters as they share their experiences
teacher effectiveness, especially with regards to those who work with and provide useful tips, application, and advice for teacher
ESL students. Alternative evaluation materials are provided. collaboration and professional development.
Randi Freeman, Anaheim University, USA Alexis Gonzalez, Missouri State University, USA
Cali Pettijohn, Missouri State University, USA
Jennifer Morrison, Evangel University, USA

WSCC, 210 WSCC, 307-308
Examining Cultural Assumptions Through Integrating Pronunciation Into
Dialogue, A Human Library Inspired Project the Reading Classroom
Content Area: Culture Content Area: Higher Education
The Human Library is a “method” for promoting dialogue, reducing There is little doubt that pronunciation instruction enhances both
prejudice, and encouraging community connection. This method listening and speaking skills. However, pronunciation has another place
becomes an ideal project for international students to connect with in ESL: the reading classroom. The presenters demonstrate activities
their new community. In this project, students engage in linguistically that link pronunciation to reading, not only increasing students’
and culturally meaningful interactions while challenging participants to awareness and ability but also supporting different learning styles and
reassess assumptions about one another. energizing the classroom.
Becki Quick, University of Oregon, USA Holly Gray, Prince George’s Community College, USA
Marilyn Guekguezian, University of Southern California, USA
Exploring the Teaching of Speaking WSCC, 214
Anne Burns, University of New South Wales, Australia Language Ownership:
Empowering Teachers and Learners
Thursday, 3:00 pm–3:45 pm Content Area: Nonnative English Speakers in TESOL
In this dialogue session, the presenters address issues related to
From the Classroom to the Wider World identity and language ownership by sharing personal stories and
David Nunan, University of Hong Kong, Hong Kong connecting them to classroom practice through critical theory.
Adriana Picoral Scheidegger, University of Arizona, USA
Thursday, 3:00 pm–3:45 pm Laura Soracco, Highline College, USA
Getting Your Work Published Thursday, 3:00 pm–3:45 pm

TCC, Chelan 2
Ahmar Mahboob, University of Sydney, Australia
Language Teacher Education and Teacher Beliefs:
A Synthesis of Research
How Does Your IEP Reflect the This presentation provides a synthesis of past research on the
Needs of Your Stakeholders? impact of second language teacher education on language teachers’
Fernando Fleurquin, University of North Texas, USA beliefs. Specifically, it summarizes results from previous empirical
studies, outlining contextual and methodological factors, while noting
significant trends from the literature.
Farahnaz Faez, University of Western Ontario, Canada
THURSDAY, 23 MARCH
Michael Karas, University of Western Ontario, Canada
Integrating Content and Language:
A Flexible Architecture
Donna Brinton, Independent, USA Thursday, 3:00 pm–3:45 pm
WSCC, 611
Language Teacher Identity:
Exploring Old/New Domains and Practices
Language teacher identity has emerged as a major research interest
in TESOL. This presentation examines the historical development
of this construct and provides recommendations for theory and
practice. Toward this goal, the presenters discuss how neoliberal
governmentality, critical race theory, and media studies can inform
language teacher identity work.
Brian Morgan, York University–Glendon College, Canada
Manka Varghese, University of Washington, USA
Carla Chamberlin-Quinlisk, Pennsylvania State University, Abington
College, USA
Roundtable
Discussion
Low‑Tech, Low‑Cost Gadgets for Preparing International Graduate Students
Your Pronunciation Toolbox for Nonacademic Job Searches
Content Area: Phonology/Pronunciation Content Area: English for Specific Purposes
Teaching pronunciation, like any craft, is easier if you have the right As nonacademic careers attract increasing numbers of international
tools. Come and try some new gadgets to make pronunciation teaching graduate students, this session describes how two university oral
more effective and engaging. Whether it’s drinking straws, pipe communication courses integrate job search activities into their
cleaners, giant teeth, or dried beans, you’re sure to find something new conventional EAP curriculum. The presenter describes training in mock
for your pronunciation toolbox. interviews including behavioral questions and elevator speeches to
Marla Yoshida, UC Irvine, USA ensure students’ language-related career goals are met.
Cathy Harrison, Duke University, USA
Newcomers in Your School:
Cultural Connections and Instructional Strategies Second Language Teacher Education
Content Area: Bilingual Education Karen Johnson, Pennsylvania State University, USA
Join CAL to learn effective strategies and get practical hands-on
activities to create a welcoming environment for newcomer students Thursday, 3:00 pm–3:45 pm
and facilitate their learning. Participants receive information that
they can implement in their schools right away. Enter to win a free Seeking Welfare in TESOL:
registration to a CAL Newcomer Institute in DC. Social and Individual Engagement
Annie Duguay, Center for Applied Linguistics, USA Ryuko Kubota, University of British Columbia, Canada
José Medina, Center for Applied Linguistics, USA
TCC, Yakima 1 Sociolinguistics and Pronunciation Teaching
Positioning of Teachers in the Linguistic Stephanie Lindemann, Georgia State University, USA
Marketplace of Private ELT
Content Area: English as a Foreign Language Thursday, 3:00 pm–3:45 pm
This session examines commercial ELT in Vancouver, British Columbia, Sheraton Seattle, Grand Ballroom C
using Bourdieu’s linguistic marketplace framework. Language Teacher Development Through Teachers’
acquisition is usually assumed as the primary goal, but many students Associations: Lessons From Africa and Beyond
desire social, not linguistic, resources. Understanding English as social This presentation reports on a study that investigated the role of Africa
capital may help teachers renegotiate their position in the power TESOL and its affiliates in providing for and improving the continuous
relations of ELT. professional development of teachers in their constituencies.
THURSDAY, 23 MARCH
Lisa Shorten, Simon Fraser University, Canada Implications for teacher development as well as for enhancing the
practices of language teacher associations are drawn.
Thursday, 3:00 pm–3:45 pm Okim Effiong, Qatar University, Qatar
WSCC, 613 Aymen Elsheikh, University of Missouri, USA
Practice Your English Through a
Graded ICT Curriculum
Content Area: Content-Based and CLIL/Content and Language
Integrated Learning
How can a brand new K–12 ICT curriculum help your students develop
their English language skills? Through engaging resources based on
international standards and written in carefully graded English.
Andreas Tsouchlaris, MM Publications, Greece

TCC, Tahoma 1 Sheraton Seattle, Grand Ballroom D
Teaching EFL Through Multiliteracies to Training and Supporting Bilingual
Empower NNESTs and Students Paraprofessionals for Pre-K–5th Grade
Content Area: English as a Foreign Language Content Area: Elementary School/Primary Education
English as a global language has been learned by many nonnative Many schools engage bilingual paraprofessionals to meet the diverse
speakers in ever-mounting numbers. However, the dominant EFL language needs of young students, but do they empower them with
teaching practices do not sufficiently benefit from the resourcefulness training and guidance on best practices? This interactive session
of NNESTs and their students. This presentation guides practitioners encourages participants to discuss their questions about supporting
about how to empower resourceful local teachers and students through paraprofessionals and provides innovative professional development
multiliteracies pedagogy. solutions, resources, and examples from the field.
Mehtap Acar, University of Arizona, USA Karen Nemeth, Language Castle LLC, USA
Ahmet Serdar Acar, University of Arizona, USA Pam Brillante, William Paterson University, USA
Jessica Burchett, Marion City Schools, USA
WSCC, 612
Teaching Genres to Secondary
and University Students Transforming Teenagers Into 21st‑Century
Ann Johns, San Diego State University, USA Global Citizens With Impact
Thursday, 3:00 pm–3:45 pm For young teenagers, life can be both exciting and confusing. They
WSCC, 3B are discovering who they are and who they want to become. In this
workshop, the series editors behind National Geographic Learning’s
The Effect of Bullying Victimization
Impact series will offer tips to help students better understand
on ELL Motivation and Identity
themselves, each other, and the world they live in.
Joan Kang Shin, George Mason University, USA
This study investigates the relationship between bullying victimization, JoAnn (Jodi) Crandall, University of Maryland, Baltimore County, USA
L2 Motivational Self System, and L2 identity. The presenter interacts
with the participants through an audiovisual activity and guides them
to create antibullying strategies specifically designed for ELLs. Thursday, 3:00 pm–3:45 pm
WSCC, 212
Hilal Peker, University of Central Florida, USA
Understanding Needs of ELLs via Needs
Analysis of Undergraduate Courses
Thursday, 3:00 pm–3:45 pm Content Area: Program Administration
WSCC, 304
A needs analysis examined the demands facing ELLs in introductory-
The Summit on the Future of the level university courses. The presenters share their process and the
TESOL Profession Overview findings from observations of lectures, review of course syllabi, and
This summit brought together respected and innovative thought leaders
THURSDAY, 23 MARCH
examination of assignment types. The presentation also demonstrates
from a variety of contexts for a strategic conversation about the future how these findings are enriching the curriculum revision process.
of the profession. Participants from around the world participated in Tom Delaney, University of Oregon, USA
online and face-to-face conversations focused on our four themes. Jennifer Rice, University of Oregon, USA
Attendees discover what’s taken place and what’s to come. Korey Rice, University of Oregon, USA
Denise Murray, Macquarie University, Australia
Sarah Sahr, TESOL International Association, USA
Roundtable
Discussion
WSCC, 616 WSCC, 617
Using Actionable Data to Drive YouTube Just for You: Differentiating
Instruction in the Classroom Instruction Within Videos Using Zaption
Content Area: Second Language Acquisition Content Area: CALL/Computer-Assisted Language Learning/
Communication of strategies is crucial to the growth of our students. In Technology in Education
the presenters’ program, every district role has the opportunity to track Differentiating and embedding language instruction in content
and contribute to the academic success of students. The presenters lessons can be challenging, but when done successfully, can
demonstrate how to effectively combine educational expertise with maximize learning. This session guides educators through the process
technology to provide optimal success for ELLs. of selecting a YouTube video and inserting appropriately leveled
Mellony Deuel, Project ELL, USA questions and comments throughout, using an interactive online app
Steve Navarre, Project ELL, USA called EDpuzzle.
Jillian Conry, Southern Methodist University, USA
Thursday, 3:00 pm–3:45 pm Karla del Rosal, Southern Methodist University, USA
WSCC, 619 Paige Ware, Southern Methodist University, USA
What’s the CEFR and How Can ESL Instructors Use It?
Content Area: Intensive English Programs Thursday, 3:00 pm–4:45 pm
Sheraton Seattle, Madrona
Participants in this practice-oriented session learn how to use the
Common European Framework of Reference for Languages (CEFR) to American Sign Language as a Bridge to English
support their students’ learning and reinforce their capabilities through Content Area: Elementary School/Primary Education
a brief introduction to the CEFR as it relates to IEPs, followed by ESL/EFL teachers are finding that ASL promotes the retention of
practical, hands-on activities using relevant CEFR scales. English vocabulary in their language classrooms and, therefore,
Renée Saulter, Cambridge Michigan Language Assessments, USA increases each student’s level and fluency of English. This is a
Kristin Graw, Michigan State University, USA “learning with your hands” workshop in which participants learn 50+
Laure Bordas-Isner, Cambridge Michigan Language Assessments, USA ASL signs to use immediately in their classrooms.
Vicky Allen, Independent, USA
Who Benefits From MOOCs, and Who Pays the Cost? WSCC, 605
Content Area: CALL/Computer-Assisted Language Learning/ Conation in Adult Ed: Grit, Resilience,
Technology in Education and the Noncognitive Hobgoblin
Administrators and institutions have taken strong interest in massive Content Area: Adult Education
open online courses (MOOCs). They are also popular with learners, Resilience. Persistence. Executive function. Grit. Hazy terms cropping
especially in low-resource environments. But questions arise about up around the field, leading to clutter and confusion. We know they’re
accountability and cost. Here, the presenters discuss ways that MOOCs interrelated. But how? Conation. Participants develop an understanding
can benefit participants and institutions, visible and hidden costs, and of conation and related constructs, work with conative assessments,
THURSDAY, 23 MARCH
equity and accountability. identify conative development activities, and take steps toward
Deborah Healey, University of Oregon, USA integrating conation into curriculum.
Justin Shewell, Arizona State University, USA Robert Sheppard, Quincy Asian Resources, USA
Justin Gerald, Lenox Hill Neighborhood House, USA

WSCC, 303 WSCC, 310
Developing Our Intercultural Skills When Fiction vs Facts: Don’t Be a Hater, Be a Reader
Interacting With Students and Colleagues Content Area: Reading and Literacy
Content Area: Intercultural Communication Are your students reading “haters?” This session dispels four reading
As teachers, we often concern ourselves with developing the myths and shares proven methods to overcome them. With the
intercultural competence of our students, but we also need to ultimate target being real-life application, and students achieving
continuously practice our own intercultural skills. This panel discusses their academic/professional goals, presenters incorporated engaging
methods for being more critically responsive when teaching, culturally reading activities, including literature circles. Attendees leave with
competent in our relationships with colleagues, and globally minded empowering activities and handouts for turning haters into readers!
in our pedagogy. Catherine Moore, California State University, Fullerton, USA
Jan Edwards Dormer, Messiah College, USA Lily Roh, California State University, Fullerton, USA
Patrick Ng, University of Niigata Prefecture, Japan Andrea Schmid, California State University, Fullerton, USA
Eleni Pappamihiel, University of North Carolina Wilmington, USA
WSCC, 606-607 Language, Culture, Identity in Language Acquisition:
EFL Learners Empowered Through CALL Personal Testimonies
The EFL field benefits from different strategies and methods for Content Area: Culture
teaching and learning, technology being one of the highest contributors This session explores the role and impact of language, culture, and
in this sense. This panel discusses varied strategies and ways in which identity issues on the daily lives and teaching experiences of second
to empower EFL learners while using technological means at their language teachers and learners, as well as how these issues can be
reach. It presents a variety of options that fit different contexts and adequately addressed in and out of the second language classroom.
can benefit learners worldwide. Participants learn from the panelists Dawn Wink, Santa Fe Community College, USA
and seek clarification on ways to adapt the different processes to their Alsu Gilmetdinova, Kazan National Research Technical University named
own institutions. after A.N. Tupolev - KAI, Russia
Yilin Sun, Seattle Colleges, USA Yilin Sun, Seattle Colleges, USA
José Antônio da Silva, Casa Thomas Jefferson, Brazil Natalia Balyasnikova, University of British Columbia, USA
Helaine W. Marshall, Long Island University Hudson, USA Lavette Coney, The Fessenden School, USA
Christel Broady, Georgetown College, USA Kisha Bryan, Texas A&M University, USA

Sheraton Seattle, Capitol Hill TCC, Tahoma 4
Engaging, Enriching, and Empowering Online Tools to Boost Your Author Presence
ESP Teachers and Students Content Area: Materials Writers, Curriculum/Materials Development
Content Area: English for Specific Purposes Whether traditionally published, self-published, or not yet published,
THURSDAY, 23 MARCH
This colloquium presents guidelines for learning the discourse, authors today can use online tools to further their careers. Learn tips
language, and vocabulary in ESP settings and tailoring English lessons. and techniques of some of the most popular online tools, such as
Panelists present their journeys into teaching English at law schools websites, blogs, and social media, to build your reputation, maximize
and the principles, generalizable to other ESP fields, enabling them to your profile, build relationships, and increase your following.
develop curricula and lessons. Patrice Palmer, Global Training, Coaching and Development for
Kirsten Schaetzel, Georgetown University Law Center, USA Educators, Canada
Marta Baffy, Georgetown University Law Center, USA Dorothy Zemach, Wayzgoose Press, USA
Shelley Saltzman, Columbia University, USA
Cynthia Flamm, Boston University, USA
Maria Tameho-Palermino, Boston University, USA
Michelle Ueland, Georgetown University Law Center, USA
Roundtable
Discussion
WSCC, 211 WSCC, 610
Political, Social, and Integration Implications TESOLpreneurs: Developing a Highly Successful
for Refugees and Asylum Seekers Career as an Independent Professional
Content Area: Refugee Concerns Content Area: Personal and Professional Development for Teachers
TESOL practitioners and researchers discuss global issues concerning The presenters discuss their development as successful independent
forced migration: ideologies of U.S. citizenship; civic participation and TESOL professionals. Topics include cultivating professional identity,
access to citizenship in European countries; pathways to citizenship challenges and benefits of not having a full-time job, and valuing one’s
in Egypt, Turkey, and Jordan; governmental assistance for refugees; professional worth in the TESOL marketplace. Practical tips are offered
structures of identity among displaced persons; and social needs and for those working as consultants, contractors, or freelancers.
legal rights of unaccompanied minors. Sarah Eaton, University of Calgary, Canada
Deborah Norland, Luther College, USA Renee Feather, Educational Consulting Services, LLC, USA
Pindie Stephen, International Organization for Migration, Switzerland Dora DiLullo Patten, Calgary Board of Education, Canada
Kinana Qaddour, University of Kansas, USA Wendy Asplin, University of Washington, USA
Jenna Altherr Flores, University of Arizona, USA Jennifer Evans, University of Washington, USA
Earlene Gentry, Fulbright Commission (Retired), USA
Stacy Brown, OKTESOL, USA Thursday, 3:00 pm–4:45 pm
TCC, Skagit 2
Thursday, 3:00 pm–4:45 pm The Multilingual Student in Higher Education:
Sheraton Seattle, Grand Ballroom A Exploring Assessment Issues
Professional Development in EFL Classroom Content Area: Higher Education
Teaching: Research From Three Countries This panel addresses issues of language and assessment in higher
Content Area: English as a Foreign Language education, focusing specifically on the Canadian university context.
This session analyzes public-sector EFL teachers’ experiences of Panelists examine tension between language and content in
professional development in Chile, Turkey, and Qatar. Teachers were assessment; highlight issues relating to L2 writing and assessment;
surveyed about professional development. They then kept teaching and discuss the challenge of evaluating impact of language support on
logs, which helped to trace connections between what they learned student learning outcomes.
from professional development and how they used ideas and skills in Jayanti Banerjee, Paragon, Canada
classroom teaching. Penny Kinnear, University of Toronto, Canada
Donald Freeman, University of Michigan, USA Saskia Van Viegen Stille, Simon Fraser University, Canada
Kathleen Graves, University of Michigan, USA Antonella Valeo, York University, Canada
Dudley Reynolds, Carnegie Mellon University, Qatar Julia Williams, University of Waterloo, Canada
Claudia Cameratti, University of Michigan, USA
Anne-Coleman Webre, University of Michigan, USA
4:00 pm
THURSDAY, 23 MARCH
Speech, Pronunciation, and Listening TCC, Tahoma 3

Among ELLs in Secondary Settings Video Voiceovers for Fun, Helpful
Content Area: Listening, Speaking/Speech Pronunciation Practice
This panel discusses issues associated with secondary ELLs’ oral Content Area: Phonology/Pronunciation
language production, especially pronunciation. Presenters address In a technology-based, entertaining way, video voiceovers combine
the following: pronunciation and early grammar learning needs the advantages of rehearsed pronunciation practice and tracking.
of secondary ELLs, professional development on strategies for This presentation explains the pedagogical theory and procedures
incorporating pronunciation into everyday teaching, and, language associated with video voiceovers and shows video examples of
transference among native-Spanish-speaking secondary ELLs. students in an ESL pronunciation class preparing and presenting their
Tamara Jones, Howard Community College, USA video voiceovers.
Karen Taylor, English Language Training Solutions, USA Lynn Henrichsen, Brigham Young University–Salt Lake Center, USA
Joanna Duggan, Center for Applied Linguistics, USA

WSCC, 201 Sheraton Seattle, Metropolitan B
AmEnglish Online Programs Develop Pronunciation, Classroom Mindfulness for Increasing
Writing, Listening, and Vocabulary Skills Learning Readiness in ELLs
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: High School/Secondary Education
The ability to sustain attention is essential for language learning, yet
Observe demonstration of cloud-based and computer-based programs, limited research shows just how students can overcome the distractive
blended learning solutions, online course materials for beginning, effects of stress. Research on mindfulness demonstrates increases
intermediate, and advanced ELLs. Sample interactive learning activities in academic outcomes for school populations. Now, preliminary work
in pronunciation of segmentals and suprasegmentals; grammar, syntax, suggests encouraging outcomes for language learners.
and writing; TOEFL vocabulary, idioms, and phrasal verbs. Learn about Andrea D’Asaro, Middle College High School, USA
on- and off-campus delivery methods and classroom management. Kathy Brown, Mastery Charter School in Philadelphia, USA
Marsha Chan, Mission College, USA
TCC, Chelan 4 Color It Out!: A Compelling Pronunciation
Assessment Adaptations in the Literacy Game for Everyone
Dual Language Classroom Content Area: Elementary School/Primary Education
Content Area: Assessment/Testing Color It Out! bridges the gap between spoken and written English.
This presentation helps teachers adapt the language of assessments. Based on the Color Vowel Chart, the game brilliantly scaffolds learners
Presenters guide teachers through analyzing assessment formats. to succeed with sight words and long words. See how this teacher-
Ideas for designing items with language supports for bilinguals are created game is connecting schools with families and learners of all
provided. Examples of adapted assessments are shared to ensure ages and levels for improved literacy.
that students can demonstrate content knowledge regardless of Karen Taylor, English Language Training Solutions, USA
language proficiency. Laura McIndoo, Central New Mexico Community College, USA
Tatyana Vdovina, Center for Applied Linguistics, USA
José Medina, Center for Applied Linguistics, USA Thursday, 4:00 pm–4:45 pm
TCC, Chelan 2
Thursday, 4:00 pm–4:45 pm Connecting Teacher Education With Novice
WSCC, 205 Teacher Preparedness and Efficacy
Building a Collaborative Interdisciplinary Content Area: Teacher Education
Research and Pedagogical Project for SLW This presentation examines the preparedness and self-efficacy of
Content Area: Second Language Writing/Composition novice and experienced English language teachers to teach in an array
The presenters discuss the pedagogical benefits and practices of a of contexts. A new survey instrument examining teacher learning
collaborative interdisciplinary research and teacher education project pathways, language proficiency, and self-efficacy beliefs is presented.
named “Crow” developed among students and faculty in TESOL and Michael Karas, University of Western Ontario, Canada
THURSDAY, 23 MARCH
composition studies. They also demonstrate how to harness the power Farahnaz Faez, University of Western Ontario, Canada
of interdisciplinary collaborative teams to inform teaching and teacher
education at higher education institutions.
Hadi Banat, Purdue University, USA TCC, Chelan 5
Sherri Craig, Purdue University, USA
Developments in Ways to Offer
Zhaozhe Wang, Purdue University, USA
Written Corrective Feedback
Shelley Staples, University of Arizona, USA
If you are interested in efficacious approaches to responding to
student written errors, this session is for you. The session provides
participants with an updated overview of various types of corrections
for students’ written errors.
Thu Tran, Missouri University of Science and Technology, USA
Roundtable
Discussion
WSCC, 214 WSCC, 617
How Does EMI Affect Questions and Interactive Teacher Observations 2.0
Answers in the Classroom? Content Area: Personal and Professional Development for Teachers
L E D
Have you ever been unable to complete teacher observations due to
CE
Integrated Learning
scheduling conflicts? Have you ever wanted to encourage teachers’
CAN
This session reports a study of whether and how English as a medium self-reflection or hoped that teacher observations were more
of instruction may affect the cognitive and syntactic complexity of collaborative? Participants leave this session knowing how to use
questions and responses in Chinese university classrooms. It concludes features on YouTube to enhance teacher observations and encourage
with a discussion of the implications of the findings for subject and teachers’ self-reflection practices.
language learning in English-medium instruction. Katie Donoviel, Northern Arizona University, USA
Guangwei Hu, Nanyang Technological University, Singapore
Xiuhai Li
WSCC, 304
Thursday, 4:00 pm–4:45 pm Learning More About ELLs With
WSCC, 603
Significant Cognitive Disabilities
Improving Listening Skills for the Content Area: Assessment/Testing
Naturalization Process
This presentation shares the results of teacher interviews and
classroom observations conducted in classrooms with ELLs with
This session focuses on teaching strategies to improve adult learners’ significant cognitive disabilities. The observations were designed to
listening skills for the naturalization process and test. learn more about the instructional and assessment strategies teachers
Donna Vanderhoff, U.S. Department of Homeland Security, Office of use to support these students’ English language development.
Citizenship and Immigration Services, USA Maria Schwedhelm, University of Minnesota, USA

Sheraton Seattle, Ballard Sheraton Seattle, Aspen
Infusing Workplace Preparation Skills in LGBTQ+ Voices From the Classroom:
Beginning–Advanced ESL Classes Key Insights for ESL Teachers
Content Area: Adult Education Content Area: Social Responsibility/Sociopolitical Concerns
The presenter provides an overview of research on skills required in the Research indicates that lesbian, gay, bisexual, transgender, and queer
workplace. This information is linked to activities that infuse workplace (LGBTQ+) students are underrepresented in ESL classrooms. How do
preparation skills in beginning–advanced ESL classes. By the end of LGBTQ+ students experience the curriculum, and how should their
this workshop, participants can incorporate five activities to infuse experiences inform classroom practice? The presenter discusses key
workplace readiness skills in their classes. findings from a qualitative interview study, offers implications, and
Donna Price, San Diego Community College, USA describes a sample activity.
Evan Kaiser, San Francisco State University, USA
THURSDAY, 23 MARCH

Innovative Approaches to the Delivery of WSCC, 3A
an Applied Linguistics‑TESOL MA Off the Wall: Activities for Reinforcing
Content Area: Higher Education Reading Fluency and Vocabulary
This presentation introduces the new dual-modality Masters in Applied Content Area: Intensive English Programs
Linguistics-TESOL offered at Texas A&M University–Commerce. Looking for engaging reading- and vocabulary-building activities?
This program is the culmination of several years of academic and Attendees participate in four motivating and collaborative multilevel
conceptual development, including the creation of an advisory board of activities that get students out of their seats and practicing target
first-class scholars. vocabulary and reading skills. These fun student-centered activities
Elisa Gironzetti, Texas A&M University–Commerce, USA change the classroom dynamic by promoting an interactive
Shelby Miller, Texas A&M University–Commerce, USA learning environment.
Karen Ulloa, University of Oregon, USA
Amy Griffin, University of Oregon, USA

WSCC, 604 WSCC, 612
Pecha Kucha Presentations: Teach Abroad With the English
Developing ELLs’ Public Speaking Skills Language Fellow Program
Content Area: Listening, Speaking/Speech Content Area: Personal and Professional Development for Teachers
L E D
Can a 20 x 20 PowerPoint Presentation develop ELL public speaking Learn how you can enhance English language teaching capacity
CE
skills? Findings from a study including 200 ESL learners in the abroad through 10-month paid teaching fellowships designed by
CAN
Philippines suggest that Pecha Kucha 20 x 20 Presentations can help U.S. Embassies for experienced U.S. TESOL professionals. As an
students develop their speaking skills, boost students’ confidence, English Language Fellow, you can teach English, conduct teacher
improve their speech writing skills, and encourage learner autonomy. training, develop resources, and more. Join us to hear from program
Romualdo Mabuan, Lyceum of the Philippines University–Manila, staff and alumni.
Philippines Danielle Yates, U.S. Department of State, Office of English Language
Programs, USA
Thursday, 4:00 pm–4:45 pm Jenny Hodgson, U.S. Department of State, Office of English Language
WSCC, 307-308 Programs, USA
Predatory ELT Publishers: How Not to Fall Prey
Content Area: Applied Linguistics Thursday, 4:00 pm–4:45 pm
WSCC, 619
Conducting research and publishing are fast becoming professional
requirements for language practitioners. This session demonstrates Teaching 21st‑Century Skills Through
Group‑Facilitated Hot‑Topic Class Discussions
the core features of predatory ELT publishers and journals. Participants
receive guidelines on how to avoid scam publishers as well as
effective techniques on finding viable and genuine publication How do we equip IEP students with the skills they need for
venues in the field. 21st-century university classrooms and careers? The presenters
Ismaeil Fazel, University of British Columbia, Canada demonstrate how they developed, adapted, and assessed collaborative
Shahid Abrar-ul-Hassan, University of British Columbia, Canada hot-topic class discussion assignments in their intermediate and
Joel Heng Hartse, Simon Fraser University, Canada advanced ESL classrooms to prepare students for their certification,
university courses, and beyond.
Thursday, 4:00 pm–4:45 pm Sheri Jordan, Anne Arundel Community College, USA
WSCC, 203 Megan Moriarty, UC Irvine, USA
Second Language Socialization in
a Strategic Online Game Thursday, 4:00 pm–4:45 pm
Content Area: CALL/Computer-Assisted Language Learning/ WSCC, 615
Technology in Education UC San Diego Extension Education’s TESOL Program
This qualitative study uses the platform of a Massively Multiplayer Content Area: Higher Education
Online Game (MMOG), Stronghold Kingdoms, and 4 years of data Learn how to integrate professional development for school
collection to answer the research question: How does second language communities and educational institutions while incorporating best
THURSDAY, 23 MARCH
socialization occur in MMOGs? practices and the latest research in content, pedagogy, andragogy,
Seyed Abdollah Shahrokni, Washington State University, USA and administration.This session benefits teachers at all levels seeking
Mohamed Elhess, Washington State University, USA professional development, and program administrators responsible for
the development of TESOL curriculum.
Thursday, 4:00 pm–4:45 pm Morgan Appel, UC San Diego Extension, USA
WSCC, 3B
Spice Up Your Vocabulary Class to
Increase Active Learning
Active learning helps increase students’ engagement and knowledge
retention. In this session, the presenter shares her experience using
activities and online tools, from social media to online free apps, to
increase students’ engagement, create an active learning environment
in and outside the classroom, and increase knowledge retention.
Sirinuch Morrow, ELS Language Centers, USA
Angel Gambrel, ELS Language Centers, USA
Roundtable
Discussion
Using Response Cards for Active Applying Research Findings to L2 Writing Instruction
Participation in Language Classrooms Content Area: Second Language Writing/Composition
Content Area: English as a Foreign Language Effective pedagogical practices have a strong research base and
Response cards allow the entire class to answer multiple-response respond directly to students’ learning needs. Presenters share
questions at the same time. The presenter demonstrates examples of materials developed for such needs in EAP writing classrooms, drawing
response card activities in language classes. Teachers will be able to on grammar/vocabulary corpus research, integration of CBI principles
integrate these activities into their current classes using any kind of with current L2 writing approaches, and research findings regarding
homemade response cards, or even sophisticated clicker systems. assignment sequencing for larger end-products.
William Pellowe, Kindai University–Fukuoka Campus, Japan Margi Wald, UC Berkeley, USA
Jan Frodesen, UC Santa Barbara, USA
Thursday, 4:00 pm–4:45 pm Diane Schmitt, Nottingham Trent University, United Kingdom
WSCC, 212 (Great Britain)
Gena Bennett, Independent, USA
Vulnerability‑Based Trust in ESL Faculty
Collaboration: Curbing Barriers to Engagement
Content Area: Intensive English Programs Thursday, 4:00 pm–5:45 pm
WSCC, 2A
ESL faculty collaboration is becoming common practice because it
supports organizational health and student achievement. However, Developing Autonomous Learners Through
Language Advising: A Practical Guide
barriers arise in collaboration when faculty feel undervalued and
lack a sense of belonging and support. Presenters discuss results
and practical applications from an empirical study on IEP instructor It takes creativity, flexibility, and accessibility to be a professional
perceptions of collaboration. who fosters independent learning. This workshop provides a
Kathryn Schiffelbein, University of Idaho, USA brief theoretical foundation and the practical guidance needed to
Laura Holyoke, University of Idaho, USA successfully advise language learners. The presenters’ experience
implementing an autonomous learning program, which includes
language advising, informs the engaging activities in this workshop.
WSCC, 613 Veronika Williams, University of Arizona, USA
Mike Lindsey, University of Arizona, USA
Will Someone Please Teach Me to Karyn Light, University of Arizona, USA
Read Before I Graduate? Camille Richter, University of Arizona, USA
English language development instruction focuses on language Thursday, 4:00 pm–5:45 pm
development standards built into and from content instruction. ELLs WSCC, 213
do not read adapted texts. Instead, they read shorter sections of core
Empowering Students Through Explicit
complex texts with enhanced visual support, and unpack meaning
Instruction of Genres and Linguistic Resources
while deconstructing key sections to learn how English grammar
THURSDAY, 23 MARCH

and syntax work.
Drawing on genre theory and systemic functional linguistics,
participants in this workshop experience activities that can help
teachers make the linguistic features of different genres explicit for
their students in order to scaffold their transition from high school to
college and to graduate school writing.
Silvia Pessoa, Carnegie Mellon University in Qatar, Qatar
Thomas Mitchell, Carnegie Mellon University in Qatar, Qatar
Ryan Miller, Kent State University, USA
Maria Estela Brisk, Boston College, USA
Gabriela Kovats, San Diego State University, USA

Thursday, 4:00 pm–5:45 pm 5:00 pm
TCC, Yakima 2
Integrating Arts and Ethnography to Enrich Students’
Intercultural Communicative Competence
WSCC, 617
Content‑Based Flipped English for
This panel presents ESL/EFL classroom projects in which students Lower‑Intermediate Learners
apply ethnographic research and engage in the arts to enrich their Content Area: Teaching Methodology and Strategy
experiences and practices in their diverse contexts. In completing
these projects, students investigate aspects of their local communities Flipped teaching can be effectively employed in EFL, especially in
and multicultural representation therein, gaining insight into cultures content-based courses. This presentation reports on a flipped teaching
and language use. course for lower-intermediate Japanese ELLs. Tips for compiling lecture
videos for self-study before class and eliciting feedback are offered in
Amy Alice Chastain, University of Iowa, USA addition to a general description of flipped teaching methodology.
Maxi-Ann Campbell, Duke Kunshan University, China (People’s Republic)
Barbara Lapornik, Liceo Scientifico, Italy Emiko Kaneko, University of Aizu, Japan

Sheraton Seattle, Grand Ballroom D WSCC, 211
Keeping Our Teaching Practice Vital: Effective and Stress‑Free Testing

Learning to Think Differently Through Use of Polling Apps
The presenter shares some of her recent lessons that have reshaped Content Area: Assessment/Testing
how she thinks about language and its learning, which involves a Teaching advantages are numerous in using polling apps—maintaining
view of language and learning that is complex, dynamic, adaptive, and student attention and interest, checking for comprehension, and
nonlinear. Such a view encourages a less mechanistic, more ecological, promoting student engagement. Not only does polling provide a fun
approach to teaching. Implications for teaching are discussed. and engaging learning experience for students, but it also provides
Diane Larsen-Freeman, University of Michigan, USA essential information for instructors about learning taking place
in the classroom.
Thursday, 4:00 pm–5:45 pm Nina Kang, University of Southern California, USA
TCC, Tahoma 5
The Parallel Development of Two Thursday, 5:00 pm–5:20 pm
Ecuadorian Language Programs WSCC, 618
Content Area: Program Administration Teaching Students Self‑Editing in Writing
This panel discusses two university English programs in Ecuador With Interactive Online Corpus Tool
developed by separate U.S.-based institutions, 2014–present. It Content Area: CALL/Computer-Assisted Language Learning/
provides program administrators insight into facilitating international
collaborations, such as reconciling policymakers’ goals with L2 academic writers often struggle with word choice and collocates
the realities of implementation and transitioning control over to when composing in academic English. In this teaching tip, the
THURSDAY, 23 MARCH
local stakeholders. presenter uses www.wordandphrase.info, a free corpus-based online
interactive tool, to show how to teach self-editing strategies to L2
Jason Litzenberg, Pennsylvania State University, USA
Lydia Shatkin, Arizona State University, USA writers and demonstrates activities that can be incorporated into EAP
Camille Williams, Yachay Tech Universidad, Ecuador writing courses.
Kimberly Chamberlain, Arizona State University, USA Aleksandra Swatek, Purdue University, USA
Kaitlin Decker, Arizona State University, USA
WSCC, 611
Using Young Adult Literature in the ESL
Teacher Preparation Classroom
This session shares strategies for using young adult literature
that portrays characters who are ELLs as a component of ESL
teacher preparation. Examples of assignments, student work, and a
recommended book list are shared with participants.
Janine Darragh, University of Idaho, USA
Roundtable
Discussion
WSCC, 204 TCC, Skagit 2
A Billion Hellos: How VIPKID Is Cross‑Cultural Communicatioin 101: Enriching
Transforming the ESL Landscape Students’ Intercultural Competence and Engagement
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Intercultural Communication
Despite dramatic increases in international enrollment across U.S.
Since its founding in 2013, VIPKID has exploded onto the global ESL campuses, interaction between domestic and international students
scene, becoming the world’s fastest growing online learning platform remains limited. This presentation explains one effort to bridge this
and the first to connect Chinese students with highly qualified ESL gap through the development of a cross-cultural communication
teachers for one-on-one instruction. Learn about its mission, vision, course. The presenter discusses key features of the course’s success as
and innovative approach to online ESL instruction. well as some persistent challenges.
Nick Compton, VIPKID, China (People’s Republic) Erin Kate Murphy, Peninsula College, USA
Beleza Chan, VIPKID, China (People’s Republic)
Cathy Hayes, USA
WSCC, 212
Thursday, 5:00 pm–5:45 pm Designing ESP Programs for Agro‑Industrial
WSCC, 3B
Engineering Careers in Honduras
Atypical L1 Use During Peer Content Area: English for Specific Purposes
Interactions in Two EFL Classes
An extensive scientific study was conducted at the Foreign Language
Department of the leading university of Honduras, with the aim of
Vietnamese L2 learners’ use of L1 during peer interactions were responding to the demands of designing a curriculum for the ESP
documented and analyzed to reexamine whether it is facilitative program for the Agro-industrial Engineering careers in eight university
or inhibitive to L2 acquisition. The unexpected L1 patterns offer campuses spread throughout the country.
considerable insights into how L1 can be used as a psychological tool Jose Espino, Universidad Nacional Autónoma de Honduras, Honduras
to empower L2 development. Jean Cooman, Universidad Nacional Autónoma de Honduras, Honduras
Thuong Pham, University of Washington, USA
Thursday, 5:00 pm–5:45 pm TCC, Chelan 4
TCC, Tahoma 1
Development and Validation of the EIL Awareness
Can Communicative Tasks Increase EFL Measurement Questionnaire (EAMQ)
Students’ English Self‑Efficacy? Content Area: World Englishes
Content Area: Teaching Methodology and Strategy
Although English as an international language (EIL) has drawn
L2 learners’ perceptions of self-efficacy are important, contributing, practitioners’ substantial attention, the concept has been loosely
for example, to motivation to use the language; however, little is defined in the literature. To fill this gap, the research discussed here
known about the influence of L2 teaching on these perceptions. This developed the EIL Awareness Measurement Questionnaire through
presentation describes a recent study that suggests communicative exploratory factor analysis and confirmatory factor analysis, resulting
THURSDAY, 23 MARCH
tasks can increase EFL students’ perceptions of self-efficacy. in a four-factor model constituting 14 question items.
Mark James, Arizona State University, USA Ju Seong (John) Lee, University of Illinois at Urbana-Champaign, USA
Mark Dressman, University of Illinois at Urbana-Champaign, USA
Thursday, 5:00 pm–5:45 pm Yuji Nakamura, Keio University, Japan
WSCC, 619 Kilryoung Lee, Hankuk University of Foreign Studies, Republic of Korea
Eliane Segati Rios Registro, State University of Northern Paraná, Brazil
Corpus 101: Navigating the Corpus of
Nur Arifah Drajati, Sebelas Maret Univesity, Indonesia
Contemporary American English (COCA)
Chen Hsieh Jun, National Central University, Taiwan (Republic of China)
The Corpus of Contemporary American English (COCA) may look
overwhelming at first, but it is in fact an easy-to-use resource.
Presenters guide participants through step-by-step navigation of this
valuable tool, sharing tips and ideas for teachers and tasks for students
that relate to several of COCA’s search and analysis functions.
Heather Gregg Zitlau, Georgetown University, USA
Heather Weger, Georgetown University, USA
Kelly Hill Zirker, Diplomatic Language Services, USA

WSCC, 303 WSCC, 605
Emotional Labor in an IEP: The Power of Engagement Four Reading Strategies on Students’ Reading
Content Area: Personal and Professional Development for Teachers Comprehension: A Meta‑Analysis
What is emotional labor for an IEP teacher? What kinds of emotional Content Area: Applied Linguistics
strategies do teachers employ to placate, motivate, or encourage The purpose of the study discussed was to identify the effects of four
their students? The presenters’ research addresses these questions, different instructional strategies on the reading comprehension of ELLs
showing how authentic relationships benefit teaching. The participants across grade level, intervention duration, ESL/EFL environment, and
gain insight into developing self-awareness that leads to greater sample size. It was also to evaluate the combined effect of these four
job satisfaction. strategies when used together on reading comprehension.
Jeri Ahern, University of Pennsylvania, USA Juiteng Li, Texas A&M University, USA
Sheila Mayne, University of Pennsylvania, USA Rafael Lara-Alecio, Texas A&M University, USA
Fuhui Tong, Texas A&M University, USA
Thursday, 5:00 pm–5:45 pm Beverly Irby, Texas A&M University, USA
WSCC, 610
Engaging in Evidence‑Based Reflective Thursday, 5:00 pm–5:45 pm
Practice Using Online Tools TCC, Tahoma 2
Content Area: Teacher Education Genre Knowledge, Rhetorical Agility, and
Writing for Interdisciplinary Audiences
Reflective practice is the cornerstone of teacher development.
This presentation looks at how to support teachers’ engagement
in evidence-based reflective practice by using online tools such as EAP writing instructors need teaching strategies that can facilitate
online journals. the mindful transfer of genre knowledge in one discipline to writing in
Lesley Painter-Farrell, New School, USA various disciplinary and interdisciplinary contexts. This presentation
discusses how EAP writing instructors can help students strategically
apply their genre knowledge in new ways and in new contexts.
Sheraton, Grand Ballroom A Christine Feak, University of Michigan, USA
ESL and Mainstream Teacher Collaboration:
Overcoming Challenges and Developing Routines Thursday, 5:00 pm–5:45 pm
Content Area: Personal and Professional Development for Teachers TCC, Tahoma 4
This presentation examines how ESL and mainstream teachers Grammar Games for Engaging Language Learners
made sense of collaborative models of instructional practice across Content Area: Grammar
1 year in an elementary school. Findings from this qualitative case Grammar exercises often fail to engage students because they are
study highlight the challenges faced by coteaching pairs, as well repetitive and decontextualized. Teachers can enrich their classrooms
as routines that developed. Implications for developing teacher with dynamic, meaningful grammar games that empower students to
capacity are discussed. develop automaticity and accuracy. During this session, participants
Felice Russell, Ithaca College, USA play several grammar games and get ideas for developing and teaching
THURSDAY, 23 MARCH
their own games.
Thursday, 5:00 pm–5:45 pm Elinor Westfold, City College of San Francisco, USA
WSCC, 310 Loren Chiesi, Al Akhawayn University, Morocco
Facilitating Engagement: A Model for
Student Services and EAP Collaboration Thursday, 5:00 pm–5:45 pm
Content Area: Higher Education WSCC, 616
How can international student services and EAP programs work Great Teachers Need Great Content.
Get to Know ESLlibrary.com.
together to foster student engagement and retention on college
campuses? This presentation outlines a collaborative model of
support featuring a set of programs that provides ongoing mentorship ESL Library is one of the world’s leading resource sites for English
and resources to encourage student engagement both inside and teachers. Find out how to subscribe and access hundreds of ready-
outside the classroom. made lesson plans and resources to keep your language students
Lynn Ishikawa, DePauw University, USA engaged and help you teach a better class.
Aliza Frame, DePauw University, USA Ben Buckwold, ESL Library, Canada
Roundtable
Discussion
Guidelines for Communicating Rights Promoting Intercultural Awareness to
to Nonnative English Speakers Effectively Serve ELLs in K‑12 Classrooms
Content Area: Social Responsibility/Sociopolitical Concerns Content Area: Mainstream Classrooms
The international Communications of Rights Group has developed This session provides strategies that help K–12 teachers better
guidelines on best practices for communicating civil rights for suspects understand ELLs with culturally diverse backgrounds. The presentation
who are nonnative speakers of English. The experts are in linguistics, highlights verbal and nonverbal communication skills and various
law, interpreting, and psychology from Australia, England, Wales, and activities that can be implemented by mainstream teachers who
the USA. The focus is on police cautions/Miranda Rights/waiver. struggle with understanding cultural diversity.
Margaret van Naerssen, Immaculata University, USA Maria Uribe, Duplin County Schools, USA

WSCC, 614 WSCC, 205
Hands‑On Comprehension Strategies for All Students Scaffolded Reading for ESL Emergent Readers
Content Area: Reading and Literacy Content Area: Reading and Literacy
Many ELLs struggle to read and comprehend even basic texts. Scaffolded reading is a repeatable sequence that can be used
Evidence-based, hands-on comprehension strategies can change that. with any short beginner text to teach phonemic awareness, letter/
This is an interactive workshop. Participants learn proven activities and sound relationships, tracking with text, decoding, and fluency. This
strategies to boost comprehension for all levels of ELLs. low-prep dynamic approach combines ESL and literacy teaching
Jill Haney, Saddleback Educational Publishing, USA techniques that engage your students, increasing their decoding skills,
fluency, and vocabulary.
Thursday, 5:00 pm–5:45 pm Shelley Lee, Wake Technical Community College, USA
TCC, Yakima 1
Improving L2 Self‑Confidence Awareness Thursday, 5:00 pm–5:45 pm
Through Conversation Video Self‑Analysis WSCC, 201
Content Area: Listening, Speaking/Speech Selective Attention of Effective L2 Readers:
The presenter discusses research results that show how learner self- An Eye‑Tracking Study
reflective analysis of videoed conversations positively affected L2 self- Content Area: Reading and Literacy
confidence levels. Students self-evaluated their own topic-less paired Effective L2 readers allocate selective attention to a text’s main points
L2 discussions with emphasis on identifying personal satisfaction or to details relevant to their reading purpose. This presentation
of communicative output, individual strengths, weaknesses, desired utilizes eye-tracking research to highlight the influence of effective
improvements, and achieved improvements. reading strategies on summary writing. Implications are discussed, and
Brian Wojtowicz, Kwansei Gakuin University, Japan classroom activities for strategy training are briefly modeled.
Caleb Prichard, Okayama University, Japan
Andrew Atkins, Kindai University, Japan
THURSDAY, 23 MARCH

WSCC, 3A
Lexical Cohesion in L2 Writing: Thursday, 5:00 pm–5:45 pm
A Three‑Strand Approach Sheraton Seattle, Madrona
Content Area: Second Language Writing/Composition Strategies to Develop Bilingual Writers
This interactive workshop outlines a three-strand approach to Without Teaching to the Test
addressing cohesion in L2 writing. Moving beyond instruction in a Content Area: Teacher Education
handful of overt discourse markers, this approach emphasizes (a) In recent years, high-stakes testing has had major impact on literacy
the analysis of authentic texts, (b) the development of productive instruction. This session provides information on classroom writing
vocabulary, and (c) attention to vocabulary and information structure in strategies that will aid teachers in developing a bilingual lens and
the revision process. adequate assessment tools to document a wide variety of bilingual
Mark Johnson, East Carolina University, USA strategies—beyond writing conventions—that children use as they
develop as bilingual writers.
Helen Berg, Sam Houston State University, USA
Burcu Ates, Sam Houston State University, USA
Clara Lobo Guerrero, Sam Houston State University, USA

Teaching for Success: A Global Approach to University Professors’ Perceptions on L2
Continuing Professional Development Learners’ Academic Challenges and Needs
Content Area: English as a Foreign Language Content Area: Intensive English Programs
The presenters introduce their approach to teacher development This presentation reports survey results that examine university
grounded on a progressive model of reflective diagnosis leading to professors’ perspectives on nonnative-English-speaking students’
action for change. Come to discover how you can use their freely challenges and needs at university. Participants learn how IEPs can
available material in your teacher education curriculum. Which of their better prepare students for university academic expectations. They
12 professional practices are of most relevance to you? also leave with strategies on how to address students’ academic
Alison Barrett, British Council, United Kingdom (Great Britain) preparation needs.
Ibtesam Hussein, University of Idaho, USA
Thursday, 5:00 pm–5:45 pm Adeyinka Kayode-Popoola, University of Idaho, USA
WSCC, 615 Kathryn Schiffelbein, University of Idaho, USA
The Future Is Here:
Teaching to High Standards in ESOL Thursday, 5:00 pm–5:45 pm
Content Area: Adult Education WSCC, 214
How can we introduce and develop the academic skills expected of Using a Medical Research Corpus
our adult education students today? Following a brief overview of the to Teach ESP Students
Career and College Readiness Standards, the presenter introduces a Content Area: English for Specific Purposes
new curriculum for the popular Future series that strengthens students’ The study discussed investigated how expert writers use lexical
reading and writing skills at five levels. bundles in medical research articles. More than 200 bundles were
Sarah Lynn, Harvard Bridge Program, USA identified using a corpus of more than 1 million words. A structural and
functional analysis revealed patterns that can be used in developing
materials for medical students in international ESP classes.
TCC, Chelan 2 Ndeye Bineta Mbodj, Health Department Thies University, Senegal
The Impact of Teacher‑Centered Training Models:
A Five‑Country Case Study Thursday, 5:00 pm–5:45 pm
Content Area: Teacher Education WSCC, 203
This session presents outcomes of a teacher training model Vowels Made Fun!
implemented with diverse international groups of teachers. The Content Area: Phonology/Pronunciation
model focused on leadership, innovation, agency, and professional The accurate pronunciation of the vowel sounds in peak syllables is
development in addition to methodology and language skills. Findings essential. However, the English vowel system is more complex than
support the model’s value in mitigating challenges in varied contexts many other languages, and students often struggle with these crucial
and supporting educational systems in transition. sounds. In this session, learn fun ways to help students differentiate
Suzanne Matula, Georgetown University, USA between vowel sounds and produce them accurately.
THURSDAY, 23 MARCH
Christa Hansen, Georgetown University, USA Rosie Verratti, Howard Community College, USA
Sherry Steeley, Georgetown University, USA Tamara Jones, Howard Community College, USA

WSCC, 612 WSCC, 307-308
The New World of ACTFL’s English Assessments When to Blend English for
Content Area: Assessment/Testing Academic Purposes Courses
The American Council on the Teaching and Learning of Foreign Content Area: Higher Education
Languages (ACTFL) now conducts more English assessments than This interactive session presents findings from comparative research
any other language. This is a result of new and cutting-edge tests on student satisfaction and outcomes in traditional face-to-face
that are redefining the need and value of testing for the ESL/EFL and blended-learning EAP courses. Results showing similarities and
communities—join us and see why! differences are discussed and used to make suggestions on the need
Brett Laquercia, Language Testing International, Inc., USA to effectively balance e-learning and face-to-face environments in
Gabriel Cruz, Language Testing International, Inc., USA higher education.
Chris Hughes, Clackamas Community College, USA
Roundtable
Discussion
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ADVOCACY & POLICY
SUMMIT
Advocate today for the English learners of tomorrow
18 - 20 June 2017 Washington, DC, USA
• gain hands-on advocacy & leadership training

• learn from federal education policy experts
• visit Capitol Hill to share your message with Congress
“Advocacy is the lynch pin of our work as TESOL professionals.

We must be united in our quest to support our most vulnerable communities.”
“This experience epowered me as an educator and a citizen.”
Change starts here.

Learn more at www.tesol.org/advocacy
FRIDAY, 24 MARCH 2017 Friday, 9:30 am–10:15 am
WSCC, 310
An Enriching EFL Teaching Experience
to Nonnative Blind Learners
TCC = The Conference Center Content Area: English as a Foreign Language
Teaching EFL communicatively to blind nonnative learners is a
challenge, particularly when done by a blind teacher. The presenters
8:00 am
highlight two successful EFL teaching experiences to blind learners
(one of them by a blind teacher) explaining what the teachers did
Friday, 8:00 am–9:00 am before, during, and after their successful teaching ventures.
WSCC, Ballroom 6ABC Raafat Gabriel, Nile TESOL, Egypt
Maged Makram, American University in Cairo, Egypt
MORNING KEYNOTE
Ihab Abdalla, American University in Cairo, Egypt
Perils or Promises: Education in
the Age of Smart Machines
Friday, 9:30 am–10:15 am
Sheraton, Madrona
The world needs globally competent, creative, Automaticity: Empowering ITAs With Intelligibility
and entrepreneurial talents to take advantage of
the opportunities brought about by technology
and globalization. Schools are pushed to produce Participants learn how automaticity, resulting from the oral repetition
homogenous, compliant, and employee-minded of field-specific materials in the training of ITAs, can greatly enhance
test-takers, as a result of the traditional education paradigm. fluency and intelligibility. Participants engage in imitative practice
The presenter proposes a new education paradigm needed exercises with sample texts and recordings, experiencing the exercises
for the new world. themselves and learning to provide meaningful feedback.
Yong Zhao, University of Oregon, USA Lucienne Aarsen, University of Southern California, USA
Tracy Levin, University of Southern California, USA
James Valentine, University of Southern California, USA
9:30 am
Friday, 9:30 am–9:50 am Sheraton, Ravenna
WSCC, 214 Designing a Blended and Interactive MATESOL
Breaking the Silence of Newcomers in Course: Possibilities and Challenges
Elementary Through Fun Activities Content Area: CALL/Computer-Assisted Language Learning/
Content Area: Elementary School/Primary Education Technology in Education
For many years, there have been different views toward the silent The presenter describes an interactive blended MATESOL course
period of second language learners. Krashen believes through integrating real-life scenarios, Voicethread activities, video viewing
listening, a language learner will naturally learn to speak the second activities, online forum discussions on weekly readings, and Adobe
language; the Natural Approach. In contrast, Lomba believes speaking Connect class meetings featuring students’ online discussion
needs to be targeted. Regardless, strategies can support speaking. PowerPoint summaries followed by class discussions. Student
evaluations of the course and course design challenges are discussed.
Arleen Folorunsho, Cobb County School District, USA
Mae Wlazlinski, Cobb County School District, USA Lía Kamhi-Stein, California State University, Los Angeles, USA
Jeffrey Chandler, Cobb County School District, USA

Sheraton, Greenwood
Technology in Service of Visual
Vocabulary Scaffolding for ELLs
Content Area: Materials Writers, Curriculum/Materials Development
FRIDAY, 24 MARCH
Visual scaffolding is a powerful tool in making content comprehensible

for ELLs. Visuals serve as a memory aid and accelerate learning.
Presenters share tips on how to use technology in service of
developing visual vocabulary scaffolding materials for ELLs, tips that
participants can easily adopt to their classrooms.
Jennifer Green, Western Washington University, USA
Roundtable
Discussion
Friday, 9:30 am–10:15 am Friday, 9:30 am–10:15 am
WSCC, 212 Sheraton, Capitol Hill
Designing Linguistically and Culturally Enriching English‑Medium Instruction
Relevant Online Health Information Through Language Development
Content Area: Intercultural Communication Awareness: Classroom Perspectives
How might theories of intercultural communication competence Content Area: Content-Based and CLIL/Content and Language
Integrated Learning
and applied linguistics be used to promote online health literacy
among U.S. Latino patients? This session provides research-based Teaching university-level classes in English has become a worldwide
recommendations for creating interculturally and linguistically trend to internationalize education. In this session, presenters share
competent online resources including information on effective message results of an English-medium instruction research study carried out
construction, patient browsing preferences, and navigation design. in a computer science program in Colombia and discuss teachers’
Esen Gokpinar-Shelton, Indiana University Purdue University and students’ perspectives about the role of language in effective
Indianapolis, USA content learning.
Andy Buchenot, Indiana University Purdue University Indianapolis, USA Lourdes Rey, Universidad del Norte, Colombia
JesAlana Stewart, Indiana University, USA Kathleen Corrales, Universidad del Norte, Colombia

WSCC, 3A WSCC, 615
Dilemmas and Best Practices in Getting to C1: Overcoming the
Freshman Composition Postintermediate Plateau With Summit
Content Area: Higher Education Content Area: Intensive English Programs
This discussion provides a support group for educators involved in An introduction to the third edition of Summit, a major revision
making decisions for the instruction of international and linguistic enriched with more practice, including Conversation and Discussion
minority students in college composition courses. Topics include Activators (with supporting video) to help students achieve fluency,
program philosophy, placement criteria, cultural and ethical issues, and new activities directed at success on standardized proficiency
integration, course design, resources, instructor skills and dispositions, tests. Authors Saslow and Ascher demonstrate how Summit ensures
in-service professional development, and program evaluation. growth in all skills.
Andrea Hellman, Missouri State University, USA Joan Saslow, Author, USA
Allen Ascher, USA
TCC, Yakima 2 Friday, 9:30 am–10:15 am
Engaging Adult ELLs With E‑portfolios WSCC, 201
for Language Assessment Grammar: Taught Separately or
Content Area: Assessment/Testing Integrated Into Skills Classes?
Recent research on e-portfolios has demonstrated benefits for
assessment, agency, and engagement for adult ELLs. The presenters The presenter starts the dialogue with the rationales for both teaching
share visual instructions designed to guide ELLs in creating their own grammar as a separate class and for integrating it into skills classes
e-portfolio, as well as a Google sites template and sample e-portfolios in IEPs, briefly providing arguments for each position along with data
created by adult ELLs at a lower intermediate level. from IEPs. Participants engage in discussion and debate on their
Bonnie Nicholas, NorQuest College, Canada positions on this topic.
Rozita Amini, NorQuest College, Canada Charl Norloff, University of Colorado Boulder, USA
Joanne Abramyk, NorQuest College, Canada
FRIDAY, 24 MARCH

WSCC, 613 WSCC, 604
Hooked on Comics: Promoting Literacy Not “Just Good Teaching”: Professional
and Engaging Students With Comics Development for Teacher Educators
Content Area: Elementary School/Primary Education Content Area: Teacher Education
Often overlooked, comics can be a great way to engage students and A key finding of an interview study with 12 teacher education
promote literacy development. They can also be used to segue into faculty members after participating in PD on supporting ELLs was
different types of literature. This workshop focuses on using graded the trope “just good teaching,” which this presentation explores in
comic readers to promote literacy and language development. Practical relation to research on resource pedagogies and then uses to prompt
classroom activities are also shared and discussed. improving the PD design.
Ian Bosiak, e-future ELT, Republic of Korea Anissa Wicktor Lynch, SUNY College at Old Westbury, USA

WSCC, 303 WSCC, 213
Issues and Challenges of Students Novice EFL Teachers’ Cognitions and Practices:
With Interrupted Education A Vietnamese Context
Content Area: Refugee Concerns Content Area: Nonnative English Speakers in TESOL
This session explores the causes of interrupted schooling (Grades The study discussed addresses ongoing difficulties of the Vietnamese
3–12) and the impact this educational gap has on academic education system to improve learners’ English proficiency by
achievement. This presentation focuses on suggested programming examining novice teachers’ cognitions and practices. Findings reveal
for a culturally and linguistically appropriate classroom to address the a sophisticated interconnection between teachers’ practices and
academic and nonacademic needs of these students. beliefs underpinned by multiple contextual factors impacting classroom
Brenda Custodio, Ohio State University, USA decision-making and subsequent student learning. Implications for
Judith O’Loughlin, Language Matters, LLC, USA teacher education are discussed.
Ngo Nguyen, University of Wollongong, USA
Friday, 9:30 am–10:15 am Amanda Baker, University of Wollongong, Australia
WSCC, 619
MFRM Analysis for Writing Placement Exam Revision Friday, 9:30 am–10:15 am
Content Area: Assessment/Testing WSCC, 2A
In IEPs, assessment-based placement decisions are often subject to Online Courses Improve Teacher Development
confounding influences. An Item Response Theory (IRT) investigation of and Classroom Practices in Senegal
the writing section of an intensive English placement test is presented Content Area: CALL/Computer-Assisted Language Learning/
to illustrate the applicability of IRT to assessment revision for better
placement decisions. Today, online courses are extending professional development
David Tasker, Northern Arizona University, USA opportunities to people around the world. In Senegal, English teachers
are completing them and implementing pedagogical strategies
learned from them in their classrooms. This presentation shows one
Friday, 9:30 am–10:15 am teacher’s growth and her use of the Rainbow Learning to integrate new
Sheraton, Grand Ballroom C
strategies into her classrooms.
Multicultural Capital: Connecting People, Fatou Kine Ndiaye, Ministry of Education, Senegal
Families, and Work in the 21st Century
While enormous progress in technology, science, and social relations
has been made in the past century, human nature remains the same. Friday, 9:30 am–10:15 am
WSCC, 614
The ability to move freely between culture and languages, multicultural
capital, fosters connections that are only augmented, not replaced, in Students and Learning: The Whole Experience
today’s technically sophisticated and globally connected world. Content Area: Intensive English Programs
Sylvia Acevedo, Girl Scouts of the USA, USA Do you think your students would be better off if they were fully
engaged in class, learned really useful and natural language, gained
FRIDAY, 24 MARCH
cultural awareness, and became more fluent speakers? Find out why it
is not as tall an order as it sounds: Join us in exploring Jetstream.
Nicole Graham, English Central, Canada
Roundtable
Discussion
Teaching Pronunciation: Simplicity Is the Key Using Digital Tasks and Mobile Devices
Content Area: Listening, Speaking/Speech for Pair/Group Activities
Complex lessons tend to discourage students, which makes teaching Content Area: Adult Education
harder. This presentation suggests a simple system of music cues Pair and group work are integral parts of any language learning
basic to spoken English. These cues need to be learned before time is environment. Technology, when used thoughtfully, can enhance
spent on more detailed topics. Participants practice teaching the core learning without getting in the way. Discover how ESL Library’s
concepts with gestures and practical tools. YumiClass can be used on your students’ mobile devices to spur
Judy Gilbert, Consultant, USA conversation, debate, and interaction between ELLs in classroom or
remote settings.
Friday, 9:30 am–10:15 am Ben Buckwold, ESL Library, Canada
TCC, Chelan 4
The Making of a Teacher: Friday, 9:30 am–10:15 am
Identity Construction of Preservice Teachers WSCC, 612
Content Area: Teacher Education Utilizing a Language Lab to Maximize
The growing interest in teacher identity development offers fertile Language Acquisition
ground for the better understanding and promoting of how L2 teachers Content Area: CALL/Computer-Assisted Language Learning/
learn to teach and become L2 professionals. This presentation focuses
on the examination of the teacher identity construction of L2 teachers Finding adequate time for students to practice the target language
and the effect of contextual factors on this process. can be a challenge. Imagine if you could allow every student more
Alev Ozbilgin, Middle East Technical University, Northern Cyprus time with the target language, differentiate instruction and activities
Campus, Turkey easily, and provide immediate feedback. The possibilities are limitless
Betil Eroz-Tuga, Middle East Technical University, Turkey for communication and comprehension activities using SmartClass+
language lab software.
Friday, 9:30 am–10:15 am Lindsey Klein, Robotel SmartClass+ Language Lab, USA
WSCC, 605
Translation Strategy Use by Translators Friday, 9:30 am–10:15 am
at Different Proficiency Levels WSCC, 205
Content Area: Applied Linguistics Visual Literacy and Brochure Composition
Translation, as an advanced language task, shares some common in College Writing Classrooms
features with other types of language-learning tasks in strategy use. Content Area: Higher Education
Using a mixed-method research approach, the study discussed is the The study discussed examines visual literacy through brochure
first to integrate models from two fields—language learner strategies composition on environmental solutions in college writing classrooms.
and translation studies—to examine translation processes and Findings reveal students got the messages of brochures across to
strategic translation competence. target audiences by using (1) transduction from words to visuals, (2)
Xiaojuan Qian, University of Victoria, Canada the metafunctions of color, and (3) appeal to their audiences’ emotions
and intellectual reasoning.
Friday, 9:30 am–10:15 am Jeeyoung Min, SUNY at Buffalo, USA
Using a Tracking Chart as Part of Friday, 9:30 am–10:15 am
Process Writing Instruction WSCC, 204
Content Area: Second Language Writing/Composition What Is Flow and How Do Writers Achieve It?
International students must become academically proficient writers Content Area: Second Language Writing/Composition
in a limited time frame. Even when instructors give written feedback, “Flow” is an important characteristic of good writing. Textbooks often
students often do not attend to their mistakes. This practice-oriented lack sufficient strategies to help students create flow in the complex
session demonstrates how correction tracking engages students and ways found in academic texts. The presenters summarize survey
FRIDAY, 24 MARCH
empowers them to take responsibility for their mistakes, resulting in results and interviews with students and teachers about “flow” and
improved written work. offer a variety of language-based activities for improving flow.
Christina Torres, University of Central Florida, USA Jan Frodesen, UC Santa Barbara, USA
Kerry Purmensky, University of Central Florida, USA Judy Gough, UC Santa Barbara, USA
Aimee Schoonmaker, University of central Florida, USA

Sheraton, Metropolitan A Sheraton, Grand Ballroom A
Addressing the Demands of Attentive Embedding English Language Instruction in
Listening in Academic Interaction Literacy Through Modified Guided Reading
Content Area: Listening, Speaking/Speech Content Area: Elementary School/Primary Education
Collaborative, inquiry-based K–12 classroom learning places Modified guided reading empowers all teachers to target ELLs’
extraordinary demands on an ELL’s listening faculties. English language needs in context while teaching literacy. In this interactive
neophytes need a toolkit of language strategies and skills to workshop, participants explore the power of text analysis and
appropriately exert some control when they experience lapses in explicit language instruction within guided reading. Presenters share
comprehension or retention. This interactive session offers research- techniques, original materials, and tips for providing turnaround
informed principles, dynamically modeled practices, and practical training to other teachers.
reproducible resources. Kimberley Mathews, Fairfax County Public Schools, USA
Kate Kinsella, San Francisco State University, USA Katharine Padilla, Fairfax County Public Schools, USA
Danielle Park, Fairfax County Public Schools, USA
Friday, 9:30 am–11:15 am Brijana Anderson, Fairfax County Public Schools, USA
TCC, Tahoma 5
All the World’s a Stage: Friday, 9:30 am–11:15 am
ACTivate Language Learning Through Drama TCC, Tahoma 4
Content Area: Arts Empowering Teachers to Address the
Challenges of ESP Curriculum Design
Drama activities can lower students’ affective filters, deepen their
engagement with texts, and provide meaningful communication
opportunities. This workshop shares research-based theatre techniques This colloquium addresses curriculum design approaches from
to engage students in language and content learning, develop practitioners in three disciplines: business, law, and the military.
students’ literacy skills, and increase teachers’ and students’ interest Participants receive tips and practical strategies for designing ESP
and motivation. Return to your classroom ready for ACTion! courses—forming objectives, crafting syllabi, designing assessments,
James Groff, University of Maryland, College Park, USA and selecting materials—to overcome inevitable challenges that arise
Tabitha Kidwell, University of Maryland, College Park, USA in content-specific ESP programs.
Deirdre Hand, Virginia Tech, USA Liz England, Liz England and Associates, LLC, USA
Jennifer Chang-Lo, Georgetown University, USA
Friday, 9:30 am–11:15 am Robert Engel, Defense Language Institute English Language Center, USA
TCC, Chelan 5
Heather Gregg Zitlau, Georgetown University, USA
Lake Julie, Georgetown University Law Center, District Of Columbia, USA
Creating and Using Brain‑Friendly Michelle Ueland, Georgetown University Law Center, USA
Activities in an EFL Context
In this session, presenters talk about the learning cycle and how brain- Sheraton, Metropolitan B
friendly activities promote deep learning. Attendees learn to produce
Engage Students and Enrich Listening
material ranging from board games to iPad activities by playing the
Materials With African Voices
role of students. Activities and content are available subsequently on a
Content Area: Listening, Speaking/Speech
collaborative online space.
How do you engage students while enhancing their global awareness?
Paola Hanna, Casa Thomas Jefferson, Brazil
How do you enrich listening materials with diverse models of eloquent
Helena Galvão, Casa Thomas Jefferson, Brazil
speakers of English? This interactive workshop answers these
questions with authentic listening materials featuring World English
speakers from Africa.
Mary Romney, Capital Community College, USA
FRIDAY, 24 MARCH
Roundtable
Discussion
Engaging and Empowering Learners for How to Use Video Feedback to Comment
Conversation Through Pragmatics Instruction on Student Presentations
Content Area: Discourse and Pragmatics Content Area: CALL/Computer-Assisted Language Learning/
To meet the challenges of teaching social interaction skills, panelists
discuss research-based classroom applications and resources, Is feedback on student presentations improved through screencasting?
addressing teaching learners responses to failed humor, teaching Traditionally, screencasting has been used for commenting on writing,
pragmatics for English as an international language, using awareness- and with flipped classrooms. Pushing this tool forward, presenters
raising approaches to teach interactional skills, and using games and explore overlaying screencasted feedback on oral class projects.
computer simulations to cultivate conversation management skills. Participants gain hands-on experience with best practices for video-
Nancy Bell, Washington State University, USA feedback. Bring your own laptop.
Kathleen Bardovi-Harlig, Indiana University, USA Mariah Schuemann, University of Miami, USA
Noriko Ishihara, Hosei University, Japan Samantha Parkes, University of Miami, USA
David Olsher, San Francisco State University, USA Matt Kaeiser, University of Miami, USA
Clarissa Moorhead, University of Miami, USA
WSCC, 620 Friday, 9:30 am–11:15 am
English Clubs: Continuing Conversations in WSCC, 211
Senegal, Mali, Congo, and Mozambique Learning From Equity Initiatives
Content Area: Adult Education Across Seattle Institutions
Set to surpass last year’s report of membership approaching 35,000,
English Language Clubs continue their sweep across Africa. How Panelists from Seattle Colleges and the University of Washington
do club leaders support and sustain their members? Come and hear discuss the various equity initiatives in Seattle with members of the
from club leaders whose clubs engage in community service and Social Responsibility Interest Section to expose TESOLers to the issues
creative, fun activities. being faced in Seattle, and work and advocacy that is currently being
Kathleen Malu, William Paterson University, USA done on behalf of marginalized student groups.
Eran Willliams, U.S. Department of State, USA Suhanthie Motha, University of Washington, USA
Seydou Sy, English Language Club, Senegal John Bowers, South Seattle College, USA
Kasey Larson, University of Hawaii, Mozambique Laura DiZazzo, Seattle Central Colleges, USA
M’boye Tamboura, France Christopher Hastings, ITMO University, Russia
Samson Mwanze, Student, USA Laura Jacob, Mt. San Antonio College, USA

WSCC, 602 WSCC, 3B
Hot Topics in Enrollment, Visas, Linguistics and Teacher Education:
SEVP, and Advocacy for IEPs What Effective Teachers Need to Know
Content Area: Intensive English Programs Content Area: Applied Linguistics
This session updates U.S. IEPs on trends in enrollment, visa issuance, In this panel, renowned experts discuss the principles that lay the
SEVP (Student Exchange & Visitor Program) policy, and advocacy linguistic foundations for teaching English to K–12 learners and
efforts. IEP teachers and administrators gain insight on latest advocacy beyond. The presentations cover perspectives on grammar teaching,
efforts and how they can assist the industry and their own programs. practical phonetics, the development of semantic knowledge, the
Cheryl Delk-Le Good, EnglishUSA, USA conceptualizations of academic language, and the collaborative
Bill Wallace, University of Alabama, USA practical inquiry between linguists and educators.
Haviva Parnes, EC-English, USA Eli Hinkel, Seattle Pacific University, USA
Patti Juza, University of Colorado Boulder, USA Donna Brinton, Independent, USA
Alan Broomhead, Boston University, Massachusetts, USA Neil J Anderson, Brigham Young University–Hawaii, USA
Ann Snow, California State University, Los Angeles, USA
Kathryn Howard, California State University, San Bernardino, USA
FRIDAY, 24 MARCH

WSCC, 203 WSCC, 610
Maintaining Morale in Difficult Times Reflection 2.0: Empowering Pre‑
Content Area: Program Administration and In‑Service Instructors
Programs currently face challenges on multiple fronts including Content Area: Teacher Education
decreasing enrollments, budgetary threats, and potential corporate Reflection is an essential component of many teacher training
partnerships. Panelists in this session provide an overview of the programs, but does a “one-size-fits-all” approach work for trainees
specific challenges their programs face and what they are doing with diverse backgrounds? Presenters share their experiences and best
to combat the low morale that often develops during times of practices. Participatory activities are used to explore the challenges
challenge and change. and potentials of a more differentiated approach to reflection in
Elizabeth Gould, University of Kansas, USA teacher training.
Sandra Tompson Issa, University of Kansas, USA Stephanie Burns, ELS Language Centers, USA
Karen Murph, Northern Virginia Community College, USA Miralynn Malupa-Kim, Purdue University, USA
Rhonda Petree, University of Wisconsin–River Falls, USA Matthew Noble, ELS Language Centers, USA
Alyssa Swanson, University of Pennsylvania, Pennsylvania, USA
Friday, 9:30 am–11:15 am WSCC, 603
TCC, Yakima 1 Survey of Washington State
Maximizing Student Learning Outcomes: Initiatives in Support of ELLs
Strategic Approaches to Activities and Assessment Content Area: Advocacy
Content Area: Intensive English Programs Staff from the Washington State Office of the Superintendent of
Teachers genuinely care if their lessons succeed, yet lesson plans Public Instruction (OSPI) shares with participants four initiatives that
often reveal a focus on teachers’ own actions—review, introduce, were launched at the state level in support of equity, access, and
explain, assign. Instead, focusing on outcomes can guide activity advocacy for ELLs
choices and link assessment to classroom practice. The presenters Mea Moore, Office of Superintendent of Public Instruction, USA
propose planning lessons backwards, starting at the end-observable, Alyssa Westall, Office of Superintendent of Public Instruction, USA
measurable student learning outcomes. Jenny Choi, Office of Superintendent of Public Instruction, USA
Marnie Reed, Boston University, USA David Murphy, Office of Superintendent of Public Instruction, USA
Patty Finnegan, Office of Superintendent of Public Instruction, USA
WSCC, 606-607 Friday, 9:30 am–11:15 am
Meeting Today’s Needs and Tomorrow’s WSCC, 304
Realities in ELT Materials Teaching Teachers to Write:
Content Area: Materials Writers, Curriculum/Materials Development Assignments and Approaches in Preservice Programs
Electronic or physical books? Apps or paper? What do students,
teachers, administrators, programmers, and publishers prefer? This Although writing plays a central role in most ESL curricula, little
panel of materials developers, users, and managers shares insights is known about the writing that teachers themselves do in their
and challenges regarding e-books, digital materials, and traditional preparatory programs. The panelists discuss approaches to teaching
books to gauge the materials conundrum in meeting today’s needs and teachers to teach writing, share successful assignments, and reflect on
preparing for tomorrow’s reality. the quality and content of trainee ESL teachers’ writing.
Jane Petring, Cégep Édouard-Montpetit, Canada Cathryn Crosby, Columbia University, USA
Dorothy Zemach, Wayzgoose Press, USA Lynn Goldstein, The Middlebury Institute of International Studies at
Marilyn Rosenthal, Syntactix International, USA Monterey, USA
Christine Sabieh, Notre Dame University, Lebanon Kate Reynolds, Consultant, USA
Kristin Hiller, New York University Shanghai, Shanghai, China Brian Morgan, York University–Glendon College, Canada
(People’s Republic) Ditlev Larsen, Winona State University, USA
Kelly Schroeder, Fresno Pacific University, USA
FRIDAY, 24 MARCH
Roundtable
Discussion
WSCC, 611 Sheraton, Ballard
The GO TO Strategies: Empowering TESOL Professionals
Instructional Strategies for Teachers of ELLs to Lead in Diverse Contexts
Content Area: Personal and Professional Development for Teachers Content Area: Adult Education
How can teacher educators inform classroom teachers of methodology Leaders working in four different contexts report on leadership
that enhances content instruction and promotes language strategies, practices, and issues in their contexts. The panel focuses on
development? This workshop introduces resources that enable trends and common issues in the different contexts, while at the same
teachers to infuse lessons with research-based strategies that promote time showing why and how TESOL leadership must be practiced with a
second language learning. Presenters model the strategies, engaging sensitivity to local contexts.
participants in demonstrations. Participants receive copies of all Rosa Aronson, TESOL International Association, USA
strategy resources. Deena Boraie, American University in Cairo, Egypt
Linda New Levine, Consultant, USA Christine Coombe, Dubai Men’s College, United Arab Emirates
Laura Lukens, North Kansas City Schools, USA Suzanne Panferov, University of Arizona, USA
Betty Ansin Smallwood, Succeeding With English Language
Learners, USA Friday, 10:30 am–11:15 am
TCC, Yakima 2
Friday, 9:30 am–11:15 am A Culturally Responsive Model for
Sheraton, Willow A Implementing Multimodal Projects
What Writing Teachers Need to Know: Content Area: Adult Education
Exploring Teacher Education Models This presentation explains how an instructor implemented a culturally
Content Area: Second Language Writing/Composition responsive instructional model, the Mutually Adaptive Learning
Becoming a writing teacher is a complex process. Presenters on this Paradigm, in an adult ESL literacy class for learners with limited
panel explore the history and treatment of second language writing education. Learner-created multimodal narratives illustrate nuanced
in TESOL teacher education programs in the USA and internationally, practices based on learners’ needs and oral tradition to empower L2
discussing prioritization of L2 writing principles and success strategies literacy development.
for varying program types. Andrea Lypka, INTO University of South Florida, USA
Betsy Gilliland, University of Hawaii Manoa, USA
Gena Bennett, Independent, USA Friday, 10:30 am–11:15 am
Sarah Henderson Lee, Minnesota State University, USA TCC, Chelan 4
Lisya Seloni, Illinois State University, USA
Elena Shvidko, Utah State University, Indiana, USA Analyzing a Group Project in an
Online TESOL Program
TCC, Skagit 2 As the number of online language teacher education courses continues
to grow, we must consider their design and delivery to ensure engaging
When Tragedy Strikes: Preparing Researchers
online learning experiences. This presentation examines the benefits
for Unexpected Trauma During Fieldwork
and challenges of a group project in an online TESOL program and
Content Area: Research/Research Methodology
offers suggestions for implementing best practices.
TESOL research methods courses often fail to prepare graduate Merica McNeil, University of Arizona, USA
students and supervisors for the unexpected in qualitative fieldwork.
Panelists from around the world share their experiences facing
fieldwork trauma and offer insights into how their tragic experiences Friday, 10:30 am–11:15 am
WSCC, 614
can help graduate students, faculty, and supervisors become more
informed researchers in TESOL. Assessing Adult ELLs:
Featuring BEST Plus and BEST Literacy
Robert Kohls, San Francisco State University, USA
Peter De Costa, Michigan State University, USA Content Area: Assessment/Testing
Christine Pearson Casanave, Temple University Japan, USA Join CAL for updates about BEST Plus and BEST Literacy and learn
Mario López Gopar, Universidad Autónoma Benito Juárez de about our ongoing operational testing program designed to support
FRIDAY, 24 MARCH
Oaxaca, Mexico assessments for adult ELLs. Participants have a chance to share
Sreemali Herath, Open University of Sri Lanka, Sri Lanka feedback to inform future enhancements for CAL’s assessments. Enter
Marlon Valencia, University of Toronto, Canada to win free CAL resources.
Anne Donovan, Center for Applied Linguistics, USA
Bryan Woerner, Center for Applied Linguistics, USA

WSCC, 201 WSCC, 205
Authentic Assignments: Expanding Audience Can They Use the Restroom? Critically
and Purpose to Increase Student Engagement Evaluating Our Classroom Policies
Content Area: Intensive English Programs Content Area: Higher Education
Increased student engagement results in positive gains in learning and Creating classroom policies that are fair, effective, and empowering
language proficiency. This session explores how teachers can increase is a hidden challenge in postsecondary teaching, especially in
student engagement by expanding assignment audiences and purposes multicultural classrooms. This interactive presentation explores
beyond the classroom to create more authentic tasks. Presenters ideologies and philosophies that influence the creation of classroom
describe and share materials for three assignments involving blogs, policies with the hope of equipping educators to more effectively
student-led tours, and poster presentations. critically evaluate and revise their own.
Melanie Baker, University of Maryland, USA Michael Westwood, Idaho State University, USA
Diego Hernandez, Montgomery College, USA
Friday, 10:30 am–11:15 am WSCC, 615
WSCC, 210 Critical Thinking Done Right:
Bilingualism Is a Gift (BiG) ESL/ A Full‑Pyramid Approach
SPED Collaborative Campaign Content Area: Higher Education
Content Area: Elementary School/Primary Education Many instructors forget that Bloom’s taxonomy has six levels, spending
Explore how a dynamic, interdisciplinary approach to the evaluation of too much time on favorite skills and skipping others. This presentation
dual language learners evolved into a district-wide ‘Bilingualism is a describes the importance of covering the whole pyramid. Attendees
Gift!’ campaign that is enhancing family and community engagement leave with concrete suggestions for activities that help develop
by educating stakeholders. This panel brings together various voices, thinking skills from the bottom to the top.
including district-level administrators, a speech and language Alan Kennedy, Columbia University, USA
pathologist, and an ESL teacher.
Lauren Harrison, Watertown Public Schools, USA Friday, 10:30 am–11:15 am
Yvonne Endara, Watertown Public Schools, USA Sheraton, Grand Ballroom B
Maryann MacDougall, Watertown Public Schools, USA
Jean Fitzgerald, Watertown Public Schools, USA Engaging ESL Students’ Cultural Values
to Enrich Their Language Learning
WSCC, 616 In this session, the presenter explores Byram’s five factor model of
intercultural competence in an engaging way. By showing examples
Building Self‑Esteem With Storytelling,
from her classes, she demonstrates how she has successfully used this
Writing, and Rapping
method. During her presentation, participants ask questions and take
part in discussion.
Self-expression by way of storytelling, journaling, and rapping is a Sangeeta Johri, INTO University of South Florida, USA
powerful avenue for increasing an ELL’s confidence and vocabulary.
This session teaches you how to inspire an ELL’s “own voice.” Whether
it’s through journal entries, “story swaps,” or rap songs, discovering Friday, 10:30 am–11:15 am
WSCC, 605
one’s own voice is the key to self-esteem.
Julia Gabor, WRiTE BRAiN Books, USA Engaging Learners Through Classroom‑Based
Meredith Scott Lynn, WRiTE BRAiN Books, USA Gamification Principles
Content Area: Social Science
Gamification offers the promise of greater learning engagement
through extrinsic reward systems. But how can teachers employ these
highly motivating techniques without eroding their students’ intrinsic
motivation? This session helps ELL classroom teachers discuss ways
to integrate gamification principles that complement and strengthen
FRIDAY, 24 MARCH
intrinsic motivation with extrinsic support.

Robb McCollum, Reading Horizons, USA
Heidi Hyte Sonnenberg, Reading Horizons, USA
Carrie Drake, Reading Horizons, USA
Roundtable
Discussion
Sheraton, Grand Ballroom B WSCC, 212
Enhancing Your Class Through Coteaching From “There Is No ‘I’ in Team” to “I Team”
as a Professional Development Tool Content Area: High School/Secondary Education
Content Area: Teacher Education The focus of collaborative work is frequently placed on its positive
Are two teachers better than one? Would both students and teachers outcomes, such as increased achievement and better classroom
benefit from a collaborative approach? In this presentation, the climate. Yet, gaps between theory and practice occur. This presentation
presenters take an innovative look at coteaching from their experience, revises collaborative theory and its tenets while re-signifying
evaluate its effectiveness, and analyze the benefits that arise from the teacher’s role and the individual’s contribution (“I”) to the
each teacher’s contribution. collective whole (“team”).
Marianela Ayub, Alianza Cultural Uruguay-Estados Unidos, Uruguay Silvia Breiburd, Independent, USA
Sylvana Repetto, Alianza Cultural Uruguay-Estados Unidos, Uruguay Debora Nacamuli Klebs, Instituto de Enseñanza Superior en Lenguas
Vivas J.R. Fernandez, Argentina
Friday, 10:30 am–11:15 am Esther Vazquez, Escuela de Maestros GCBA, Argentina
WSCC, 310
Exploring ELLs’ Thirdspaces via Reading Friday, 10:30 am–11:15 am
Immigrants’ Autobiographies TCC, Tahoma 1
Content Area: English as a Foreign Language How to Design and Implement a
This practice-oriented presentation is focused on promoting ELLs’ Jigsaw Reading Activity
explicit awareness of their identity negotiation in the process of Content Area: Teaching Methodology and Strategy
language learning. Using immigrants’ autobiographies, participants This presentation demonstrates a crime-solving jigsaw reading activity
discuss the concept of thirdspace and specific recommendations for EFL learners. It discusses the principles of designing an effective
for designing language practices that aid ELLs’ critical thinking and jigsaw reading task and how the task can be used as meaningful input
language skills development alongside thirdspace exploration. that preconditions later stages in a four-strand lesson plan according
Natalia Rud, University of New Mexico, USA to Nation’s model.
Hoa Nguyen, Teachers College, Columbia University, USA
Sheraton, Grand Ballroom B Friday, 10:30 am–11:15 am
Fostering Research Cultures in Schools: TCC, Chelan 2
Managers’ Perceptions and Experiences Language Teacher Identity Development:
Content Area: Leadership MA TESOL Students’ Future Selves
To support teacher research engagement, fostering research cultures Content Area: Teacher Education
in schools is vital. However, it is a complex endeavour, constrained This session presents the findings of a qualitative, narrative-based
by institutional, economic, and social factors. The presenter outlines study that explored the present and future selves of six first-year
findings from a study of Australian ESL managers’ experiences graduate students in an MA TESOL program who were also teaching
and provides suggestions for how positive research cultures assistants in the department’s writing program. Implications of
can be developed. the participants’ identity reconstructions for teachers and teacher
Emily Edwards, University of New South Wales, United Kingdom educators are discussed.
(Great Britain) Stefan Vogel, University of Arizona, USA
Angel Steadman, University of Arizona, USA
Friday, 10:30 am–11:15 am Elif Burhan Horasanli, University of Arizona, USA
WSCC, 613 Hayriye Kayi-Aydar, University of Arizona, USA
Free Financial Literacy and Life Skills
Resources for Adult Learners
Learn about free government materials in several languages that help
teach financial literacy and life skills to adults with limited experience as
FRIDAY, 24 MARCH
readers. Consumer.gov and Consumidor.gov give accessible information

to your students, plus curricular materials for teachers to use to
develop content knowledge, reading proficiency, and Internet skills.
Laura Solis, Federal Trade Commission, USA
Charles Harwood, Federal Trade Commission, USA

Sheraton, Grand Ballroom B WSCC, 307-308
Leadership Skills and Styles for Successful Pedagogy and Practice for Online English
Intensive Program Administrators Language Teacher Education
Content Area: Program Administration Content Area: Teacher Education
In this presentation, participants look at the factors affecting six The presenters discuss and demonstrate how pedagogical awareness
leadership styles and have the opportunity to complete a survey which drives ESL/EFL online teaching, capitalizing on the affordances
will help them find what leadership style they are working with and provided by the online medium toward achieving inclusive, interactive,
how it can affect their work environment. Finally, they examine some and critical learning goals. They highlight applications in several
qualities of good leadership. contexts including flipped, synchronous, and hybrid environments, and
Sufian Abu-Rmaileh, United Arab Emirates University, United engage participants in reflections of their online teaching practice.
Arab Emirates Faridah Pawan, Indiana University, USA
Kelly Wiechart, EduVista Consulting, LLC, USA
Friday, 10:30 am–11:15 am Amber Warren, University of Nevada, Reno, USA
WSCC, 2A Jaehan Park, Pennsylvania State University, USA
Crystal Howell, Indiana University, USA
Mediating Moves of Expert Online Teacher Educators
How do expert online instructors promote meaningful learning in WSCC, 214
teacher education programs? What can we learn from these instructors
Purposeful Planning for Peacebuilding:
that can be usefully extrapolated to other areas of technology-
Empowering Relational Engagement
mediated teaching? The presenters explore answers stemming from a
case study research project of expert instructors in graduate teacher
education programs. Peacebuilding in the English language classroom has gained
Gabriel Diaz Maggioli, National Teacher Education College, Uruguay prominence in the field of TESOL in recent years. Some teachers may
be interested in incorporating aspects of peacebuilding into their
English classes and yet not know how to begin. We provide practical
Friday, 10:30 am–11:15 am tools to plan ESOL lessons to include purposeful peacebuilding.
WSCC, 213
Jan Edwards Dormer, Messiah College, USA
Oral Proficiency and Japanese ELLs: Cheryl Woelk, Language for Peace, Republic of Korea
Challenges and Recommendations
Content Area: Nonnative English Speakers in TESOL
For Japanese learners of English in western tertiary contexts, acquiring WSCC, 3A
effective oral communication skills poses a significant challenge. This
Recommendations for Online Master’s
session presents the results of a study exploring the perceptions of
TESOL Students and Faculty
TESOL and non-TESOL tertiary students regarding their challenges with
specific aspects of oral communication. Recommendations for teacher
education are explored. Through reflections of graduates who completed a fully online MA
TESOL program, this presentation offers recommendations for students
Miho Yanagi, Kokusai Joho High School, Japan
Amanda Baker, University of Wollongong, Australia and faculty on how to be a successful graduate student and how to be
an effective instructor online. The audience leaves the session with
important tips on online learning/teaching.
Burcu Ates, Sam Houston State University, USA
Mary Petron, Sam Houston State University, USA
Baburhan Uzum, Sam Houston State University, USA FRIDAY, 24 MARCH
Roundtable
Discussion
Sheraton Seattle, Ravenna Sheraton, Grand Ballroom B
Screencasting in the Modern Classroom: Teaching EFL to Engineering Professors:
Engaging, Multimodal, and Free Their Experiences and Needs
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: English as a Foreign Language
With the spread of English in the world, engineering professionals are
With the growing use of blended, distance, and flipped learning, many also expected to master the English language, but little is known about
teachers aim to incorporate self-made videos into their lessons for their experiences and needs. This presentation presents the findings
instructional purposes. This presentation shows example materials, from a mixed-methods study of 52 engineering professors who are
shares lesson ideas, and walks the participants through the steps of learning English in the EFL context.
creating a screencast-based video using free multiplatform software. Alsu Gilmetdinova, Kazan National Research Technical University named
Dana Simionescu, Ohio University, USA after A.N. Tupolev - KAI, Russia

Sheraton, Grand Ballroom B Sheraton, Grand Ballroom B
Sociohistorical Influences on Unwillingness Teaching English in China:
to Communicate of Yemeni EFL Learners What to Know Before You Go
Content Area: Applied Linguistics Content Area: English as a Foreign Language
Although previous research has focused on linguistic and psychological What is it really like to teach as an international English instructor
factors that affect EFL learners’ willingness to communicate, in China? Five English educators with a collective 35 years of China
sociohistorical factors have not received enough attention. Findings of teaching experience share personal stories, along with specifics
qualitative research that showed the effects of sociohistorical factors about what every EFL teacher should know before embarking on the
on Yemeni EFL learners’ willingness to communicate are presented adventure—and challenge—of a lifetime.
before opening up the discussion. Karen Newman, University of Indianapolis, USA
Mutahar Al-murtadha, University of Otago, New Zealand Joy Edmonson, University of Nottingham Ningbo China, China
Friday, 10:30 am–11:15 am Ben Hinton, British Council, China (People’s Republic)
Sheraton, Grand Ballroom B David Oakey, University of Nottingham Ningbo China, China
Students as Mentors With Refugees, Lisa Milinazzo-Barnett, International School of Ningbo (Jiangbei),
Parents, and Other Students California, USA
Many Afghan refugees live in Tajikistan. This project addresses both Friday, 10:30 am–11:15 am
the special EFL needs of these refugees and also their general EFL WSCC, 612
needs, which they share with Tajikistani students. The project involves
The CLIL Approach:
creating graded materials and sharing them by paper and on social
Explore the World, Expand the Mind
messenger apps on phones.
William Wolf, English Language Fellow, USA Integrated Learning
Gulchera Ochilova, English Access Microscholarship Program, Tajikistan
In this session, participants take a closer look at how the CLIL approach
Hamadony Muzafarov, English Access Microscholarship
to language learning can broaden students’ awareness of the world
Program, Tajikistan
they live in, improve their cognitive skills, and help them discover, “A
World of Wonders at the Turn of a Page”!
George Kokolas, Express Publishing, United Kingdom (Great Britain)
FRIDAY, 24 MARCH

Sheraton, Grand Ballroom B Sheraton Seattle, Willow B
The Impact of Study Abroad on What’s “Good Writing” in ESL and
Norms of Civic Cooperation First‑Year Composition Courses?
Content Area: Intercultural Communication Content Area: Second Language Writing/Composition
Studying abroad for higher education is increasingly popular. A number Presenters share how results from a study involving second-language
of studies have examined its impact on intercultural awareness. The writers’ views on what is good writing have been used to better
focus in this session is to examine whether study abroad also has an integrate the work of an IEP and a First-Year Composition (FYC) course,
impact on general trust and norms of civic cooperation. hoping to help instructors and administrators in FYC and ESL programs
Mari Katori, Aomori Public University, USA establish a more productive dialogue.
Cynthia DeRoma, University of Connecticut, USA
Sheraton, Grand Ballroom B Friday, 10:30 am–12:15 pm
The Sociocultural Role of Idioms TCC, Tahoma 2
in the ESL Classroom 50 Strategies for Solidarity, Feminism,
Content Area: Intercultural Communication and Antiracism in the Academy
Idioms are part of every language because they convey popular Content Area: Social Responsibility/Sociopolitical Concerns
knowledge. They are excellent tools for understanding the English A dozen years after the publication of their coauthored article in a
culture through oral interaction, and they help to increase vocabulary leading TESOL journal, theorizing the institutional contexts in which
as students discover their hidden meaning in social context. There is a women of color working in the TESOL academy operate, seven
great opportunity to review the history behind the popular sayings. established TESOL scholars share their evolving analysis and present
Lilian Surth, University of Carabobo, Venezuela 50 strategies for surviving in academe.
Emi Ujihara de Alcala, University of Carabobo, Venezuela Suhanthie Motha, University of Washington, USA
Milena Granado, University of Carabobo, Venezuela Ryuko Kubota, University of British Columbia, Canada
Stephanie Vandrick, University of San Francisco, USA
Friday, 10:30 am–11:15 am Shelley Wong, George Mason University, USA
Sheraton, Grand Ballroom B Gertrude Tinker-Sacks, Georgia State University, USA
Rachel Grant, College of Staten Island–CUNY, USA
The Syrian Refugee Crisis:
Implications for ELT Professionals
Content Area: Refugee Concerns Friday, 10:30 am–12:15 pm
WSCC, 604
In this interactive panel session, the presenters, who are refugee
educators, researchers, and activists, discuss information critical to Growing or Enhancing Your Program Based
on Sound Development Decisions
successfully working with Syrian newcomers: Who they are, why they
are refugees, what their experiences have been, and what they are
likely to need in terms of language instruction and advocacy. Are you a program administrator, director, or teacher tasked with
Mary Benedetti, University of Cincinnati, USA building enrollment or developing new programs or partnerships?
Jan Vrobel, Refugee Rights Activist, Czech Republic Deciding what to do and how to proceed can be challenging.
Ahmed Fahad, University of Thi Qar, USA This interactive workshop introduces five tools you can use to
identify program possibilities, make smart choices, and develop
effective proposals.
Sheraton, Madrona Bruce Rindler, Boston University, USA
Joe McVeigh, USA
Using Technology to Develop
Microteaching and Presentation Skills
Learn how to use free and low-cost technological tools to enhance
feedback for microteaching and presentations. The technology allows
instructors to provide comprehensive, pinpoint feedback without
FRIDAY, 24 MARCH
interrupting the flow of a student presentation. Tools can be applied to

improve teaching strategies, pronunciation, body language, and one’s
ability to self-correct.
Cindy Rauth, Spring International Language Center, USA
Becky Menendez, Spring International Language Center, USA
Roundtable
Discussion
Friday, 10:30 am–12:15 pm Friday, 11:30 am–12:15 pm
WSCC, 204 WSCC, 612
International Students in North American 16 Keys to Teaching ESL Grammar and Vocabulary
Higher Education: Myths and Realities Content Area: Grammar
Content Area: Higher Education This session uses corpus linguistics data to examine not only which
This panel reports on a rich set of quantitative and qualitative grammar points should be taught but which vocabulary should be
data that captures the experiences and voices of faculty, teaching taught with each key grammar point. Sample lessons for teaching
assistants, and international students in a U.S. university. Results vocabulary with grammar and tips for designing and teaching these
confound stereotypes of unprepared, nonparticipatory students, but activities are presented.
also introduce concerns. The presenters provide opportunities to hear Keith Folse, University of Central Florida, USA
audience observations and experiences.
Sandra Silberstein, University of Washington, USA Friday, 11:30 am–12:15 pm
Mutallip Anwar, University of Washington, USA Sheraton Seattle, Ravenna
Ryan Burt, University of Washington, USA
Mihaela Giurca, University of Washington, USA Bridging the Gap: Digital Mentorship
Katie Malcolm, University of Washington, USA for Middle School ELLs
The service-learning project described addressed the growing number
Sheraton, Grand Ballroom C
of at-risk ELLs in middle school. Graduate TESOL students mentored
Teaching and Responding to L2 Writing: middle school ELLs using online meeting software. The mentors
What the Research Shows actively engaged with the ELLs, focusing on academic assistance,
Content Area: Second Language Writing/Composition language acquisition, and school engagement dialogue. Best Practices
In this colloquium, five well-known SLW specialists highlight current in digital mentoring are shared.
research findings on response, genre, identity, and graduate student Kerry Purmensky, University of Central Florida, USA
writing, focusing on the pedagogical implications of this research. The Aimee Schoonmaker, University of Central Florida, USA
final panelist synthesizes findings and best practices and discusses Christina Torres, University of Central Florida, USA
how practitioners can inform further research.
Michelle Cox, Cornell University, USA Friday, 11:30 am–12:15 pm
Dana Ferris, UC Davis, USA WSCC, 211
Bridging the Gaps: Facilitating Writing
Christina Ortmeier-Hooper, University of New Hampshire, New
in the Disciplines Through CALL
Hampshire, USA
Christine Tardy, University of Arizona, USA Content Area: Higher Education
This session introduces the design and development of a literacy
Friday, 11:30 am–11:50 am website that aims to facilitate integration of writing in the disciplines
WSCC, 617 by engaging students, faculty teachers, and writing centre teachers in
the exploration of key disciplinary genres.
Videolicious Videos: Teaching Empowered
by Showing Not by Telling Dennis Foung, Hong Kong Polytechnic University, Hong Kong
Content Area: Media (Print, Broadcast, Video, and Digital) Shari Dureshahwar Lughmani, Hong Kong Polytechnic
University, Hong Kong
Tired of presenting new concepts via forgettable “talking heads”
lectures? Wanting to show rather than tell complex teaching points?
This session demonstrates how to make 1-min videos in three short Friday, 11:30 am–12:15 pm
WSCC, 610
and easy steps, engaging teachers and students in creating easy yet
imaginative, memorable, and empowering tasks and projects. Case‑Based Pedagogy in L2 Teacher Education:
An Effective Sociocultural Approach
Lilia Savova, Indiana University of Pennsylvania, USA
The presenters argue for the effectiveness of case-based pedagogy
as a tool in L2 teacher education to enhance thinking and intercultural
awareness, and to increase knowledge base and competence. They
FRIDAY, 24 MARCH
demonstrate how this innovative evidence-based sociocultural

approach can be applied to various contexts in developing critical
teacher beliefs and praxis.
Maria Zlateva, Boston University, USA
Amy Gooden, Lesley University College of Liberal Arts and Sciences, USA

WSCC, 611 WSCC, 619
Colorín Colorado! Professional Development ELL Read‑a‑Thons: Feeling the Language
and Parent Resources for Pre‑K–12 Educators and Performing the Written Word
Content Area: Reading and Literacy Content Area: Reading and Literacy
Since 2004, Colorín Colorado—a free online resource for Pre-K–12 This energy-filled session helps participants discover the fascinating
educators of ELLs—has provided educators and parents with resources world of drama-based read-a-thons. Through these read-a-thons, the
on literacy skills, academic content, and parent outreach. Whether you written word comes to life: Words and content are personalized, and
are a mainstream or veteran educator who wants to be up to date, this learners analyze language in a new light. Participants engage in a
workshop is for you! mini-read-a-thon and discuss how to implement read-a-thons at their
Giselle Lundy-Ponce, AFT, USA respective schools.
Patrick Randolph, University of Nebraska–Lincoln, USA
Friday, 11:30 am–12:15 pm Laura Ramm, Michigan State University, USA
WSCC, 2A Joseph Ruppert, Western Michigan University, USA
Designing Effective Practice Teaching Opportunities
in Short‑Term Certificate Programs Friday, 11:30 am–12:15 pm
Content Area: Teacher Education TCC, Tahoma 3
Recently published content standards for short-term ESL certificate Engaging Digital Natives With Film:
programs rate supervised practice teaching as highly significant in Optimizing Listening Fluency Practice
helping candidates develop the skills and knowledge necessary to Content Area: Listening, Speaking/Speech
become successful classroom instructors. Join this discussion of three This session demonstrates how films that are carefully selected,
types of guided practice teaching including implementation strategies screened in their entirety, and supported by robust interactive language
and potential pitfalls. activities can provide digital natives with engaging and challenging
Susan Ballard, Wake Technical Community College, USA listening fluency practice. Participants receive a handout of ready-to-
implement techniques for designing cognitively engaging listening
fluency exercises for media-savvy learners.
WSCC, 205 Ted Adamson, University of Oregon, USA
Laura Holland, University of Oregon, USA
Developing Metaphoric Competence Through
the Analysis of Stand‑Up Comedy
Content Area: Applied Linguistics Friday, 11:30 am–12:15 pm
TCC, Chelan 4
This presentation describes the preliminary results of ongoing
classroom research on metaphoric competence development through Engaging Preservice Teachers of ELLs
in Reflection to Enrich Practice
training in metaphor-based vocabulary guessing strategies via analysis
of stand-up comedy. Participants learn how to use metaphor-based
vocabulary strategies and if such nonacademic training is generalizable Teacher educators frequently assign tasks that require preservice
and more effective than strictly academically focused training. teachers to reflect on their practice, their teacher identities, and their
Michael Coggins, Xavier University, USA students. In this session, attendees learn about the qualitative changes
in narrative reflections during a semester-long field experience when
preservice teachers were provided with a reflective guide.
Sheraton, Metropolitan B Michaela Colombo, University of Massachusetts Lowell, USA
ELL Frontiers: Using Technology to
Enhance Instruction for ELLs Friday, 11:30 am–12:15 pm
Content Area: CALL/Computer-Assisted Language Learning/ TCC, Chelan 2
Technology in Education Engaging Preservice Teachers Through ESOL
Grounded in the latest research on English language achievement and Fieldwork: Becoming Mainstream Teachers 2.0
technology integration, this presentation serves as your road map to Content Area: Elementary School/Primary Education
the new digital frontier. This presentation offers an overview of current What messages do ESL field experiences send to elementary
FRIDAY, 24 MARCH
digital-age learning trends and step-by-step guides to implementing preservice teachers about what it means to be a teacher of ELLs?
technology-infused lessons that are specifically adapted for ELLs. Through a survey and course artifact analysis, the study discussed
Heather Parris, Molloy College, USA considered the strengths and challenges of preparing elementary
Lisa Estrada, Hicksville Public Schools, USA preservice teachers as future teachers of ELLs.
Andrea Honigsfeld, Molloy College, USA Ester de Jong, University of Florida, USA
Yong Jik Lee, University of Florida, USA
Roundtable
Discussion
Sheraton, Metropolitan A Sheraton, Juniper
Holding the Floor: Engaging and ITA Program Framing:
Empowering ELLs With Socratic Circles From Remediation to Excellence
Content Area: High School/Secondary Education Content Area: International Teaching Assistants
Teachers of ELLs can address ELD and Common Core State Standards Given many graduate schools’ recent focus on professional
while engaging students in social interaction. Socratic Circles present development and communication skills for all graduate students, how
a framework for developing higher order thinking and academic can ITA programs position themselves to be seen as providing valuable
language. Videos, scaffolds, and a stepper for implementation are resources beyond language remediation? Participants analyze one
provided. Handouts include lesson plan template, lesson model, and program’s rebranding and discuss the framing of ITA programs.
self-reflection tool. Pamela Pollock, Harvard University, USA
Leslie Kirshner-Morris, The School District of Philadelphia, USA Pauline Carpenter, Harvard University, USA
Benaline Baluyot, The School District of Philadelphia, USA
Betty Ansin Smallwood, Succeeding With English Language Friday, 11:30 am–12:15 pm
Learners, USA TCC, Yakima 2
Keeping It Real: What Works for
Friday, 11:30 am–12:15 pm Adult Emergent Readers
WSCC, 3B Content Area: Adult Education
Infographics to Engage, Enrich, and Serving the needs of adult emergent readers is challenging;
Empower Students and Teachers fortunately, it is a growing field of study. Presenters bridge research to
Content Area: Teaching Methodology and Strategy practice to illustrate how classroom routines and soft skills anchored
Today, we suffer from information overload or data glut. The solution in contextualized, immediately-relevant lessons help learners make
involves using infographics to reinforce curriculum. This session literacy connections. Participants receive tips and materials to try in
demonstrates the three-step approach to using infographics in the their classrooms.
classroom: engaging in information, enriching visualization literacy, Lindsey Crifasi, Carlos Rosario International Public Charter School, USA
and using and creating powerful infographics in classroom instruction. Rebecca Crawford, Carlos Rosario International Public Charter
Melojeane Zawilinski, University of Michigan–Flint, USA School, USA
Jolene Jaquays, University of Michigan–Flint, USA Heather Tatton-Harris, Carlos Rosario International Public Charter
School, USA
WSCC, 3A Friday, 11:30 am–12:15 pm
Infusing a First Nations Focus in a WSCC, 310
Disciplinary EAP Course MOOCs and More: Developing ELLs’
Content Area: Content-Based and CLIL/Content and Language Proficiency and Autonomy
Integrated Learning Content Area: CALL/Computer-Assisted Language Learning/
This session examines an EAP course employing Content-Based Technology in Education
Instruction adjunct to Political Science 100, employing a genre-based Massive open online courses (MOOCs) are reshaping, reinventing, and
pedagogy, and drawing texts directly from the discipline. This frame redefining the landscape of teaching and learning across the globe.
of situated, disciplinary engagement draws on research articles Anchored on the Flex Model of Blended Learning Framework, the study
related to Idle No More and worldwide indigenous action for academic discussed explores the pedagogical viability of integrating MOOCs
discourse analysis. in an English language classroom via Coursera and demonstrates
Jennifer Walsh Marr, University of British Columbia–Vantage evidence of its efficacy.
College, Canada Gregorio Ebron, Lyceum of the Philippines University–Manila, Philippines
FRIDAY, 24 MARCH

More Than Paraphrasing and Citing: New Insights Into Practice for
The Rhetorical Functions of Referencing the Grammar Classroom
Content Area: Second Language Writing/Composition Content Area: Grammar
Recent work in effective source use suggests that it’s important to Advances in cognitive science are shedding new light on the
teach students how references function rhetorically in academic importance of practice. Stacy Hagen, coauthor of the Azar-Hagen
writing, yet there are few teaching materials for doing so. This grammar series, discusses how research from cognitive science, with
session introduces the rhetorical functions of referencing and a focus on student success, has informed the new, fifth edition of
provides academic writing teachers with lesson plans and “Understanding and Using English Grammar.”
materials to teach them. Stacy Hagen, Azar Associates, USA
Jennifer Mott-Smith, Towson University, USA
Zuzana Tomaš, Eastern Michigan University, USA Friday, 11:30 am–12:15 pm
WSCC, 307-308
Friday, 11:30 am–12:15 pm New Ways of Teaching With Humor
WSCC, 210 to Enrich Your Classroom
Motivating and Teaching Students Content Area: Teacher Education
to “Own” Their Writing Many English language teachers endeavor to teach about and use
Content Area: Second Language Writing/Composition humor, but struggle with finding the best methods and resources.
When students are given the tools and experience to evaluate their “New Ways in Teaching With Humor” from TESOL Press is one
own writing, they become empowered to manage and guide their solution! In this session, several contributors to the book demonstrate
own learning. The teacher then fills the role of “facilitator” rather how to effectively use humor in the classroom.
than “gate-keeper.” This session provides participants with tools John Rucynski, Okayama University, Japan
for such a process. Jolene Jaquays, University of Michigan–Flint, USA
Mornie Merrill, Intermountain TESOL, USA Lisa Leopold, Middlebury Institute of International Studies at
Monterey, USA
Friday, 11:30 am–12:15 pm Sara Okello, Maryville College, USA
Nadezda Pimenova, Purdue University, USA
Caleb Prichard, Okayama University, Japan
Multilingual Students’ Understanding of John Schmidt, Texas International Education Consortium, USA
Source Use in L2 Reading‑to‑Write Tasks Seth Streichler, Stanford Language Center, USA
E L E D
The study discussed examines multilingual students’ use of sources Friday, 11:30 am–12:15 pm
C
in reading-to-write tasks in an ESL composition course. It reveals that WSCC, 614
CAN
students’ understanding of sources influences the appropriateness Online Education From CAL:
of source use in reading-to-write tasks, and that their prior writing Build Knowledge and Earn Credit
knowledge and cultural rhetorical practices can serve as resources to
promote learning transfer.
Explore CAL’s library of self-paced online courses designed to
Ruilan Zhao, Ohio State University, USA
help Pre-K–12 educators build knowledge and apply research-
based principles to the classroom. Sample activities are provided.
Friday, 11:30 am–12:15 pm Upon course completion, participants receive a CAL Certificate of
TCC, Yakima 1 Completion for continuing education credit. Enter to win a free online
Neuroscience and Education: course registration.
Teaching Students How We Learn Barbara Kennedy, Center for Applied Linguistics, USA
Content Area: English as a Foreign Language Jennifer Himmel, Center for Applied Linguistics, USA
Presenters demonstrate how to implement techniques to teach
students to learn how to learn. Participants are familiarized with
credible neuroscientific research. By acquiring knowledge about how
FRIDAY, 24 MARCH
brains learn, the audience understands how each technique optimizes

learning. The expected outcome is that participants are empowered to
enhance students’ learning skills.
Denise De Felice, Casa Thomas Jefferson, Brazil
Lucia Santos, Casa Thomas Jefferson, Brazil
Roundtable
Discussion
Placement of Resident ESL Students Revamping an IEP Curriculum: A Lesson Learned
at the Community College Content Area: Intensive English Programs
Content Area: Community College and Technical Education What constitutes a curriculum? When does it need review and
Placement of resident ESL students at community colleges remains revision? If you are new to curriculum review and development in your
a challenge. Faced with the dissolution of the ESL Compass, the IEP, this session is for you. Issues relevant to curriculum development
presenter shares how she researched options for initial assessment and renewal are discussed. Participants leave with items to consider
and placement, created cut scores, and developed intake questions to when designing and renewing an IEP curriculum.
decide which students would take the ESL Accuplacer assessment. Thu Tran, Missouri University of Science and Technology, USA
Theresa Pruett-Said, Macomb Community College, USA
Friday, 11:30 am–12:15 pm Sheraton, Issaquah
WSCC, 620 Smart Learning: A Curriculum to
Positive Language Program Empower Students as Learners
Administration in Times of Change Content Area: Adult Education
Content Area: Program Administration By learning recent research from neuro- and cognitive science,
As marginalized entities, language programs often focus on ESOL students can become more informed and effective learners.
perceived deficits and threats when confronting change. However, In this hands-on session, the presenter shares her pilot curriculum
recent scholarship in the fields of psychology and management has for ESOL students, Smart Learning: Learn How Your Brain Works.
exciting potential to positively reframe how we manage change. Activities include slides, readings, checklists, graphic organizers, and
Explore Positive Organizational Behavior as a way to maximize your discussions prompts.
program’s potential. Sarah Lynn, Harvard Bridge Program, USA
Britt Johnson, University of Oregon, USA
Lara Ravitch, University of Oregon, USA Friday, 11:30 am–12:15 pm
WSCC, 303
Friday, 11:30 am–12:15 pm Teacher Quality Circle: Collaboration
WSCC, 203 for Enhanced Teaching Practice
Process Writing Practice for the Digital Era Content Area: Teacher Education
Content Area: Elementary School/Primary Education Teacher collaboration plays a very significant role in the success of
Benchmark Writer’s Universe is an all-digital product that takes any teaching-learning endeavor. This presentation describes the tasks
students through each step of the writing process and provides undertaken by eight teachers during their “Teacher Quality Circle”
teachers control to lock and unlock steps along the way. Each project sessions. The presenter focuses on the peer observation they have
begins with genre instruction using videos, a short, rigorous mentor conducted and its effects in their teaching-learning process.
text, and activities to confirm understanding of genre features. Maribel Cafe, President Sergio Osmeña High School, Philippines
Friday, 11:30 am–12:15 pm WSCC, 214
WSCC, 304 Teaching for Tolerance Through World Religions
Reappraising the Use of Learners’ L1 in ELT Content Area: Social Responsibility/Sociopolitical Concerns
Content Area: Teaching Methodology and Strategy In a world of conflict, prejudice, and stereotypes, teaching for tolerance
With growing recognition of the role played by learners’ L1s in learning is a vital educational goal that language teachers should strive for.
an additional language, this session draws on insights from recent This session introduces a content-based unit on world religions that
literature and the presenter’s own scholarly and professional work promotes language skills, cultural awareness, understanding, and
on learners’ use of their own languages to inform instructors about respect for the diversity of faiths in our global village.
practical ways to incorporate them into teaching. Kip Cates, Tottori University, Japan
Li-Shih Huang, University of Victoria, Canada
FRIDAY, 24 MARCH

WSCC, 613 WSCC, 603
Technology‑Assisted Learning in Action The U.S. Naturalization Test: Teaching Objectives
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Adult Education
This session reviews the specific listening, speaking, reading, and
As we all know, technology has become a common feature in EFL writing skills needed to complete all sections of the new naturalization
learning. In this session, participants look into the benefits of using test developed by the U.S. Citizenship and Immigration Services
new technologies through a demonstration of the ELT Skills platform. Office of Citizenship.
Andreas Tsouchlaris, MM Publications, Greece Domminick McParland, USA

WSCC, 201 WSCC, 605
The Combined Classroom: Strategies for Translanguaging and TESOL:
Addressing Decreased IEP Enrollment Terms, Issues, and Future Directions
Content Area: Intensive English Programs Content Area: Applied Linguistics
With global changes directly impacting international student In recent years, many terms have been introduced to reframe static,
enrollment, multiskill or combined-level classes present a common user-centric perspectives of language. While these concepts have
challenge for IEP instructors and administrators. This practice-oriented enriched understandings of multilingualism, the abundance of terms
presentation outlines best practices and strategies for modifying risks more confusion than clarification. In response, this session
curriculum, classroom activities, and assessments to promote student synthesizes approaches to analyzing language-in-use and considers the
and instructor success in the combined classroom. affordances of flexible approaches to multilingualism.
Anne Kerkian, Brown University, USA Laura Hamman, University of Wisconsin–Madison, USA
Sarah Lopolito, Pinehurst Educational Consultants, USA Giselle Martinez Negrete, University of Wisconsin–Madison, USA

The Effects of Collaborative Dialogue on Using a CEFR‑Linked Test to Strengthen
Development of Pragmatic Competence and Expand Your Program
Content Area: Discourse and Pragmatics Content Area: Assessment/Testing
This research-based session discusses the effects of collaborative Many students want to leave their IEP with a CEFR-aligned credential
dialogue on the development of pragmatic competence of EFL learners. useful for academic and professional purposes. The Michigan English
Forty-five college students participated in the experimental study. Test (MET) provides such certification from A2 to C1. The presenter
Discourse completion task and pragmatic-related episodes were used introduces MET and discusses how it can be used within a multilevel
as units of analysis, and results are shared as evidence of learning. program, benefiting students and program alike.
Donghee Son, Korea Army Academy, Republic of Korea Barbara Dobson, CaMLA, USA

The Emergence of Academic Language When Coteaching Goes Wrong:
Among Advanced Learners Deprofessionalizing the Field of ESL
Content Area: Second Language Writing/Composition Content Area: Mainstream Classrooms
This session addresses the gradual changes of academic language In light of the changing tide of K–12 ESL education moving toward
based on a pilot study of 35 students over a 16-week graduate course. coteaching with mainstream teachers, this session critically examines
Suggestions and practical activities, informed by these findings, are the ESL teacher experience when coteaching is unsuccessful.
demonstrated, including academic discourse techniques and the use of Following the research presentation, join the presenters in an open
corpora and other online tools for text analysis. forum discussion about your experience with coteaching and ESL.
Cheryl Zimmerman, California State University, Fullerton, USA Rebecca Bauer, University of Minnesota, USA
FRIDAY, 24 MARCH
Jun Li, California State University, Fullerton, USA Michelle Benegas, Hamline University, USA
Roundtable
Discussion
WSCC, 602 Sheraton, Madrona
WIOA 101: An Overview of Tackling the Text: Promoting Reading
Opportunities for Adult ELLs Engagement for Newcomers
Content Area: Advocacy Content Area: Reading and Literacy
The Workforce Opportunity and Innovation Act (WIOA) affords millions This workshop looks at how educators can motivate newcomer
of adult ELLs the opportunity to improve their English and grow their students to interact with printed texts by promoting reading
skill-sets. Learn about Title II of WIOA and how it impacts adult ELLs engagement. Participants identify themes in immigration literature
across the United States. relevant to newcomer experiences, and leave the workshop with
David Cutler, TESOL International Association, USA an extensive bibliography and activity ideas for transforming their
newcomers into engaged readers.
Friday, 11:30 am–1:15 pm Amanda Swearingen, University of Texas at San Antonio, USA
TCC, Tahoma 5
Empowering Teachers and Students Through Friday, 1:00 pm–1:45 pm
Critical Culturally Responsive Teaching WSCC, 204
Content Area: Social Responsibility/Sociopolitical Concerns A Billion Hellos: How VIPKID Is
Critical culturally responsive teaching (CCRT) can empower teachers Transforming the ESL Landscape
and students to engage in dialogues that reveal their unexamined Content Area: Bilingual Education
cultural positioning and lead to the transformation of that positioning Since its founding in 2013, VIPKID has exploded onto the global ESL
toward a more global and socially responsible stance. Participants scene, becoming the world’s fastest growing online learning platform
learn about CCRT and how to apply it in the ESL classroom. and the first to connect Chinese students with highly qualified ESL
Hemamalini Ramachandran, INTO University of South Florida, USA teachers for one-on-one instruction. Learn about its mission, vision,
Kakhramon Gafurov, University of South Florida, USA and innovative approach to online ESL instruction.
Nick Compton, VIPKID, China (People’s Republic)
Friday, 11:30 am–1:15 pm Beleza Chan, VIPKID, China (People’s Republic)
WSCC, 213 Cathy Hayes, USA
Lessons Learned From Developing a Language MOOC
Content Area: CALL/Computer-Assisted Language Learning/ Friday, 1:00 pm–1:45 pm
Technology in Education Sheraton, Aspen
Panelists from an IEP and an online learning team offer unique A Woman’s Place: The Story of Gender
perspectives on their collaboration to develop a five-course MOOC Inequality Through Verse
specialization in business English. What went well? What caused Content Area: Social Responsibility/Sociopolitical Concerns
problems? How does a MOOC platform impact language teaching? This presentation aims to enrich and engage the audience by
Key issues addressed include pedagogy, engagement, assessment, exemplifying the vulnerability of women throughout the developing
platform constraints, benefits, and costs. world and seeks to empower the audience to foster social justice.
Sandi Janusch, University of Washington, USA Through the use of poetry, the presenters demonstrate English
Wendy Asplin, University of Washington, USA language teaching as a powerful tool for communicating social change.
Daphne Mackey, University of Washington, USA Saima Haq, Special Children’s Educational Institute, USA
Eliana Medina, University of Washington, USA
Ryan Adams, University of Washington, USA
Friday, 1:00 pm–1:45 pm
Richard Moore, University of Washington, USA
WSCC, 616
Clearing the FOG: Informed Strategies for
Communicative Grammar Teaching
As the body of research on language acquisition and best practices
continues to grow, the varieties of effective methods for grammar
construction improve. Using new technologies and instructional
FRIDAY, 24 MARCH
strategies, teachers discover a variety of engaging ways to plan with

and utilize grammar texts in class.
Sara Davila, Pearson, USA
Malgorzata Jaros White, Pearson ELT, USA

Friday, 1:00 pm–1:45 pm Friday, 1:00 pm–1:45 pm
Sheraton, Grand Ballroom A TCC, Chelan 4
Deconstructing Sentence Starters in Empowering Teacher Education Across Cultures:
Genre‑Based Elementary Classroom Writing Observation‑Based Training With Ethnographic Video
Content Area: Elementary School/Primary Education Content Area: Teacher Education
Sentence-starters are a common way to teach discourse structures, Classroom observation is essential to teacher development. Authentic
but they can hinder language development when the complexity of the video examples provide valuable resources when live observation
starter does not match an ELL’s language level. Presenters demonstrate opportunities are limited, while reviewing video and transcripts
how to apply insights from SLA and genre analysis toward better facilitates detailed awareness of teaching practices. Teacher trainers
pedagogical grammar. from the USA and Vietnam share materials, activities, and insights
Christine Rosalia, Hunter College–CUNY, USA from video-based observation, with tips for successful workshops.
Anne Ediger, Hunter College–CUNY, USA David Olsher, San Francisco State University, USA
Asma Dorria, Hunter College, USA Joel Swenddal, RMIT University Vietnam, Vietnam
Heather Swenddal, RMIT University Vietnam, Vietnam
Friday, 1:00 pm–1:45 pm Karen Wiederholt, San Francisco State University, USA
TCC, Chelan 5
Designing Contextually‑Relevant Friday, 1:00 pm–1:45 pm
Blended EFL Teacher Development WSCC, 619
Content Area: Personal and Professional Development for Teachers Engaging and Enriching ELLs Through
How can EFL teacher educators design high-quality, contextually Glocalized Partnerships in Higher Education
relevant, blended teacher development? Using a case study in Vietnam, Content Area: Intensive English Programs
EFL teacher educators in this session consider how to design teacher The purpose of this research-oriented presentation is to reveal the
development that is situated in teachers’ contexts, that fosters findings of a glocalized language partner program among first-year
communities of practice, and that nurtures learner autonomy. American students and international students enrolled in an IEP on
Diana Dudzik, Fulbright Scholar, USA a university campus. Attendees take away knowledge regarding the
Vu Ngoc Nguyen, Ho Chi Minh City University of Education, Vietnam positives and negatives of this inclusive program.
Zeynep Harkness, University of North Alabama, USA
Friday, 1:00 pm–1:45 pm Kathleen Richards, University of North Alabama, USA
TCC, Chelan 2
Developing and Running a High‑Quality Friday, 1:00 pm–1:45 pm
TESL/TEFL Certificate Program WSCC, 620
Content Area: Teacher Education Engaging Educators in a Cycle of
TESOL Press recently published standards pointing to best practices Instructional Improvement for ELLs
in TESL/TEFL certificate programs, which some programs struggle Content Area: High School/Secondary Education
to implement. This presentation outlines the development of a Attendees learn how one secondary school has engaged educators
high-quality university-based TESL/TEFL certificate program that is in a cycle of continuous instructional improvement. Findings from
integrated with the university’s IEP, describing the factors universities an in-depth, 3-year study suggest that this cycle begins with and
should consider in launching such programs. is sustained through the school leader’s vision, clear focus on
Celeste Coleman, California State University, San Marcos, USA instruction, organizational structures for professional development, and
Grant Parsons, California State University, San Marcos, USA distributed leadership.
Michaela Colombo, University of Massachusetts Lowell, USA
Friday, 1:00 pm–1:45 pm Laurie Hartwick, Lawrence Public Schools, USA
Sheraton, Issaquah Kinnon Foley, Lawrence Public Schools, USA
Empowering Students With Intercultural Competence
Through Engaging and Enriching Materials
This session presents one CBI program’s process of identifying
FRIDAY, 24 MARCH
and responding to international relations students’ major specific

intercultural competence needs such as reflexivity, interpreting
and relating, and critical cultural awareness through the creation
of engaging and enriching course material. Processes and material
presented can be adapted to other contexts.
Paige Poole, Universidad del Norte, Columbia
Roundtable
Discussion
WSCC, 3A Sheraton Seattle, Ravenna
Engaging University Faculty in Linguistically Maximizing Technology in High‑ and
Responsive Instruction: Challenges and Opportunities Low‑Resource Environments
Content Area: Higher Education Content Area: CALL/Computer-Assisted Language Learning/
It is important for university instructors across the disciplines to know
how to work with the growing number of L2 English users in their Although teachers seem compelled to adopt and use technologies
classes. The study discussed examines the feasibility of linguistically in their classrooms, learning how to use them effectively is much
responsive instructional techniques in university settings and the more elusive, especially in low-resource environments. This dialogue
knowledge base for faculty using those techniques. session discusses the challenges and benefits of using technologies
Colleen Gallagher, University of Dayton, USA in different environments for instruction, learning, and assessment
Jennifer Haan, University of Dayton, USA purposes in new ways.
Randall Davis, University of Utah, USA
WSCC, 602 Friday, 1:00 pm–1:45 pm
Hot Topics and Updates From SEVP Sheraton Seattle, Willow B
Content Area: Advocacy Merging Content and Language
Exploration in an L2 Writing Course
Representatives from the Student Exchange Visitor Program,
U.S. Department of Homeland Security.
Presenters describe an innovative undergraduate writing course
focused on L2 academic literacy development through exploration
Friday, 1:00 pm–1:45 pm of language and academic content related to language variation and
WSCC, 212
world Englishes. Details of the collaborative development process and
Introducing the St. Louis CoTeach the course approach and curriculum are shared.
for ELLs Regional Initiative
Christine Tardy, University of Arizona, USA
Content Area: Mainstream Classrooms Jennifer Slinkard, University of Arizona, USA
Come learn how the practice of coteaching is transforming mainstream Kara Reed, University of Arizona, USA
classrooms for ELLs and improving ELL achievement. Using Honigsfeld
and Dove’s book “Collaboration and Coteaching: Strategies for ELLs” as Friday, 1:00 pm–1:45 pm
a framework, 60 coteaching teams from 28 schools in 7 districts train WSCC, 203
and learn together. Templates and protocols are shared.
MOOCs: How Do We Know If Learners Are Learning?
Debra Cole, Missouri Migrant and English Language Learning Content Area: Distance Learning/Online Learning
Division, USA
Andrea Honigsfeld, Molloy College, USA Massive open online courses (MOOCs) allow us to take language
Cara Russell, Bayless School District, USA instruction to global audiences; however, these online courses also
Andrew Dawson, Affton School Disctrict, USA bring with them unique pedagogical challenges. The presenters
Alla Gonzalez Del Castillo, St. Louis Public Schools, USA outline their research on a series of language learning MOOCs,
Elena Okanovic, St. Louis Public Schools, USA while discussing lessons learned about the most successful types of
Heather Tuckson, St. Louis Public Schools, USA activities and assessments.
Sarah Grosik, University of Pennsylvania, USA
Friday, 1:00 pm–1:45 pm Elizabeth Gillstrom, University of Pennsylvania, USA
WSCC, 201 Michael Sullivan, University of Pennsylvania, USA
Language Learning Outcomes of
an EAP Digital Story Project
Illustrating with an original student example, the presenter discusses
the specific language learning outcomes desired in incorporating a
digital story project within an advanced-level class in an intensive
EAP program. Attendees receive guidance for designing and
FRIDAY, 24 MARCH
assessing such a project.

Laura Thomas, Ohio State University, USA

TCC, Yakima 1 TCC, Tahoma 3
Non‑Chinese English Teachers Working in China: Phonological Processes and Fluency of NNESTs
Beyond Backpacking Content Area: Phonology/Pronunciation
Content Area: English as a Foreign Language Speaking rate and linking are important aspects of sounding
In this dialogue, the presenter and audience—ELT professionals natural and achieving fluency in an L2. The presenters describe a
who have worked in or are interested in working in China—discuss study on phonological processes, such as linking, by eight NNESTs
professional, sociocultural, and ideological issues relevant to the midway through and after a phonology course. Based on findings
continually growing involvement of non-Chinese English language from this study, attendees consider proposed applications to
teachers (particularly at the university level) in China. pronunciation teaching.
Joel Heng Hartse, Simon Fraser University, Canada Suzanne Franks, University of Illinois at Urbana-Champaign, USA
Susan Spezzini, University of Alabama at Birmingham, USA
Friday, 1:00 pm–1:45 pm Josephine Prado, University of Alabama at Birmingham, USA
WSCC, 615
Northeastern University’s Full Circle Friday, 1:00 pm–1:45 pm
Scholarship for Teaching ELLs Overseas TCC, Yakima 2
Content Area: Higher Education Practical Tips for Teaching Math to Adult ELAs
Join Bryan Fouquet from Northeastern University as he discusses the Content Area: Adult Education
Full Circle Scholarship. The scholarship provides people who have Getting adult ELAs ready for college and career requires an increased
taught ELLs overseas with a 25% tuition discount across a wide range focus on basic numeracy skills—which are often lacking in students
of Graduate Programs. Learn about the scholarship requirements as with limited or interrupted education. In this presentation, learn how to
well as some of the qualifying programs. increase your students’ mathematical literacy by employing tricks and
Bryan Fouquet, Northeastern University, USA tools used by trained math instructors.
Rosie Verratti, Howard Community College, USA
Friday, 1:00 pm–1:45 pm Alena Yanushka-Ray, Howard Community College, USA
WSCC, 2A
Online TESOL Methods Coursework: Engaging, Friday, 1:00 pm–1:45 pm
Enriching, Empowering Future ESOL Teachers TCC, Tahoma 4
Content Area: Teacher Education Professional Enrichment Access: Creating a
This presentation reports on the experience of transforming TESOL Magazine for NNESTs Developing Proficiency
methods coursework to a fully online platform. Affordances and Content Area: Nonnative English Speakers in TESOL
challenges of online teacher preparation are discussed. In addition Get an inside look at creating and piloting a magazine for NNESTs who
to sharing learning activities, discussion board posts, and survey are beginning- to intermediate-level speakers of English, featuring
responses, graduate students share their perspectives and reflections World English research, case studies, pedagogical parables, and
on this learning experience. comics. Examine strategies for increasing textual comprehensibility
Karen Gregory, Albany City School District, USA and brainstorm ways to repurpose or contribute to the magazine
Gretchen Oliver, University at Albany–SUNY, USA within your context.
Jennifer Gillette, Albany City School District, USA Elsa LaRandeau, University of Washington, USA
Rebecca McIlvain, Bethlehem Central School District, USA
Friday, 1:00 pm–1:45 pm WSCC, 614
WSCC, 613 Research on L2 Teaching and Learning
Organize and Access English Content Area: Applied Linguistics
Sounds Using Picture Cues
Learn from Eli Hinkel about the new “Handbook of Research in
Content Area: Learning Disabilities/Special Needs Teaching and Learning English (Volume III)”—a comprehensive,
Learn phonics and its application to ESL instruction. Discover state-of-the-art overview of current research on social contexts of
spelling patterns and the repertoire of spelling for each vowel sound. L2 teaching and learning, curriculum and instruction, development
FRIDAY, 24 MARCH
Participate in a pre/postassessment to use in your classroom. Witness of essential L2 processes and skills, international communication,
the power of a picture as a cueing device to connect letters and sounds globalization, and L2 testing and assessment.
for decoding, encoding, and pronunciation. Eli Hinkel, Seattle Pacific University, USA
Phyllis Herzog, PhonicsQ, USA
Roundtable
Discussion
WSCC, 304 WSCC, 605
Small Group Activities to Assess Email The Transmedia Movement in ESL
Pragmatic Understanding and Competence Content Area: CALL/Computer-Assisted Language Learning/
Content Area: Assessment/Testing Technology in Education
Based on research conducted in an academic ESL course, the Transmedia is the technique of telling a single story or experience
presenters demonstrate how teachers can use small group activities across multiple platforms and formats using current digital
to informally assess students’ email pragmatic competence, learn technologies. By discussing trends in the field, the presenters
students’ attitudes toward following American email norms, and train demonstrate the opportunities transmedia brings to ESL instruction for
students to assess their own email-based interactions. publishers, authors, and instructors.
Iftikhar Haider, University of Illinois at Urbana Champaign, USA Shane Dixon, Arizona State University, USA
Justin Shewell, Arizona State University, USA
WSCC, 307-308 Friday, 1:00 pm–1:45 pm
Taking the Boredom Out of Repeated Sheraton, Juniper
Input, Again and Again Translanguaging Libraries: Extensive
Content Area: Higher Education Reading Spaces for Emergent Bilinguals
After discussing the benefits of repeated listenings, the presenters
talk about incorporating strategies in the classroom to make multiple How can a classroom library space maximize extensive reading
listenings more enjoyable. Attendees also learn how to integrate for both literary enjoyment and language proficiency gains? This
listening material into other courses and to give more empowering session addresses this question by sharing library organization and
assistance for students to practice listening on their own. display practices for emergent bilinguals in K–12 and adult contexts.
Brianna Johnson, Purdue University Northwest, USA Participants leave equipped to enact dynamic bilingualism in
Sara Sulko, University of Missouri, USA classroom reading spaces.
Becky Gould, Teachers College, Columbia University, USA
TED Talks: Powerful Communication TCC, Skagit 2
Through Learning English Writing Resources Deployed by Multilingual
Content Area: English as a Foreign Language International Students in the Discipline
Have your students ever struggled to say something in English like they Content Area: Higher Education
would say it in their native language? Teaching the English of thoughts, The presenter shares the outcomes of investigating diverse writing
feelings, ideas, and even humor is challenging. TED speakers provide resources deployed by multilingual international undergraduates in the
learners with dynamic examples of powerful communication that business school of a public U.S. university. Accordingly, the presenter
empower learners to speak English with personality. demonstrates that professors and instructors at different education
Lewis Lansford, National Geographic Learning, United Kingdom levels should encourage both international and native students to value
(Great Britain) and use diverse writing resources.
Caitlin Thomas, National Geographic Learning, USA Xiaoqiong You, University of New Hampshire, USA

WSCC, 214 WSCC, 604
The Language Helper as Intercultural Online Language Teacher Education:
Mediator in a Chinese Hospital Participants’ Perceptions and Experiences
Content Area: Intercultural Communication Content Area: Distance Learning/Online Learning
The case study discussed investigated the adaptation experience of a Online delivery of language teacher education (OLTE) ranges from
Chinese-English bilingual language helper in assisting a foreign patient some online support for face-to-face classes to totally online courses.
in a Chinese hospital. Drawing on the findings, the presenters provide The presenters share findings from questionnaires received from 443
FRIDAY, 24 MARCH
suggestions for language teachers and trainers who aim to help their OLTE teacher educators and their students: why they chose OLTE,
students develop into competent intercultural mediators. the configurations of OLTE, and their preferences for different tools
Meng-Ying Lee, Peking University, China (People’s Republic) and configurations.
Xuan Zheng, Peking University, China (People’s Republic) MaryAnn Christison, University of Utah, USA
Denise Murray, Macquarie University, USA

WSCC, 3B WSCC, 618
Academic Theory and Classroom Materials: Culture and Context Matter:
What’s the Connection? Intercultural Education for the EFL Classroom
Content Area: Materials Writers, Curriculum/Materials Development Content Area: Intercultural Communication
What role does pedagogical theory play in ELT publishing? How do This session explores the following topics around ICC in EFL contexts:
teachers and material writers balance methodology and experience a) conceptualization of ICC in Ecuador, b) ICC education in Hungary,
in creating materials? What does theory recommend for ELT c) U.S. State Department global teacher training, d) ICC with ELLs
materials? Experienced authors, teachers, and publishers share their in Japan, e) TEFL through local folk tales in Mozambique, and f) ICC
perspectives on the relationship between academic research and communication courses in China.
teaching materials. Carlos H. Chancay Cedeño, TESOL, Spain
Walton Burns, Independent, USA Andy Halvorsen, University of Oregon, USA
Eric Roth, University of Southern California, USA Kristin Hiller, New York University Shanghai, China (People’s Republic)
Kelly Sippell, University of Michigan Press, USA Lisa Horvath, Örömhír Általános Iskola, Hungary
Sharon Sargent, Oxford University Press, USA Helen Shaw, USA
Joan Kang Shin, George Mason University, USA
TCC, Tahoma 1 Friday, 1:00 pm–2:45 pm
Children’s Play Culture to Engage Primary WSCC, 303
Students in Classroom Activities Engaging in Reading to Empower
Content Area: English as a Foreign Language Writers and Enrich Content
English-speaking children learn by playing games: chants, finger plays, Content Area: Intensive English Programs
hand-clapping, and even flashcards. Why not use those as teaching Each IEP approaches the reading/writing classroom slightly differently.
tools in the classroom? Taking advantage of play culture helps students The panel presents and contrasts their practical instructional strategies
become aware of the language being taught and provides teachers for the integration of reading and writing. Presentations highlight
with great sources of activities to enhance students’ performance. methods to transition from active reading to effective writing, leading
Lizbeth Alvarez, Peru TESOL, Peru to the creation of critical thinkers and independent writers.
Liza Armstrong, University of Missouri, USA
Friday, 1:00 pm–2:45 pm Natalya Watson, North Eastern University, USA
WSCC, 310
Lynn Savage, City College of San Francisco, USA
Jennifer Mott-Smith, Townson University, USA
Content 2.0: Reimagining the Role Paula Snyder, University of Missouri, USA
of Content in L2 Writing Sylvia Ramirez, MiraCosta College, USA
This panel of scholar-practitioners explores how content-driven L2 Friday, 1:00 pm–2:45 pm
writing instruction can benefit our students, our institutions, and WSCC, 617
ourselves as TESOL professionals. The presenters share research
Enrich, Engage, Empower Using YouTube
findings and course models that engage content in innovative
ways, contributing to wider institutional goals and challenging the
disciplinary “division of labor.” This panel shares tips, activities, and strategies for incorporating
YouTube videos into language learning and practice. VDMIS presenters
Shawna Shapiro, Middlebury College, USA
address the educational impact of YouTube videos in key areas:
Megan Siczek, George Washington University, USA
Jane Dunphy, Massachusetts Institute of Technology, USA how videos enrich the classroom, how creating videos empowers
James Wright, Transylvania University, USA students, and how YouTube tools engage the audience. Viewing
Julie Scales, University of Washington, Washington, USA strategies are discussed.
Scott Duarte, University of Delaware, USA
Kenneth Chyi, Fu Jen Catholic University, Taiwan (Republic of China)
Elke Stappert, New York Public Library, USA
Jennifer Lebedev, Independent, USA
FRIDAY, 24 MARCH
Roundtable
Discussion
Enriching TESOL Practica With How the Most Productive TESOLers Fit It All In
Alternatives to “Counting Hours” Content Area: Adult Education
Content Area: Teacher Education Ever feel like you’re not getting enough done? If so, you’re probably
To date, most practica descriptions and standards utilize “hours in the right. Research shows that people are only productive 3 days a week.
classroom” as the means of quantifying teaching experiences. Given In this session, we share results of a research project investigating
the increase in online language teaching, hours may not be the best, or how the most productive TESOLers “fit it all in” and attain the ever-
only, way to quantify practica. This workshop explores alternatives to elusive work-life balance.
hours along with possible standards for assessment. Phil Quirke, Higher Colleges of Technology, United Arab Emirates
Carolyn Kristjiansson, Trinity Western University, Canada Christel Broady, Georgetown College, USA
Jan Edwards Dormer, Messiah College, USA Neil J Anderson, Brigham Young University–Hawaii, USA
Reza Mazloom-Farzaghy, TESL Ontario, Canada Christine Coombe, Dubai Men’s College, United Arab Emirates
Rosario Giraldez, Alianza Cultural Uruguay Estados Unidos, Uruguay Georgios Vlasios Kormpas, TESOL Greece, Saudi Arabia
Sufian Abu-Rmaileh, United Arab Emirates University, United
Friday, 1:00 pm–2:45 pm Arab Emirates
Sheraton, Metropolitan B Mouhammad Mouhanna, United Arab Emirates University, United
Arab Emirates
Fear Not the Virtual Classroom: Connie Mitchell, Prince Sultan University, Saudi Arabia
Student Engagement in Online Learning Naziha Ali, Emirates Aviation College, United Arab Emirates
Content Area: CALL/Computer-Assisted Language Learning/ Mohamed Azaza, Adnoc Technical Institute, United Arab Emirates
Gain practical ideas for keeping students engaged, verifying the Friday, 1:00 pm–2:45 pm
authenticity of their work, and establishing effective learning WSCC, 211
environments online. Design interactive activities that stress student
Oral Communication in Higher Education Contexts:
collaboration, lessen instructor workload, and harness online resources
Closing the Gap
and information as tools for self-assessment rather than for plagiarism.
Bring your laptops—and your questions.
Gena Bennett, Independent, USA Although our profession usually focuses on developing the language
Meredith Bricker, Independent, USA proficiency of nonnative English speakers, responsibility for successful
Maggie Sokolik, UC Berkeley, USA oral communication is shared by all interlocutors. In this session,
David Wiese, UC Berkeley, USA panelists discuss experiences with communication in higher education
contexts and explore options for helping native speakers improve their
speaking and listening skills.
WSCC, 205 Stephanie Lindemann, Georgia State University, USA
Okim Kang, Northern Arizona University, USA
Generation 1.5 Students in Community College:
Bedrettin Yazan, University of Alabama, USA
Solving the Enigma
Marino Fernandes, University of New Hampshire, New Hampshire, USA
Content Area: Community College and Technical Education Roxanna Senyshyn, Pennsylvania State University, USA
This panel discusses the unique needs of generation 1.5 students Nicholas Subtirelu, Georgetown University, USA
and the challenges they present in the traditional ESL classroom.
Presenters share existing research, provide the results of a program
developed at their institution, and offer suggestions for effective
practices working with this population.
William Jiang, Bergen Community College, USA
Heidi Lieb, Bergen Community College, USA
Maria Kasparova, Bergen Community College, USA
Carol Miele, Bergen Community College, USA
Leah Carmona, Bergen Community College, New Jersey, USA
Olga Weston, Bergen Community College, USA
Marilyn Pongracz, Bergen Community College, USA
FRIDAY, 24 MARCH

Sheraton, Grand Ballroom D WSCC, 616
Retirement With TESOL 2.0: Engaging, “Need to Know”: Knowledge Generations
Enriching, Empowering Ourselves and Others in English Language Teaching
Content Area: Personal and Professional Development for Teachers Content Area: Teacher Education
Are you nearly or newly retired? TESOLers’ experience and knowledge Definitions of what ELT teachers “need to know” are in flux, and have
gained over a career can help the next generations. After retirement, been since the 1960s. These views matter in defining professionalism,
you can continue your professional involvement and make a significant teacher qualifications, and educating teachers. This session traces
difference in teaching and learning for ELLs and others. Panelists and shifts in defining teaching knowledge and outlines a framework
participants share experiences and suggestions. that spans disciplinary knowledge, knowledge of pedagogy, and
Leslie Barratt, Rajabhat Roi Et University, Thailand knowledge-for-teaching.
Zakia Sarwar, SPELT, Pakistan Donald Freeman, University of Michigan, USA
Betty Ansin Smallwood, Succeeding With English Language
Learners, USA Friday, 2:00 pm–2:45 pm
Beth Witt, Chinle Unified School District, USA WSCC, 210
A Spoonful of Pronunciation Helps
Friday, 1:00 pm–2:45 pm the Listening Go Down
WSCC, 603
Teach, Observe, Reflect: Peer Observation
Researchers of second language listening contend that the
for Professional Growth
development of bottom-up strategies benefits all L2 listeners.
These essential receptive skills have a productive counterpart in
This workshop addresses the challenges and celebrations involved in the pronunciation class. In this presentation, the speakers discuss
teaching. Improvement in the field of teaching, many times, requires a research project that examined the connection between explicit
practical insights and reflection. Peer observation through “Teach, pronunciation instruction and improved listening comprehension.
Observe, Reflect” does just that and avoids the threat of hierarchy. A Brad Knieriem, Howard Community College, USA
practical and innovative modality of peer observation. Shantaya Rao, Howard Community College, USA
Robert Valcin, ICDA, Dominican Republic
Deyvis Sanchez, Instituto Cultural Dominico-Americano,
Dominican Republic
WSCC, 204
Building a Competency‑Aligned Vocabulary
Friday, 1:00 pm–2:45 pm Toolkit for Academic Writing Tasks
WSCC, 610
TESOL 2.0: Empowering Teacher Educators
ELLs lack the language tools for formal tasks such as comparing and
to Teach Online TESOL Courses
arguing. Explore high-utility vocabulary categories and word lists
for Grades 3–12 writing achievement. Analyze lesson exemplars
Online courses have become extremely popular as the need for and instructional routine guidelines to deliver interactive vocabulary
qualified teachers of ELLs grows. This trend tasks teacher educators instruction that equips students with the confidence to deploy high-
with shifting teaching about second language pedagogy online. This leverage words when constructing responses.
hands-on workshop provides teacher educators with strategies for Kate Kinsella, San Francisco State University, USA
transforming preexisting face-to-face courses into online environments,
while still providing high-quality, engaging instruction.
Natasha Heny, University of Virginia, USA
WSCC, 203
Elena Andrei, Cleveland State University, USA
April Salerno, University of Virginia, USA Course Design 2.0: Moving English Learning Online
In teaching ESL online, instructors must translate content, activities,
and assessments into an electronic format. The presenters, who
design and teach blended and fully online courses, provide guidelines
FRIDAY, 24 MARCH
for course design specifically for ELLs. Participants identify pitfalls

in design and delivery and correct them so students learn English,
not frustration.
Mary Peacock, Richland College, USA
Sarah Barnhardt, Community College of Baltimore County, USA
Roundtable
Discussion
Sheraton, Madrona Sheraton, Aspen
Discovering America: Engaging Adult ELLs ESOL Teachers’ Experiences in
Through Cultural and Historic Simulations Their Role as Advocate
Content Area: Refugee Concerns Content Area: Advocacy
This presentation explores using simulation to make U.S. history come This session highlights the results of a study of Southeastern ESL
alive for multilevel adult ELLs including refugees and SLIFE. Through teachers regarding their experiences advocating for ELLs. Survey
simulation games, students build language, higher order thinking, and and interview protocol data have been collected and analyzed to
teamworking skills across multiple disciplines. Participants experience form a picture of what this role means to ESL teachers and their
a simulation and learn to effectively scaffold and execute simulations experiences in this role.
in the classroom. Jamie Harrison, Auburn University, USA
Christina Fabiano, Boston University, USA
Friday, 2:00 pm–2:45 pm WSCC, 304
WSCC, 212 Feedback on L2 Writing: Teachers’ Beliefs
Empowering and Enriching: Examining Images and Practices Across Contexts
of Immigrants in Picture Books Content Area: Applied Linguistics
Content Area: Advocacy This presentation reports on a study examining ELT teachers’ beliefs
This session critically examines the images of contemporary immigrant and practices about writing feedback across three language teaching
experiences in multicultural picture books. The analysis reveals contexts: pre-university EAP, undergraduate credit ESL, and newcomer
the representational codes that subtly deliver stereotypes about settlement programs. The presenters draw on interviews and
immigrants. Attendees learn to scrutinize these embedded codes, classroom observations with 12 teachers to examine how contextual
empower immigrant children’s construction of self, and enrich their factors shape beliefs and practices concerning feedback.
teaching on diversity. Antonella Valeo, York University, Canada
Hsiao-Chin Kuo, Western Michigan University, USA Khaled Barkaoui, York University, Canada
Yin Lam Lee-Johnson, Webster University, USA
Friday, 2:00 pm–2:45 pm TCC, Tahoma 4
Sheraton, Juniper From Awareness to Accuracy:
Engaging Families in Bilingual Literacy Projects Project‑Based Pronunciation Practice
Using Culturally Relevant Literature Content Area: Listening, Speaking/Speech
Content Area: Bilingual Education The focus on fluency in many oral communication classes means that
This session explores methods for engaging bilingual families in students often have little time to strategically practice their accuracy.
developing students’ oral and written language skills at home through This session offers concrete and engaging projects to build language
reading and responding to culturally relevant children’s literature awareness and spoken accuracy. Participants leave with guidelines,
in English and Spanish. Specific text set titles and strategies for rubrics, and ideas for extension and adaptation.
connecting and affirming families’ funds of knowledge are shared. Jennifer Grode, University of Southern California, USA
Amie Sarker, University of Dallas, USA Michael Garnett, University of Southern California, USA

WSCC, 619 WSCC, 214
Enriching Language Retention From the Outside In: Empowering
Through Narrative Memory Learner‑Centered Education in East Africa
Content Area: Intensive English Programs Content Area: Intercultural Communication
In this session, the power of narrative memory is explored. Research The cross-cultural nature of TESOL calls upon us to reexamine the
findings supporting the use of narrative presentations to enhance emphasis on learner-centered pedagogy. What happens when these
learning are presented. Specific techniques to boost language retention methods interact with the realities of classrooms in the developing
FRIDAY, 24 MARCH
through narrative stories are modeled, and techniques to better present world? How can teachers and teacher trainers from outside these
new material using narrative strategies are presented. contexts support the development of culturally responsive pedagogies?
Matt Kaeiser, University of Miami, USA Renee Lynch, Bellevue College, USA
Hannah Murphy, The Clear Spring School, USA

Sheraton Seattle, Willow B TCC, Skagit 2
Improved EAP Writing in the Middle East: Screencasting: Empowering Teachers and Engaging
Developing Core Standards Students Through Better Writing Feedback
Content Area: Second Language Writing/Composition Content Area: Second Language Writing/Composition
Academic writing is perceived as a difficult skill among Arabic L1 Giving succinct, clear feedback on student essays is challenging
undergraduate English-medium university program students whose for most instructors. Cryptic notes scrawled in margins may
understanding of written academic English’s textual features and overwhelm and confuse ELLS. Individual conferences are beneficial
associated writing processes suffers from a severely limited strategy but time-consuming. This presentation provides an alternative
repertoire. The study discussed suggests developing core writing that makes both giving and receiving feedback more enjoyable,
standards for improved EAP writing among Arab learners. meaningful, and effective.
Manisha Sinha, Sohar University, Oman Natalie Twelkemeier, University of Alabama at Birmingham, USA
Yogesh Sinha, Sohar University, Oman Anna Skees, University of Alabama at Birmingham, USA

TCC, Chelan 4 TCC, Chelan 2
Multisensory Approaches to Instruction of SLA Theories and TESOL Master’s Students Needs
EFL Learners With Learning Differences Content Area: Teacher Education
Content Area: Learning Disabilities/Special Needs The qualitative study discussed examines the gap between SLA
This presentation addresses challenges that students with specific theories and teaching practices and how it is perceived by 89 TESOL
learning differences may endure in the EFL classroom. The presenters general and TESOL K–12 MA students at a research institution. It also
identify ways to support students with dyslexia, dyspraxia, dyscalculia, provides insights on how teacher education programs can address this
specific language impairment, Aspergers, and attention-deficit/ gap and suggests directions for future SLA research.
hyperactivity disorder by implementing a multisensory approach to ELT. Hoa Nguyen, Teachers College, Columbia University, USA
Rosa David, Department of State, Mexico
Kimberley Brown, Portland State University, USA Friday, 2:00 pm–2:45 pm
Brenda Bernaldez, U.S. Department of State, Office of English Language WSCC, 612
Programs, Mexico
Teach Abroad With the English
Language Fellow Program
Friday, 2:00 pm–2:45 pm Content Area: Personal and Professional Development for Teachers
Sheraton, Ballard
Learn how you can enhance English language teaching capacity
Professional Development on a Shoestring
abroad through 10-month paid teaching fellowships designed by
Content Area: Teacher Education U.S. Embassies for experienced U.S. TESOL professionals. As an
Community-based adult ESL programs often have limited funds English Language Fellow, you can teach English, conduct teacher
available for training their volunteer teachers. This session presents training, develop resources, and more. Join us to hear from program
three low-cost professional development activities that were staff and alumni.
implemented with volunteer teachers in an adult literacy program: Danielle Yates, U.S. Department of State, Office of English Language
Teacher Share events, a Reading Circle, and an online portal. Programs, USA
Nikki Ashcraft, University of Missouri, USA Jenny Hodgson, U.S. Department of State, Office of English Language
Programs, USA
Put Teachers in Charge of Self‑Videotaping WSCC, 213
and Peer Observation Teacher‑Generated Materials:
Content Area: Program Administration The Oil and Gas ESP Context
Want to get self-videotaping and peer observation running successfully Content Area: English for Specific Purposes
at your school? Avoid the pitfalls and maximize the benefits by making This session details the collaborative process adopted by a team
FRIDAY, 24 MARCH
sure these initiatives are not top-down but rather are designed—by of ESP teachers to create an in-house course targeting the needs
the teachers who will use them—to be worth their time and to of technicians working in the oil and gas industry. It also invites
serve them well. reflection on the designed study units and how they respond to
Laurel Pollard, Consultant, USA organizational demands.
Amjad Taha, ADNOC Technical Institute, United Arab Emirates
Fathi Benmohamed, ADNOC Technical Institute, United Arab Emirates
Roundtable
Discussion
TCC, Tahoma 3 TCC, Yakima 2
Teaching Pronunciation in the Real World: Enriching Intercultural Awareness in EFL Contexts
Focus on Whole Courses Content Area: Intercultural Communication
Content Area: Phonology/Pronunciation In this forum, panelists from Venezuela and Colombia offer suggested
This session depicts 10 contemporary pronunciation specialists’ ways activities and online resources that help harmonize English and
of teaching whole pronunciation–centered courses in the real world. the cultures of the English speaking world with students’ own
The presenter applies a unifying, analytic lens to discuss and compare heritage and background. Presenters describe their contexts and
the separate courses these specialists teach. Attendees learn how 10 discuss how to engage EFL teachers and learners in developing
specialists offer pronunciation-centered ESL, EFL, and ELF courses. intercultural awareness.
John Murphy, Georgia State University, USA Evelyn Urbina, Universidad de Los Andes, Venezuela
Mauricio Arango, Universidad de Antioquia, Colombia
Friday, 2:00 pm–2:45 pm Julio Palma, Universidad del Zulia, Venezuela
WSCC, 605 Yesenia Bonilla, Gastonia School District, USA
Transcription: Engaging Learners at the
Intersection of Listening and Reading Friday, 2:00 pm–3:45 pm
Content Area: Teaching Methodology and Strategy TCC, Yakima 1
This presentation introduces an overlooked methodology for teaching New Perspectives in Content‑Based Instruction
language in a holistic manner: transcription. Converting an aural text Content Area: Content-Based and CLIL/Content and Language
Integrated Learning
to a graphic text with precision involves much more than ‘writing down
what you hear.’ Participants learn proven strategies and methods to CBI is a widespread approach to teaching second/foreign languages
enrich intermediate/advanced English instruction and improve learners’ across age and educational levels. Presenters focus on five key areas:
listening comprehension. background of CBI models and current classification, theoretical
Bogdan Sagatov, U.S. Department of Defense, USA support and current research, curricular issues, designing lessons
Susan Sagatov, U.S. Department of Defense, USA integrating language and content objectives, and challenges in course
development and implementation.
Friday, 2:00 pm–2:45 pm William Grabe, Northern Arizona University, USA
WSCC, 3A
Donna Brinton, Independent, USA
Anne Ediger, Hunter College–CUNY, USA
Understanding Perceptions of Revenue‑Generating Lynn Goldstein, The Middlebury Institute of International Studies at
ESL Programs: A Case Study Monterey, USA
Content Area: Program Administration Fredricka Stoller, Northern Arizona University, USA
The qualitative case study discussed provides valuable insights into the Ann Snow, California State University, Los Angeles, USA
specific professional difficulties faced by ESL program directors at one
postsecondary institution in Canada. This study advances the dialogue Friday, 2:00 pm–3:45 pm
around the unique position of TESOL program directors and the WSCC, 620
challenges they face around program legitimacy and marginalization. Race Matters: Start Where You
Sarah Eaton, University of Calgary, Canada Are, but Don’t Stay There
Friday, 2:00 pm–3:45 pm This Zambian proverb popularized by Charles Hancock provides hope
TCC, Tahoma 5 for first-generation young scholars from nontraditional and historically
Engaging and Empowering Program Administrators: excluded communities. Through poetry, music, and personal stories,
An Interactive Workshop former students and colleagues reflect on mentoring and the difference
Content Area: Program Administration one professor can make in the lives of students of color.
Are you new to program administration or interested in connecting Shelley Wong, George Mason University, USA
with other program administrators? During this interactive workshop, Yuh-Yun Yen, National Chiayi University, Taiwan (Republic of China)
university program administrators share resources and experiences Marjorie Haley, George Mason University, USA
and facilitate small group discussions about program design, testing, Theresa Austin, University of Massachusetts Amherst, USA
FRIDAY, 24 MARCH
recruiting, budgets, personnel, leadership, and more. Participants

identify resources and network with administrators.
Rhonda Petree, University of Wisconsin–River Falls, USA
Ginny Bondeson, University of Wisconsin–Stevens Point, USA
Catherine Lee, University of Wisconsin–Eau Claire, USA

WSCC, 602 Sheraton, Aspen
Serving ELLs Under ESSA: Teaching Empathy in the IEP Classroom
What’s Changed and What’s New Content Area: Content-Based and CLIL/Content and Language
Content Area: Advocacy Integrated Learning
This presentation provides a detailed description of the requirements This presentation describes an approach to teaching empathy in an
in state plans for ELLs under the Every Student Succeeds Act (ESSA). It IEP course designed to stimulate and engage students of different
also provides some specific examples of how these requirements are study areas. The course employs direct discussion, vivid imagery, and
being addressed by states. first-hand vignettes as techniques to develop students’ empathetic
Kimberly Miller, Oregon Department of Education, USA responses to the effects corporations have on societies and
David Holbrook, TransACT Communications, LLC, USA the environment.
Joseph Serrani, Mahidol University International College, Thailand
Friday, 2:00 pm–3:45 pm Alexander Nanni, Mahidol University International College, Thailand
WSCC, 2A
Using Case Studies to Engage, Enrich, Friday, 3:00 pm–3:45 pm
and Empower Students Sheraton, Metropolitan A
Content Area: Intensive English Programs 5 Steps to Effective Source Integration
Case studies are an engaging way to integrate critical reading, Content Area: High School/Secondary Education
thinking, and writing skills into the ESL classroom. They enrich courses This practice-oriented session focuses on five steps, scaffolded to
and empower students through the use of authentic, register-specific insure student success in integrating sources into their texts: analyzing
texts. Participants take away a variety of strategies and activities to a prompt or task, selecting relevant sources, identifying sections of
implement in their EAP courses. sources for integration, defending selections made, and employing
Caitlin Hamstra, Central Michigan University, USA chosen sections to make an argument.
Natalie Moten, Anchorage Schools, USA
Beyond Word Lists: Approaching Verbal TCC, Tahoma 4
Complements Lexicogrammatically and Cognitively A Corpus‑Based Comparison Between
Content Area: Grammar Two Lists of Academic English Words
Gerund and infinitive verbal complements are often taught back-to- Content Area: Vocabulary/Lexicon
back via the use of memorization and word lists. This presentation The study discussed compares Coxhead’s Academic Word List and
suggests varying lesson placement, approaching the subject from a Gardner and Davies’ Academic Vocabulary List in an independently-
position of conceptualization of components drawn from Conti’s rule, developed 72-million-token university academic corpus to reveal
and incorporating corpus data in classroom materials to improve which list is more suitable for academic vocabulary education across
salience thereof. different academic disciplines to improve the effectiveness of
Miranda Hartley, University of Alabama, USA English‑medium instruction.
Huamin Qi, Western University, Canada
TCC, Chelan 4
Empowering Student Voice Through Video Blogging
EFL students can find it difficult to practice speaking outside of class
in a country where English is not widely spoken. Video blogging can
help solve this problem by letting students feel empowered to share
their ideas with a supportive community while also allowing them to
practice speaking.
Karissa Weeden, Tokyo International University, Japan
FRIDAY, 24 MARCH
Roundtable
Discussion
Advanced ELLs and Hybridity: Developing Identity in Oral Academic
A Viable Combination Discourses in an EFL Context
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Listening, Speaking/Speech
The study discussed explored how EFL undergraduates developed
The need to matriculate into college courses is urgent for advanced identity in oral academic discourses (e.g., discussions) in an EAP
ELLs, so an ESL program initiated hybrid reading/writing courses course. The findings from quantitative and qualitative data sources
for these independent, tech-savvy learners. After 10 years, data show an increased level of participation and evidence for construction
prove that hybridity promotes learner autonomy and engagement. of identity in academic community. The presenter also discusses
Presenters outline course components and discuss faculty and implications for course design.
administrative issues. Sabina Ho-yan Mak, Centennial College, Hong Kong
Linda Fellag, Community College of Philadelphia, USA
Lyn Buchheit, Community College of Philadelphia, USA
Girija Nagaswami, Community College of Philadelphia, USA
WSCC, 603
Marianne Mielke, Community College of Philadelphia, USA
Christine Corrigan, Community College of Philadelphia, USA Differentiated Instruction for Teachers:
Exploring a Generational‑Friendly Approach
Do teachers express identifiable needs or preferences in connection
with coaching and professional development? If so, do these
Bridging Language Testing and
requirements match collective social traits? This presentation explores
Assessment in the Classroom
research on the sociological theory of generations and analyses the
Liying Cheng, Queen’s University, Canada
validity of implementing a generational-friendly approach in search of
professional betterment.
Friday, 3:00 pm–3:45 pm Silvia Breiburd, Independent, Argentina
WSCC, 213
Building Empowering Multilingual Learning
Communities in Icelandic Schools
WSCC, 604
Early Childhood Education Policy Update
This session looks at how schools at all educational levels in Iceland Content Area: Advocacy
are responding to the linguistic and cultural diversification of their
In response to the growing number of young English learners, the
student populations with the goal of building empowering multilingual
early childhood education (ECE) landscape continues to evolve across
learning communities. Successes and challenges from the perspectives
the United States. During this session, learn about the current shifts
of principals, teachers, students, and parents are discussed.
in national policies and priorities relating to ECE, early intervention,
Samúel Lefever, University of Iceland, Iceland teacher preparation and more.
David Cutler, TESOL International Association, USA
Friday, 3:00 pm–3:45 pm John Segota, TESOL International Association, USA
TCC, Chelan 2
Designing Teacher Education Materials Friday, 3:00 pm–3:45 pm
That Empower Teacher Learning TCC, Chelan 5
Empowering EFL Ecuadorian University
The principles for the design of materials for the teacher education Students Through Choice of Texts
classroom have not received much attention in our field. The Content Area: Content-Based and CLIL/Content and Language
presenters share materials and tasks they have designed specifically Integrated Learning
to meet the needs of teacher learners both at the undergraduate EFL teachers worldwide feel puzzled not knowing what to do when
and graduate level. they face uninterested, unmotivated university students whose
Gabriel Diaz Maggioli, National Teacher Education College, Uruguay expectations toward learning English have almost faded away.
Lesley Painter-Farrell, New School, USA This session proposes a method to empower students by allowing
FRIDAY, 24 MARCH
them to choose all text materials they want to cover during a

university semester.
Walter Bernal, Universidad de Cuenca, Ecuador

WSCC, 212 WSCC, 619
Engaging and Empowering Faculty Fostering Effective Participation in L1 Discourse
in Times of Change Communities Through Formulaic Sequences
Content Area: Program Administration Content Area: Vocabulary/Lexicon
To remain significant, IEPs must respond to current developments in While vocabulary lists contribute substantially to lexical knowledge,
the field: enrollment fluctuations, shifts in student demographics, and discourse-level proficiency remains a challenge. The Academic
policy changes. To implement change successfully requires strategies Formulas List and Phrasal Expressions List, sets of formulaic
that engage and empower faculty in the process. Presenters and sequences, address this challenge, helping learners participate more
audience members share best practices for fostering stakeholder effectively in L1 discourse communities. Facilitators share online and
ownership in implementing change. corpus-based activities for formulaic sequence acquisition.
Laura Shier, Lewis & Clark College, USA Susanne Rizzo, American University in Cairo, Egypt
Wayne Gregory, Portland State University, USA Alissa Nostas, Arizona State University, USA
Mariah Fairley, American University in Cairo, Egypt
Engaging Saudi Students With Sheraton, Willow B
Novels and Nonfiction Books Individual Networks of Practice in an
Content Area: Intensive English Programs Academic English Program
Reading skills are crucial to academic success, but many Saudi Content Area: Intensive English Programs
students have difficulty attaining them. In this session, the presenters The presenter describes how three university students in Japan
share specific ideas to help learners comprehend, engage with, and developed academic English writing during one semester through
enjoy novels and nonfiction books. Participants leave with useful tools interaction in social networks. Individual network maps show with
to design or enrich their own reading programs. whom and how participants interacted, linked to specific EAP/writing
Lily Jaffie-Shupe, Virginia Tech Language and Culture Institute, USA practices. How to maximise social interaction to support English
Christine Bobal, Virginia Tech Language and Culture Institute, USA learning is also considered.
John Bankier, Soka University, Japan
WSCC, 307-308 Friday, 3:00 pm–3:45 pm
Enhancing Listening and Note‑Taking Competency
Through Metacognitive and Cognitive Strategies Inquiry Supported Content‑Based English
Content Area: Higher Education Language Teaching and Writing
Achieving excellence in listening comprehension and note-taking is Scott Douglas, University of British Columbia–Okanagan Campus, Canada
crucial for academic success. However, effectively fostering listening
and note-taking skill development challenges ESL practitioners. Linking Friday, 3:00 pm–3:45 pm
existing theory in metacognitive and cognitive listening strategies to
classroom instructional practices, the presenter demonstrates learning Integrating Humor Into the L2 Classroom:
activities designed to enhance listening comprehension and expand How and Why
note-taking competency. Nancy Bell, Washington State University, USA
Cynthia Lennox, Duquesne University, USA
TCC, Tahoma 1
Investigation of Gender-Specific Linguistic
Features in Arabic Students’ Writing
This presentation reports on empirical research on the gender-
specific linguistic features in argumentative essay writings of EFL
students in Qatar. Results from the data sets are expected to address
FRIDAY, 24 MARCH
dissimilarities between male and female students’ writing patterns,

and offer implications for writing instructors.
Pakize Uludag, Qatar University, Qatar
Roundtable
Discussion
Language Planning: What Is It? The Power of Identity and Ideology in TESOL
Can and Do Teachers Do It? Peter De Costa, Michigan State University, USA
Joseph LoBianco, University of Melbourne, Australia
Friday, 3:00 pm–3:45 pm TCC, Skagit 2
What Counts as Collaboration? Discrepancies
Learning to Lead in Language Education Between Teachers’ and Students’ Perceptions
Andy Curtis, TESOL International Association, Canada Content Area: Second Language Writing/Composition
This presentation reports findings of a longitudinal classroom-based
Friday, 3:00 pm–3:45 pm qualitative study that investigated the inconsistent perspectives of ESL
students and teachers regarding the use and usefulness of web-based
Multiple Literacies in Practice collaborative writing activities. Based on the findings, the presenters
Jane Hoelker, Community College of Qatar, Qatar propose a new framework for conceptualizing and implementing such
tasks in L2 writing classrooms.
Friday, 3:00 pm–3:45 pm Qian Du, Ohio University, USA
Sheraton, Grand Ballroom A Gabriela Castañeda-Jiménez, Ohio University, USA
Promising Practices for Elementary ELLs:
A System‑Wide Approach Friday, 3:00 pm–3:45 pm
Content Area: Elementary School/Primary Education WSCC, 210
The presenters report on findings from their 2016 multiple case study Which Word (Form) Is Best?
of elementary schools with better performance outcomes among ELLs. From Vocabulary to Writing
They discuss system-wide factors that higher performing schools have Content Area: Vocabulary/Lexicon
in common and which can be associated with ELL student achievement ELLs often learn new vocabulary by matching words and definitions but
at the classroom, school, and district levels. cannot always use new words grammatically in writing. This session
Karen Gregory, Albany City School District, USA presents a sequence of activities that teach ELLs awareness of word
Kristen Wilcox, University at Albany, USA forms, their common collocations, and how to move from receptive to
productive vocabulary skills in academic writing.
Friday, 3:00 pm–3:45 pm Nancy Overman, Georgetown University, USA
Bennett Lindauer, Georgetown University, USA
Pronunciation Pedagogy and Teacher
Development in TESOL Friday, 3:00 pm–3:45 pm
Amanda Baker, University of Wollongong, Australia WSCC, 617
With Padlet, Break Down the Barriers,
Friday, 3:00 pm–3:45 pm Help Students Build Knowledge
Raciolinguistics and Language Teacher Identity
Manka Varghese, University of Washington, USA Instructors using mindful and purposeful technology integration will
love Padlet, an engaging multimedia real-time tool that creates whole
class participation and is free. Come learn about Padlet and the
Friday, 3:00 pm–3:45 pm plethora of ways to use it with your students. No technical knowledge
needed—digital nonnatives welcome!
Reflective Practices for Language Teachers Carolyn Dupaquier, California State University, Fullerton, USA
Tom Farrell, Brock University, Canada Catherine Moore, California State University, Fullerton, USA

FRIDAY, 24 MARCH
Teaching Grammar Constructions

for Speaking and Writing
Eli Hinkel, Seattle Pacific University, USA

Sheraton, Ballard WSCC, 303
A Missing Link: Advocating for ELLs Critical Praxis in Academic Literacies Development:
in Dual Language Immersion Thinking Beyond the Text
Content Area: Advocacy Content Area: Applied Linguistics
Dual language immersion (DLI) programs are heralded for their This session, designed for teacher educators and classroom-based
successes, though they are not created specifically for ELLs. The researchers, balances practical activities for engaging ELLs in critical
panelists discuss identifying and achieving varying levels of advocacy text analysis with larger questions regarding language educators’
for ELLs in DLI programs at the policy level, based on their engaged professional development. The presenters show how a linguistically-
work throughout the USA. informed critical praxis is enacted in multilingual, global contexts
Sue Kasun, Georgia State University, USA to support emergent bilinguals in seeing the “meaning-making
Anita Bright, Portland State University, USA capacity of language.”
Maria Dantas-Whitney, Western Oregon University, USA Diane Potts, Lancaster University, United Kingdom (Great Britain)
James Gambrell, Portland State University, USA Ruth Harman, University of Georgia, USA
Carmen Caceda, Western Oregon University, USA Maria Estela Brisk, Boston College, USA
Kara Mitchell Viesca, University of Nebraska–Lincoln, USA Meg Gebhard, University of Massachusetts Amherst, USA
Dong-shin Shin, University of Cincinnati, USA
A Truly Authentic Audience: WSCC, 610
Editing and Writing on Wikipedia Developing Practical Mentorship Models
Content Area: Second Language Writing/Composition for Online Teacher Training Courses
“Writing Wikipedia” offers undergraduate and graduate ELLs Content Area: Teacher Education
considerable benefits: an authentic audience providing dynamic Presenters examined the state of online mentoring practices and
feedback; opportunities to collaborate on meaningful writing; and noted the challenges shared by discussants from last year’s roundtable
practice summarizing, paraphrasing, and sourcing. In this hands- discussion. This workshop aims to address those challenges by
on workshop, participants learn and practice strategies for using providing a start-up TESOL-specific framework allowing participants
Wikipedia—and the power of Web 2.0—in the classroom. to create teacher training and mentorship models appropriate
Eric Grunwald, Massachusetts Institute of Technology, USA for their contexts.
Amy Carleton, Massachusetts Institute of Technology, USA Adrian Ortiz, International TEFL Academy, USA
David Crager, New York University, USA Caitlin Cornell, International TEFL Academy, USA
Samantha Erickson, Wiki Ed Foundation, USA Miralynn Malupa-Kim, Purdue University, USA

WSCC, 3A WSCC, 3B
Conflict Resolution and ELT: Gauging the Effect of TESOL Expertise
Win‑Win Approaches for All on Learner Outcomes
Content Area: Content-Based and CLIL/Content and Language Content Area: Teacher Education
Integrated Learning
Presenters discuss original research that examined classroom practices
Lessons in conflict resolution and English can be integrated to teach and learner data of completers in a variety of TESOL professional
academic, professional, language, and life skills in authentic and development contexts. The session demonstrates methodologies of
exciting ways. Workshop participants learn specific techniques for bona fide program evaluation and highlights caveats in studying lasting
incorporating mediation and negotiation into ESP (law, business, social outcomes of teacher training.
science, literature), CBI, and general ESL/EFL courses. Donald Freeman, University of Michigan, USA
Barrie Roberts, UC Berkeley, USA Dudley Reynolds, Carnegie Mellon University, Qatar
Sybil Marcus, UC Berkeley, USA Andrea Honigsfeld, Molloy College, USA
Jennifer Burton, UC Berkeley, USA Maria Dove, Molloy College, USA
Michael Clark, UC Berkeley, USA Joshua Lawrence, UC Irvine, California, USA
Melody Noll, UC Berkeley, USA
FRIDAY, 24 MARCH
Tyler Watts, UC Irvine, USA

Susana Dutro, E.L. Achieve, USA
Donna Smith, E.L. Achieve, USA
Andrea B. Hellman, Missouri State University, USA
Roundtable
Discussion
WSCC, 611 WSCC, 204
How Dramatic! Critical Role‑Play Selling Your Program: How to Communicate
and Simulation Activities Your Value to Stakeholders
Content Area: Teaching Methodology and Strategy Content Area: Program Administration
Role-plays and simulations are not new activities to language Programs have to explain their value to students, administrators, and
classrooms; however, integrating principles of critical thinking customers. What is the best way to “sell” your program, whether you
pedagogy with traditional techniques results in a more meaningful are trying to land a new client or maintain your program’s status in the
experience for ELLs and TESL students. This workshop presents and university? Panelists represent a spectrum, from entrepreneurs and
practices critical role-plays through a heuristic, examples, and a business people to administrators.
hands-on activity. Robert Connor, Tulane University, USA
Karen Densky, BC TEAL, Canada Tarana Patel, learnEd, LLC, India
Yazmin Ramirez, BC TEAL, Canada Lindsey Kurtz, Pennsylvania State University, USA
Catherine Waddell, BC TEAL, Canada Leena Chakrabarti, Kansas State University, USA
Esther Perez-Apple, Perez Apple and Company, Florida, USA
Long‑Term ELs: Current Research, WSCC, 205
Practice, and Policy Transcending Idealized and Essentialized
Content Area: Teacher Education Categories of “Native” and “Nonnative”
As ELs compose one of the fastest-growing populations in K–12 Content Area: Nonnative English Speakers in TESOL
environments, long-term English learners (LTELs) form one subgroup This academic session includes research presentations that explore the
that provokes particular concern. In this presentation, scholars share fluidity and concomitance of privilege and marginalization in the field of
their current work related to LTELs and offer examples of diagnostic TESOL. Presenters focus on the complex, contradictory, contested, and
tools, interventions, and policies toward better outcomes for situated nature of identity, and theoretically and empirically question
LTELs in school. the essentialized and idealized conceptualizations of “native” and
Beth Clark-Gareca, University at New Paltz–SUNY, USA “nonnative” in TESOL.
Deborah Short, Academic Language Research & Training, USA Geeta Aneja, University of Pennsylvania, USA
Mary Sharp-Ross, Bucks County Intermediate Unit #22, USA I-Chen Huang, Wenzao Ursuline University of Languages, Taiwan
Jennifer Collett, Lehman College–CUNY, USA (Republic of China)
Maneka Brooks, Texas State University, Texas, USA Yumi Matsumoto, University of Pennsylvania, USA
Marguerite Lukes, Internationals Network for Public Schools, Inc., USA Gloria Park, Indiana University of Pennsylvania, USA
Nathanael Rudolph, Mukogawa Women’s University, Hyogo, Japan
Friday, 3:00 pm–4:45 pm Bedrettin Yazan, University of Alabama, USA
WSCC, 211
Many Hands Make Writing Work: Friday, 4:00 pm–4:20 pm
Planning Engaging Collaborative Writing Tasks WSCC, 2A
Content Area: Second Language Writing/Composition 10 Ways to Activate Your Textbook
Discover the power of collaborative writing by experiencing and Content Area: Teaching Methodology and Strategy
designing classroom-ready activities for all ages and levels. When Textbook exercises are wonderful resources but can kill a classroom’s
students write together or with you, they reflect on discourse structure, energy. Don’t reject them, inject them with 10 low-prep to no-prep
expand their linguistic repertoires, explore the writing process, and diverse and adaptable methods. Engage students by getting off
internalize composition skills. the page; spark movement, interactivity, and fun in common cloze,
Monica Farling, University of Delaware, USA multiple-choice exercises, and more!
Nigel Caplan, University of Delaware, USA Natalie Twelkemeier, University of Alabama at Birmingham, USA
Anna Skees, University of Alabama at Birmingham, USA
Amy Craig, University of Alabama at Birmingham, USA
FRIDAY, 24 MARCH

WSCC, 307-308 Sheraton, Willow B
Anywhere, Anytime: Project‑Based Learning Engaging, Enriching, and Empowering L2
to Enrich, Engage, and Empower Writing Research Through Mixed Methods
Content Area: Higher Education Content Area: Second Language Writing/Composition
Does integrating project-based learning into your curriculum sound This dialogue session provides an overview of issues in mixed-methods
overwhelming? Attend this interactive, teacher action research- research in L2 writing. To start the conversation, the presenter shares
based presentation and hear a brief review of the method along the results of a questionnaire-based study on L2 writing researchers’
with practical and adaptable project ideas. Participants leave this perception and knowledge of mixed methods. Participants bring
session with a variety of tools to implement project-based learning in questions and examples from their ongoing projects.
their own context. Soo Hyon Kim, University of New Hampshire, USA
Kristine Adams, Universidad del Norte, Colombia
Giovanna Alessio, University of North Carolina at Greensboro, USA Friday, 4:00 pm–4:45 pm
WSCC, 617
Friday, 4:00 pm–4:45 pm Multimodal Activities and Video Games:
WSCC, 203 ESL Educators’ Experiences and Perceptions
Creating Engaging TESOL Webinars: Content Area: CALL/Computer-Assisted Language Learning/
Make the Message Match the Medium Technology in Education
Content Area: Distance Learning/Online Learning Multimodal texts and video games have shown promise in promoting
Want to present or host webinars for TESOL audiences? The presenter, student engagement and language learning. This presentation explores
a long-time producer and presenter for a global webinar program, the findings of a multicase study of seven culturally and linguistically
shares practical, effective webinar design techniques by addressing diverse college-level ESL instructors in regards to the use of
topics such as encouraging audience participation, building engaging multimodal activities and video games in their language teaching.
visuals, extending learning beyond the webinar, and platform and Sam von Gillern, Iowa State University, USA
content distribution considerations. Liberato Silva dos Santos, Iowa State University, USA
Heather Benucci, Georgetown University, USA Joe Geluso, Iowa State University, USA

TCC, Yakima 2 TCC, Skagit 2
Cross‑Cultural Learning Circles Through Skype: Multimodal Writing Empowers L2 Students:
A Congolese and American Collaboration Creative Design Meets Scholarly Argument
Content Area: Intercultural Communication Content Area: Second Language Writing/Composition
The qualitative study discussed investigates how the medium of Skype New media research has paid scant attention to assessment of student
impacted a cross-cultural exchange between two middle schools writers’ online publications—in particular multilingual student writers’
focused on project-based learning: one in a refugee community in the work. This presentation discusses revisions across six semesters to
Democratic Republic of the Congo and the other situated in a small a rubric for assessing multimodal college composition texts by L2
Midwestern town in the USA. writers—in order to encompass both traditional argumentative writing
Jennifer Lund, Indiana University, USA criteria and multimodal design elements.
Michelle Baptiste, UC Berkeley, USA
TCC, Chelan 5
Don’t Jump to Conclusions: Helping ELLs
Make Well‑Reasoned Inferences Neoliberalism, International Students, and
Content Area: Intensive English Programs English Learning: Implications for TESOL
Making inferences is essential to reading comprehension but often
elusive to ELLs who face the dual challenges of English proficiency and Drawing from a 2-year ethnography on internationalization of
varied background knowledge. Put practical strategies in your toolkit Korean and Chinese universities, this presentation examines how
internationalization is a socially significant way of thinking about
FRIDAY, 24 MARCH
that will empower students with more disciplined thinking skills and a
greater ability to generate inferences. students as potential workers regarding a neoliberal ideology which
constructs individuals as human capital made up of bundles of skills,
Sandra Clark, University of Oregon, USA
and its implications for TESOL.
Hyunjung Shin, University of Saskatchewan, Canada
Roundtable
Discussion
Overview of the Guide to Adult Citizenship The Stress Stretch: Body Movements for
Education Content Standards Rhythm, Stress, and Intonation
Content Area: Adult Education Content Area: Phonology/Pronunciation
This session provides an overview of the U.S. Citizenship and Participants learn systematic gestures and other body movements
Immigration Services (USCIS) Office of Citizenship publication, to dramatize the key features of spoken English: phrasing, rhythm,
“Guide to the Adult Citizenship Education Content Standards and stress, and intonation. Learn how students can improve perception and
Foundation Skills.” Participants learn how they can implement adult production of these essential elements of pronunciation and increase
citizenship content standards into their curriculum and classroom. their oral intelligibility through kinesthetic, visual, aural, and oral
Domminick McParland, U.S. Department of Homeland Security, modalities. Ready? Let’s move!
Office of Citizenship and Immigration Services, USA Marsha Chan, Mission College, USA
Donna Vanderhoff, U.S. Department of Homeland Security, Office of
Citizenship and Immigration Services, USA Friday, 4:00 pm–4:45 pm
Sheraton, Metropolitan A
Friday, 4:00 pm–4:45 pm Translanguaging in a High School
WSCC, 201 Sheltered Science Classroom
Role‑Play 2.0: A Practical Framework Content Area: Bilingual Education
for Teaching Critical Thinking Students in a multilingual science classroom can be engaged and
Content Area: Intensive English Programs empowered through using translanguaging as a pedagogical strategy.
The presenters share a framework that encourages systematic This presentation describes how an ENL and a science teacher
critical thinking. By analyzing cross-cultural scenarios and developing coteaching a sheltered science class facilitate students’ use of
alternative interpretations, intermediate and advanced students their L1 to improve their English language proficiency and academic
develop awareness of and question culturally-influenced assumptions language development.
and practices. This interactive presentation provides a rationale and Zaline Roy-Campbell, Syracuse University, USA
materials for blending critical thinking skills with conflict resolution Lauren Cirulli, Nottingham High School, USA
strategies to empower ELLs. Stella Rwanda, Syracuse University, USA
Mary Ritter, New York University, USA
Abby Porter Mack, New York University, USA Friday, 4:00 pm–4:45 pm
WSCC, 212
Friday, 4:00 pm–4:45 pm Using Action Research Communities
TCC, Tahoma 1 for IEP Professional Development
TEIL: Upgrading an English Teacher Education Program Content Area: Program Administration
Content Area: Teacher Education When teachers get negative course feedback, it is easy to blame
This session informs about the processes and challenges associated instead of solve, but this weakens the learning environment and
with the transformation of a traditional English teacher education generates low faculty morale. This presentation illustrates the
program in an EFL context to a program that reflects the role of English use of action research communities following Anne Burns’ cyclical
as a global language and prepares teachers for teaching English as a model to make course evaluations more student centered, solution
language of international communication. oriented, and collegial.
Gabriela Kleckova, University of West Bohemia, Czech Republic Autumn Witt, Northwest University, USA
Julie Moon, Northwest University, USA
TCC, Chelan 2
The Immigrant Experience: Using Film
to Prepare Teachers for ELs
D
CE L E
Teachers work with ELLs from diverse backgrounds, many of whom
CAN
are “undocumented.” Preparing preservice teachers to work with
FRIDAY, 24 MARCH
this population is challenging when the educational issues intersect

with immigration. This presentation demonstrates how film (imagery
and personal story) is used in the preservice classroom to address
education and immigration.
Maria Coady, University of Florida, USA

WSCC, 214 WSCC, 211
Empowering Minority Teachers: Beyond Paper: Creating Online Editing Guides
Combating Microagression in ESL Classroom Content Area: CALL/Computer-Assisted Language Learning/
Content Area: Intercultural Communication Technology in Education
The presenters—Russian-born NNEST and Southern-born African- This teaching tip explains how to collaborate with students as
American instructors—explore the challenges of minority teachers and they create their own editing guides using a free online program.
discuss best practices for addressing diversity in the ESL classroom. Learn the ways that online editing guides benefit students, how to
Presenters and participants share stories in which they faced and introduce them to your class, and strategies for students to create
overcame intended or unintended microaggressions from students due their own guides.
to race, nationality, or gender. Amy Roither, Webster University, USA
Elena Reiss, Lehigh University, USA
Teranda Donatto, Lehigh University, USA Friday, 5:00 pm–5:20 pm
TCC, Tahoma 3
Friday, 4:00 pm–5:45 pm Capturing Your Audience’s Attention
TCC, Tahoma 5 Content Area: Listening, Speaking/Speech
Engaging, Enriching, and Empowering Although openings and closings are important for successful speeches,
Learners Through Peacebuilding in ELT few EAP textbooks offer authentic examples with explicit strategy
Content Area: Social Responsibility/Sociopolitical Concerns instruction for developing an arresting opening and closing. Learn how
This workshop explores integrating peacebuilding practices in English one instructor used speeches on TED.com to help students develop
language teaching. Following an introduction of peacebuilding attention-getting openings and closings in formal presentations.
practices, participants reflect on peacebuilding and group dynamics Lisa Leopold, Middlebury Institute of International Studies at
through an experiential learning task and consider its implications for Monterey, USA
the classroom. Participants receive theoretical and practical resources
to employ in their own contexts. Friday, 5:00 pm–5:20 pm
Cheryl Woelk, Language for Peace, Republic of Korea TCC, Skagit 2
Sarina Molina, University of San Diego, USA
Empowering Writing Students: Tips for
Incorporating Touch‑Typing in ESL Classes
Friday, 4:00 pm–5:45 pm Content Area: CALL/Computer-Assisted Language Learning/
TCC, Tahoma 4 Technology in Education
Strategies for Framing Language This teaching-tip presentation provides ways to integrate touch-
Learning as a Disciplinary Activity typing into intermediate- and advanced-level writing classes for
Content Area: English for Specific Purposes adults, in an effort to improve students’ comfort level, accuracy,
Language professionals working at a U.S. law school discuss the and speed with an English keyboard. As a result, instructors will
challenges they face in teaching language skills to advanced ESP empower students to improve their academic writing efficiency in our
students, and offer strategies for making language learning more technology-dependent world.
“palatable” to students by framing language learning tasks and Clarissa Codrington, Henry Ford College, USA
assignments—for example, grammar review, pronunciation practice, Trisha Dowling, Eastern Michigan University, USA
and seminar-style discussions—as a disciplinary activity.
Marta Baffy, Georgetown University Law Center, USA
Julie Lake, Georgetown University Law Center, USA
Kirsten Schaetzel, Georgetown University Law Center, USA
Michelle Ueland, Georgetown University Law Center, USA
Mari Sakai, Georgetown University Law Center, USA
FRIDAY, 24 MARCH
Roundtable
Discussion
Challenging Inequity Through Empowering Teacher Educators and Novice
Culturally Responsive Pedagogy Teachers Through ELL Core Practices
Content Area: Community College and Technical Education Content Area: Teacher Education
Culturally responsive pedagogy is an effective means to close the The qualitative, collaborative self-study discussed draws upon work
ELL achievement gap in higher education. This session demonstrates in core practices and in self-study of teaching and teacher education
how to incorporate culturally responsive practices into postsecondary practices to explore the following question: How do a group of novice
reading, writing, and listening/speaking courses. Participants discuss teachers and teacher educators develop their pedagogy through
theories underlying culturally responsive pedagogy and learn strategies collective examination of core practices for teaching ELLs?
to make their curriculum more culturally responsive. Megan Peercy, University of Maryland, College Park, USA
Garett Smith, Century College, USA Tabitha Kidwell, University of Maryland, College Park, USA
Celia Martin Mejia, Century College, USA Megan DeStefano, University of Maryland, College Park, USA
Adam Rambow, Century College, USA Johanna Tigert, University of Maryland, College Park, USA
Daisy Fredricks, University of Maryland, College Park, USA
Friday, 5:00 pm–5:45 pm Karen Feagin, University of Maryland, College Park, USA
WSCC, 307-308
Megan Stump, University of Maryland, College Park, USA
Developing an Open Educational
Resources EAP Corpus Friday, 5:00 pm–5:45 pm
Sheraton, Juniper
Family and Faith Traditions as Resources
This presentation focuses on the development of an open educational
for Biliteracy Development
resources EAP corpus. Presenters demonstrate how the corpus can
be accessed and downloaded, reused in a variety of ways, revised,
remixed, and redistributed to other interested teachers, researchers, This session explores the Faith and Family Backpack Project
and/or students. implemented in two-way immersion schools (English/Spanish). The
Brent Green, Salt Lake Community College, USA presenter briefly reviews culturally relevant literature and literature
Dean Huber, Salt Lake Community College, USA concerning bilingual family engagement, and shares the research
George Ellington, Salt Lake Community College, USA design, findings, and implications from the mixed-methods study
associated with this project.
Friday, 5:00 pm–5:45 pm Amie Sarker, University of Dallas, USA
WSCC, 201
Development of International Friday, 5:00 pm–5:45 pm
Undergraduate Students’ Communication Sheraton, Willow B
Skills Through Service‑Learning Filling in the Blanks: Addressing Teacher
Content Area: Intensive English Programs Underpreparedness in L2 Writing
Service-learning provides international students an opportunity to Content Area: Second Language Writing/Composition
get acquainted with local communities, develop understanding of Because many teacher preparation programs relegate the teaching
social issues, and communicate in English for authentic purposes. of writing to a week or two in general methodology or materials
The research presented in this session addresses how instructors courses, language teachers may find themselves underprepared
can support the development of students’ language and intercultural to teach this complex skill. Presenters explore topics for preparing
competence throughout their service-learning experience. effective L2 writing instructors, especially within the confines of a
Lucy Bunning, Northeastern University, USA limited time frame.
Gena Bennett, Independent, USA
Deborah Crusan, Wright State University, USA
FRIDAY, 24 MARCH

From Print to Digital: Using Metacognitive Using Collaborative Teaching and
Strategies for Deeper Reading Reflecting to Enrich Learning
Content Area: Reading and Literacy Content Area: Teaching Methodology and Strategy
Research confirms that successful digital reading requires better Despite consensus that collaborative teaching enriches learning in
reading skills and a more conscious use of reading strategies than intensive language courses, myths persist that it consumes preparation
print reading (i.e., successful digital readers read metacognitively). time and limits personal creativity. Presenters address this reluctance
The presenters provide an overview of recent research and techniques with time-saving tips on designing engaging materials for coteaching
for encouraging students to read metacognitively when reading students in different skills, ultimately allowing for greater teacher
digitally and in print. autonomy and development through reflection.
Deborah Gordon, Santa Barbara City College, USA Kelly Hill Zirker, Diplomatic Language Services, USA
Laurie Blass, Independent, USA Stephanie Gallop, Georgetown University, USA

TCC, Chelan 5 WSCC, 203
Integrating Service Learning Into the EFL Vlogging: Putting Technology to
Curriculum Through Project‑Based Design Good Use in Language Classes
Content Area: English as a Foreign Language Content Area: CALL/Computer-Assisted Language Learning/
Combining their missions of English language instruction and
community service, the presenters and their organization have Are you looking for ways to incorporate technology into your classes?
integrated service learning into their EFL curriculum through project- In this session, participants learn how to use video blogs (vlogs) to get
based design. In this presentation, attendees learn about some of their students’ attention and keep them actively engaged in language
the projects they have completed as well as the frameworks used learning. A presentation website with links to resources is provided.
to implement them. Susanne McLaughlin, Roosevelt University, USA
Stephen DeRosa, American Cultural Association, Morocco Jane Curtis, Roosevelt University, USA
Jordan Earl, American Cultural Association, Morocco
Fabiola Goncalves, American Cultural Association, Morocco Friday, 5:00 pm–5:45 pm
WSCC, 212
Friday, 5:00 pm–5:45 pm When Teacher‑Researchers Get Together,
TCC, Tahoma 1 Engagement Becomes Empowerment
Methodology for Teaching English to Content Area: Research/Research Methodology
Children in the Global South Enthusiastic teacher-researchers from around the globe shared their
Content Area: Teaching Methodology and Strategy reflections and findings on professional development issues and ESP
How are bilingual schools teaching English to children in the Global and EAP curriculum development at a TESOL affiliate conference in
South? To answer this question, the presenters conducted focus groups the Near East–Mediterranean region. The five studies and the ensuing
with teachers from a broad range of schools in two counties. The outcomes reflect current trends in research and ELT.
results highlight a variety of creative techniques that are adapted to Annie Kantar Ben-Hillel, Shalem College, Jerusalem, Israel
local cultures and teaching contexts. Valerie Jakar, ETAI, Israel
Alan Seaman, Wheaton Graduate School, USA Bridget Schvarcz, Bar Ilan University, Israel
Audrey Welch, Wheaton Graduate School, USA
FRIDAY, 24 MARCH
Roundtable
Discussion
Building an Inclusive, Sustainable
Research Community in TESOL
A Research Symposium in Monterey, California
2-3 June 2017, Middlebury Institute of International Studies at Monterey
Great for
researchers
at any level!
At this one-of-a-kind event, you will

» examine the integrated relationship in selecting a topic,
developing the research questions, and identifying the proper
methodology for your study
» find ways to connect your research with English language
policy and practice
» network with other researchers and practitioners to discuss
current and planned research
» discover how you could use TIRF's Research Priorities and
TESOL's Research Agenda in your studies
Register www.tesol.org/researchsymposium
before 1 April
and save! Organized in Partnership with TESOL Strategic Partner
SATURDAY, 25 MARCH 2017
SATURDAY, 25 MARCH
TCC = The Conference Center
8:00 am
Saturday, 8:00 am–12:00 pm

PreK–12 Day
Saturday, 25 March 2017
Inclusion and Diversity in the Adult Education Washington State Convention
Classroom: Valuing the Differences
This workshop allows participants to consider links between culture Center
and cognition. Participants explore how adult learners’ cultures
shape their thinking. Participants learn a theory of action to create TESOL invites all PreK–12 teachers
experiences that value the differences that learners bring to an ESL and administrators to join a group of
or ABE classroom. Participants leave the workshop with a plan that
supports inclusion in their work.
distinguished ESL experts for a day of
Bob Hughes, Seattle University, USA interactive training. PreK–12 Day is
Christie Knighton, Highline College, USA designed to equip attendees with new
strategies and resources for working
with ELLs.
Instructional Strategies for Teaching
Nonliterate and Low‑Literate Adults STRANDS
When writing on the board does not help, when students cannot read
handouts and lack study skills, teachers need strategies and tools A: Dual Language and
to help students become literate. In this hands-on workshop, the Multilingualism,
presenter demonstrates a taxonomy of effective strategies to teach and Refugee Concerns
emergent literacy and discusses adaptations of activities to include
nonliterate learners in classes with literate students. B: Coteaching, Collaboration,
Alysan Croydon, School of Teaching ESOL, USA and Coaching
C: Content Classroom and ELLs
D: Administration
Research Mentoring Workshop
E: Advocating for ELLs and
Family Engagement
This session is designed to support novice researchers in their study. A
panel of TESOL Research Professional Council members and an invited F: Hot Topics
speaker briefly introduce aspects of research design. Participants in
small groups discuss the topics relating them to their own experience. Register on-site at the TESOL
The invited speaker draws conclusions.
Registration Desk.
Neil J Anderson, Brigham Young University–Hawaii, USA
Rachel Grant, College of Staten Island–CUNY, USA
Lucilla Lopriore, Roma Tre University, Italy
Rebeca Elena Tapia Carlin, Benemerita Universidad Autonoma de
Puebla, Mexico
Patrick Ng, University of Niigata Prefecture, Japan
Roundtable
Discussion
POSTER SESSIONS
Poster Sessions are self-explanatory exhibits that allow participants
to engage in informal discussion. For each poster session there will An Effective Bilingual Sentence Corpus
for Low-Proficiency EFL Learners
be a corresponding bulletin board display. Conference attendees
may stroll through the poster session area to discuss the topics
with presenters. The displays and presenters change each day.
Kiyomi Chujo, Nihon University, Japan
Poster sessions are located on the Expo Hall floor.
An Intercultural and Cultural Responsive
WEDNESDAY, 22 MARCH 2017 Literacy and Language Partnership
12:30 pm–1:45 pm
Katia Gonzalez, Wagner College, USA
Rhoda Frumkin, Wagner College, USA
A Beginner’s Guide to Developing
an IEP Marketing Strategy
Applying Fairness Principles
to IEP Testing Practices
POSTER SESSIONS
Erin O’Reilly, University of Illinois at Urbana-Champaign, USA Content Area: Assessment/Testing
Renée Saulter, Cambridge Michigan Language
A Meaning-Order Based Approach Assessments, USA
to English Pedagogical Grammar
Assessing L2 Pragmatics Through Interactive
Akira Tajino, Kyoto University, Japan Email Tasks in Academic Settings
Ryan Smithers, Kwansei Gakuin University, Japan Content Area: Assessment/Testing
Iftikhar Haider, University of Illinois at Urbana Champaign, USA
A Plan for Parental Involvement in
Their Children’s Assessment
Auto-Input Processing in the Zone of
Proximal Sociopragmatic Development
Chioma Ezeh, Washington State University, USA Content Area: Sociolinguistics
Usha Kanoongo, LNM Institute of Information Technology, India

E D
A Review of ICT in Education:
Case Study of Nepal
E L
NC
Automated Feedback, L2 Learner
CA
and L2 Writing: A Case Study
Suman Laudari, University of Technology Sydney, Australia
Cynthia Lee, University of Hong Kong, Hong Kong
A Tale of Two Polling Apps
Between the Sword and the Wall:
EFL Teaching in Ecuador
Lucia Parsley, Virginia Commonwealth University, USA Content Area: English as a Foreign Language
Ximena Orellana, University of Cuenca, Ecuador
Academic Content in ELT Pedagogies Miguel Arevalo, University of Cuenca, Ecuador
in Sri Lankan Tertiary Education Yola Chica, University of Cuenca, Ecuador
Content Area: Content-Based and CLIL/Content and Gabriela Tobar, University of Azuay, Ecuador
Language Integrated Learning José Boroto, University of Cuenca, Ecuador
Shashinie Wijayadharmadasa, Monash University, Australia
Beyond Test Scores: An Honored ESL Student
Addressing Diversity in EFL Classroom: Content Area: Mainstream Classrooms
Reflection of Nepalese Community School Ching-Yi Yeh, University of Delaware, USA
Content Area: English as a Foreign Language Lei Chen, University of Delaware, USA
Gobinda Puri, Janata Multiple Campus, USA
Big 6 Information Literacy Skills for ELLs
Affiliate TESOL Membership Content Area: Higher Education
Management Systems Susan Kelly, University of Illinois, USA
Content Area: Personal and Professional
Development for Teachers
Bottom-Up Listening Skills in IEP Students
Adam Clark, Arizona State University, USA Content Area: Listening, Speaking/Speech
Wanda Huber, Arizona State University, USA
Brian Butler, University of Oregon, USA
Effective Formal Writing With Noodletools English Language Teacher’s Awareness
Content Area: CALL/Computer-Assisted Language Learning/ of Students’ Foreign Language Anxiety
Technology in Education Content Area: Teacher Education
Lilia Savova, Indiana University of Pennsylvania, USA Chen Jiang, Florida State University, USA
Emerging Roles of English in Afghanistan Enriching Instruction for True Beginners

Content Area: Sociolinguistics With Effective Reading Materials
Mariam Alamyar, Purdue University, USA Content Area: Adult Education
Rachel Turner, Eastern Michigan University, USA
Employing Discursive Techniques in Jenna Bollinger, Eastern Michigan University, USA
Persuasive English Oral Presentations Zuzana Tomaš, Eastern Michigan University, USA
Richard Miles, Nanzan University, Japan Faces or Fingers: Engaging Online TESOL
Students in Synchronous Sessions
POSTER SESSIONS

Employing Multiple Technologies to Create
an Optimal Language Learning Environment April Trafton, University of Texas at Arlington, USA
Content Area: CALL/Computer-Assisted Language Learning/ Kevin Daily, University of Texas at Arlington, USA
Technology in Education Cynthia Kilpatrick, University of Texas at Arlington, USA
Qi Li, Indiana University Bloomington, USA
Faculty Governance: Bylaws “R” Us
Empowering Adult ELLs’ Fluency and Content Area: Higher Education
Pronunciation Skills Through Reader’s Theater Susan Lindsay, Portland State University, USA
Alisha Chugg, Brigham Young University, USA Group Singalong Activity for
Mark Tanner, Brigham Young University, USA Learning Segmental and Prosodic
Pronunciation Features
Empowering Educators Through Content Area: Phonology/Pronunciation
Open Educational Resources Naomi Suzaki, Hokkaido University, Japan
Content Area: Adult Education Goh Kawai, Hokkaido University, Japan
Shannon Mullins, Salt Lake Community College, USA
Growing Together: A Coteaching
Empowering ESL Learners Through Reflection From Nepalese EFL Context
the Speaking Festival Content Area: English as a Foreign Language
Content Area: Listening, Speaking/Speech Madhukar K. C., Nepal English Language Teachers’
Arindam Sengupta, West Bengal Educational Service, India Association, Nepal
Ganesh Gnawali, Nepal English Language Teachers’
Association, Nepal
Empowering Language, Engaging Students:
A Cocurricular Urban Field Study
Instant Engagement With Instagram
Cynthia Lennox, Duquesne University, USA Technology in Education
Denise Maduli-Williams, San Diego Miramar College, USA
English Access Micro-Scholarship Program
in Nepal and Coteaching Practice
Integrating Online Learning in a
Language Immersion Program: A Pilot
Binod Adhikari, Nepal English Language Teachers’ Content Area: CALL/Computer-Assisted Language Learning/
Association, Nepal Technology in Education
Gokul Ghimire Sharma, Saint Mary’s High School, Nepal
Zachary Kelly, City University of New York, USA
Monica Gonzalez, Queensborough Community
English Language Acquisition College–CUNY, USA
and Major Writing Systems
Issues of ICT Usage Among Nepalese
Lawrence Moore, West Chester University, USA Secondary School English Teachers
Chet Niroula, Janata Multiple Campus, Nepal

Keeping Teachers Engaged in Real or Imagined: Effective Feedback
Professional Associations for Enhanced in Tertiary Japanese EFL Classes
Professional Development Content Area: English as a Foreign Language
Content Area: Personal and Professional Charles Anderson, Faculty of International Culture, Japan
Susan Strand, Independent, USA Reflections on a Presentation Skills Course
Martine Akouavi Obympe Tabe, Lycee Du 2 Fevrier, Togo Content Area: English as a Foreign Language
Tony Cripps, Nanzan University, Japan
Native or Nonnative: Is One the Ideal Teacher?
Russian Novice English Teachers’
Alyssa Wolfe, Ecuador TESOL, Ecuador Conceptions of a Good English Teacher
Office Camaraderie in an IEP Kristina Navnyko, Chatham University, USA
POSTER SESSIONS
Nina Ito, University of Southern California, USA Rwandan Teachers’ Perspectives
Ixchell Reyes, University of Southern California, USA on the Sudden Shift to English
Preservice Teachers’ Perceptions of Sam Shafer, University of North Dakota, USA
Engagement in Online Asynchronous Richard Niyibigira, Association of Teachers of English in
Discussions Boards Rwanda, Rwanda
Janet Richards, University of South Florida, USA School Enterprise: Engage Me and I Learn
Babak Khoshnevisan, University of South Florida, USA Content Area: English for Specific Purposes
Ibtissam Said, Moroccan Association of Teachers of
Productive Grammar/Vocabulary English, Morocco
Review With PhraseBot
Service Learning in China for
Hong Kong’s ELLs
Oliver Rose, Kwansei Gakuin University, Japan Content Area: Social Responsibility/Sociopolitical Concerns
Lindsey Gruber, Massey University, New Zealand
Propositional Precision in Learner Corpora:
Turkish and Greek EFL Learners
Socially Responsible Language Teaching:
The Triple Bottom Line in EAP
Jülide Inözü, Cukurova University, Turkey Content Area: Content-Based and CLIL/Content and
Cem Can, Cukurova University, Turkey Language Integrated Learning
Alexander Nanni, Mahidol University International
Raising the Curtain: Revealing Authentic College, Thailand
Language to Inspire Students Joseph Serrani, Mahidol University International
Content Area: Task-Based, Project-Based Instruction College, Thailand
Sara VanDanAcker, Tokyo International University, Japan
Something From Nothing: Adventures
Reading Through ESP Under the Criteria in Creating a Scientific ESP Course
of the Communicative Approach Content Area: English for Specific Purposes
Content Area: English for Specific Purposes Sarah Jarboe, Arizona State University, USA
Albania Cadena, Escuela Superior Politecnica del
Litoral, Ecuador Struggling Readers or ELLs?: Shifting
Paola Montero, Escuela Superior Politecnica del Identities in Elementary School
Litoral, Ecuador Content Area: Mainstream Classrooms
Michelle Plaisance, Greensboro College, USA
Ready or Not: Multilingual Writers’
Preparedness After FYW/IEP Courses
Japanese College Students’ Knowledge
of Gender-Neutral Language
Juliana Pybus, North Carolina State University, USA and Teaching Implications
Bethany Bradshaw, George Mason University, USA Content Area: English as a Foreign Language
Ayako Yamauchi, Nihon University, Japan
Teaching Writing for Military Purposes What Professionalization Means
Content Area: English for Specific Purposes for NNESTs in Mexico
Peggy Garza, George C. Marshall European Center for Security Content Area: Nonnative English Speakers in TESOL
Studies, USA Araceli Salas, Benemérita Universidad de Puebla, Mexico
Teaching Writing to ELLs: Kindergarten Why Students’ Feedback Is Better Than

Teachers’ Perceptions and Pedagogies Teacher’s: Successful EFL Experience
Content Area: Second Language Writing/Composition Content Area: Teaching Methodology and Strategy
Elizabeth Lowrance, University of Cincinnati, USA Ella Dovhaniuk, V.N. Karazin Kharkiv National
Cheri Williams, University of Cincinnati, USA University, Ukraine
Tamara Barybina, Professional Language School, Ukraine
The Advantages of Using Songs in
Teaching a Second Language Working Together on Graded
Content Area: Applied Linguistics Reader Poster Presentations
POSTER SESSIONS
Malihe Eshghavi, University of San Francisco, USA Content Area: Reading and Literacy
Joseph Wood, Nanzan University, Japan
The Bill of Rights: Creating
Relevance for Today’s Students Work-Life Balance for Advanced
Content Area: Higher Education Writing Instructors and Students
Michal Eskayo, Harold Washington College, USA Content Area: Intensive English Programs
Brigitte Maronde, City Colleges of Chicago, USA Julie Vorholt, Lewis & Clark College, USA
Brittney Peake, Lewis & Clark College, USA
The Successful Writer’s Pyramid
Content Area: Second Language Writing/Composition Writing Studios as Thirdspace for
Jon Mullineaux, Columbus State Community College, USA ELLs in University Writing Classes
Vocabulary Building for All Ages Using Color Dan Zhu, University of Washington, USA
Content Area: Vocabulary/Lexicon Thuong Pham, University of Washington, USA
Tait Bergstrom, University of Washington, USA
Andy Burrows, Pro Lingua Associates, USA
Written Corrective Feedback:
What Impedes Teachers to Transfer
A Numbering System With Worksheets
Training Workshops in the Classroom?
Development for Teachers Robert Diem, American English Institute, USA
Tirtha Karki, Janata Multiple Campus, Nepal
Young Chinese EFL Students’ Home Literacy
Experiences and Writing Development
What Predicts Success? A University
Bridge Program Assesses the Data
Content Area: Higher Education Shuang Wu, Texas A&M University, USA
Peng Zhang, Sichuan Airlines, China (People’s Republic)
Kate Gleeson, Massachusetts College of Pharmacy and Health
Haitao Sun, Wanzhou Tangfang Middle School, China
Sciences University, USA
Sunnia Ko Davis, Massachusetts College of Pharmacy and
Health Sciences University, USA

THURSDAY, 23 MARCH 2017 Collaborating to Support Transition
to University Through CBI
12:30 pm–1:45 pm Content Area: Content-Based and CLIL/Content and
Language Integrated Learning
D
Bridging TOEFL iBT and IELTS: Korey Rice, University of Oregon, USA
L E
Writing Tasks Strategies for Both
E
Tonya Mildon, University of Oregon, USA
NC
CA
Ani Kojoyan, Yerevan State University, Armenia Combating Enclosure in an Intensive
Nvard Yernjakyan, Armenia Language Immersion Program: 3 Interventions
Sona Gulyan, Yerevan State University, Armenia Content Area: Community College and Technical Education
Zachary Kelly, City University of New York, USA
Building and Maintaining English Language
Learning Communities in Asian Context Communication Tools: Building Students’
Content Area: Social Responsibility/Sociopolitical Concerns Communicative Self-Confidence
POSTER SESSIONS
An Duc Nguyen, Tay Bac University, Vietnam Content Area: English as a Foreign Language
Craig Gamble, Kwansei Gakuin University, Japan
Building Comprehension and Meaning
Through Key Concepts and Key Terms Comprehensibility and Intelligibility
Content Area: Teaching Methodology and Strategy of International Student Speech
Esther Namubiru, George Mason University, USA Content Area: Listening, Speaking/Speech
Anna Habib, George Mason University, USA Nancy Elliott, University of Oregon, USA
Building Sentences: A Visual Approach
Content Area: Grammar Constructing Rhetorical Knowledge
Michael Berman, Montgomery College, USA Through Disciplinary Writing Practices
Eileen Cotter, Montgomery College, USA Content Area: Second Language Writing/Composition
Mark Alves, Montgomery College, USA Yu-Shan Fan, Taipei Medical University, Taiwan
Henry Caballero, Montgomery College, USA (Republic of China)
Building Vocabulary by Teaching Contextualizing Native-English-Speaking

the General Service List Teachers’ Motivation and Experience
Content Area: Vocabulary/Lexicon Content Area: Personal and Professional
William Gibson, Seattle Pacific University, USA Development for Teachers
Joseph Hamilton, Seattle Pacific University, USA Rebecca Taylor, English Language Fellow, USA
But Teacher, Creating Sentences Using Contributors to Science Reading

New Vocabulary Is Too Hard Comprehension: Study 1 and Study 2
Content Area: Vocabulary/Lexicon Content Area: High School/Secondary Education
Katie Cauthen, DePaul University, USA Anna Karin Roo, Washington State University, USA
Yuliya Ardasheva, Washington State University Tri-Cities, USA
Career Path Research Project for
EFL University Students Conversation Partner Project—
Content Area: English as a Foreign Language A Win‑Win for Teachers and Students
Joseph Heilman, Soka University, Japan Content Area: Higher Education
Malgorzata Mroz, Eastern Michigan University, USA
Changes in Language Program Design: Andre Scholze, Eastern Michigan University, USA
Challenges and Weaknesses
Content Area: Teaching Methodology and Strategy Coteaching as a Tool to Empower
Elena Sokolova, Russian State Social University, Russia Student Teachers
Elena Urieva, Russian State Social University, Russia Content Area: Teacher Education
Ganga Gautam, Tribhuvan University, Nepal
Chinese Students’ Language Learning
Strategy Uses: Call on ESL/EFL Teachers
Zhenjie Weng, Indiana University of Pennsylvania, USA
Yao Fu, Indiana University of Pennsylvania, USA
Creating an Engaging Online Course ESL Employees’ Perspectives on
for Training Pronunciation Teachers Writing Accuracy for the Workplace
Content Area: Phonology/Pronunciation Content Area: Second Language Writing/Composition
Carolyn Quarterman, North Carolina State University, USA Jim Hu, Thompson Rivers University, Canada
Creating Our Own Futures: Empowering Family Literacy Practices of Chinese

Students Through Altered Stories Visiting Scholars: A Case Study
Content Area: Intensive English Programs Content Area: Reading and Literacy
Eva Combs, EF International Language Center, Seattle, USA Shuzhan Li, University of Florida, USA
Wenjing Luo, University of Florida, USA
Creating Sustainability for a Small-Scale
English Language Learning Program Contextual and Lexical Indices of
Content Area: Program Administration Gendered Activism in African Texts
POSTER SESSIONS
Carla Reyes, The College of Wooster, USA

Nafisah Raji, University of Ibadan, Nigeria
Cross-Sectional Study: Difficulties ELLs Yunana Ahmed, Michigan Technological University, USA
Encounter Learning English Adjectives
Content Area: Applied Linguistics IELTS Mania
Abir El Shaban, Washington State University, USA Content Area: English as a Foreign Language
Mohamed El Hess, Washington State University, USA Imad Alhawamdeh, INTO Oregon State University, USA
Faraj Aljarih, Washington State University, USA Stanley Paden, INTO Oregon State University, USA
Cultural Competence: An IEP’s Journey Improving Japanese EFL Learners’ Language

From Definition to Practice Skills Through Online Community Learning
Content Area: Intercultural Communication Content Area: CALL/Computer-Assisted Language Learning/
Sally Thomas, Associates in Cultural Exchange, USA Technology in Education
Virginia Gabby, Associates in Cultural Exchange, USA Haruyo Yoshida, Osaka Kyoiku University, Japan
Kenn Miyake, Osaka Kyoiku University, Japan
Curriculum Realignment 2.0
Content Area: Program Administration Improving Self-Correction in Student Writing
Fernanda Ortiz, University of Arizona, USA Content Area: Second Language Writing/Composition
Mariana Menchola-Blanco, University of Arizona, USA Mark Taylor, ELS Language Centers, USA
Empower Your Students Through Japanese College Learners’

Toastmasters for ELLs Motivation for Reading English
Content Area: Listening, Speaking/Speech Content Area: Reading and Literacy
Susan Strand, Independent, USA Chiyo Hayashi, Kunitachi College of Music, Japan
Daouda Sanguisso, Independent, Burkina Faso
Rodrigo Islas, Universidad de Talca, Chile Managing Plagiarism and Empowering
Student Voices: Linguistic Approach
Empowering Preservice Teachers to Develop Content Area: Applied Linguistics
Language in Mathematics Methods Courses Lilia Savova, Indiana University of Pennsylvania, USA
Content Area: Math and Science
James Ewing, Stephen F. Austin State University, USA Native or Nonnative? Voices From
American Students Learning French
Enriching Literature, Engaging Words Content Area: Nonnative English Speakers in TESOL
Content Area: Arts Khalid Ahamd Siddiq, Herat University, Afghanistan
Elizabeth Fonseca, Nassau Community College, USA
Negotiating Attrition in English-Medium
Equal Engagement: Effectively Identifying University Programs in the Middle East
and Assessing Learning Disabled ELLs Content Area: Higher Education
Content Area: Learning Disabilities/Special Needs Manisha Sinha, Sohar University, Oman
Elisabeth Mercante, University of Delaware, USA Yogesh Sinha, Sohar University, Oman

Not Your Permanent Record, Yet: Promoting Tolerance Implicitly in EFL Class
Learning Academic Integrity Content Area: Social Responsibility/Sociopolitical Concerns
Content Area: Intensive English Programs Ella Dovhaniuk, V.N. Karazin Kharkiv National
Rachel Dictor, DePaul University, USA University, Ukraine
Matt Van Someren, DePaul University, USA Tamara Barybina, Professional Language School, Ukraine
Observational Practicum: A Stepping Small Group Discussions to Assess Email

Stone to Praxis in TESOL Pragmatic Understanding and Competence
Content Area: Teacher Education Content Area: CALL/Computer-Assisted Language Learning/
Ayaka Ihara, San Francisco State University, USA Technology in Education
Iftikhar Haider, University of Illinois at Urbana Champaign, USA
On Self Care: Reflecting,
E L
Recharging, and Saying No
E D Strategies for Successful International
C
CAN
Content Area: Personal and Professional Language Assistantships:
POSTER SESSIONS
Development for Teachers Learning From the Field
Alicia Ambler, University of Iowa, USA Content Area: International Teaching Assistants
Toni McLaughlan, Kamala Nehru College, USA
Online Writing Centers and Engaging Shweta Khanna, U.S. Department of State, India
Multilingual Students Through Feedback Susan Thomas, Kamala Nehru College, India
Mariya Gyendina, University of Minnesota, USA Structuring Elementary School
English Teachers’ Professional
Dialogue Through Protocols
Organizing for Internationalizing
Kate Batson, University of Mississippi, USA
Chin-Wen Chien, National Tsing Hua University, Taiwan
Tracy Koslowski, University of Mississippi, USA
(Republic of China)
Peer Oral Feedback and Revision
Student Film Studio and Project Management
of Students’ Composition
in Teaching Intercultural Communication
Neil Satoquia, Jubail Industrial College, Saudi Arabia
Olga Minina, Syktyvkar State University, Russia
Igor Minin, Academy of State Sevice, Russia
Peer Review: An Oral Approach Svetlana Popova, Secondary School #38, Russia
Diane Bryson, Duke University, USA Students’ Graphic Representations
of Arabic vs English Writing
Personalized Vocabulary Logs Content Area: English as a Foreign Language
Content Area: Vocabulary/Lexicon John Jordan, Alfaisal University, Saudi Arabia
Nina Ito, University of Southern California, USA
Maggie Catalfamo, University of Southern California, USA Teacher Portfolios as Part of
the Evaluation Process
Posters to Engage and Empower Content Area: Intensive English Programs
Students in Grammar Class Kristen Brown, Massachusetts International Academy, USA
Dinorah Sapp, University of Mississippi, USA Teaching College English Course in
Taiwan With an ELF Perspective
Prematriculate Mobile-Assisted Language Content Area: English as a Foreign Language
Learning for Studying Before Entering College Wen-Hsing Luo, National Hsinchu University of Education,
Content Area: Distance Learning/Online Learning Taiwan (Republic of China)
Goh Kawai, Hokkaido University, Japan
Akio Ohnishi, Version2, Inc., Japan
Teaching Effective Reading Strategies Using Infographics as a Teaching
to Faciltate Chinese Learners’ Tool in EFL Classes
Reading Comprehension Content Area: English as a Foreign Language
Content Area: Reading and Literacy Mengjiao Wu, Shanghai Maritime University, China
Fan-Wei Kung, Shantou University, China (People’s Republic) (People’s Republic)
Nadeen Katz, Asia University, Japan
Teaching Focal Stress and Rhythm:
Auditory vs Haptic Techniques Using Reader’s Theater to Engage
Content Area: Phonology/Pronunciation and Empower Adult ELLs
Noriko Yamane, Kobe University, Japan Content Area: English as a Foreign Language
Brian Teaman, Osaka Women’s University, Japan Mark Tanner, Brigham Young University, USA
William Acton, Trinity Western University, Canada Alisha Chugg, Brigham Young University, USA
Teaching the Language of Art Visualizing Vocabulary Across

POSTER SESSIONS
and Design to ESL Students Cultures: Web Images as a Corpus

Content Area: English for Specific Purposes Content Area: Vocabulary/Lexicon
Ellen Sperling, Savannah College of Art and Design, USA Cameron Romney, Doshisha University, Japan
John Campbell-Larsen, Kyoto Women’s University, Japan
Teaching-Centered Reflection in
Teacher Education in Malaysia Vocabulary Development Using the
Content Area: Teacher Education Four Levels of Knowledge Model
Munirah Hanafi, Canterbury Christ Church University, United Content Area: Teaching Methodology and Strategy
Kingdom (Great Britain) Feyi Obamehinti, Ravir LLC, USA
Technology Integration: Goals and You and Meme: Using Memes

Challenges for EFL Instructors in Japan to Engage Your ELLs
Content Area: Personal and Professional Content Area: Teaching Methodology and Strategy
Development for Teachers Megan LaVogue, Jerry Thomas Elementary, USA
Thomas Bieri, Nanzan University, Japan
3 Project-Based Business English Activities:
The Lure and Harm of the Stocks, Companies, and Websites
Phrase “Native Speaker” Content Area: English for Specific Purposes
Content Area: Nonnative English Speakers in TESOL Derek Houck, UC Riverside, USA
Mohamed Yacoub, Indiana University of Pennsylvania, USA
5 Ways to Make English Language
The MUSIC® Model of Student Classrooms Brain-Friendly
Motivation: Strategies for Instruction Content Area: Teaching Methodology and Strategy
Content Area: Teaching Methodology and Strategy Umesh Shrestha, Nepal English Language Teachers
Elizabeth Bowles, Virginia Tech Language and Culture Association, Nepal
Institute, USA
An NNEST’s Journey to Overcome Adversity
The Nuts and Bolts of Effective to Student-Centered Instruction
Listening Strategies Content Area: Nonnative English Speakers in TESOL
Content Area: Listening, Speaking/Speech Ryan Smithers, Kwansei Gakuin University, Japan
Randall Davis, University of Utah, USA
A World of Ideas and Materials
Using Cultural Criticism to Address for Teaching ELLs Anywhere
Oppression in English Language Learning Content Area: Adult Education
Content Area: Social Responsibility/Sociopolitical Concerns Andy Burrows, Pro Lingua Associates, USA
James Mitchell, Portland State University, USA
Engaging Struggling Learners With
Inquiry and Primary Sources
Rich Cairn, Collaborative for Educational Services, USA

Analysis of Skills Required for Senior Developing Students’ Efficient Listening
Students’ Future Careers Skills to Trigger Language Learning
Content Area: English for Specific Purposes Content Area: Second Language Acquisition
Mitaka Yoneda, Mukogawa Women’s University, Japan Luis Eduardo Machi Torres, DGETA-Sonora, Mexico
Data-Driven Learning (DDL) for Developing Student-Teachers’

Teaching Vocabulary and Grammar Identity, Learning, and Social Justice
Content Area: Teaching Methodology and Strategy in Community-Based Learning
Pramod Sah, University of British Columbia, Canada Content Area: Teacher Education
Anu Upadhaya, Tribhuvan University, Nepal Shu-Fen Yeh, Shih Chien University, Taiwan (Republic of China)
Democratic Equality Through Service Learning Digital Learning in the ESL Classroom
Content Area: Intensive English Programs Content Area: Elementary School/Primary Education
POSTER SESSIONS
Tracy Koslowski, University of Mississippi, USA Beth Poydock, Rowan Salisbury School System, USA
Marco Devera, University of Mississippi, USA Katie Gardner, Rowan Salisbury School System, USA
Depth or Breadth: Chinese EFLs’ Vocabulary Distance Language Training for

Knowledge and Writing Development Women in Afghanistan and Nepal
Content Area: Second Language Writing/Composition Content Area: Social Responsibility/Sociopolitical Concerns
Shuang Wu, Texas A&M University, USA Cathy Raymond, Washington University in St. Louis, USA
Peng Zhang, Sichuan Airlines, China (People’s Republic)
Haitao Sun, Wanzhou Tangfang Middle School, China Document Design 2.0: Creating
(People’s Republic) Engaging and Enriching Documents
Developing a Sustainability Module to Jennifer Altman, University of Washington, USA
Engage, Enrich, and Empower Students
Does Online English Language
Samuel Herrington, University of Wisconsin–River Falls, USA Instruction Empower ESL Learners’
Fluency Development?
Developing Autonomous Academic Writing Content Area: CALL/Computer-Assisted Language Learning/
Competence Through Corpus Linguistics Technology in Education
Content Area: CALL/Computer-Assisted Language Learning/ Rebecca Aaron, Brigham Young University, USA
Technology in Education Mark Tanner, Brigham Young University, USA
Chinger Zapata, Universidad Católica del Norte, Chile
Hugo Keith Dubbing Tasks in the Vocabulary
Acquisition of Chinese EFL Classrooms
Developing Critical Thinking Skills via Content Area: English as a Foreign Language
Reading Comprehension in South Africa Ruoqiao Chang, Texas A&M University, USA
Maria Snarski, U.S. Department of State, USA Dynamic Written Corrective Feedback’s Role
Francinah Magoro, U.S. Embassy, South Africa, South Africa in Enriching Multilingual Student Writing
Busi Ngongoma, Molteno Institute for Language and Literacy, Content Area: Teaching Methodology and Strategy
South Africa
Laurie Miller, George Mason University, USA
Paul Michiels, George Mason University, USA
Developing Learner Autonomy in an
Academic EFL Writing Course
E3: Engage, Enrich, and Empower With
Student Personal Learning Networks
Javid Rasooly, Herat University, Afghanistan Content Area: CALL/Computer-Assisted Language Learning/
Developing Preservice Language Hugh Le, California State University, Sacramento, USA
Teachers’ Expertise and Confidence Kurtis Foster, Missouri State University, USA
Through Service Learning
Content Area: Teacher Education Effective Group Poster Projects
Caroline Torres, Kapi’olani Community College, USA for College-Level Students
Debbie Barks, Edmonds Community College, USA
Effectiveness of Online Texts vs Hard Essay Rating: Is It Cognitive or
Copy for Reading Comprehension Sociocultural Practice?
Content Area: English as a Foreign Language Content Area: Assessment/Testing
Albania Cadena, Escuela Superior Politecnica del Yi Mei, Queen’s University, Canada
Litoral, Ecuador Liying Cheng, Queen’s University, Canada
Alison Herrera, Escuela Superior Politecnica del
Litoral, Ecuador Evaluation of Extensive Reading Tracking
With M-Reader Online Quizzes
Engage Students Going Paperless Content Area: Reading and Literacy
Content Area: CALL/Computer-Assisted Language Learning/ Thomas Bieri, Nanzan University, Japan
Fernanda Ortiz, University of Arizona, USA Exploring Social Justice With Literature
and Writing: Curriculum and Rationale
Engage, Enrich, and Empower ESL Content Area: Teaching Methodology and Strategy
POSTER SESSIONS
Students Through Service Learning Erin Haslund, University of Washington, USA

Kelly Roberts Weibel, Edmonds Community College, USA Exploring the Potential of Massive Open
Linda Carlson, Edmonds Community College, USA Online Courses: Students’ Experiences
Engage, Enrich, and Empower Tony Cripps, Nanzan University, Japan
Students Through Civic Responsibility: Sean O’Connell, Nanzan University, Japan
Material Development
Express and Respond: Improving Students’
Roseli Franco, Spring International Language Center, USA Writing Through Poetry Writing
Molly Staeheli, Spring International Language Center, USA Content Area: Second Language Writing/Composition
Mir Abdullah Miri, Herat University, Afghanistan
Engaging in Action Research: The Effects
of Metacognitive Listening Instruction
Extending the Classroom: Linguistic
Landscape Ideas and Resources for Teachers
Jennifer Lacroix, Boston University, USA Content Area: Media (Print, Broadcast, Video, and Digital)
Marnie Reed, Boston University, USA
Jennifer Burton, UC Berkeley, USA
Allen Harbaugh, Boston University, USA
Michael Clark, UC Berkeley, USA
Engaging Teacher Research
Fostering Civic and Linguistic
Through Reflective Teaching
Literacy in Adult ESL Learners
Kayoko Yamauchi, Rikkyo University, Japan David Christensen, Eastern Michigan University, USA
Grace Pang, Eastern Michigan University, USA
Zuzana Tomaš, Eastern Michigan University, USA
Enriching Elementary ESL Andrea Clyne, Eastern Michigan University, USA
Students’ Vocabularies With Jenna Bollinger, Eastern Michigan University, USA
Dog‑Sled Themed Curriculum
Global Game Night: Sharing Culture
Rachel Turner, Eastern Michigan University, USA While Practicing English
Mary Anne Jaeger, Ypsilanti Community Schools, USA Content Area: Intensive English Programs
Marie Schottin, Ypsilanti Community Schools, USA
Courtney Colborn, University of Dayton, USA
ESP Texts in Cuba for Health and Culture
How Anxious Are Turkish Learners? Potential
Antecedents of Language Anxiety
William Wolf, English Language Fellow, USA Content Area: English as a Foreign Language
Salvador Escalante, Universidad de Holgu’n, Cuba
Michel Cisneros, Universidad de Oriente, Cuba Mehmet Asmali, Bandirma Onyedi Eylül University, Turkey
Vilma Páez, Universidad de Holgu’n, Cuba

Identify and Activate Receptive Vocabulary Linguistic Features of Online Product
via Online Survey and Writing Reviews and Instructional Applications
Content Area: CALL/Computer-Assisted Language Learning/ Content Area: Second Language Writing/Composition
Technology in Education Michael Suhan, Northern Arizona University, USA
Ivy Chu-Hui Lin, Hokkaido University, Japan Seval Karakoc, Northern Arizona University, USA
Goh Kawai, Hokkaido University, Japan
Lost in Translation: Using Chinese
Inclusive Education in Higher Mistranslated Signs to Remedy Chinglish
Education: Venezuela Case (UCV) Content Area: Higher Education
Content Area: Learning Disabilities/Special Needs Marilena Draganescu, University of Maryland,
Miguel Mendoza, Univesidad Central de Venezuela, Venezuela College Park, USA
Know the World With Vocab: Asking, Micro- and Macrogenres of L2

Answering Solves Brain Buzz Academic Writing in Middle School
POSTER SESSIONS
Content Area: English as a Foreign Language Content Area: Second Language Writing/Composition
Layla Tus-Siam, Anandaniketan English Medium Claire Jo, Harvard University, USA
School, Bangladesh
Middle Grade Students With Limited and
L2 Word Identification and L1 Interrupted Education: Literacy Exploration
Lexicon: Arabic ESL Situation Content Area: Reading and Literacy
Content Area: Psycholinguistics and Gregory Bowman, Doris Henderson Newcomers School, USA
Neurolinguistics in TESOL Kimberly Kelly, Doris Henderson Newcomers School, USA
Yousef Deikna, Idaho State University, USA
More Than Meets the Eye: Perspectives
Language Acquisition Support in Lesson Observations
System (LASS) in EFL Classes Content Area: Teacher Education
Content Area: Applied Linguistics Marcela Cintra, Cultura Inglesa São Paulo, Brazil
Srinivasa Rao Idapalapati, University of Tabuk, Saudi Arabia
Manssour Habbash, University of Tabuk, Saudi Arabia Motivating ESL Learners Using Folktales
Language Is Local: Localized Images Anirudha Rout, District Education Office, Balasore, Odisha, India
as Multilevel ESL Curriculum
Content Area: Materials Writers, Curriculum/
Materials Development
Multicultural Education in Early
Childhood: Case Studies
Patrick McDade, People-Places-Things, LLC, USA Content Area: Elementary School/Primary Education
Lauren Gonzalez, Stephen F. Austin State University, USA
Language Ontologies: TESOL Quarterly
Susan Casey, Stephen F. Austin State University, USA
Abstracts from 1970 to 2013
Survey of Students’ Academic
Cynthia Berger, Georgia State University, USA Skills in College Courses
Learning Through Looking: Building
Kate Gleeson, Massachusetts College of Pharmacy and Health
Skills Through Interpreting Portraiture
Sciences University, USA
Sunnia Ko Davis, Massachusetts College of Pharmacy and
Monica Maxwell-Paegle, Georgetown University, USA Health Sciences University, USA
Liberating Learners From Traditional Sustaining Teacher Professional

Educational Practices Through Development Through English
Activity-Based Instruction Teacher Communities of Practice
Content Area: English as a Foreign Language Content Area: Personal and Professional
Dhundi Raj Giri, Nepal English Language Teachers’ Development for Teachers
Association, Nepal Richard Niyibigira, Association of Teachers of English in
Madhukar K. C., Nepal English Language Teachers’ Rwanda, Rwanda
Association, Nepal
Take Flight After NNESTing in The Status of ICT and Digital
Your Teaching History Literacies in Nepal
Content Area: Nonnative English Speakers in TESOL Content Area: CALL/Computer-Assisted Language Learning/
Melanie Rockenhaus, Scuola Normale Superiore, Italy Technology in Education
Alex Lowry, English Language Programs, USA
Teach Them to Fish: Service Learning 2.0 Kunjarmani Gautam, Nepal English Language Teachers’
Content Area: Social Responsibility/Sociopolitical Concerns Association, Nepal
Trisha Dowling, Eastern Michigan University, USA
The Young Writers Program: Fostering
English Writing Culture in Qatar
Teacher Development and Financial
Cooperative: A Novel Practice
Content Area: Personal and Professional Sadia Mir, Virginia Commonwealth University in Qatar, Qatar
Development for Teachers Ian Mauer, College of the North Atlantic, Qatar
POSTER SESSIONS
Radha Krishna Humagain, Nepal English Language Teachers’

Association, Nepal Thinking Routines and Conversation
Strategies Using CBI With EFL Students
Teaching English and Nonviolence
Through Kairos Palestine Craig Mertens, Kwansei Gakuin University, Japan
Salameh Bishara, Lutheran Schools of Evangelical Lutheran Ticket Out the Door
Church in Jordan and The Holy Land, Israel Content Area: Higher Education
Kristen Brown, Massachusetts International Academy, USA
Teaching U.S. History to ESL Students:
Content and Language Combined Trained EFL Peer Tutors: A Model
Content Area: Content-Based and CLIL/Content and Leveraging Talented Student Writers
Language Integrated Learning Content Area: Second Language Writing/Composition
Mark Sullivan, University of Colorado Boulder, USA Elliot Hirshon, Surrey International Institute at DUFE University,
China (People’s Republic)
Team Teaching in TEFL: A Native
English Speaker’s Viewpoint Transforming a Traditional Language
Content Area: Personal and Professional Lab Into a Virtual Learning Center
Development for Teachers Content Area: Intensive English Programs
Judy Emerson, Independent, USA Sara Proctor, UC Davis Extension, USA
Elizabeth Morrison, UC Davis Extension, USA
The Effects of In/direct Corrective
Feedback in EFL Writing Transition From EAP to ESP:
Content Area: Second Language Writing/Composition Nursing Students’ Beliefs
Taichi Yamashita, Iowa State University, USA Content Area: English as a Foreign Language
Sachiko Takahashi, Okayama Prefectural University, Japan
The Extended Definition as
Part of Research Writing Tribal Corner
Content Area: Second Language Writing/Composition Content Area: Content-Based and CLIL/Content and
Nina Ito, University of Southern California, USA Language Integrated Learning
Luba Hodges, University of Southern California, USA Susan Wildburger, University of Texas at Dallas, USA
The Impact of Homesickness on Reading Strategies for Chinese

International Students in USA Learners’ Reading Comprehension
Content Area: Social Responsibility/Sociopolitical Concerns and Gender Difference
Ahlam Alomary, Winthrop University, USA Content Area: Reading and Literacy
Norah Alomary, Winthrop Univesity, USA Fan-Wei Kung, Shantou University, China (People’s Republic)

Don’t miss these sessions in TESOL’s
CLASSROOM
OF THE FUTURE!
Located inside the English Language Expo
Wednesday, 22 March Thursday, 23 March Friday, 24 March

10 am–10:30 am 10 am–10:45 am 10 am–10:30 am
◗◗ Micro-Credentialing: The Future of ◗◗ Reaching the Ultimate Milestone: ◗◗ Collaborating With Tech
Teacher Preparation and Training? Academic Language Growth Developers in Building
PRESENTERS: Florin Mihai, Kerry PRESENTER: Zulma Cifuentes Future Classrooms
Purmensky, Joyce Nutta PRESENTERS: David Allen, Erica Sponberg,
11 am–11:30 am
Emily Merrit
11 am–11:30 am ◗◗ Flipped Classroom
◗◗ LeapOn: An Immersive Mobile PRESENTERS: Miguel Frontado, Cora Lavin 11 am–11:30 am
Game of Communication Strategy ◗◗ Using a Free App to
12 pm–12:45 pm
PRESENTER: Tarana Patel Design Your Own
◗◗ Learning Transformed: Tailor‑Made EFL Course
12 pm–12:45 pm Teacher Education in a PRESENTERS: Martha Del Angel,
◗◗ Developing Cultural and Student-Adaptive World Leonor Rosales
Linguistic Proficiency Through PRESENTER: Geeta Aneja
Communities of Inclusion 12 pm–12:45 pm
1 pm–1:30 pm Deploying Needs-Based
EXHIBITORS
PRESENTERS: Annie Duquay, José Medina ◗◗
◗◗ Digital Citizenship for Technology at the Institutional
1 pm–1:30 pm ELLs: Teaching Digital Level: Moving Away From the
◗◗ iPads and Engagement Empowerment in a 2.0 World One-Size-Fits-All Approach
Come Together in the PRESENTERS: Jennifer Meyer, Joseph PRESENTER: Katharine Nielson
Classroom of the Future Whinery, Harriet Strahlman
PRESENTER: Justin Shewell 1 pm–1:30 pm
2 pm–2:30 pm ◗◗ Voicethread, YouTube,
2 pm–2:30 pm Devices Come Together for
◗◗
Instagram, and the New Era
◗◗ Making Speaking Visible: Learner Engagement: BYOD of the Online Student Profile
Multimodal Movies in Language Classrooms PRESENTERS: Cory Stewart, Adam Rosen
With Smartphones PRESENTER: Justin Shewell
PRESENTERS: Michael Herke, 2 pm–2:30 pm
3 pm–3:30 pm
Sean McGovern ◗◗ Accessible Technology
◗◗ Imagining the Future: Challenging for Informed and
3 pm–3:45 pm Assumptions in Program Design Enriched Instruction
◗◗ Reality Check: How Do PRESENTER: Katie Mitchell PRESENTER: Robbie Lee Sabnani
People Actually Use Learning
Management Systems?
PRESENTER: John Brezinsky
The TESOL Classroom of the Future is made possible with support from
ENGLISH LANGUAGE EXPO AND
JOB MARKETPLACE — EXHIBIT HALL MAP
Hall
4D
obby
South Loading Doc
11 10 Computer
Work Table
12 9 Self-
Exhibitor
Computer Banks
Published
Lounge
13 8 Authors
14 7
15 6
Job
MarketPlace 16 5 437 536 537 637 736 936 937 1036 1037
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Waiting Area
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Area
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523 622 623 922 923 1022

Interest
Classroom Sections
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of the
Future
TESOL
519 618 619
Central
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Free Head Shot
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410 1111
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404 707 806 1105
1103
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Down Self Registration
Open to
Below
Registration
Atrium Lobby

EXHIBITOR BOOTH NUMBERS
Please check the addendum for additions and changes.
Alliant International University 531 Language Testing International, Inc. (LTI) 618
Allied Powers LLC 624, 909 LearningU 637
ALTA English Publishers, Inc. 807 Middlebury Institute of International Studies at Monterey 1030
American Federation of Teachers 920 Middlebury Interactive Languages 936
Anaheim University/Anaheim University Press 734 MM Publications 709
Barron’s Educational Series, Inc. 404 Multilingual Matters, LTD 630
Benchmark Education Company 500 National Background Check, Inc. 1024
Black Cat 922 National Geographic Learning 817
BrainPop 732 Nearpod 535
British Council 1100 Northeastern University, Full Circle Scholarship 537
Cambridge University Press COF, 700 Oxford University Press 606
CaMLA 634 Pearson ELT 600, 601
CASAS 736 PhonicsQ 532
Caslon Inc. 931 Pro Lingua Associates 707
Center For Applied Linguistics 708 Project ELL 906
Command Performance Language Institute 619 Reading Horizons 523
Compass Publishing 632 Really Good Stuff 409
Continental Press 925 Renaissance 635
Corwin 1006 Robotel, Inc. 1003
Crossworld 832 Routledge, Taylor & Francis Group 507
Dan Velando Associates LLC 1032 Saddleback Educational Inc 508
DynEd International, Inc. 806 Sanako Inc. 830
Educational Testing Service 501 Santillana USA Publishing 921
EXHIBITORS
e-future Ltd. 813 Seattle Central College 534
Ellevation 621 SIT Graduate Institute/World Learning 623
ELS Educational Services Inc. 930 Sounds Virtual Inc. 620
ELTS/Color Vowel Chart 837 Speak Agent 908
English Central 913 Sunburst Media 619
EnglishUSA 831 Texas A&M University-Commerce 1009
Equinox Publishing Ltd. 1007 The College Board 809
ESL Boot Camp 434 The New School 730
ESL Library 513, 613 Townsend Press 1108
Express Publishing 403 Trinity Western University 430
Fazko Education 937 U.S. Department of State, Office of English Language Programs 801
Federal Trade Commission 631 U.S. Peace Corps 410
Fina Estampa Peru Fair Trade 1031 UC San Diego Extension 625
Fulbright U.S. Student Program, Institute of International Education 833 University of Michigan Press 731
Get This Write, LLC 907 University of Oregon American English Institute 1103
Global ELT Ltd. 1106 University of Wollongong 1034
Global LT, Inc. 633 Velazquez Press 924
Grass Roots Press 525 vipabc COF, 431
Halfstudy 1020 VIPKID 413
Houghton Mifflin Harcourt COF, 901 Voxy Inc COF
IELTS USA 932 Washington State University, Intensive American Language Center 400
Imagine Learning 530 Wayzgoose Press 918
Juna Accent Coach 536 Westgate Corporation 1035
Kaeden Books 622 WIDA 412
Language Arts Press 519 Wiley 834
Language Magazine 407 WRiTE BRAiN BOOKS 917
COF = Classroom of the Future
EXHIBITOR LISTINGS
BOOTH #531 BOOTH #734 BOOTH #732
Alliant International University Anaheim University BrainPOP ESL
10455 Pomerado Rd Admissions Office Room 110 71 W. 23rd St
San Diego, CA 92131 USA 1240 S. State College Blvd New York, NY 10010 USA
Phone: +1 866.825.5426 Anaheim, CA 92806 USA Phone: +1 212.574.6022
Contact: Ken Kelch Phone: +1 714.772.3330 Contact: Marjani Hendrickson
Website: tesol.alliant.edu Contact: Kate Strauss Website: www.brainpopesl.com
Website: www.anaheim.edu
Alliant International University is a WASC- BrainPOP ESL is the newest addition to
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British Council
Allied Powers LLC Bridgewater House, 58 Whitworth St
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9474 Twister Trace St, Manchester, M1 6BB UK
Las Vegas, NV 89178 USA Barron’s Educational Series, Inc. Phone: +44(0)161 957 7522
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Contact: Josh Greenman Hauppauge, NY 11788 USA Website: www.britishcouncil.org/english
Website: www.hidow.com Phone: +1 800.645.3476
The British Council is the UK’s cultural relations
Contact: Frederick Glasser
Our product employs the latest in TENS/EMS organisation. We are on the ground in more
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EXHIBITORS
ALTA English
BOOTH #500
1775 E. Palm Canyon Drive, Ste 110-275 BOOTH #700,
Palm Springs, CA 92264 USA Benchmark Education Classroom of the Future
Phone: +1 760.459.2603 145 Huguenot St
Contact: Hugo Loyola New Rochelle, NY 10801 USA Cambridge University Press
Website: www.altaenglishpublishers.com Phone: +1 914.637.7255 One Liberty Plaza, Cambridge University
Contact: Kristin DeMarco Press
We are publishers of classroom-informed New York, NY 10006 USA
Website: www.benchmarkeducation.com
materials and digital content for English
Phone: +1 212.337.5067
language teaching and learning worldwide. Benchmark Education publishes ESL and Spanish
Contact: James Marceda
Our products have been expertly written by the resources that help ELs meet the new standards
Website: cambridge.org/cambridgeenglish
absolute best teachers—for teachers, as well as for literacy, language, and content knowledge.
by master language program administrators. Our Resources include Big Books, language-leveled Cambridge University Press delivers real-life
brand is trusted by every professional in ELT. and reading-leveled texts, genre study books, English language learning, teaching, and
text pairs with matching content, and the RIGOR assessment through world-class research and a
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American Federation of Teachers
555 New Jersey Ave, NW BOOTH #922 BOOTH #634
Washington, DC 20001 USA
Phone: +1 202.393.5688 Black Cat CaMLA
Contact: Giselle Lundy-Ponce 8154 Ridgeway Ave Argus 1 Bldg, 535 W. William St, Ste 310
Website: www.aft.org Skokie, IL 60076 USA Ann Arbor, MI 48103 USA
Phone: +1 847.676.1596 Phone: +1 734.763.2944
The American Federation of Teachers, an affiliate
Contact: Daniel Eastman Contact: Alexis Kielwasser
of the AFL-CIO, was founded in 1916 and today
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represents 1.6 million members in more than
3,000 local affiliates nationwide. Black Cat is a worldwide leader in English CaMLA combines the expertise of two world-
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CASAS Command Performance Corwin
5151 Murphy Canyon Rd, Ste 220 Language Institute 2455 Teller Rd
San Diego, CA 92129 USA 28 Hopkins Ct Thousand Oaks, CA 91320 USA
Phone: +1 858.292.2900 Berkeley, CA 94706 USA Phone: +1 603.343.8592
Contact: Jane Eguez Phone: +1 510.524.1191 Contact: Maura Sullivan
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CASAS, an independent not-for-profit Website: www.cpli.net Corwin is the premier publisher of professional
organization, offers the most widely used system Real acquisition in the classroom using the most resources that equip Pre-K–12 educators with
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Caslon is an independent publisher located in
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resources for preservice and practicing Website: www.compasspub.com bringing God’s love to life in the world’s least-
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Our programs are built around brain-based
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Educational Testing Service ELTS/Color Vowel Chart Equinox Publishing Ltd.
660 Rosedale Rd 1107 Lancaster Rd 415 The Workstation, 15 Paternoster Row
Princeton, NJ 08541 USA Takoma Park, MD 20912 Sheffield Yorkshire, S1 2BX England
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The TOEFL® tests for student success! ELTS is an educational training and publishing Equinox Publishing Ltd is an independent
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to better support learners academically, and confidence.
emotionally, and creatively. BOOTH #831
EnglishUSA BOOTH #513, 613
BOOTH #621 ESL Library
1827 Powers Ferry Rd, Bldg 14, Ste 100
Ellevation Atlanta, GA 30339 USA 301-915 Grosvenor Ave
77 Summer St Phone: +1 404.567.6875 Winnepeg, MB R3M 0M5, Canada
Boston, MA 02110 USA Contact: Cheryl Delk-Le Good Phone: +1 204.452.8241
Phone: +1 617.307.5720 Website: englishusa.org Contact: Ben Buckwold
Contact: Marion Amos Website: ESLlibrary.com
EnglishUSA, the American Association of
Website: www.ellevationeducation.com
Intensive English Programs, is the largest ESL Library is a subscription-based resource
Ellevation’s software transforms school districts organization of intensive English programs site for English language teachers. For less than
to better serve ELLs by supporting student in the United States. There are more than US$5 per month, teachers receive access to
data analysis, reporting, collaboration, and 488 members, including university-governed 800+ professionally made lessons and 2,000+
instruction. Ellevation currently works with 450+ programs, proprietary companies, and private flashcards. Download, print, and photocopy
school districts across 37 states, impacting language schools. Our mission is to provide whatever you need, whenever you need it.
1.2 million ELLs. support, standards, and advocacy for all New materials added monthly! Sign up at the
IEPs in the USA. booth or online.
BOOTH #930
ELS Educational Services Inc.
7 Roszel Rd
Princeton, NJ 08540 USA
Phone: +1 843.349.6465
Contact: Kathe Drost
Website: www.els.edu
The mission of ELS is to provide English
language and educational exchange programs
that exceed the academic, professional,
and social expectations of our clients
throughout the world.

Express Publishing Get This Write, LLC Grass Roots Press
Liberty House, Greenham Business Park, PO Box 258 6520 82 Ave
Newbury, RG19 6HW UK Milwaukee, WI 53201 USA Edmonton, AB T6B 0E7, Canada
Phone: +30 2102 120 877 Phone: +1 414.533.5080 Phone: +1 780.413.6491
Contact: Kristy Kors Contact: JoEllen Christians Contact: Pat Campbell
Website: www.expresspublishing.co.uk Website: www.GetThisWrite.com Website: www.grassrootsbooks.net
Express Publishing is an independent U.K. Get This Write is a unique online sentence- Grass Roots Press, established in 1997,
publisher, specializing in English language writing program for intermediate and advanced specializes in high-interest, low-vocabulary
learning and teaching. With a presence in more learners of American English. This self-paced, books for adolescents and adults. Our
than 90 countries and a variety of more than self-checking program provides clear grammar publication line includes Arabic and Spanish
3,500 teaching materials as well as ministerial explanations and extensive controlled writing bilingual photostories, biographies, chapter
adoptions in many countries, the company has practice. Get This Write can be used in class or books, workbooks, and audiobooks. Our titles are
been nominated multiple times by the British independently. It helps learners gain confidence also available as e-books. Free supplementary
Council Innovation Awards. in writing sentences correctly. material can be downloaded from our website.
BOOTH #1106 BOOTH #1020

BOOTH #937
Global ELT Ltd. Halfstudy
Fazko Education
60 Pankhurst Ave Manyang-ro 112, Dongjak-gu
Brighton East Sussex, BN2 9YN UK Seoul 06913 South Korea
Phone: +44 1273 251 907 Phone: +82 2 555 0509
BOOTH #631
Contact: Lawrence Mamas Contact: Young sam Jo
Federal Trade Commission Website: www.globalelt.co.uk Website: www.halfstudy.com
600 Pennsylvania Ave, NW Global ELT is an ELT publishing company offering We produce a language teaching kit, the
Washington, DC 20580 USA quality exam preparation materials for ELT “Halfstudy Private Kit.” Come by our booth
Phone: +1 202.326.3206 exams such as the IELTS, Cambridge English, to see the kit.
Contact: Jennifer Leach CAMLA, TOEFL, and TOEIC. We also publish
EXHIBITORS
Website: consumer.gov a wide variety of learning resources for all BOOTH #901,
What to know, what to do. Consumer protection areas of English language teaching: grammar, CLASSROOOM OF THE FUTURE
basics...plain and simple. Quick and easy-to-use vocabulary, idioms, phrasal verbs, dictionaries,
resources to learn about managing your money, and graded readers. Houghton Mifflin Harcourt
credit, loans and debt, and scams and identity 9400 Southpark Center Loop
theft. Order free copies of print materials for BOOTH #633 Orlando, FL 32708 USA
yourself, your students, or anyone else. Phone: +1 407.345.2132
Global LT, Inc. Contact: Chelsie Sloan
1871 Woodslee Dr Website: HMHCO.com
BOOTH #1031 Troy, MI 48083 USA
Phone: +1 248.729.6128 Houghton Mifflin Harcourt is a global learning
Fina Estampa Peru Fair Trade Contact: Karen McDougall
company committed to changing lives by
fostering passionate, curious learners. HMH
Website: www.Global-LT.com
creates engaging, dynamic, and effective
BOOTH #833 Global LT is a world-class service provider of educational content and experiences from early
language, cultural training, translation, and childhood to K–12 and beyond the classroom.
Fulbright U.S. Student expatriate destination services, as well as
Program, Institute of our new workforce learning and leadership BOOTH #932
International Education programs for human resource executives and
mobility companies. IELTS USA
809 UN Plaza
New York, NY 10017 USA 825 Colorado Blvd, Ste 221
Phone: +1 832.369.3488 Los Angeles, CA 90041 USA
Contact: Lee Rivers Phone: +1 323.255.2771
Website: www.us.fulbrightonline.org Contact: Kate McKeen
Website: www.ielts.org
Sponsored by the U.S. Dept. of State’s
Bureau of Educational & Cultural Affairs and IELTS is an English language proficiency test
administered by IIE, the Fulbright U.S. Student designed to test communicative abilities of
Program offers fellowships for 1 academic year nonnative speakers who want to study or work
to U.S. graduating college seniors, graduate in English-speaking environments. It is accepted
students, early-career professionals, and by more than 9,000 organizations worldwide,
artists. Program participants pursue graduate or including more than 3,000 U.S. institutions, and
professional study, advanced research, or English includes standard varieties of English: American,
teaching in elementary and secondary schools Australian, and British.
or universities.
Imagine Learning Language Testing International Middlebury Interactive Languages
191 River Park Dr 445 Hamilton Ave 23 Pond Ln
Provo, UT 84604 USA White Plains, NY 10601 USA Middlebury, VT 05753 USA
Phone: +1 801.377.5071 Phone: +1 469.941.6232 Phone: +1 802.458.9413
Contact: Anabel Richards Contact: Luisa Martinez Contact: Erin Reed
Website: www.imaginelearning.com Website: www.languagetesting.com Website: www.middleburyinteractive.com
Imagine Learning is an award-winning language As the exclusive licensee of the American Middlebury Interactive is the academic leader in
and literacy software program used by students Council on the Teaching of Foreign Languages online language instruction for K–12 students.
around the world. Through more than 4,300 (ACTFL), LTI provides direct measures of Through its engaging digital world language and
engaging activities, first-language support, and speaking, writing, listening, and reading ELL curriculum, Middlebury Interactive gives
differentiated instruction, students in grades proficiency suited for the real-world needs of students the skills and cultural understanding to
pre-K–6 learn essential reading and speaking ESOL populations. compete in the 21st-century global marketplace.
skills, including academic language.
BOOTH #637 BOOTH #709
BOOTH #536 LearningU MM Publications
Juna Accent Coach 1220 N Main St, Ste 6 129 Colney Hatch Ln, Muswell Hill
Springville, UT 84663 USA London, N10 1HD England
Phone: +1 801.602.1781 Phone: +44 7452 037 471
Contact: Cameron Loflin Contact: Nadia Theochari
BOOTH #622
Website: www.learningu.com Website: www.mmpublications.com
KaedenBooks
LearningU is a leading provider of online ESL MM Publications is an international publishing
PO Box 16190 learning solutions and test preparation for house specialising in the production of English
Rocky River, OH 44116 USA students, government agencies, educational language teaching books and e-learning
Phone: +1 440.617.1400 institutions, and businesses. We specialize in material. It was established in 1993 and
Contact: Grant Urmston providing the innovative tools and interactive has developed rapidly since then. MM
Website: www.kaeden.com resources necessary for nonnative English Publications can be found on all continents,
EXHIBITORS
Kaeden is a publisher and distributor of speakers to enhance their careers and obtain with offices, distributors, and agents in more
educational content for grades K–6. We work their educational goals. than 100 countries.
with schools to design custom collections
for guided reading. We are the sole source BOOTH #1030 BOOTH #630
for the K–2 books to support the Teachers
College Reading & Writing Project Assessment
Middlebury Institute of Multilingual Matters
by Lucy Calkins. International Studies at Monterey St Nicholas House, 31-34 High St
460 Pierce St Bristol, BS1 2AW UK
Monterey, CA 93940 USA Phone: +44 1178 158 562
BOOTH #519
Phone: +1 831.647.4185 Contact: Laura Longworth
Language Arts Press Contact: Angela Quesenberry Website: www.multilingual-matters.com
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Rockville, MD 20849 USA the very best textbooks and research
Training the next generation of leaders in
Phone: +1 301.424.8900 language education and ESL teaching, our monographs in the fields of applied linguistics,
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ESL teachers and students. We understand that faculty will train you in a broad range of topics BOOTH #1024
we must keep one foot firmly rooted in teaching necessary to your development as language
to be a truly relevant publisher. Come see education professionals. National Background Check, Inc.
the results! We have developed cutting-edge 1486 Bethel Rd
materials and mobile apps for pronunciation, Columbus, OH 43220 USA
academic writing, and vocabulary. Phone: +1 614.457.8900
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BOOTH #407
National Background Check, Inc. (NBCI) is
Language Magazine one of a few companies in the United States
to be recognized by the Federal Bureau of
Investigation (FBI) as an approved FBI Channeling
Agency. NBCI obtains expedited FBI background
checks for work visas/student visas and foreign
residency/travel.

National Geographic Learning Pearson ELT Reading Horizons
20 Channel Center St 221 River St 1194 Flint Meadow Dr
Boston, MA 02210 USA Hoboken, NJ 07030 USA Kaysville, UT 84037 USA
Phone: +1 617.289.7812 Phone: +1 914.267.7712 Phone: +1 800.333.0054
Contact: Beth Leonard Contact: Stuart Radcliffe Contact: Angela Stevens
Website: ngl.cengage.com Website: pearsoneltusa.com Website: www.readinghorizons.com
National Geographic Learning brings the world Pearson ELT is the leading publisher of English Reading Horizons has worked for more than
to the classroom and the classroom to life. With language learning materials for adult and higher 30 years to provide interactive software,
our English language programs, students learn education. We focus on innovative ways of direct instruction materials, and professional
about their world by experiencing it. Through combining content, assessment, technology, and development that empowers teachers
our partnerships with National Geographic services to help teachers and students achieve to empower ELL students with research-
and TED, students develop the language their English teaching and learning goals. based strategies for learning to read the
and skills they need to be successful global English language.
citizens and leaders. BOOTH #532
PhonicsQ BOOTH #409
BOOTH #535
3402 E. John St Really Good Stuff
Nearpod Seattle, WA 98112 USA
18305 Biscayne Blvd, Ste 301 Phone: +1 206.325.7989
Aventura, FL 33160 USA Contact: Phyllis Herzog
BOOTH #635
Phone: +1 305.677.5030 Website: www.phonicsq.com
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PhonicsQ includes field-tested picture cues
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in four formats (color posters, playing cards,
Nearpod is a unique mobile learning platform blackline masters, and color wall cards including Wisconsin Rapids, WI 54494 USA
designed for the use of mobile devices in word lists) that link letters and sounds to Phone: +1 715.424.3767
education. With Nearpod, teachers can create enhance reading, spelling, and pronunciation for Contact: Rachel Braun
content, engage students digitally, and assess learners of all ages. Website: www.renaissance.com
EXHIBITORS
them in real time. Renaissance® is the leader in K–12 learning
BOOTH #707 analytics—enabling teachers, curriculum
BOOTH #537 creators, and educators to drive phenomenal
Pro Lingua Associates student growth. Renaissance’s solutions
Northeastern University, PO Box 1348 help educators analyze, customize, and plan
Full Circle Scholarship Brattleboro, VT 05302 USA personalized learning paths for students,
360 Huntington Ave Phone: +1 802.257.7779 allowing time for what matters—creating
Boston, MA 02115 USA Contact: Andy Burrows energizing learning experiences in the classroom.
Phone: +1 206.467.5484 Website: www.ProLinguaAssociates.com
Contact: Bryan Fouquet Publisher of ELL text and teacher resource BOOTH #1003
Website: www.northeastern.edu/seattle/ materials (mostly photocopyable) designed to
admissions/full-circle-scholarship Robotel, Inc.
foster student-centered learning. Celebrating
support for and by the TESOL community since 3185 rue Delaunay
The Full Circle Scholarship offers a 25% tuition
1980! Thank you! Laval, QC H7L 5A4, Canada
discount to graduate applicants who embody
Phone: +1 450.680.1448
Northeastern University’s values of experiential
and global learning. If you have spent 1 year
Contact: Gerry Sullivan
BOOTH #906 Website: www.robotel.com
abroad teaching ELLs, you could be eligible.
Project ELL Robotel is a world leader in Digital Language Lab
2000 N. Central Expwy, Ste 212 solutions. Our SmartClass+ platform is available
BOOTH #606
Plano, TX 75074 USA in wired, wireless, and web-based configurations
Oxford University Press Phone: +1 972.424.6298 to suit virtually any learning environment.
198 Madison Ave Contact: Steve Navarre SmartClass+ works with Windows and Mac
New York City, NY 10016 USA Website: projectell.com computers, Chromebooks, iPads, Androids,
Phone: +1 212.726.6324 iPhones, and iPods. Capabilities include BYOD,
Project ELL provides the total customizable
Contact: Kristi Murray remote HomeWork access, and ASL support.
ELL solution: progress monitoring, professional
Website: www.oup.com/elt development, and ELL compliance. Using
We believe that education changes lives for actionable data along with the tools provided
the better and are committed to making a in our program, educators can support their
difference in people’s lives through education students to reach high academic achievement.
and learning English.
Routledge, Taylor & Francis Group Santillana USA Sounds Virtual Inc.
711 Third Ave, 8th Floor Publishing Co., Inc. 920 Yonge St, Ste 801
New York, NY 10017 USA 2023 NW 84 AV Toronto, ON M4W 3C7, Canada
Phone: +1 917.351.7161 Doral, FL 33122 USA Phone: +1 416.968.7155
Contact: Eleanor Reading Phone: +1 630.337.6638 Contact: Richard Snider
Website: www.routledge.com Contact: Jimmy Moorhead Website: www.can8.com
Routledge publishes professional and scholarly Website: www.santillanausa.com Sounds Virtual Inc. is the developer of CAN-8
books, textbooks, and journals in the field of Santillana offers the largest selection of VirtuaLab, used worldwide by major universities,
education, including bilingual education, ESL, culturally authentic K–12 Spanish resources: colleges, and government departments for more
multicultural education, and educational studies. instructional programs, children’s and than 20 years. CAN-8 is a flexible software-
young adult books, reference materials, and based tool designed to assess, teach, evaluate,
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with Santillana offices worldwide to bring using your own customized curriculum.
Saddleback Educational Inc. teachers and students the best in Spanish
3120A Pullman St language and culture. BOOTH #908
Costa Mesa, CA 92626 USA
Phone: +1 714.640.5233 Speak Agent Inc.
BOOTH #534
Contact: Tim McHugh 155 Gibbs St, Ste 512
Website: www.sdlback.com Seattle Central College, Rockville, MD 20850 USA
Saddleback is the leader in high-interest,
Institute of English Phone: +1 301.838.5557
1701 Broadway, BE 1113 Contact: Benjamin Grimley
low-readability curriculum solutions and quality
Seattle, WA 98122 USA Website: www.speakagent.com
readers for struggling and at-risk learners in
grades 4–12. We create relevant and engaging Phone: +1 206.934.3882 Speak Agent helps elementary educators
materials that will actively involve and immerse Contact: Douglas Goodwin meet the unique vocabulary needs of their
students at reading levels where they can Website: seattlecentral.edu ELLs through customizable games, videos,
achieve success in the 21st century. The Seattle Central Institute of English offers and digital lessons. With Speak Agent, you
can have amazing digital materials ready in
EXHIBITORS
three programs, from beginning to advanced

BOOTH #830 levels, and more than 25 different classes with minutes without any technical know-how. And,
experienced TESOL professionals, the ability to your resources will work on any interactive
Sanako Inc. whiteboard, computer, or tablet.
earn transferable college credits while studying
300 Spectrum Center Dr, Ste 400 English, acceptance to college classes upon
Irvine, CA 92618 USA completion, and certificates upon passage of the BOOTH #619
Phone: +1 888.611.4785 Intensive English and College Bridge Programs.
Contact: Ron Rehbein Sunburst Media
Website: www.sanako-us.com PO Box 2572
BOOTH #623 Sunnyvale, CA 94087 USA
The global leader in teacher-led language
learning technology, Sanako features software
SIT Graduate Institute/ Phone: +1 408.245.8514
and hardware-based digital language labs, World Learning Contact: Marsha Chan
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hybrid and BYOD solutions, flexible content PO Box 676, 1 Kipling Rd
integration, and translation and interpreter Brattleboro, VT 05302 USA Books, software, videos, games for classrooms,
training options. With 30,000+ installations in Phone: +1 802.258.3491 labs, resource centers, libraries; beginning–
100+ countries worldwide, Sanako solutions Contact: Joan Perreault advanced. AmEnglish Online Learning, Phrase
suit a variety of classroom, mobile, virtual, and Website: graduate.sit.edu by Phrase Pronunciation and Listening,
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certificates, professional development, study for Child Development, Spelling Fusion, Issues in
abroad opportunities, and development English, The Alphabet.
programs. SIT’s TESOL master’s degrees and
certificate programs have engaged students in
experiential, cohort-based teacher education for
more than 50 years, and the school is the oldest
and largest of its kind.

Texas A&M University-Commerce Trinity Western University UC San Diego Extension
PO Box 3011 7600 Glover Rd Education Department
Commerce, TX 75428 USA Langley, BC V2Y 1Y1, Canada 9500 Gilman Dr, Dept 0170N
Phone: +1 903.468.8123 Phone: +1 604.888.7511 La Jolla, CA 92093 USA
Contact: Shelby Miller Contact: William Acton Phone: +1 858.534.9275
Website: www.tamuc.edu/ Website: www.twu.ca/ Contact: Natalie Leroux-Lindsey
Texas A&M University-Commerce offers a The Trinity Western University MA TESOL, based Website: extension.ucsd.edu/education
master’s in applied linguistics-TESOL. The in Langley, British Columbia, was established The Education department at UC San Diego
program can be completed 100% online or face- in 2003, with about 125 graduates to date. It is Extension provides integrated professional
to-face. A PhD in English and master’s in Spanish highly collaborative, problem-based, and offered development for school communities and
are also available. Ask us about scholarships and in both online and resident tracks. educational institutions while incorporating best
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U.S. Department of State and are available on campus, on-site, and online.
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250 Vesey St 2200 C St. NW, 4th Floor BOOTH #731
New York, NY 10281 USA Washington, DC 20037 USA
Phone: +1 866.630.9305 Phone: +1 202.687.5170 University of Michigan Press
Website: www.collegeboard.org Contact: Danielle Yates 839 Greene St
The College Board’s mission is to connect Website: www.elprograms.org Ann Arbor, MI 48104 USA
students to college success and opportunity. Phone: +1 866.804.0002
The U.S. Department of State promotes English
We are a not-for-profit membership organization Contact: Kelly Sippell
language learning abroad by offering teaching
committed to excellence and equity in Website: www.press.umich.edu/elt
resources at americanenglish.state.gov,
education. Among our best-known products publishing the English Teaching Forum magazine, The University of Michigan Press has a rich
are the SAT®, PSAT/NMSQT®, and Advanced and hosting cultural exchange programs. Visit tradition of publishing English for academic
Placement Program®. our booth to learn about English Language purposes textbooks and leading-edge teacher
EXHIBITORS
Fellow Program opportunities for experienced training textbooks. We are the publisher of
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72 Fifth Ave, 5th Floor
BOOTH #410
New York, NY 10003 USA
U.S. Peace Corps BOOTH #1103
Phone: +1 212.229.5600
Contact: Merida Escandon Gasbarro 1111 20th St, NW University of Oregon
Website: www.newschool.edu Washington, DC 20526 USA American English Institute
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college, a renowned performing arts college, and Website: www.peacecorps.gov Phone: +1 541.346.3874
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Townsend Press environment, and youth development. professional training.
439 Kelley Dr
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Townsend Press publishes vocabulary texts/
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University of Wollongong, Washington State University, WIDA
School of Education Intensive American 1025 W. Johnson St
Northfields Ave Language Center Madison, WI 53706 USA
Wollongong 2522 Australia Kruegel Hall 13 Phone: +1 608.265.4791
Phone: +61 2 4298 1254 Pullman, WA 99164 USA Contact: Scott Gomer
Contact: Amanda Baker Phone: +1 509.335.0990 Website: www.wida.us
Website: www.uow.edu.au Contact: Katherine Hellmann WIDA advances academic language
The University of Wollongong’s School of Website: ialc.wsu.edu development and academic achievement for
Education has a reputation for practical The Intensive American Language Center (IALC) linguistically diverse students through high-
programs and flexible learning strategies that at Washington State University (WSU) teaches quality standards, assessments, research, and
produce highly employable educators. It is ESL and prepares international students for professional development for educators. Our
founded on the expertise of our staff and our study at U.S. colleges and universities. The vision is to be the most trusted resource in the
strong ties with community organizations and IALC is part of WSU and is at the Pullman and education of Pre-K–12 language learners.
government bodies. Tri-Cities locations.
BOOTH #834
BOOTH #431, BOOTH #918 Wiley
CLASSROOOM OF THE FUTURE Wayzgoose Press 350 Main St
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BOOTH #924
Website: wayzgoosepress.com Wiley helps people and organizations develop
Velazquez Press the skills and knowledge they need to succeed.
Wayzgoose Press is a small, independent
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Phone: +1 626.448.3448 learning, assessment, and certification solutions
EXHIBITORS
We publish inexpensive ELT materials for

Contact: Jonathan Ruiz teachers and students and are happy to receive help universities, learned societies, businesses,
Website: www.VelazquezPress.com proposals from writers with practical classroom- governments, and individuals increase the
tested materials. Come see us at our booth to academic and professional impact of their work.
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Website: t.vipkid.com.cn continues today to play a major role in English in-depth, narrative, and creative writing curricula
language instruction at the university level designed for each grade level, K–12 ELLs
VIPKID, an online English institution, became
in Japan. Our program is currently offered at become published writers as they learn the
China’s first officially authorized TOEFL Primary
more than 50 universities in Japan. We are elevated craft of children’s book authoring.
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Voxy Inc.

PRESENTER INDEX
A Anderson, Neil J. . . 23, 25, 29, 35, 113, 132, 154, 174, 191
Andrei, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Barkaoui, Khaled . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Barkhuizen, Gary. . . . . . . . . . . . . . . . . . . . . . . . . 12, 29
Aaron, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Aneja, Geeta. . . . . . . . . . . . . . . . . 58, 77, 97, 184, 205 Barks, Debbie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Aarsen, Lucienne . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Angay-Crowder, Tuba. . . . . . . . . . . . . . . . . . . . . . . . 55 Barnhardt, Sarah . . . . . . . . . . . . . . . . . . . . . . . . 121, 175
Abbott, Marilyn. . . . . . . . . . . . . . . . . . . . . . . . . . 97, 123 Angelis, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Barr, Robin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Abdalla, Ihab. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Antonio, Jose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Barratt, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 175
Abdush-Shakir Bever, Zara Onie. . . . . . . . . . . . . . 129 Anwar, Mutallip. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Barrett, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Abeywickrama, Priyanvada . . . . . . . . . . . . 25, 74, 84 Ao, Narentuya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Barrett, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Abraham, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . 67, 123 Appel, Morgan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Barrett, Ellen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Abrahams, Gregory. . . . . . . . . . . . . . . . . . . . . . . . . . 54 Apt, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Barros, Isabel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Abrams, Debra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Arango, Mauricio . . . . . . . . . . . . . . . . . . . . . . . . 61, 178 Barrot, Jessie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Abramyk, Joanne. . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Ardasheva, Yuliya. . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Barybina, Tamara. . . . . . . . . . . . . . . . . . . . . . . 196, 199
Abrar-ul-Hassan, Shahid. . . . . . . . . . . . . . . . . 126, 141 Arevalo, Miguel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Batson, Kate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Abu-Rmaileh, Sufian. . . . . . . . . . . . . . . . . . . . 159, 174 Arias, Alejandro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Bauer-Ramazani, Christine. . . . . . . . . . . . . . . . . . . . 57
Acar, Ahmet Serdar. . . . . . . . . . . . . . . . . . . . . . . . . 135 Armand, Vanessa. . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Bauer, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Acar, Mehtap. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Armstrong, Liza . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Bazilevich, Natasha. . . . . . . . . . . . . . . . . . . . . . . . . . 54
Acevedo, Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . .23, 151 Aronson, Rosa. . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 156 Bazo, Cesar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Acheson-Clair, Kris. . . . . . . . . . . . . . . . . . . . . . . . . . 119 Ascher, Allen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77, 150 Beck, Emeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Acton, William . . . . . . . . . . . . . . . . . . . . . . 59, 89, 200 Asenavage, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Becker, Cathie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Adams, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Ashcraft, Nikki. . . . . . . . . . . . . . . . . . . . . . . . . 106, 177 Beckett, Gulbahar. . . . . . . . . . . . . . . . . . . . 15, 78, 130
Adams, Kristine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Ashcroft, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Beers, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Adams, Ryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Aslan, Erhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Behel, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Adamson, Ted. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Asmali, Mehmet. . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Belknap, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Adelson-Goldstein, Jayme. . . . . . . . . . . . 65, 69, 129 Asplin, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . 138, 168 Bell, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Adhikari, Binod. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Atawneh, Ahmad. . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Bell, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Agudelo, Eliana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Atay, Derin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Bell, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Aguirre, Isabel. . . . . . . . . . . . . . . . . . . . . . . . . . 50, 106 Ates, Burcu . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146, 159 Bell, Nancy. . . . . . . . . . . . . . . . . . . . . . . 25, 68, 154, 181
Ahern, Jeri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Atkins, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Bell, Nonie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Ahmed, Arsto . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Au, Cherry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Benedetti, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Ahmed, Yunana . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 August, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Benedicto, Kim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Akouavi Obympe Tabe, Martine . . . . . . . . . . . . . . 195 Austin, Theresa. . . . . . . . . . . . . . . . . . . 29, 107, 131, 178 Benegas, Michelle . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Al Harthy, Said . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Axe, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Benesch, Sarah. . . . . . . . . . . . . . . . . . . . . . . 25, 87, 112
Al Mazri, Nazmi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Axel, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Benmohamed, Fathi . . . . . . . . . . . . . . . . . . . . . . . . 177
Al-Hamly, Mashael. . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Aymen Elsheikh. . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Bennett, Gena. . . . . . . . . . . . . . . 23, 142, 156, 174, 188
Al-murtadha, Mutahar. . . . . . . . . . . . . . . . . . . . . . 160 Ayub, Marianela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Benucci, Heather . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Alamyar, Mariam . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Ayvaz, Engin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Benwell, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Alessio, Giovanna. . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Ayzen, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Berg, Helen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77, 146
Alexie, Sherman. . . . . . . . . . . . . . . . . . . . . . . . 7, 13, 52 Azaza, Mohamed. . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Berger, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Algren, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Azevedo, Claudio. . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Bergstrom, Tait. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Alharbi, Majed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Berman, Michael. . . . . . . . . . . . . . . . . . . . . . . . . 60, 197
Alhawamdeh, Imad. . . . . . . . . . . . . . . . . . . . . . . . . 198
B Bernal, Walter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
PRESENTER INDEX
Ali, Maysoun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Bernaldez, Brenda. . . . . . . . . . . . . . . . . . . . . . . . . . 177
Ali, Naziha. . . . . . . . . . . . . . . . . . . . . . . . . . 30, 113, 174 Baecher, Laura . . . . . . . . . . . . . . . . . . . . . . . 77, 118, 123 Berry, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Aliyeva, Nazila . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Baertlein, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . 103 Bhandari, Rameshor. . . . . . . . . . . . . . . . . . . . . . . . 103
Aljarih, Faraj . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Baffy, Marta. . . . . . . . . . . . . . . . . . . . . . . . . 65, 137, 187 Bidal, Jay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Allen, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Bailey, Kathleen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Bieri, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . 200, 202
Allen, Vicky. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Baker, Amanda. . . . . . . . . 25, 59, 83, 93, 151, 159, 182 Biesenbach-Lucas, Sigrun . . . . . . . . . . . . . . . . . . . . 76
Almeida, Selma . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Baker, Lottie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Bigelow, Martha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Alomary, Ahlam. . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Baker, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 157 Bishara, Salameh. . . . . . . . . . . . . . . . . . . . . . 122, 204
Alomary, Norah. . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Ballard-Kang, Jennifer . . . . . . . . . . . . . . . . . . . . . . . 77 Black, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Alsofyani, Abrar . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Ballard, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Blackburn, Tim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Altherr Flores, Jenna. . . . . . . . . . . . . . . . . . . . . 57, 138 Ballard, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Blasky, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Altman, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Baluyot, Benaline. . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Blass, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Alvarez, Lizbeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Balyasnikova, Natalia. . . . . . . . . . . . . . . . . . . . . 80, 137 Bleistein, Tasha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Alves, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94, 197 Bame, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Bliss, Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Ambler, Alicia. . . . . . . . . . . . . . . . . . . . . . . . . . 132, 199 Banat, Hadi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89, 139 Bloss, Susanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Amini, Rozita. . . . . . . . . . . . . . . . . . . . . . . . . . . 123, 150 Banerjee, Jayanti. . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Bobal, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Anand, Supreet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Bankier, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Bock Thiessen, Crystal. . . . . . . . . . . . . . . . . . . . 56, 122
Anderson, Brijana. . . . . . . . . . . . . . . . . . . . . . . . . . .153 Baptiste, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Bollinger, Jenna. . . . . . . . . . . . . . . . . . . . . . . 194, 202
Anderson, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Barclay, Sam. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 60 Boltaeva, Rokhatoy Rustamovna . . . . . . . . . . . . . . 85
Anderson, Joni . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Bardasz, Suzanne. . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Bondeson, Ginny . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Anderson, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Bardovi-Harlig, Kathleen . . . . . . . . . . . . . . . . 90, 154 Bonilla, Paola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Bonilla, Yesenia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Burton, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . 183, 202 Chen, Lei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Boon, Andrew. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Butler, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54, 193 Chen, Yue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Boone, Teresa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Butler, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Cheng, Dongmei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Boraie, Deena. . . . . . . . . . . . . . . . . . . . 15, 29, 107, 156 Bychkovska, Tetyana. . . . . . . . . . . . . . . . . . . . . . . . . 55 Cheng, Lixia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Borcherding, Melody. . . . . . . . . . . . . . . . . . . . . . . . 103 Byleen, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . 15, 130 Cheng, Liying . . . . . . . . . . . . . . . . . . . 25, 131, 180, 202
Bordas-Isner, Laure . . . . . . . . . . . . . . . . . . . . . . . . . 136 Bylund, Anders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Chiappy, Adita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Boroto, José . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Chica, Yola. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Bosiak, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Bowers, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
C Chien, Chin-Wen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Chiesi, Loren. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Bowles, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 200 Caballero, Henry. . . . . . . . . . . . . . . . . . . . . . . . . 94, 197 Childs, Sharon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Bowman, Andy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Cabrera, Cecilia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Chiverton, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Bowman, Gregory . . . . . . . . . . . . . . . . . . . . . . . . . 203 Caceda, Carmen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Choi, Jenny. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Boyd, Cristin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Cadena, Albania. . . . . . . . . . . . . . . . . . . . . . . 195, 202 Choi, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Boyum, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Cafe, Maribel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Chong, Ivan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Bradecich, Kendra . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Cairn, Rich. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Chou, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Bradshaw, Bethany . . . . . . . . . . . . . . . . . . . . . . 98, 195 Cameratti, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . 138 Christensen, David. . . . . . . . . . . . . . . . . . . . . . . . . 202
Brady, Brock . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97, 113 Camijo, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Christians, JoEllen . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Breiburd, Silvia. . . . . . . . . . . . . . . . . . . . . . . . . 158, 180 Campbell-Larsen, John. . . . . . . . . . . . . . . . . . . . . 200 Christiansen, Sidury. . . . . . . . . . . . . . . . . . . . . . . . . . 89
Brewer, Stef. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Campbell, Maxi-Ann . . . . . . . . . . 15, 77, 120, 130, 143 Christison, MaryAnn. . . . . . . . . . . . . . . . . . . . . 80, 172
Brexa, Jode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Can, Cem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Chugg, Alisha. . . . . . . . . . . . . . . . . . . . . . . . . 194, 200
Brezinsky, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Capener, Brad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Chujo, Kiyomi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Briceno, Allison. . . . . . . . . . . . . . . . . . . . . . . . . . 29, 107 Caplan, Nigel. . . . . . . . . . . . . . . . . . . . . . . . 76, 126, 184 Chun, Christian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Bricker, Meredith . . . . . . . . . . . . . . . . . . . . . . . . 23, 174 Caprario, Marcella. . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Chung, Samantha. . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Bright, Anita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Carkin, Gary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Chyi, Kenneth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Brillante, Pam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Carleton, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Ciancio, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Brinkmeyer, Katherine. . . . . . . . . . . . . . . . . . . . . . . . 91 Carlock, Janine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Ciftci, Hatime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Brinks Lockwood, Robyn. . . . . . . . . . . 15, 53, 94, 130 Carlson, Linda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Cifuentes, Zulma . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Brinton, Donna. . . . . . . . . . . . . . . 25, 50, 133, 154, 178 Carmona, Jose . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 128 Cintra, Marcela . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Brisk, Maria Estela . . . . . . . . . . . . . . . . . . 108, 142, 183 Carmona, Leah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Cipolle, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Bristow, Mackenzie. . . . . . . . . . . . . . . . . . . . . . .92, 115 Carnuccio, Lynore. . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Cirulli, Lauren. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Broady, Christel . . . . . . . . . . . . . . . . . . . . . . 57, 137, 174 Carpenter, Dedra . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Cisneros, Michel. . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Broekhoff, Marna . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Carpenter, Pauline. . . . . . . . . . . . . . . . . . . . . . . 95, 164 Clark-Gareca, Beth. . . . . . . . . . . . . . . . . . . . . . . 91, 184
Bronson, Aubrey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Carrier, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Clark, Adam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Brooks, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Carroll, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Clark, Bernadine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Brooks, Maneka . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Cartwright Lacerda, Christi. . . . . . . . . . . . . . . . 82, 131 Clark, Kenneth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Broomhead, Alan. . . . . . . . . . . . . . . . . . . . . . . . 61, 154 Carvalho, Rodrigo . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Clark, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . 183, 202
Brown, Kathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Casal, J. Elliott. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Clark, Raymond . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Brown, Kimberley. . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Casey, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Clark, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . . 114, 185
Brown, Kristen . . . . . . . . . . . . . . . . . . . . . . . . 199, 204 Castañeda-Jiménez, Gabriela . . . . . . . . . . . . . . . . 182 Clarke, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Brown, Stacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77, 138 Castro, Mariana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Cloud, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 48, 72
Brown, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Catalfamo, Maggie. . . . . . . . . . . . . . . . . . . . . . . . . . 199 Clyne, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
PRESENTER INDEX
Bryan, Kisha . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68, 137 Cates, Kip. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51, 166 Coady, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Bryson, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Catterick, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Codita, Ana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Buchenot, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Cauthen, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Codrington, Clarissa. . . . . . . . . . . . . . . . . . . . . . . . . 187
Buchheit, Lyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Cavage, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Coggins, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Buckwold, Ben . . . . . . . . . . . . . . . . . . . . . . 88, 145, 152 Cedro, Konrad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Cohen, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Budde, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Chakrabarti, Leena. . . . . . . . . . . . . . . . . . . . . . . . . . 184 Colbert, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Buitrago, Carolina . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Chamberlain, Kimberly. . . . . . . . . . . . . . . . . . . . . . 143 Colborn, Courtney. . . . . . . . . . . . . . . . . . . . . . . . . 202
Bunker, Ellen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Chamberlin-Quinlisk, Carla. . . . . . . . . . . . 47, 130, 133 Cole, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Bunning, Lucy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Chamot, Anna Uhl. . . . . . . . . . . . . . . . . . . . . . . . . . 125 Cole, Ellisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Burchett, Jessica. . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Chan, Beleza. . . . . . . . . . . . . . . . . . . . . . . . 83, 144, 168 Coleman, Celeste. . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Burghardt, Beatrix. . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Chan, Curtis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Collett, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Burhan Horasanli, Elif . . . . . . . . . . . . . . . . . . . . . . . 158 Chan, Elisabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Colombo, Michaela. . . . . . . . . . . . . . . . . . 125, 163, 169
Burke, Morag. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Chan, Marsha. . . . . . . . . . . . . . . . . . . . . . . . . . 139, 186 Colpaert, Kathrine. . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Burkhalter, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Chancay Cedeño, Carlos H.. . . . . . . . . . . . . . . . . . . 173 Combs, Eva. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Burns, Anne. . . . . . . . . . . . . . . . . . . 25, 29, 60, 78, 133 Chandler, Jeffrey . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Compton, Nick . . . . . . . . . . . . . . . . . . . . . . 83, 144, 168
Burns, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Chang-Lo, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . 153 Coney, Lavette . . . . . . . . . . . . . . . . . . . 65, 73, 130, 137
Burns, Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Chang, Pengyun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Conners, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Burns, Walton. . . . . . . . . . . . . . . . . . . . . . . . . . 124, 173 Chang, Ruoqiao. . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Connor, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Burri, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . 59, 83 Chao, Xia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Conry, Jillian. . . . . . . . . . . . . . . . . . . . . . . . . . . . 83, 136
Burrows, Andy . . . . . . . . . . . . . . . . . . . . 124, 196, 200 Chastain, Amy Alice. . . . . . . . . . . . . . . . . . . . . . . . . 143 Cook, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Burt, Ryan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Chen, Honglin. . . . . . . . . . . . . . . . . . . . . . . . . . . 83, 93 Cooman, Jean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Coombe, Christine. . . 15, 30, 35, 55, 111, 113, 156, 174 de Jong, Ester. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Duguay, Annie . . . . . . . . . . . . . . . . . . . . . . 49, 85, 134
Cooper, Ayanna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 de la Torre, Francisco. . . . . . . . . . . . . . . . . . . . . . . . 116 Dunne, Gordon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Cooper, Brandon. . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 de Oliveira, Luciana. . . . . . . . . . . . . . 59, 83, 108, 126 Dunphy, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Copland, Fiona . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 81 Deacon, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Dupaquier, Carolyn . . . . . . . . . . . . . . . . . . . . . . . . . 182
Cordero, Gaby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Debbek, Jouma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Duquay, Annie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Cornell, Caitlin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Debbek, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Dutro, Susana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Corr, Becky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Decker, Kaitlin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Dykema, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Corrales, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Deikna, Yousef . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Dzunu, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . 47, 106
Corrigan, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . 180 Del Angel, Martha . . . . . . . . . . . . . . . . . . . . . . . . . 205
Cotter, Eileen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 94, 197
Cowper, Edith. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
del Rosal, Karla. . . . . . . . . . . . . . . . . . . . . . . . . . 83, 136
Delaney, Tom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
E
Cox, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 162 Delk-Le Good, Cheryl. . . . . . . . . . . . . . . . . . . . . 73, 154 Earl, Jordan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Coxhead, Averil. . . . . . . . . . . . . . . . . . . . . . . . . . 23, 60 DelliCarpini, Margo. . . . . . . . . . . . . . . . . . . . . . . 15, 130 Earley, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Crabtree, Janay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Demeter, Gusztav. . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Eaton, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . 138, 178
Crager, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Dennis, Kia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Ebron, Gregorio . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Craig, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Densky, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Eddy, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Craig, Sherri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 DeRoma, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Ediger, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . 169, 178
Crandall, JoAnn (Jodi). . . . . . . . . . . . . . . . . . . . . . . 135 DeRosa, Stephen. . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Edmonson, Joy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Crandall, Marian. . . . . . . . . . . . . . . . . . . . . . . . 66, 104 Desrosiers, Denise. . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Edwards, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . 78, 158
Crawford, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . 164 DeStefano, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . 188 Effiong, Okim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Crifasi, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Deuel, Mellony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Effiong, Okon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Cripps, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . 195, 202 Devera, Marco. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Egan Vinogradov, Patsy . . . . . . . . . . . . . . . . 57, 72, 81
Crofts, Samuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Diaz Maggioli, Gabriel. . . . . . . . . . . . . . . . 47, 159, 180 Egbert, Joy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Crosby, Cathryn . . . . . . . . . . . . . . . . . . . . . . . . . 76, 155 Diaz-Rico, Lynne. . . . . . . . . . . . . . . . . . . . . . . . . 49, 74 Eguez, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Cross, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 DiBrito, Aanya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Ehsanzadehsorati, Seyedjafar. . . . . . . . . . . . . . . . . 70
Crowther, David . . . . . . . . . . . . . . . . . . . . . . . . . . 31, 63 DiCerbo, Patricia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Eichhorn, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Croydon, Alysan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Dictor, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Eidswick, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Crusan, Deborah. . . . . . . . . . . . . . . . . . 71, 114, 126, 188 Diem, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 El Abdali, Rima. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Cruz, Gabriel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Dieste, Victoria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 El Hess, Mohamed. . . . . . . . . . . . . . . . . . . . . . . . . . 198
Csepelyi, Tünde . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Dilber, Eyup. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 El Hussari, Ibrahim. . . . . . . . . . . . . . . . . . . . . . . . . . 122
Cunningham, Courtney. . . . . . . . . . . . . . . . . . . . . . 90 DiLullo Patten, Dora. . . . . . . . . . . . . . . . . . . . . . . . . 138 El Shaban, Abir. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Cunningham, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Dimova, Slobodanka. . . . . . . . . . . . . . . . . . . . . . . . 118 El-Zamil, Mohamed Ashraf. . . . . . . . . . . . . . . . . . . 110
Curry, Mary Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Dixon, Shane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Elfana, Riza. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Curtis, Andy. . . . . . . . . . . . . . . . . . . . . . . . . 25, 131, 182 Dixon, Tülay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Elhess, Mohamed. . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Curtis, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 DiZazzo, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Elizabeth Baertlein. . . . . . . . . . . . . . . . . . . . . . . . . . 103
Custodio, Brenda . . . . . . . . . . . . . . . 47, 59, 66, 77, 151 Djalilova, Shokhsanam . . . . . . . . . . . . . . . . . . . . . . 121 Ellington, George. . . . . . . . . . . . . . . . . . . . . . . . 80, 188
Cutler, David. . . . . . . . . . . . . . . . . . . . 60, 115, 168, 180 Dobson, Barbara. . . . . . . . . . . . . . . . . . . . . . . . 101, 167 Elliott, Nancy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Czellér, Mária. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Doman, Evelyn. . . . . . . . . . . . . . . . . . . . . . . . . 105, 127 Ellis, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Donatto, Teranda. . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Elsheikh, Aymen. . . . . . . . . . . . . . . . . . . . . . . . . 23, 134
D Donovan, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Emerson, Judy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Endara, Yvonne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Donoviel, Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
PRESENTER INDEX
D’Asaro, Andrea . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Ene, Estela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
da Silva, José Antônio. . . . . . . . . . . . . . . . . . . . 19, 137 Dormer, Jan Edwards . . . . . . . . . 15, 130, 137, 159, 174
Dornbusch, Angela . . . . . . . . . . . . . . . . . . . . . . 56, 70 Engel, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Daily, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 England, Liz. . . . . . . . . . . . . . . . . . . . . . 82, 102, 111, 153
Daley, Julia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Dorria, Asma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Dorta-Duque de Reyes, Silvia . . . . . . . . . . . . . . . . . 67 Englund, Donald. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Dalle, Teresa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Ennis, Michael Joseph. . . . . . . . . . . . . . . . . . . . . . . . 78
Damerow, Ryan . . . . . . . . . . . . . . . . . . . . . . . . . . 31, 80 Doty, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82, 105
Doughetry, Ellen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Erickson, Samantha. . . . . . . . . . . . . . . . . . . . . . . . . 183
Damon, Charm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Ernst, Cheryl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Daniels, Chantelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Douglas, Dan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Douglas, Scott. . . . . . . . . . . . . . . . . . . . . 25, 30, 61, 181 Eroz-Tuga, Betil. . . . . . . . . . . . . . . . . . . . . . . . . . . . .152
Daniels, Marcel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Escalante, Salvador. . . . . . . . . . . . . . . . . . . . . . . . 202
Dantas-Whitney, Maria. . . . . . . . . . . . . . . . 15, 81, 183 Dove, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . 109, 183
Dovhaniuk, Ella. . . . . . . . . . . . . . . . . . . . . . . . . 196, 199 Eshghavi, Malihe. . . . . . . . . . . . . . . . . . . . . . . . . 62, 196
Darragh, Janine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Eskayo, Michal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Daurio, Phoebe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Dowling, Trisha. . . . . . . . . . . . . . . . . . . . . . . . . 187, 204
Draganescu, Marilena. . . . . . . . . . . . . . . . . . . . . . 203 Eslami, Zohreh . . . . . . . . . . . . . . . . . . . . . . . . . . . 97, 111
David, Rosa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Espino, Jose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Davidoff, Katja . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Drajati, Nur Arifah . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Drake, Carrie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Estrada, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Davila, Liv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 107 Evans, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Davila, Sara. . . . . . . . . . . . . . . . . . . . . . . . . 63, 82, 168 Dressman, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Drury, Roger. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Ewert, Doreen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Davis, Betsy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Ewing, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Davis, Randall. . . . . . . . . . . . . . . . . . . . . . . . . 170, 200 Du, Qian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Duarte, Scott. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Ezeh, Chioma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Davis, Sunnia Ko. . . . . . . . . . . . . . . . . . . . . . . 196, 203
Dawson, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Dudzik, Diana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
De Costa, Peter. . . . . . . . . . . . . . . 25, 29, 69, 156, 182 Dueck, Katy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
De Felice, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Duggan, Joanna. . . . . . . . . . . . . . . . . . . . . 59, 116, 138
F G Gonzalez, Monica. . . . . . . . . . . . . . . . . . . . 29, 107, 194
Gonzalves, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Fabiano, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . 176 Gabby, Virginia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Gooden, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Faez, Farahnaz . . . . . . . . . . . . . . . . . . . . . . . . . 133, 139 Gabor, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 128, 157 Goodrich, Negin Hosseini. . . . . . . . . . . . . . . . . . . . . 89
Fahad, Ahmed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Gabriel, Raafat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Goodwin, Douglas. . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Fairley, Mariah. . . . . . . . . . . . . . . . . . . . . . . . 51, 73, 181 Gaer, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Gordon, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Fan, Yu-Shan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Gafurov, Kakhramon. . . . . . . . . . . . . . . . . . . . . . . . 168 Gormley, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Farias, Claudia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Gallagher, Colleen . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Gottlieb, Margo. . . . . . . . . . . . . . . . . . . . . . . . . . 55, 87
Farling, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Gallardo, Veronica. . . . . . . . . . . . . . . . . . . . . . . . 57, 71 Gottschalk, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . 81
Farrell, Tom. . . . . . . . . . . . . . . . . . . 15, 25, 81, 129, 182 Galletta, Annelies. . . . . . . . . . . . . . . . . . . . . . . . 69, 110 Gough, Judy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Farrelly, Raichle . . . . . . . . . . . . . . . . . . . . . . 57, 76, 89 Gallop, Stephanie. . . . . . . . . . . . . . . . . . . . . . . 66, 189 Gould, Becky. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Fauss, Russell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Galvão, Helena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Gould, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Faust, Heidi. . . . . . . . . . . . . . . . . . . . . 65, 90, 124, 130 Gamble, Craig. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Fazel, Ismaeil. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Grabe, William . . . . . . . . . . . . . . . . . . . 23, 83, 113, 178
Gambrel, Angel. . . . . . . . . . . . . . . . . . . . . . . . . . 99, 141 Graham, Nicole. . . . . . . . . . . . . . . . . . . . . . . . . . 70, 151
Feagin, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Gambrell, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Feak, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Granado, Milena. . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Gao, Xuesong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Grant, Leslie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Feather, Renee . . . . . . . . . . . . . . . . . . . . . . . . . . 35, 138 Gardner, Dee. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 60
Fellag, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Grant, Phoenicia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Gardner, Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Grant, Rachel. . . . . . . . . . . . . . . . . . . . . 29, 107, 161, 191
Ferg-Cadima, James . . . . . . . . . . . . . . . . . . . . . . . . 126 Garner, Joe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Ferguson, Matthew . . . . . . . . . . . . . . . . . . . . . . . . . 128 Graus, Johan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Garnett, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Graves, Kathleen . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Fernandes, Marino. . . . . . . . . . . . . . . . . . . . . . . . . . 174 Garton, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 81
Ferris, Dana. . . . . . . . . . . . . . . . . . . . . . . . . 23, 126, 162 Graw, Kristin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Garza, Peggy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Gray, Holly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93, 133
Fields, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Gass, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Fields, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Grayson, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Gautam, Ganga. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Green, Anthony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Filatova, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Gautam, Kunjarmani. . . . . . . . . . . . . . . . . . . . . . . 204 Green, Brent. . . . . . . . . . . . . . . . . . . . . . . . . . . . 80, 188
Filimon, Nicoleta. . . . . . . . . . . . . . . . . . . . . . . . .82, 131
Gebhard, Meg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Green, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . 131, 149
Fine, Beverly. . . . . . . . . . . . . . . . . . . . . . . . . . . . 55, 69
Geither, Elise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Greene, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Finnegan, Patty . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Geluso, Joe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Gregory, Karen. . . . . . . . . . . . . . . . . . . . . . . . . 171, 182
Fitzgerald, Alannah . . . . . . . . . . . . . . . . . . . . 12, 15, 121
Geng, Hua. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Gregory, Wayne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Fitzgerald, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Gentry, Earlene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Griffin, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Flamm, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Fleurquin, Fernando . . . . . . . . . . . . . . . . . . 25, 35, 133 Gerald, Justin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Griffin, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Fleury, Claudio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Ghaderi, Aniseh . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Griffiths, Fred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Flocke, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Ghimire Sharma, Gokul. . . . . . . . . . . . . . . . . . . . . . 194 Grimley, Ben. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Flowers, Celeste. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Gibson, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Griswold, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Foley, Kinnon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Gilbert, Judy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Grode, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Folorunsho, Arleen. . . . . . . . . . . . . . . . . . . . . . . . . . 149 Gillette, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Groff, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Folse, Keith . . . . . . . . . . . . . . . . . . 23, 60, 98, 124, 162 Gilliland, Betsy. . . . . . . . . . . . . . . . . . . . . . . . . 131, 156 Grognet, Allene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Fong, Hilaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Gillstrom, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . 170 Grosik, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . 78, 170
Fonseca, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 198 Gilmetdinova, Alsu. . . . . . . . . . . . . . . . . . 105, 137, 160 Grosse, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Forest, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Giraldez, Rosario . . . . . . . . . . . . . . . . . . . . . . . 124, 174 Gruber, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Foster, Kurtis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Giri, Dhundi Raj. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Grunwald, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
PRESENTER INDEX
Foung, Dennis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Gironzetti, Elisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Gu, Peiya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Fouquet, Bryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Giupponi, Luca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Guekguezian, Marilyn . . . . . . . . . . . . . . . . . . . . 93, 133
Fox, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Giurca, Mihaela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Guilamo, Alexandra. . . . . . . . . . . . . . . . . . . . . . . . . . 63
Frame, Aliza . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Gkonou, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Gulyan, Sona. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Franco, Roseli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Glass, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Gyendina, Mariya. . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Franks, Suzanne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Glazer, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Gylund, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Fraser, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Gleeson, Kate. . . . . . . . . . . . . . . . . . . . . . . . . 196, 203
Frear, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Gnawali, Ganesh. . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Fredricks, Daisy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Gobron, Louise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 H
Freeman, David . . . . . . . . . . . . . . . . . . . . . . . . 105, 118 Gokpinar-Shelton, Esen . . . . . . . . . . . . . . . . . . . . . 150 Haan, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Freeman, Donald . . . . . . . . . . . . . . . . 78, 138, 175, 183 Goldstein, Lynn. . . . . . . . . . . . . . . . . . . . . . 113, 155, 178 Habbash, Manssour. . . . . . . . . . . . . . . . . . . . . . . . 203
Freeman, Randi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Gollobin Ventura, Stephanie . . . . . . . . . . . . . . . . . . 66 Habib, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Freeman, Yvonne. . . . . . . . . . . . . . . . . . . . . . . 105, 118 Golombek, Paula . . . . . . . . . . . . . . . . . . . . . . . . 59, 69 Hacker, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Friedman, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Gómez Laich, María Pía. . . . . . . . . . . . . . . . . . . . . . 90 Hadingham, Oliver. . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Frodesen, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . 142, 152 Gomez, German. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Hadjioannou, Xenia. . . . . . . . . . . . . . . . . . . . . . . . . . 95
Frontado, Miguel . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Gomez, Julio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Hagar, Trenton . . . . . . . . . . . . . . . . . . . . . . . 55, 86, 110
Frumkin, Rhoda . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Goncalves, Fabiola. . . . . . . . . . . . . . . . . . . . . . . . . . 189 Hagen, Stacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Frye, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Gonzalez Del Castillo, Alla . . . . . . . . . . . . . . . . . . . 170 Haider, Iftikhar. . . . . . . . . . . . . . . . . . . . . 172, 193, 199
Fu, Danling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Gonzalez, Alexis. . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Hakuta, Kenji. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Fu, Yao. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Gonzalez, Katia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Haley, Marjorie. . . . . . . . . . . . . . . . . . . . . . 29, 131, 178
Fukunaga, Sunao. . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Gonzalez, Lauren. . . . . . . . . . . . . . . . . . . . . . . . . . 203 Haller, Lee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Halstead, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Hill Zirker, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . 144, 189 Ishihara, Noriko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Halvorsen, Andy. . . . . . . . . . . . . . . . . . . . . . . . . 53, 173 Hiller, Kristin. . . . . . . . . . . . . . . . . . . . . . . . 90, 155, 173 Ishikawa, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Hamilton, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Hilterbran, Audra. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Isik Guler, Hale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Hamilton, Michele . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Himmel, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Islas, Rodrigo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Hamman, Laura . . . . . . . . . . . . . . . . . . . . . . . . . 75, 167 Hinkel, Eli. . . . . . . . . . . . . . . . . . . . . . . 25, 154, 171, 182 Issa, Sandra Tompson. . . . . . . . . . . . . . . . . . . . . . . 155
Hamstra, Caitlin . . . . . . . . . . . . . . . . . . . . . . . . 119, 179 Hinton, Ben. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Ito, Nina. . . . . . . . . . . . . . . . . . . . . . . . . . 195, 199, 204
Han, Huamei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Hinton, Kip Austin . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Izquierdo, Evelyn. . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Hanafi, Munirah . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Hiorth, Amanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Hand, Deirdre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Haney, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74, 146
Hirashiki, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Hirshon, Elliot. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
J
Hanna, Paola. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Hirvela, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Jaber, Reem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Hansen, Christa. . . . . . . . . . . . . . . . . . . . . . . . . 124, 147 Hitchcock, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Jacob, Laura . . . . . . . . . . . . . . . . . . . . . . . 90, 130, 154
Hanson, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Ho, Kallie-Jo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Jacobs, Myrna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Hanson, Stephanie. . . . . . . . . . . . . . . . . . . . . . . . 84, 91 Ho, Kendi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Jacobsen, Natalia. . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Haq, Saima . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Hockly, Nicky. . . . . . . . . . . . . . . . . . . . . . . . . . . . 61, 125 Jaeger, Mary Anne. . . . . . . . . . . . . . . . . . . . . . 89, 202
Harbaugh, Allen. . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Hodge, Minh-Anh. . . . . . . . . . . . . . . . . . . . . . . . 29, 131 Jaffie-Shupe, Lily. . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Harkness, Zeynep. . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Hodges, Luba. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Jakar, Valerie. . . . . . . . . . . . . . . . . . . . . . . . 15, 129, 189
Harman, Ruth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Hodgson, Jenny. . . . . . . . . . . . . . . . . . . . . 79, 141, 177 James, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Harries, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Hoelker, Jane. . . . . . . . . . . . . . . . . . . . . . . . . 25, 111, 182 Janusch, Sandi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Harrington, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Hoenig, Myles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Jaquays, Jolene . . . . . . . . . . . . . . . . . . . . . 15, 164, 165
Harrison, Brianne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Hoffman, Matthew. . . . . . . . . . . . . . . . . . . . . . . . . . 108 Jarboe, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Harrison, Cathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Holbrook, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Jaros White, Malgorzata. . . . . . . . . . . . . . . . . . . . . 168
Harrison, Jamie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Holland, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . 106, 163 Jay, Jason . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Harrison, Lauren. . . . . . . . . . . . . . . . . . . . . . . . . 30, 157 Holloway, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 91 Jeffers, Ryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Hartley, Miranda. . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Holmes, Lester. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Jenkins, Rob. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Hartman, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Holmes, Melissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Jensen, Shawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Hartung-Cole, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 48 Holyoke, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Jessup, Jamie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Hartwick, Laurie. . . . . . . . . . . . . . . . . . . . . . . . 125, 169 Honegger, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Jiang, Chen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Harwood, Charles. . . . . . . . . . . . . . . . . . . . . . . . 70, 158 Honegger, Rose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Jiang, Jialei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Hasan, Nasseer. . . . . . . . . . . . . . . . . . . . . . . . . . . 57, 91 Honigsfeld, Andrea . . . . . . . . . . . . . 109, 163, 170, 183 Jiang, William. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Hashimk, Khadija. . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Horowitz, Steven . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Jiang, Xiangying. . . . . . . . . . . . . . . . . . . . . . . . . 23, 113
Haslund, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Horstein, Dana . . . . . . . . . . . . . . . . . . . . . . . . . . 65, 130 Jipping, Melanie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Hastings, Christopher . . . . . . . . . . . . 86, 110, 131, 154 Horvath, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Jo, Claire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Hata, Maiko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Houck, Derek. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Johns, Ann. . . . . . . . . . . . 23, 25, 51, 126, 135, 142, 162
Hatch, Monica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Howard, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Johnson, Adrienne. . . . . . . . . . . . . . . . . . . . . . . . . . 129
Hayashi, Chiyo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Howell, Crystal. . . . . . . . . . . . . . . . . . . . . . . . . . 15, 159 Johnson, Brianna. . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Hayes, Cathy. . . . . . . . . . . . . . . . . . . . . . . . 83, 144, 168 Howland, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Johnson, Britt. . . . . . . . . . . . . . . . . . . . . . . . . . 102, 166
Hayik, Rawia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Hu, Guangwei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Johnson, Karen. . . . . . . . . . . . . . . . . . . 25, 59, 69, 134
Haynes, Judie . . . . . . . . . . . . . . . . . . . . . . . . 51, 77, 126 Hu, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84, 198 Johnson, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Healey, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . 19, 136 Hu, Jingjing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Johnston, Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Hegelheimer, Volker . . . . . . . . . . . . . . . . . . . . . . . . 107 Huang, I-Chen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Johri, Sangeeta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
PRESENTER INDEX
Heilman, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Huang, Li-Shih . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Jolly, Roshii. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Helgesen, Marc. . . . . . . . . . . . . . . . . . . . . . . . . . . 77, 83 Hubbard, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Jones, Rodney . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 60
Hellenbrand, Aubrey. . . . . . . . . . . . . . . . . . . . . . . . . 75 Huber, Dean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Jones, Tamara. . . . . . . . . . . . . . . . . . . 50, 94, 138, 147
Hellman, Andrea. . . . . . . . . . . . . . . . . . . . 125, 150, 183 Huber, Wanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Jordan, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . 54, 199
Hellmann, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . 56 Hughes, Bob. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Jordan, Sheri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Henderson Lee, Sarah. . . . . . . . . . . . . . . . . . . . 89, 156 Hughes, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Josephson Abrams, Debra. . . . . . . . . . . . . . . . . . . . 67
Heng Hartse, Joel. . . . . . . . . . . . . . . . . . . . . . . . 141, 171 Humagain, Radha Krishna. . . . . . . . . . . . . . . . . . 204 Juffs, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 89
Henninger-Willey, Tracy . . . . . . . . . . . . . . . . . . . . . . 95 Humphries, Simon. . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Julie, Lake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65, 153
Henrichsen, Lynn . . . . . . . . . . . . . . . . . . . . . . . . 50, 138 Hunt, Elisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Jun, Chen Hsieh. . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Henry, Keith. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Hunter, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Jusseaume, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Heny, Natasha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Hussain, Yasir. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Juza, Patti. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Herath, Sreemali. . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Hussein, Ibtesam. . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Herke, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Hyde, Kenneth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 K
Herman, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Hyte Sonnenberg, Heidi. . . . . . . . . . . . . . . . . . . . . 157 K. C., Madhukar. . . . . . . . . . . . . . . . . . . . . . . . 194, 203
Hernandez, Diego . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Ka, Mouhamadou. . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Herrera, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Herrera, Mario. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
I Kaeiser, Matt. . . . . . . . . . . . . . . . . . . . . . . . . . . 154, 176
Idapalapati, Srinivasa Rao . . . . . . . . . . . . . . . . . . 203 Kaethler, Talitha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Herrera, Socorro. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Kafle, Madhav. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Herrington, Samuel. . . . . . . . . . . . . . . . . . . . . . . . . 201 Ihara, Ayaka. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Inözü, Jülide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Kaiser, Evan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Herzog, Phyllis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Kamhi-Stein, Lía. . . . . . . . . . . . . . . . . . . . . . . . 127, 149
Hilgendorf, Suzanne . . . . . . . . . . . . . . . . . . . . . 23, 94 Irby, Beverly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Kamijo, María . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Kaneko, Emiko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Kim, SungAe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Lawrence, Joshua. . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Kang Shin, Joan . . . . . . . . . . . . . . . . . . . . . . . . 135, 173 King, Courtney. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Le, Hugh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Kang, Hee-Seung. . . . . . . . . . . . . . . . . . . . . . . . 88, 96 Kinnear, Penny. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Leather, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Kang, Nina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Kinsella, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . 153, 175 Lebedev, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . 79, 173
Kang, Okim. . . . . . . . . . . . . . . . . . . . . . . . . . 25, 87, 174 Kirk, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 LeDrean, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Kangas, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Kirshner-Morris, Leslie. . . . . . . . . . . . . . . . . . . 108, 164 Lee-Johnson, Yin Lam. . . . . . . . . . . . . . . . . . . . . . . 176
Kanno, Yasuko . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 74 Kleckova, Gabriela. . . . . . . . . . . . . . . . . . . . . . 102, 186 Lee, Catherine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Kanoongo, Usha. . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Klein, Jody. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Lee, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Kantar Ben-Hillel, Annie. . . . . . . . . . . . . . . . . . 15, 189 Klein, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . 119, 152 Lee, Esther (Eunjeong). . . . . . . . . . . . . . . . . . . 56, 79
Kaplan, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Kling, Joyce. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Lee, Jean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Karakoc, Seval. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Knagg, John . . . . . . . . . . . . . . . . . . . . . . . . 94, 116, 127 Lee, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 72
Karam, Fares. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Knieriem, Brad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Lee, Ju Seong (John). . . . . . . . . . . . . . . . . . . . . . . . 144
Karas, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . 133, 139 Knight, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Lee, Kilryoung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Karaway, Ginger. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Knighton, Christie. . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Lee, Meng-Ying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Karen Taylor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Knoell, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Lee, Ron. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Karki, Tirtha. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Kohls, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Lee, Shelley. . . . . . . . . . . . . . . . . . . . . . . . . . . . 50, 146
Karunaratne, Renuka. . . . . . . . . . . . . . . . . . . . . . . . . 96 Kojoyan, Ani. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Lee, Sherise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Kasparova, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Kokkoros, Allison. . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Lee, Suzi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Kasper, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Kokolas, George. . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Lee, Yong Jik. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Kasun, G. Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Koller, Jodi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Lee, Young-Ju. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Kasun, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Kondo, Tina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Lefever, Samúel . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Katka, Adria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Konkel, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Legutke, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Katori, Mari . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Kormpas, Georgios Vlasios. . . . . . . . . . . . . . . . . . . 174 Lei, Lei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 130
Katz, Nadeen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Korslund, Stephanie. . . . . . . . . . . . . . . . . . . . . . 19, 107 Leider, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Kaufmann, Austin. . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Koslowski, Tracy. . . . . . . . . . . . . . . . . . . . . . . . 199, 201 Lems, Kristen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Kavimandan, Shabina. . . . . . . . . . . . . . . . . . . . . . . . 58 Kostka, Ilka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Lennox, Cynthia. . . . . . . . . . . . . . . . . . . . . . . . 181, 194
Kawai, Goh . . . . . . . . . . . . . . . . . . . . . . . 194, 199, 203 Kovats, Gabriela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Leopold, Lisa. . . . . . . . . . . . . . . . . . . . . 15, 53, 165, 187
Kayi-Aydar, Hayriye. . . . . . . . . . . . . . . . . . . . . . . . . 158 Kozák, Zsuzsanna. . . . . . . . . . . . . . . . . . . . . . . . 82, 129 Lepp-Kaethler, Elfrieda. . . . . . . . . . . . . . . . . . . . . . . 58
Kayode-Popoola, Adeyinka. . . . . . . . . . . . . . . . . . 147 Kramer, Eileen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Leskes, Vivian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Keith, Hugo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Krause, Timothy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Leskis, Adam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Kellermann, Kristina . . . . . . . . . . . . . . . . . . . . . . . . . 87 Kraut, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Lesley, Jamie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Kelley, Eileen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Kreuzer-Yaafouri, Louise. . . . . . . . . . . . . . . . . . . . . 64 Lesnov, Roman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Kelley, Eve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Kristjiansson, Carolyn . . . . . . . . . . . . . . . . . . . . . . . 174 Lesser, Nicholas . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Kelley, Molly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Kroman, Steven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Lethaby, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . 73, 85
Kelly, Curtis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77, 88 Krulatz, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81, 89 Levin, Tracy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Kelly, Kimberly . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Kryzhanivska, Anastasiia . . . . . . . . . . . . . . . . . . . . . 65 Levit, Allison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Kelly, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Kubota, Ryuko . . . . . . . . . . . . . . . . . . . . . . 25, 134, 161 Lewis, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Kelly, Zachary. . . . . . . . . . . . . . . . . . . . . . . . . . 194, 197 Kung, Fan-Wei . . . . . . . . . . . . . . . . . . . . . . . . 200, 204 Lewis, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Kemp, A. C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Kuo, Hsiao-Chin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Li, Juiteng . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Kendra Bradecich. . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Kurtz, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . 66, 184 Li, Jun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Kennedy, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Li, Qi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
PRESENTER INDEX
Kennedy, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Kennedy, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . 71
L Li, Shuzhan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Li, Xiuhai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Kennedy, Deborah. . . . . . . . . . . . . . . . . . . . . . . 69, 124 Laborde, Silvia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Lieb, Heidi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Kennedy, Josephine. . . . . . . . . . . . . . . . . . . . . . . . . . 77 Lacroix, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Light, Karyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Kerkian, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 LaFountain, Dan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Lima, Eliane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Kessler, Greg. . . . . . . . . . . . . . . . . . . . . . . . . 15, 81, 107 Lake, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Lin, Ivy Chu-Hui . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Kester, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Lambert, Jeanne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Lindahl, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Khalid, Abdul Habib. . . . . . . . . . . . . . . . . . . . . . . . . 64 Lansford, Lewis. . . . . . . . . . . . . . . . . . . . . . . . . . 94, 172 Lindauer, Bennett. . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Khan, Amadu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Lapornik, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Lindemann, Stephanie . . . . . . . . . . . . . . . 25, 134, 174
Khanna, Shweta. . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Laquercia, Brett . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Lindsay, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Khatri, Raj . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Lara-Alecio, Rafael. . . . . . . . . . . . . . . . . . . . . . . . . . 145 Lindsey, Mike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Khawaja, Anastasia . . . . . . . . . . . . . . . . . . . . . . . . . 127 Lara, Alfonso. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Lindwall Honig, Gareth. . . . . . . . . . . . . . . . . . . . . . 123
Khoshnevisan, Babak . . . . . . . . . . . . . . . . . . . . . . . 195 LaRandeau, Elsa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Lioy, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Kibler, Amanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Large, Colin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Lisboa, Jesus Ernesto . . . . . . . . . . . . . . . . . . . . . . . . 61
Kidwell, Tabitha . . . . . . . . . . . . . . . . . 94, 107, 153, 188 Larsen-Freeman, Diane. . . . . . . . . . . . . . . . . . . . . . 143 Litzenberg, Jason. . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Kielstra, Nathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Larsen, Ditlev . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Liu, Dilin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 130
Kilpatrick, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Larson, Kasey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Llanos, Alice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Kim, Eun-Yong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Larson, Katherine. . . . . . . . . . . . . . . . . . . . . . . . . . . 107 LoBianco, Joseph. . . . . . . . . . . . . . . . . . . . . . . . 25, 182
Kim, Eun-Young Julia. . . . . . . . . . . . . . . . . . . . . . . . . 98 Laudari, Suman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Lobo Guerrero, Clara. . . . . . . . . . . . . . . . . . . . . . . . 146
Kim, Soo Hyon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Lavin, Cora. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Logue, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Kim, Soonhyang. . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 LaVogue, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . . 200 López Gopar, Mario. . . . . . . . . . . . . . . . . . . . . 120, 156

Lopez, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Massoud, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Mildon, Tonya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Lopez, Rosa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Mathews, Kimberley . . . . . . . . . . . . . . . . . . . . . . . . 153 Miles, Richard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Lopolito, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Matsuda, Aya . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 94 Milinazzo-Barnett, Lisa. . . . . . . . . . . . . . . . . . . . . . 160
Lopriore, Lucilla . . . . . . . . . . . . . . . . . . . . . 29, 107, 191 Matsumoto, Yumi. . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Miller, Kimberly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Lowell, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Mattson, Nikki. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Miller, Laurie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Lowrance, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . 196 Matula, Suzanne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Miller, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Lowry, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Matumo, Samson. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Miller, Ryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76, 142
Luciana de Oliveira. . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Mauer, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Miller, Shelby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Lughmani, Shari Dureshahwar. . . . . . . . . . . . . . . . 162 Maxwell-Paegle, Monica. . . . . . . . . . . . . . . . . . . . 203 Milofsky, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Lugo, Gail. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Mayer, Jessalyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Min, Jeeyoung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lukens, Laura . . . . . . . . . . . . . . . . . . . . 51, 86, 126, 156 Mayne, Sheila. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Minin, Igor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Lukes, Marguerite. . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Mayor, Mike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Minina, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Lund, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . 103, 185 Mazloom-Farzaghy, Reza. . . . . . . . . . . . . . . . . . . . 174 Mir, Sadia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Lundy-Ponce, Giselle. . . . . . . . . . . . . . . . . . . . . 50, 163 Mbodj, Ndeye Bineta. . . . . . . . . . . . . . . . . . . . . . . . 147 Miri, Mir Abdullah. . . . . . . . . . . . . . . . . . . . . . . . . . 202
Luo, Wen-Hsing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 McAllister, Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Mishima, Masakazu . . . . . . . . . . . . . . . . . . . . . . 60, 98
Luo, Wenjing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 McBee Orzulak, Melinda. . . . . . . . . . . . . . . . . . . . . 131 Mitchell Viesca, Kara. . . . . . . . . . . . . . . . . . . . . . . . 183
Lynch, Megan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 McCarthy, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Mitchell, Connie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Lynch, Renee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 McCaughey, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Mitchell, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Lynn, Meredith Scott . . . . . . . . . . . . . . . . . . . . 128, 157 McClelland, Sean . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Mitchell, Katie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Lynn, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147, 166 McCloskey, Mary Lou. . . . . . . . . . . . . . . . . . . . . 62, 122 Mitchell, Thomas . . . . . . . . . . . . . . . . . . . . . . . . 76, 142
Lypka, Andrea. . . . . . . . . . . . . . . . . . . . . . . . 57, 91, 156 McClure, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Miyake, Kenn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
McCollum, Robb. . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Molina, Sarina. . . . . . . . . . . . . . . . . . . . . . . . . . . 64, 187
M McCormick, Dawn. . . . . . . . . . . . . . . . . . . . . . . . . . . 85
McDade, Patrick. . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Molinsky, Steven. . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Molyneux, Paul. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Mabuan, Romualdo. . . . . . . . . . . . . . . . . . . . . . . . . 141 McDonough, Kim. . . . . . . . . . . . . . . . . . . . . . . . 25, 88 Mommsen, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Mac Donald, Kara. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 McGovern, Sean. . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Mondloch, Barbara. . . . . . . . . . . . . . . . . . . . . . . . 31, 111
MacDougall, Maryann . . . . . . . . . . . . . . . . . . . . . . . 157 McHenry, Tracey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Monseur, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
MacDuff, Fife. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93, 111 McIlvain, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Montero, Kristiina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
MacFarland, Joy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 McIndoo, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . 48, 139 Montero, Paola. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Machaca, William. . . . . . . . . . . . . . . . . . . . . . . . . . . 119 McKeen, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Moody, Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Machi Torres, Luis Eduardo. . . . . . . . . . . . . . . . . . . 201 McLachlan, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Moon, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Mackey, Daphne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 McLaughlan, Toni. . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Moore, Catherine. . . . . . . . . . . . . . . . . . . . . . . 137, 182
Maduli-Williams, Denise. . . . . . . . . . . . . . . . . . . . . 194 McLaughlin, Susanne. . . . . . . . . . . . . . . . . . . . . . . . 189 Moore, Lawrence . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Magoro, Francinah. . . . . . . . . . . . . . . . . . . . . . . . . . 201 McMurtry, Deirdre. . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Moore, Mea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Magy, Ronna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 McNaught, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . 76 Moore, Richard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Mahalingappa, Laura. . . . . . . . . . . . . . . . . . . . . . . . . 87 McNeil, Merica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Moore, Ruth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Mahboob, Ahmar. . . . . . . . . . . 15, 23, 25, 83, 94, 133 McParland, Domminick. . . . . . . . . . . . . . . . . . 167, 186 Moore, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . 59, 116
Maignan, Genevieve. . . . . . . . . . . . . . . . . . . . . . . . 108 McVeigh, Joe. . . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 161 Moore, Tamera . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Mak, Sabina Ho-yan. . . . . . . . . . . . . . . . . . . . . . . . . 180 Mede, Enisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Moorhead, Clarissa. . . . . . . . . . . . . . . . . . . . . . . 96, 154
Makram, Maged . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Medina, Eliana. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Moran, Meghan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Malcolm, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Medina, José. . . . . . . . . . . . . . . . 49, 85, 134, 139, 205 Morgan, Brian. . . . . . . . . . . . . . . . . . . . . . 120, 133, 155
PRESENTER INDEX
Maliborska, Veronika. . . . . . . . . . . . . . . . . . . . . . . . 128 Mehrtens, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . 110 Morgan, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Malu, Kathleen . . . . . . . . . . . . . . . . . . . . . . . 57, 77, 154 Mei, Yi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Moriarty, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Malupa-Kim, Miralynn. . . . . . . . . . . . . . . . . . . 155, 183 Meireles, Regina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Morita-Mullaney, Patricia . . . . . . . . . . . . . . . . . . . . 121
Mamas, Lawrence. . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Melchor, Darci. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Morrison, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . 204
Mamasolieva, Mokhidil . . . . . . . . . . . . . . . . . . . . . . . 85 Melo, Fernanda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Morrison, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Manasse, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Menchola-Blanco, Mariana. . . . . . . . . . . . . . . . . . . 198 Morrow, Sirinuch. . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Mann, Lisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Mendoza, Grazzia. . . . . . . . . . . . . . . . . . . . . 30, 61, 113 Morsches, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Marcus, Sybil. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Mendoza, Miguel . . . . . . . . . . . . . . . . . . . . . . . 112, 203 Moten, Natalie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Marcusson, Bethany. . . . . . . . . . . . . . . . . . . . . . . . . 102 Menendez, Becky. . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Motha, Suhanthie. . . . . . . . . . . . . . . . . 71, 120, 154, 161
Mares, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Mercante, Elisabeth. . . . . . . . . . . . . . . . . . . . . . . . . 198 Mott-Smith, Jennifer. . . . . . . . . . . . . 50, 60, 165, 173
Markow, Jesse. . . . . . . . . . . . . . . . . . . . . . . . . . . 31, 104 Merrill, Mornie. . . . . . . . . . . . . . . . . . . . . . . . . . . 30, 165 Mouhanna, Mouhammad. . . . . . . . . . . . . . . . . . . . 174
Maronde, Brigitte. . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Merrit, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Moulden, Gordon. . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Marrero-Colon, Marybelle. . . . . . . . . . . . . . . . . . . . . 59 Mertens, Craig. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Mroz, Malgorzata. . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Marshall, Helaine W. . . . . . . . . . . 59, 91, 103, 126, 137 Meyer, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Mucklo, Rob. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Martello, Nicole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Meyers, Colleen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Mullineaux, Jon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Martin Mejia, Celia . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Micek, Tim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76, 101 Mullins, Shannon . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Martin-Baron, Sherri . . . . . . . . . . . . . . . . . . . . . . . . 117 Michiels, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Murph, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Martin, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Miele, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Murphy, Ashley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Martin, Kevin. . . . . . . . . . . . . . . . . . . . . . . . . 76, 90, 117 Mielke, Marianne. . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Murphy, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Martinez Negrete, Giselle . . . . . . . . . . . . . . . . . . . . 167 Miera, Ingrid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Murphy, Erin Kate. . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Martinez-Alba, Gilda . . . . . . . . . . . . . . . . . . . . . 15, 130 Mihai, Florin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Murphy, Hannah. . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Murphy, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Obamehinti, Feyi . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Peake, Brittney. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Murphy, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Ochilova, Gulchera. . . . . . . . . . . . . . . . . . . . . . . . . . 160 Pearson Casanave, Christine . . . . . . . . . . . . . . 71, 156
Murray, Denise . . . . . . . . . . . . . . . . . . . . . . 15, 135, 172 Ohnishi, Akio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Peercy, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Muzafarov, Hamadony. . . . . . . . . . . . . . . . . . . . . . . 160 Okanovic, Elena . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Peker, Hilal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Mwanze, Samson. . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Okello, Sara. . . . . . . . . . . . . . . . . . . . . . . 15, 30, 83, 165 Pelissero, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . 62, 122
Oliver, Gretchen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Pella, Shannon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
N Olsher, David. . . . . . . . . . . . . . . . . . . . . . . 105, 154, 169
Omar, Shumaila . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Pellowe, William. . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Pennington, Martha. . . . . . . . . . . . . . . . . . . . . . . . . . 96
Nacamuli Klebs, Debora . . . . . . . . . . . . . . . . . . . . . 158 Omerbašić, Delila. . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Pereira, Gracielle . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Nagaswami, Girija . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Onorato, Amelia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Perez-Apple, Esther. . . . . . . . . . . . . . . . . . . . . 126, 184
Nakamura, Yuji. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Orellana, Ximena. . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Perron, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . 29, 60
Nam, Helen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Oreto, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Pessoa, Silvia . . . . . . . . . . . . . . . . . . . . . . . . . . . 76, 142
Namubiru, Esther. . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Orlando, Rosemary. . . . . . . . . . . . . . . . . . . . . . . . . 131 Peters, Bethany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Nanni, Alexander . . . . . . . . . . . . . . . . . . . . . . . 179, 195 Orozco, Felicia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Petree, Rhonda. . . . . . . . . . . . . . . . . . . . . . . . . 155, 178
Nason, Carolyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Ortiz, Adrian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Petrenko, Serhii . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Navarre, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Ortiz, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Petrie, Gina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Navnyko, Kristina. . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Ortiz, Fernanda. . . . . . . . . . . . . . . . . . . . . . . . 198, 202 Petring, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Ndiaye, Fatou Kine. . . . . . . . . . . . . . . . . . . . . . . . . . 151 Ortmeier-Hooper, Christina. . . . . . . 23, 126, 131, 162 Petron, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Ndiaye, Safietou. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Osborne, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Pettijohn, Cali. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Neff, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Overman, Nancy. . . . . . . . . . . . . . . . . . . . . . . . 125, 182 Petzold, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Nelson, Debbie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Oxford, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Pham, Thuong . . . . . . . . . . . . . . . . . . . . . . . . . 144, 196
Nemeth, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Ozbakis, Ozlem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Phillips, Greta. . . . . . . . . . . . . . . . . . . . . . . . . . . 67, 123
Neokleous, Georgios. . . . . . . . . . . . . . . . . . . . . . . . . 61 Ozbilgin, Alev. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Phillipson, Kathryn. . . . . . . . . . . . . . . . . . . . . . . . . . 130
Nero, Shondel. . . . . . . . . . . . . . . . . . . . . . . . 23, 65, 121 Picoral Scheidegger, Adriana. . . . . . . . . . . . . . . . . 133
Neshyba, Monica . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
New Levine, Linda . . . . . . . . . . . . . . . . . . . . . . . 51, 156 P Pimenova, Nadezda. . . . . . . . . . . . . . . . . . . 15, 113, 165
Pineiro, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Newby, Joanne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Paden, Stanley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Pinnegar, Stefinee. . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Newman, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Padilla, Katharine. . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Plaisance, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . . 195
Ng Hartmann, Joann. . . . . . . . . . . . . . . . . . . . . . 31, 56 Páez, Vilma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Polat, Nihat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Ng, Patrick. . . . . . . . . . . . . . . . . . . . . . . 29, 65, 137, 191 Painter-Farrell, Lesley. . . . . . . . . . . . . . . 112, 145, 180 Pollard, Laurel. . . . . . . . . . . . . . . . . . . . . . . . . . . 50, 177
Ngongoma, Busi. . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Painter, Patrick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Pollock, Pamela . . . . . . . . . . . . . . . . . . . . . . . . . 91, 164
Nguyen, An Duc. . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Pala, Ozgur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Pongracz, Marilyn. . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Nguyen, Hoa. . . . . . . . . . . . . . . . . . . . . . . . . . . 158, 177 Palma, Julio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Pool, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Nguyen, Mai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Palmer, Patrice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Poole, Paige . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Nguyen, Ngo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Paltridge, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 83 Popova, Svetlana. . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Nguyen, Quan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Pandey, Anita. . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 131 Porter Mack, Abby. . . . . . . . . . . . . . . . . . . . . . . . . . 186
Nguyen, Vu Ngoc. . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Panferov, Suzanne. . . . . . . . . . . . . . . . . 15, 29, 89, 156 Potts, Diane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Nicholas, Bonnie. . . . . . . . . . . . . . . . . . . . . . . . 123, 150 Pang, Grace. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Power, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Nichols, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Pappamihiel, Eleni. . . . . . . . . . . . . . . . . . . . . . . . . . 137 Poydock, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Nielson, Katharine . . . . . . . . . . . . . . . . . . . . . . . . . 205 Park, Danielle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Prado, Josephine. . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Niles, Aliscia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Park, Gloria. . . . . . . . . . . . . . . . . . . . . . . . . . 77, 89, 184 Price, Donna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
PRESENTER INDEX
Niroula, Chet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Park, Jaehan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 159 Prichard, Caleb. . . . . . . . . . . . . . . . . . . . . . 15, 146, 165
Niyibigira, Richard. . . . . . . . . . . . . . . . . . . 57, 195, 203 Parker, Meg. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Pritchard, Robert. . . . . . . . . . . . . . . . . . . . . . . 50, 106
Noble, Matthew . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Parkes, Samantha . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Proctor, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Noll, Melody . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Parmar, Namrata . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Proulx, Tina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 60
Noonan, Andy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Parnes, Haviva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Pruett-Said, Theresa. . . . . . . . . . . . . . . . . . . . . . . . 166
Norland, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Parris, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Pudaite Adams, Evelyn. . . . . . . . . . . . . . . . . . . . . . . 85
Norloff, Charl. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Parrish, Betsy. . . . . . . . . . . . . . . . . . . . . . . . 69, 81, 84 Puri, Gobinda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Nostas, Alissa . . . . . . . . . . . . . . . . . . . . . . . . 51, 73, 181 Parsley, Lucia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Purmensky, Kerry. . . . . . . . . . . . . . . . . . . 152, 162, 205
Nunan, David . . . . . . . . . . . . . . . . . . . . . . . . 25, 72, 133 Parsons, Grant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Pybus, Juliana. . . . . . . . . . . . . . . . . . . . . . . . . . . 98, 195
Nunez, Alejandro. . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Partridge, R. Scott. . . . . . . . . . . . . . . . . . . . . . . . . . 109
Nutta, Joyce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Pashby, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Patel, Tarana. . . . . . . . . . . . . . . . . . . . . . . . . . 184, 205 Q
O Patton, Chad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Paudel, Jagadish . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Qaddour, Kinana. . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Qi, Huamin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
O’Connell, Sean . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Pawan, Faridah. . . . . . . . . . . . . . . . . . . . . . . . . . 15, 159 Qian, Xiaojuan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
O’Hara Johnson, Elizabeth. . . . . . . . . . . . . . . . . . . . 75 Pawlak, Miroslaw. . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Quarterman, Carolyn. . . . . . . . . . . . . . . . . 50, 114, 198
O’Hara, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . 50, 106 Payant, Caroline. . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Quick, Becki. . . . . . . . . . . . . . . . . . . . . . . . . 30, 115, 133
O’Loughlin, Judith . . . . . . . . . . . . . 47, 59, 66, 98, 151 Payne, Cathy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Quirke, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 81, 174
O’Neill, Christine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Payne, Claudia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
O’Reilly, Erin . . . . . . . . . . . . . . . . . . . . . . . . . . . 107, 193 Peacock, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . 121, 175
Oakey, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

R Robbins, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Roberts Weibel, Kelly . . . . . . . . . . . . . . . . . . . . . . 202
Samuel, Derina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Sanchez, Deyvis. . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Rabello, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Roberts, Barrie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Sanchez, Lindsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Radford, Rosemary . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Roberts, Felicia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Sanchez, Maricela. . . . . . . . . . . . . . . . . . . . . . . 50, 106
Ragsdale, Catherine. . . . . . . . . . . . . . . . . . . . . . . . . . 71 Robison, Richard . . . . . . . . . . . . . . . . . . . . . . . . 35, 54 Sanchez, Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . . 29, 131
Rahman, Arifa. . . . . . . . . . . . . . . . . . . . . . . . . . . 30, 129 Rockenhaus, Melanie. . . . . . . . . . . . . . . . . . . . 48, 204 Sandhu, Harisimran. . . . . . . . . . . . . . . . . . . . . . . . . . 89
Rainville, Allison. . . . . . . . . . . . . . . . . . . . . . . . . 15, 130 Rodrigues, Vania . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Sandy, Chuck. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Raji, Nafisah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Rodriguez-Buitrago, Carolina . . . . . . . . . . . . . . . . . 91 Sanguisso, Daouda . . . . . . . . . . . . . . . . . . . . . . . . . 198
Ramachandran, Hemamalini . . . . . . . . . . . . . . . . . 168 Rodriguez, Terri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Santos, Lucia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Rambow, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Rogers, Jim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47, 78 Santos, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Ramirez, Andres. . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Rogers, Krista. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Sanyal, Shinjini. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Ramirez, Martha. . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Roh, Lily. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Sapp, Dinorah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Ramirez, Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Roither, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Sapp, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Ramirez, Yazmin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Roloff Rothman, Jennie . . . . . . . . . . . . . . . . . . . . . 103 Sargent, Sharon. . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Ramm, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Romney, Cameron. . . . . . . . . . . . . . . . . . . . . . 80, 200 Sarker, Amie. . . . . . . . . . . . . . . . . . . . . . . . . . . 176, 188
Ramos, Francisco. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Romney, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Sarwar, Zakia . . . . . . . . . . . . . . . . . . . . . . . . 23, 67, 175
Randolph, Patrick. . . . . . . . . . . . . . . . . . . . 89, 94, 163 Roo, Anna Karin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Saslow, Joan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77, 150
Rao, Shantaya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Rosales, Leonor . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Satoquia, Neil. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Rasooly, Javid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Rosalia, Christine. . . . . . . . . . . . . . . . . . . . 76, 107, 169 Satrom, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Rausch, Lillian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Rose, Oliver. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Saulter, Renée. . . . . . . . . . . . . . . . . . . . . . . . . . 136, 193
Rauser, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Rosen, Adam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Savage, Alice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Rauth, Cindy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Rosenberg, Rich. . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Savage, Lynn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Ravitch, Lara. . . . . . . . . . . . . . . . . . . . 54, 117, 124, 166 Rosenthal, Marilyn. . . . . . . . . . . . . . . . . . . . . . . . . . 155 Savova, Lilia. . . . . . . . . . . . . . . . . . . . . . . . 162, 194, 198
Raymond, Cathy. . . . . . . . . . . . . . . . . . . . . . . . . 47, 201 Rosenthal, Roger. . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Sayavedra, Melinda. . . . . . . . . . . . . . . . . . . . . . . . . . 59
Reagan, Derek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Rost, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Scales, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Rebouças, Celina . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Roth, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Scandiuzzi, Ana Maria. . . . . . . . . . . . . . . . . . . . . . . 131
Reed, Kara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Rout, Anirudha. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Schaefer, Matthew. . . . . . . . . . . . . . . . . . . . . . . . . . 116
Reed, Marnie. . . . . . . . . . . . . . . . . . . . . . . 49, 155, 202 Roy-Campbell, Zaline . . . . . . . . . . . . . . . . . . . . . . . 186 Schaetzel, Kirsten. . . . . . . . . . . . . . . . 65, 106, 137, 187
Reese, Curt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Ruback, Jodi. . . . . . . . . . . . . . . . . . . . . . . . . . . 108, 126 Schaffman, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Reeves, Graham. . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Rubin, Bruce. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Schermerhorn, Areli. . . . . . . . . . . . . . . . . . . . . . . . . 50
Reeves, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Rucynski, John. . . . . . . . . . . . . . . . . . . . . . . . . . 15, 165 Schiffelbein, Kathryn. . . . . . . . . . . . . . . . . . . . 142, 147
Regalla, Michele. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Rud, Natalia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Schlinder, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Rehg, Chi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Rudolph, Nathanael. . . . . . . . . . . . . . . . . . . . . . . . . 184 Schmid, Andrea . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Reiber-Kuijpers, Manon. . . . . . . . . . . . . . . . . . . . . . .91 Ruellan, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Schmidt, Anthony . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Reimer, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Ruppert, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Schmidt, John. . . . . . . . . . . . . . . . . 15, 82, 102, 111, 165
Reiss, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Russell, Cara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Schmidt, Noah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Repetto, Sylvana . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Russell, Felice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Schmitt, Diane . . . . . . . . . . . . . . . 23, 60, 94, 114, 142
Reppen, Randi . . . . . . . . . . . . . . . . . . . . . . . 25, 75, 132 Russell, Leigh Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Schmitt, Norbert. . . . . . . . . . . . . . . . . . . . . . . . . 23, 60
Rey, Lourdes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Russi, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Schmitt, T. Leo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Reyes, Carla. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Rutherford Quach, Sara. . . . . . . . . . . . . . . . . . . . . . 57 Schneider, Jason. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Reyes, Ixchell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Rwanda, Stella. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Schnur, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
PRESENTER INDEX
Reynolds, Dudley. . . . . . . . . . . . . 7, 11, 13, 53, 138, 183 Schoenfeld, Bob. . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Reynolds, Eric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Reynolds, Kate . . . . . . . . . . . . . . . . . . . . . . . . . . 59, 155 S Scholze, Andre. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Schoonmaker, Aimee. . . . . . . . . . . . . . . . . . . .152, 162
Rhodes-Crowell, Robin. . . . . . . . . . . . . . . . . . . . . . . 53 Saavedra, Cinthya . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Schottin, Marie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Rice, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Sabieh, Christine . . . . . . . . . . . . . . . . . . . . . 19, 57, 155 Schrader, Ulrich . . . . . . . . . . . . . . . . . . . . . . . . . 30, 113
Rice, Korey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135, 197 Sabnani, Robbie Lee. . . . . . . . . . . . . . . . . . . . . . . 205 Schreiber, Sondra. . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Richards, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Sabrin, Shaheed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Schroeder, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Richards, Kathleen. . . . . . . . . . . . . . . . . . . . . . . . . . 169 Sacklin, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Schuemann, Mariah. . . . . . . . . . . . . . . . . . . . . . . . . 154
Richter, Camille. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Sagatov, Bogdan . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Schulze, Joshua . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Riddlebarger, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Sagatov, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Schvarcz, Bridget. . . . . . . . . . . . . . . . . . . . . . . . 15, 189
Rijal, Narad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Sagdic, Aysenur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Schwarzer, David. . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Riley, Allison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Sah, Pramod. . . . . . . . . . . . . . . . . . . . . . . . . . . . 55, 201 Schwedhelm, Maria. . . . . . . . . . . . . . . . . . . . . . . . . 140
Rilling, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 81 Sahbazian, Sadi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Scott-Conley, Lois. . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Rindler, Bruce. . . . . . . . . . . . . . . . . . . . . . . . . . . 69, 161 Sahr, Sarah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 135 Scott, Kate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94, 112
Rios, Juan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68, 106 Said, Ibtissam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Screen, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Rios, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Sakai, Mari. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Seaman, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Riquelme Sanderson, Michel . . . . . . . . . . . . . . . . . 102 Sakamoto, Barbara . . . . . . . . . . . . . . . . . . . . . . 64, 112 Segati Rios Registro, Eliane. . . . . . . . . . . . . . . . . . 144
Ritter, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Salas, Araceli. . . . . . . . . . . . . . . . . . . . . . . . . . . . 61, 196 Segota, John. . . . . . . . . . . . . . . . . . . . . . . . . . . 60, 180
Rizzo, Susanne . . . . . . . . . . . . . . . . . . . . . . . 51, 73, 181 Salas, Spencer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Seloni, Lisya. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Robb, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . 57, 83 Salerno, April . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Selvi, Ali Fuad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Robb, Tom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Saltzman, Shelley. . . . . . . . . . . . . . . . . . . . . . . 106, 137 Sengupta, Arindam. . . . . . . . . . . . . . . . . . . . . . . . . 194
Senyshyn, Roxanna . . . . . . . . . . . . . . . . . . . . . . . . . 174 Song, Juyoung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Tamboura, M’boye. . . . . . . . . . . . . . . . . . . . . . . . . . 154
Sepulveda, Janine . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Soracco, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Tameho-Palermino, Maria . . . . . . . . . . . . . . . . . . . 137
Serrani, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . 179, 195 Soto, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Tanghe, Shannon. . . . . . . . . . . . . . . . . . . . . . . . 89, 114
Seville-Gamboa, Lilly. . . . . . . . . . . . . . . . . . . . . . . . . 59 Souto, Lucíola. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Tanner, Mark. . . . . . . . . . . . . . . . . . . . . . 194, 200, 201
Shafer, Sam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Sperling, Ellen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Tapia Carlin, Rebeca Elena. . . . . . . . . . . . . . . . 29, 191
Shahrokni, Seyed. . . . . . . . . . . . . . . . . . . . . . . . . 51, 141 Spezzini, Susan. . . . . . . . . . . . . . . . . . . . . . . 30, 113, 171 Tardy, Christine. . . . . . . . . . . . . . . . . . . 23, 73, 162, 170
Shapiro, Shawna. . . . . . . . . . . . . . . . . . . . . . . . . 76, 173 Spice, Joanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Tarone, Elaine. . . . . . . . . . . . . . . . . . . . . . . . . . . 25, 87
Sharkey, Judy . . . . . . . . . . . . . . . . . . . . . . . 29, 60, 125 Sponberg, Erica . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Tasker, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Sharp-Ross, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Sridar, Shikaripur. . . . . . . . . . . . . . . . . . . . . . . . 23, 94 Tate, Amy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108, 128
Sharpe, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Staben, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Tatton-Harris, Heather. . . . . . . . . . . . . . . . . . . . . . 164
Shatkin, Lydia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Stack, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Taylor, Karen. . . . . . . . . . . . . . . . . . . . 48, 64, 138, 139
Shaw, Helen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Stack, Lydia. . . . . . . . . . . . . . . . . . . . . . . . . 70, 82, 129 Taylor, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Shepherd, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Stacy-Sevigny, Cynthia. . . . . . . . . . . . . . . . . . . . . . 125 Taylor, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Sheppard, Beth. . . . . . . . . . . . . . . . . . . . . . 54, 193, 197 Staeheli, Molly . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Taylor, Rebecca. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Sheppard, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Staples, Shelley . . . . . . . . . . . . . . . . . . . . 109, 126, 139 Teague, Brad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Shewell, Justin . . . . . . . . . . . . . . . 19, 35, 136, 172, 205 Stappert, Elke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Teaman, Brian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Shier, Laura. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Starfield, Sue. . . . . . . . . . . . . . . . . . . . . . . . . 29, 60, 89 Teref, Maja. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Shin, Dong-Shin. . . . . . . . . . . . . . . . . . . . . . . . 108, 183 Steadman, Angel. . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Terrell, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Shin, Hyunjung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Steeley, Sherry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Thabet, Hoda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Shin, Ji-young. . . . . . . . . . . . . . . . . . . . . . . . . . 56, 109 Steingraeber, Maggie . . . . . . . . . . . . . . . . . . . . . . . 119 Thevenot, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Short, Deborah. . . . . . . . . . . . . . . . . . . . . . . . . 102, 184 Steneck, Elaine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Thomas, Caitlin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Shorten, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Stephen, Pindie . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Thomas, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Shrestha, Umesh . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Stevens, Glenn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Thomas, Sally. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Shvidko, Elena . . . . . . . . . . . . . . . . . . . . . . 56, 98, 156 Stewart, Cory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Thomas, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Siczek, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Stewart, JesAlana. . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Thompson, Shirley. . . . . . . . . . . . . . . . . . . . . . . 48, 64
Siddiq, Khalid Ahamd. . . . . . . . . . . . . . . . . . . . . . . 198 Stewart, Roxanne. . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Thornbury, Scott. . . . . . . . . . . . . . . . . . . . . . . . 112, 124
Siefert, Bobbi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Stewart, Tim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 81 Thrush, Emily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Silberstein, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . . 162 Stillwell, Christopher. . . . . . . . . . . . . . . . . . . . . . . . . 51 Tigert, Johanna. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Silva dos Santos, Liberato. . . . . . . . . . . . . . . . . . . . 185 Stoller, Fredricka. . . . . . . . . . . . . . . . . . . . . 23, 113, 178 Tinker-Sacks, Gertrude. . . . . . . . . . . . . . . . . . . . . . 161
Silva, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56, 89 Strahlman, Harriet. . . . . . . . . . . . . . . . . . . . . . . . . 205 Tobar, Gabriela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Silvers, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Strand, Susan. . . . . . . . . . . . . . . . . . . . . . . . . . 195, 198 Tomaš, Zuzana. . . . . . . . . . 50, 60, 89, 165, 194, 202
Simionescu, Dana. . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Streichler, Seth. . . . . . . . . . . . . . . . . . . . . . . . . . 15, 165 Tomeho-Palermino, Maria . . . . . . . . . . . . . . . . . . . . 19
Simmons, Camelle. . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Strickland, Amanda. . . . . . . . . . . . . . . . . . . . . . . . . . 66 Toncelli, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Simpson Baird, Ashley . . . . . . . . . . . . . . . . . . . . . . . 58 Stump, Megan. . . . . . . . . . . . . . . . . . . . . . . . . . 107, 188 Tong, Fuhui. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Sinha, Manisha . . . . . . . . . . . . . . . . . . . . . . . . . 177, 198 Suarez, Debra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Tooley, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Sinha, Yogesh. . . . . . . . . . . . . . . . . . . . . . . 89, 177, 198 Subtirelu, Nicholas. . . . . . . . . . . . . . . . . . . . . . . . . . 174 Torres, Caroline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Sippell, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . 53, 80, 173 Suhadolc, Stacy . . . . . . . . . . . . . . . . . . . . . . . . . 59, 92 Torres, Christina. . . . . . . . . . . . . . . . . . . . . . . . 152, 162
Skees, Anna. . . . . . . . . . . . . . . . . . . . . . . . . . . . 177, 184 Suhan, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Torres, Jose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Slater, Tammy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Suk, Namhee. . . . . . . . . . . . . . . . . . . . . . . . . . 12, 15, 72 Toyoda, Junko. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Slayton, Jeannie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Sulko, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Trafton, April. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Slemaker, Cynthia . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Sullivan-Tuncan, Susan. . . . . . . . . . . . . . . . . . . . . . . 62 Tran, Thu . . . . . . . . . . . . . . . . . . . . . . . 87, 116, 139, 166
PRESENTER INDEX
Slinkard, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Sullivan, Mark. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Trent, Tara. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Sloan, Daniel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Sullivan, Michael. . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Troshina, Ksenia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Smallwood, Betty Ansin. . . . . . . . . . 23, 156, 164, 175 Sun, Haitao. . . . . . . . . . . . . . . . . . . . . . . . . . . . 196, 201 Trudell, Beth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Smart-Smith, Pamela . . . . . . . . . . . . . . . . . . . . . . . 127 Sun, Yilin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102, 137 Trupin, Judy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Smedley, Bryce. . . . . . . . . . . . . . . . . . . . . . . . . . . 57, 77 Surth, Lilian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Tsai, Constance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Smith, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Suzaki, Naomi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Tsai, Karen Frazier . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Smith, Garett. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Swanson, Alyssa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Tsouchlaris, Andreas. . . . . . . . . . . . . . . . . . . . 134, 167
Smith, Liana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Swatek, Aleksandra. . . . . . . . . . . . . . . . . . . . . 109, 143 Tuckson, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Smith, Raymond. . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Swavely, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Tummons, Liz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Smith, Takako. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Swearingen, Amanda . . . . . . . . . . . . . . . . . . . . . . . 168 Turkan, Sultan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Smithers, Ryan. . . . . . . . . . . . . . . . . . . . . . . . 193, 200 Swenddal, Heather. . . . . . . . . . . . . . . . . . . . . . . . . . 169 Turner, Rachel. . . . . . . . . . . . . . . . . . . . . . . . . 194, 202
Snarski, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Swenddal, Joel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Turpin, Leslie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Snow, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154, 178 Sy, Seydou. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Tus-Siam, Layla. . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Snow, Don. . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 75, 120 Sydorenko, Tetyana. . . . . . . . . . . . . . . . . . . . . . . . . . 97 Twelkemeier, Natalie. . . . . . . . . . . . . . . . . . . . 177, 184
Snyder, Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Tyers, Dianne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Snyder, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
T
Sokolik, Maggie . . . . . . . . . . . . . . . . . . . . . . 23, 94, 174
Sokolova, Elena . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Tabaku, Lisa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49, 58 U
Solano-Campos, Ana. . . . . . . . . . . . . . . . . . . . . . . . . 57 Taftaf, Randa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Ueland, Michelle. . . . . . . . . . . . . . . . . 65, 137, 153, 187
Solis, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70, 158 Taha, Amjad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Uhler, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Son, Donghee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Tajino, Akira. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Ujihara de Alcala, Emi. . . . . . . . . . . . . . . . . . . . . . . 161
Takahashi, Sachiko. . . . . . . . . . . . . . . . . . . . . . . . . 204 Ulloa, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Uludag, Pakize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Ulus, Ece. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Wendt, Elizabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Weng, Tsung-han. . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Y
Upadhaya, Anu. . . . . . . . . . . . . . . . . . . . . . . . . . 55, 201 Weng, Zhenjie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Yacoub, Mohamed. . . . . . . . . . . . . . . . . . . . . . 63, 200
Upton, Thomas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Werner, Riah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Yamane, Noriko . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Urbina, Evelyn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 West, Katharine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Yamashita, Taichi. . . . . . . . . . . . . . . . . . . . . . . . . . 204
Uribe, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Westall, Alyssa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Yamauchi, Ayako. . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Urieva, Elena. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Westfold, Elinor. . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Yamauchi, Kayoko. . . . . . . . . . . . . . . . . . . . . . . . . 202
Urmenita, Elizabeth. . . . . . . . . . . . . . . . . . . . . . . . . . 57 Weston, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Yan, Xiaofang. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Uzum, Baburhan. . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Westwood, Michael. . . . . . . . . . . . . . . . . . . . . . 54, 157 Yanagi, Miho. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Whinery, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Yang, Kai. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Yanushka-Ray, Alena. . . . . . . . . . . . . . . . . . . . . . . . 171
V Whitlow, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Whittig, Erin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Yarnton, Brett. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Valcin, Robert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Wicktor Lynch, Anissa. . . . . . . . . . . . . . . . . . . . . . . 151 Yates, Danielle . . . . . . . . . . . . . . . . . . . . . . . . . . 141, 177
Valdés, Guadalupe. . . . . . . . . . . . . . . . . . . . . . 7, 13, 101 Wiechart, Kelly. . . . . . . . . . . . . . . . . . . . . . . . . . 15, 159 Yates, Ryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Valencia, Marlon. . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Wiederholt, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . 169 Yazan, Bedrettin. . . . . . . . . . . 23, 68, 76, 94, 174, 184
Valentine, James . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Wiese, David. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 174 Yazdanpanah, Ramin. . . . . . . . . . . . . . . . . . . . . 77, 130
Valeo, Antonella. . . . . . . . . . . . . . . . . . . . . . . . 138, 176 Wijayadharmadasa, Shashinie. . . . . . . . . . . . . . . . 193 Yeh, Ching-Yi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Vallee, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Wilcox, Kristen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Yeh, Shu-Fen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
van Naerssen, Margaret . . . . . . . . . . . . . . . . . 105, 146 Wildburger, Susan. . . . . . . . . . . . . . . . . . . . . . . . . 204 Yen, Yuh-Yun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Van Someren, Matt . . . . . . . . . . . . . . . . . . . . . . . . . 199 Wilder, Paula. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Yeon, Sanghee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Van Viegen Stille, Saskia. . . . . . . . . . . . . . . . . . . . . 138 Wilken, Jayme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Yerian, Keli. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
VanDanAcker, Sara. . . . . . . . . . . . . . . . . . . . . . 110, 195 Williams, Camille. . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Yernjakyan, Nvard . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Vanderhoff, Donna. . . . . . . . . . . . . . . . . . . . . . 140, 186 Williams, Cheri. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Yi-Cline, Fenglan . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Vandrick, Stephanie. . . . . . . . . . . . . . . . . . . 71, 120, 161 Williams, Christy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Yocum, R. Kent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Varghese, Manka . . . . . . . . . . . . . . . . . 25, 95, 133, 182 Williams, Howard. . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Yokoyama, Takahiro. . . . . . . . . . . . . . . . . . . . . . . . . . 56
Vassilieva, Masha . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Williams, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Yoneda, Mitaka. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Vavasseur Fortier, Arlene . . . . . . . . . . . . . . . . . . . . 124 Williams, Kent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Yoshida, Haruyo. . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Vazquez, Esther . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Williams, Shauna. . . . . . . . . . . . . . . . . . . . 67, 142, 166 Yoshida, Marla. . . . . . . . . . . . . . . . . . . . . . . . 15, 84, 134
Vdovina, Tatyana . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Williams, Veronika. . . . . . . . . . . . . . . . . . . . . . . . . . 142 You, Xiaoqiong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Velázquez, Ashley J. . . . . . . . . . . . . . . . . . . . . 89, 109 Willliams, Eran. . . . . . . . . . . . . . . . . . . . . . . . . . 57, 154 Youn, Soo Jung. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Velissariou, Michelle. . . . . . . . . . . . . . . . . . . . . . . . . 110 Wilson-Mobley, Tiffany. . . . . . . . . . . . . . . . . . . . . . 94 Young, Davey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Verratti, Rosie. . . . . . . . . . . . . . . . . . . . . . . . 57, 147, 171 Wilson, J.J.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Yu, Eunjyu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Villafranca, Kate. . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Winfield, Heather. . . . . . . . . . . . . . . . . . . . . . . . 66, 73
Villas Boas, Isabela. . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Vogel, Stefan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Wink, Dawn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Z
Winkle, Carter. . . . . . . . . . . . . . . . . . . . . . . . 65, 90, 117 Zacarian, Debbie . . . . . . . . . . . . . . . . . . . . . 51, 77, 126
von Gillern, Sam. . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Witt, Autumn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Vorholt, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Zapata, Chinger. . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Witt, Beth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 175 Zappa-Hollman, Sandra. . . . . . . . . . . . . . . . . . . . . . 76
Vrobel, Jan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Wittner, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Zawilinski, Melojeane . . . . . . . . . . . . . . . . . . . . . . . 164
Wlazlinski, Mae. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Zeh, Catherine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
W Woelk, Cheryl. . . . . . . . . . . . . . . . 57, 65, 129, 159, 187 Zemach, Dorothy. . . . . . . . . . . . . . . . . . . 104, 137, 155
Woerner, Bryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
PRESENTER INDEX
Waddell, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . 184 Zhang, Cui. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 113
Wagner, Peggy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Wojciechowski, Rachel. . . . . . . . . . . . . . . . . . . . . . . 58 Zhang, Lawrence Jun. . . . . . . . . . . . . . . . . . . . . 67, 123
Wagner, Sandy. . . . . . . . . . . . . . . . . . . . . . . 19, 49, 67 Wojtowicz, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Zhang, Peng. . . . . . . . . . . . . . . . . . . . . . . . . . . 196, 201
Wald, Margi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Wolf, William. . . . . . . . . . . . . . . . . . . . . . . . . . 160, 202 Zhao, Ruilan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Wallace, Bill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Wolfe, Alyssa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Zhao, Yong . . . . . . . . . . . . . . . . . . . . . . . . 7, 13, 23, 149
Walqui, Aida. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23, 104 Wong, Emily. . . . . . . . . . . . . . . . . . . . . . . . . . . . 70, 119 Zheng, Xuan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 98, 172
Walsh Marr, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . 164 Wong, Shelley. . . . . . . . . . . . . . . . . . . . . . . 90, 161, 178 Zhou, Xiaodi. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Wang, Wendy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Wood, Joseph. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Zhu, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Wang, Zhaozhe. . . . . . . . . . . . . . . . . . . . . . . . . . 89, 139 Wood, Sarah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Zimmerman, Cheryl. . . . . . . . . . . . . . . . . . 49, 101, 167
Ward, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Word, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Zitlau, Heather Gregg. . . . . . . . . . . . . . . . 66, 144, 153
Ware, Paige. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Wormuth, Deanna. . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Zlateva, Maria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Warren, Amber. . . . . . . . . . . . . . . . . . . . . . . . . . 15, 159 Wray, Christina. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Zobkov-Perez, Nanette. . . . . . . . . . . . . . . . . . . . . . . 98
Watson, Natalya. . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Wright, Benjamin. . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Zuo, Wei. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Watts, Tyler. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Wright, James. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Zwier, Larry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Watuulo, Lydia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Wu, Mengjiao. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Webb, Marie . . . . . . . . . . . . . . . . . . . . . . . . . . . 105, 127 Wu, Shuang. . . . . . . . . . . . . . . . . . . . . . . . . . . . 196, 201
Weber, Rhianna . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Wu, Xueying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Webre, Anne-Coleman . . . . . . . . . . . . . . . . . . . . . . 138
Weeden, Karissa. . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 X
Weger, Heather . . . . . . . . . . . . . . . . . . . . . . . . 109, 144 Xu, Ke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15, 92, 130
Weimer, Jessica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Welch, Audrey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
CONTENT AREA INDEX
To search by interest section, type of session, or 4:00 pm–4:45 pm Cultivating Critical Thinking About
keyword, please use the Convention Itinerary Planner Multimodal Texts in the ESL Classroom
at www.tesolconvention.org. Incorporating Career and College Readiness
NOTE: All 12:30 pm–1:45 pm sessions are poster Standards in Beginning ESL Classrooms
sessions and can be found on pages 193–204. 4:00 pm–5:45 pm Creating Career Pathway Programs That
Engage, Enrich, and Empower Students
THURSDAY
ACCREDITATION/CERTIFICATION/CREDENTIALING
9:30 am–10:15 am Strategies to Enrich Novice Adult ESL Instructors
MONDAY 9:30 am–11:15 am Innovative Solutions to Adult Education
1:00 pm–5:00 pm Effective Lesson Observation Practices: Program Design and Collaboration
More Than Meets the Eye 10:30 am–11:15 am Blending Authentic Content
With Your ELT Materials
WEDNESDAY
Digital Innovations and Barriers: Blended
11:30 am–12:15 pm Slow SLOs? Quick, Quick SLOs: Creating Learning Across the Digital Divide
Effective/Efficient SLO Assessments
Revision of the TESOL P–12
1:00 pm–2:45 pm Engaging in Accreditation: Benefits to the Professional Teaching Standards
Profession, Program, and Reviewer
1:00 pm–2:45 pm Washington’s I-DEA: Flipping
4:00 pm–4:45 pm The EdTPA Teacher Performance Assessment: Instruction for Adult ELLs
Strategies to Support Candidates
2:00 pm–2:45 pm CASAS: Assess – Learn – Achieve
Merging Health Literacy Education and ESL
ADULT EDUCATION Instruction Among Adult Immigrants
Picture Rigor, Relevance, and
WEDNESDAY Readiness With OPD
9:30 am–11:15 am Connecting Research to Practice: 3:00 pm–4:45 pm Conation in Adult Ed: Grit, Resilience,
Serving Adult Emergent Readers and the Noncognitive Hobgoblin
Empowering Student Agency, Identity, 4:00 pm–4:45 pm Improving Listening Skills for
and Learning in Blended Classrooms the Naturalization Process
Increasing Rigor Across All Levels Infusing Workplace Preparation Skills in
of Instruction for Adult ELLs Beginning–Advanced ESL Classes
11:30 am–12:15 pm Conversation Champions: Integration 5:00 pm–5:45 pm Great Teachers Need Great Content.
of Vocabulary Into Oral Production Get to Know ESLlibrary.com.
Phonemic Awareness and Literacy: The Future Is Here: Teaching to
Using Phonics With Adult ELLs High Standards in ESOL
Scams That Target Your Students:
Tips and Tools for Educators FRIDAY
Writing With Scaffolds: Using Paragraph Frames 9:30 am–10:15 am Using Digital Tasks and Mobile
12:30 pm–1:45 pm Empowering Educators Through Devices for Pair/Group Activities
Open Educational Resources 9:30 am–11:15 am English Clubs: Continuing Conversations in
Enriching Instruction for True Beginners Senegal, Mali, Congo, and Mozambique
With Effective Reading Materials 10:00 am–11:30 am Empowering TESOL Professionals
1:00 pm–1:45 pm Adult ESL + Math: Study Circle to Lead in Diverse Contexts
Exploring Language and Numeracy 10:30 am–11:15 am A Culturally Responsive Model for
2:00 pm–2:45 pm Becoming a U.S. Citizen: The Implementing Multimodal Projects
Naturalization Process Free Financial Literacy and Life Skills
Resources for Adult Learners
CONTENT AREA INDEX
New Takes on TV Game Shows

for the ESL Classroom 11:30 am–12:15 pm Keeping It Real: What Works for
Preparing Adult ESL Teachers to Meet Adult Emergent Readers
Today’s Rigorous Language Demands Smart Learning: a Curriculum to
3:00 pm–3:45 pm Stand Out: Critical Thinking in the Empower Students as Learners
Adult Education Classroom The U.S. Naturalization Test: Teaching Objectives
Triple E and Word Study in a Low-Literacy Class

12:30 pm–1:45 pm A World of Ideas and Materials for 3:00 pm–3:45 pm Supporting Muslim Students in K–12 Schools:
Teaching ELLs Anywhere Knowledge and Practical Suggestions
Fostering Civic and Linguistic The Neuroscience of Stories: Why
Literacy in Adult ESL Learners Our Brains Love Them
1:00 pm–1:45 pm Practical Tips for Teaching Math to Adult ELAs Using Corpus Linguistics in
1:00 pm–2:45 pm How the Most Productive TESOLers Fit It All In Teaching ESL Writing
4:00 pm–4:45 pm Overview of the Guide to Adult Citizenship 4:00 pm–5:45 pm Critical Perspectives in Evangelical Christianity
Education Content Standards and English Language Teaching
THURSDAY
ADVOCACY 8:00 am–9:00 am Ruminations of an Old Language Teacher
10:30 am–11:15 am Interest and Confidence in Real and
WEDNESDAY Imagined L2 Speaking Events
9:30 am–11:15 am U.S. Federal Education and 12:30 pm–1:45 pm Chinese Students’ Language Learning
Language Policy Update Strategy Uses: Call on ESL/EFL Teachers
1:00 pm–2:45 pm Presentation From the Office for Cross-Sectional Study: Difficulties ELLs
English Language Acquisition Encounter Learning English Adjectives
THURSDAY Managing Plagiarism and Empowering
Student Voices: Linguistic Approach
9:30 am–11:15 am National and State Initiatives in Adult ESOL
1:00 pm–1:45 pm Teachers’ Attitudes, Roles, and Challenges
10:30 am–11:15 am Making the Case for Languages
When Implementing Critical Pedagogy
11:30 am–12:15 pm ESSA and ELLs: What TESOL
3:00 pm–3:45 pm The Effect of Bullying Victimization
Professionals Need to Know
on ELL Motivation and Identity
1:00 pm–4:45 pm ELLs, Immigrant Students, and U.S. Law
4:00 pm–4:45 pm Predatory ELT Publishers: How Not to Fall Prey
FRIDAY 5:00 pm–5:45 pm 4 Reading Strategies on Students’ Reading
9:30 am–11:15 am Learning From Equity Initiatives Comprehension: A Meta-Analysis
Across Seattle Institutions FRIDAY
Survey of Washington State
9:30 am–10:15 am Translation Strategy Use by Translators
Initiatives in Support of ELLs
at Different Proficiency Levels
11:30 am–12:15 pm WIOA 101: An Overview of
Linguistics and Teacher Education: What
Opportunities for Adult ELLs
Effective Teachers Need to Know
1:00 pm–1:45 pm Hot Topics and Updates From SEVP
10:30 am–11:15 am Sociohistorical Effects on Unwillingness to
2:00 pm–2:45 pm Empowering and Enriching: Examining Communicate of Yemeni EFL Students
Images of Immigrants in Picture Books
11:30 am–12:15 pm Developing Metaphoric Competence Through
ESOL Teachers’ Experiences in the Analysis of Stand-Up Comedy
Their Role as Advocate
Translanguaging and TESOL: Terms,
2:00 pm–3:45 pm Serving ELLs Under ESSA: Issues, and Future Directions
Details for State Plans
12:30 pm–1:45 pm Language Acquisition Support
3:00 pm–4:45 pm A Missing Link: Advocating for ELLs System (LASS) in EFL Classes
in Dual Language Immersion
Language Ontologies: TESOL Quarterly
Abstracts From 1970 to 2013
APPLIED LINGUISTICS 1:00 pm–1:45 pm Research on L2 Teaching and Learning
2:00 pm–2:45 pm Feedback on L2 Writing: Teachers’
WEDNESDAY Beliefs and Practices Across Contexts
9:30 am–10:15 am Reducing International Graduate 3:00 pm–4:45 pm Critical Praxis in Academic Literacies
Students’ Language Anxiety Through Development: Thinking Beyond the Text
Oral Pronunciation Corrections
CONTENT AREA INDEX
4:00 pm–4:45 pm Neoliberalism, International Students, and

10:30 am–11:15 am How Technology Shapes Our Language English Learning: Implications for TESOL
and Feedback: Mode Matters
12:30 pm–1:45 pm The Advantages of Using Songs in
Teaching a Second Language
2:00 pm–2:45 pm Corrective Feedback Loops: Modeling L2
Practice and Oral English Learning
Global Research on Teaching
and Learning English
9:30 am–11:15 am Empowering Students Through
ARTS Flipped Authentic Assessments
10:30 am–11:15 am Designing Effective Rubrics: Maximizing
WEDNESDAY
Learning While Avoiding Pitfalls
9:30 am–11:15 am Pictures Worth a Thousand Words: L2 11:30 am–12:15 pm Building Assessment Into Everyday Activities
Acquisition Through Learner-Created Art
12:30 pm–1:45 pm Bridging TOEFL iBT and IELTS:
3:00 pm–3:45 pm Music and Movement in the English Classroom: Writing Tasks Strategies for Both
Practical Implementation Strategies
1:00 pm–1:45 pm Barron’s TOEFL iBT: The Next Generation
THURSDAY 2:00 pm–2:45 pm Keep It Up: Maintaining Motivation
12:30 pm–1:45 pm Enriching Literature, Engaging Words in TOEFL Test Preparation
1:00 pm–1:45 pm Photography in ELT: Engage, 4:00 pm–4:45 pm Assessment Adaptations in the
Inspire, Create, Learn Dual Language Classroom
Learning More About ELLs with
FRIDAY
Significant Cognitive Disabilities
9:30 am–11:15 am All the World’s a Stage: ACTivate 5:00 pm–5:20 pm Effective and Stress-Free Testing
Language Learning Through Drama Through Use of Polling Apps
5:00 pm–5:45 pm The New World of ACTFL’s English Assessments
ASSESSMENT/TESTING FRIDAY
WEDNESDAY 9:30 am–10:15 am Engaging Adult ELLs With E-portfolios
10:30 am–11:15 am Placement: Adaptive, Online, and for Language Assessment
Automatically Scored 4-Skill Assessment MFRM Analysis for Writing
Working It Out: Tasks to Integrate Placement Exam Revision
CCR Standards Across Levels 10:30 am–11:15 am Assessing Adult ELLs: Featuring
11:30 am–12:15 pm Assessing Grammar: An “A” Is BEST Plus and BEST Literacy
More Than Absence of Error 11:30 am–12:15 pm Using a CEFR-Linked Test to Benefit
12:30 pm–1:45 pm A Plan for Parental Involvement in Your Students and Program
Their Children’s Assessment 12:30 pm–1:45 pm Essay Rating: Is It Cognitive or
Applying Fairness Principles Sociocultural Practice?
to IEP Testing Practices 1:00 pm–1:45 pm Small Group Activities to Assess Email
Assessing L2 Pragmatics Through Interactive Pragmatic Understanding and Competence
Email Tasks in Academic Settings
1:00 pm–1:45 pm Formative Assessments: Simulated BILINGUAL EDUCATION
Classroom Environments and Intercultural
Communicative Competence Dispositions WEDNESDAY
1:00 pm–1:45 pm The Teacher’s Guide to IELTS 9:30 am–10:15 am A Case of Plurilingual Instruction: Teachers
2:00 pm–2:45 pm Speaking Assessments: Empowering Using Students’ Mother Tongue
Students to Engage in Discussion 9:30 am–11:15 am Developing Constructive Conversations Through
3:00 pm–3:45 pm Next-Generation ACCUPLACER: a Hybrid Massive Open Online Course
Change for a Reason 10:30 am–11:15 am Academic Spanish in South Texas:
4:00 pm–4:45 pm Assessment 2.0: Engaging Students Bilingual Education and Beyond
With Program-Wide Digital Portfolios Bringing the MT Back From Exile:
4:00 pm–5:45 pm Exploring the Relationships Optimality in Monolingual Environments
Among Interactiveness, Cognitive 11:30 am–12:15 pm English-Spanish Connection: Cross-
Load, and Test Difficulty Linguistic Transfer of Foundational Skills
5:00 pm–5:45 pm Korean Students’ Perceptions L1 in the L2 Classroom: What
of TOEFL iBT Writing Should Teachers Do?
CONTENT AREA INDEX
THURSDAY 11:30 am–1:15 pm High School Newcomer Students

in Seattle: Student Voices
9:30 am–10:15 am A Modular Solution for Placement
and Progress Testing 1:00 pm–1:45 pm Theory Into Practice: A Pedagogy of
Translanguaging in Bilingual Classrooms
So That’s How You Score TOEFL
iBT¨ Writing Items 5:00 pm–5:45 pm Benefits of Translanguaging During Shared
Read-Alouds for Literacy Development
The Role of International ELT Exams

THURSDAY 4:00 pm–4:20 pm Using Blogger and Vocaroo to Facilitate
9:30 am–11:15 am Exploring Translanguaging as a Interaction Outside of Class
Phenomenon, Ideology, and Pedagogy 4:00 pm–4:45 pm Interpreting Student Feedback About a
3:00 pm–3:45 pm Newcomers in Your School: Cultural CALL Program Through Activity Theory
Connections and Instructional Strategies Teaching With Mobile Devices: Some
Practical Ideas and Considerations
FRIDAY
5:00 pm–5:20 pm Engaging and Empowering ELLs
1:00 pm–1:45 pm A Billion Hellos: How VIPKID Is by Incorporating Google Docs
Transforming the ESL Landscape
2:00 pm–2:45 pm Engaging Families in Bilingual Literacy THURSDAY
Projects Using Culturally Relevant Literature 9:30 am–11:15 am Preparing Teachers to Make Intelligent
4:00 pm–4:45 pm Translanguaging in a High School Technology Decisions in Language Teaching
Sheltered Science Classroom 11:30 am–11:50 am Digital Infographics: Engaging, Enriching,
5:00 pm–5:45 pm Family and Faith Traditions as Resources and Empowering in a 2.0 World
for Biliteracy Development 11:30 am–12:15 pm Delayed Corrective Feedback for
Speaking: Tracking Learner Output
Finding Your Voice: Teaching Writing
CALL/COMPUTER-ASSISTED LANGUAGE Using Tablets With Voice Capability
LEARNING/TECHNOLOGY IN EDUCATION Mainstreaming Your WIDA
Students to English Success
WEDNESDAY
12:30 pm–1:45 pm Improving Japanese EFL Learners’ Language
9:30 am–10:15 am Empower the Flipped Grammar Classroom Skills Through Online Community Learning
With Engaging Videos and Activities Small Group Discussions to Assess Email
9:30 am–11:15 am A Call for 21st-Century Reading Pragmatic Understanding and Competence
10:30 am–11:15 am Assessment in Online Language 1:00 pm–1:45 pm Does Practice Match Perception? How
Teacher Education Programs Instructors Integrate Technology in ESL
11:30 am–12:15 pm Learn Language and Content With 2:00 pm–2:45 pm Does the Flipped Classroom Actually
Concept Maps, Games, and More Improve Student Achievement?
Learning Analytics: Counting What Counts 3:00 pm–3:45 pm Who Benefits From MOOCs,
12:30 pm–1:45 pm A Review of ICT in Education: and Who Pays the Cost?
Case Study of Nepal YouTube Just for You: Differentiating
An Effective Bilingual Sentence Corpus Instruction Within Videos Using EDpuzzle
for Low-Proficiency EFL Learners 4:00 pm–4:45 pm AmEnglish Online Programs
Effective Formal Writing With Noodletools Develop Pronunciation, Writing,
Employing Multiple Technologies to Create an Listening, and Vocabulary Skills
Optimal Language Learning Environment Gaining Confidence Through
Instant Engagement With Instagram Telecollaboration for ELLs
Integrating Online Learning in a Language Second Language Socialization
Immersion Program: A Pilot in a Strategic Online Game
Issues of ICT Usage Among Nepalese 5:00 pm–5:20 pm Teaching Students Self-Editing in Writing
Secondary School English Teachers With Interactive Online Corpus Tool
Productive Grammar/Vocabulary 5:00 pm–5:45 pm A Billion Hellos: How VIPKID Is
Review With Phrasebot Transforming the ESL Landscape
2:00 pm–2:45 pm Academic Dishonesty and the Use Providing Meaningful Synchronous Peer
of Emerging Technologies Communication in a Transnational Setting
Supporting Change on Teacher’s Terms FRIDAY
Teacher and the Machine: Student- 9:30 am–10:15 am Designing a Blended and Interactive MATESOL
CONTENT AREA INDEX
Centered Technology Approaches Course: Possibilities and Challenges

3:00 pm–3:45 pm Current and Future Trends in Teacher- Online Courses Improve Teacher Development
Created Digital Materials Development and Classroom Practices in Senegal
Developing Authentic Academic Lectures for Utilizing a Language Lab to Maximize
Tech-Enhanced Speaking/Listening Courses Language Acquisition
Engaging, Enriching, and Empowering How to Use Video Feedback to
Students to Learn With Mobile Devices Comment on Student Presentations
10:30 am–11:15 am Screencasting in the Modern Classroom: 1:00 pm–2:45 pm Generation 1.5 Students in Community
Engaging, Multimodal, and Free College: Solving the Enigma
11:30 am–12:15 pm Bridging the Gap: Digital Mentorship 5:00 pm–5:45 pm Challenging Inequity Through
for Middle School ELLs Culturally Responsive Pedagogy
ELL Frontiers: Using Technology to
Enhance Instruction for ELLs
MOOCs and More: Developing ELLs’
CONTENT-BASED AND CLIL/CONTENT AND
Proficiency and Autonomy LANGUAGE INTEGRATED LEARNING
Technology-Assisted Learning in Action WEDNESDAY
11:30 am–1:15 pm Lessons Learned From Developing
9:30 am–10:15 am Illustrating Key Uses of Academic
a Language MOOC
Language Through Multimedia
12:30 pm–1:45 pm Developing Autonomous Academic Writing
9:30 am–11:15 am Summing Up Math Language: Frameworks,
Competence Through Corpus Linguistics
Activities, and Ideas to Empower
Does Online English Language Instruction
11:30 am–12:15 pm Implementing CBI for Artists in On-
Empower ESL Learners’ Fluency Development?
site and Online University Courses
E3: Engage, Enrich, and Empower With
12:30 pm–1:45 pm Academic Content in ELT Pedagogies
Student Personal Learning Networks
in Sri Lankan Tertiary Education
Engage Students Going Paperless
Socially Responsible Language Teaching:
Identify and Activate Receptive Vocabulary The Triple Bottom Line in EAP
via Online Survey and Writing
3:00 pm–3:45 pm Lessons for Multilingual Learners From
12:30 pm–1:45 pm The Status of ICT and Digital Literacies in Nepal Native People of the Americas
1:00 pm–1:45 pm Maximizing Technology in High- and Strategies for Fostering Key Uses of
Low-Resource Environments Academic Language Among Stakeholders
The Transmedia Movement in ESL Let’s Plan Science Lessons Using
1:00 pm–2:45 pm Fear Not the Virtual Classroom: Student Just Right Picture Books
Engagement in Online Learning
THURSDAY
3:00 pm–3:45 pm Advanced ELLs and Hybridity:
A Viable Combination 9:30 am–10:15 am Content and Language Integrated Learning
and Sheltered Instruction: Learning Together
With Padlet, Break Down the Barriers,
Help Students Build Knowledge 10:30 am–11:15 am Difficult Dialogues and Collaborative
Conversations About Coteaching for ELLs
4:00 pm–4:45 pm Multimodal Activities and Video Games: ESL
Educators’ Experiences and Perceptions 11:30 am–12:15 pm Enriching EFL Teachers’ Repertoire
to Engage Students in Literature
5:00 pm–5:20 pm Beyond Paper: Creating Online Editing Guides
Queer as a Second Language as
Empowering Writing Students: Tips for
Inclusive Pedagogy: What Works?
Incorporating Touch-Typing in ESL Classes
12:30 pm–1:45 pm Collaborating to Support Transition
5:00 pm–5:45 pm Vlogging: Putting Technology to
to University Through CBI
Good Use in Language Classes
3:00 pm–3:45 pm Practice Your English Through
a Graded ICT Curriculum
COMMUNITY COLLEGE AND TECHNICAL EDUCATION 4:00 pm–4:45 pm How Does EMI Affect Questions and
Answers in the Classroom?
WEDNESDAY
4:00 pm–4:45 pm SCIE: An Excellent Option for Quality FRIDAY
Intensive English Language Learning 9:30 am–10:15 am Enriching English-Medium Instruction
Through Language Development
THURSDAY Awareness: Classroom Perspectives
11:30 am–12:15 pm The Power of Credit: Strategies for 10:30 am–11:15 am The CLIL Approach: Explore the
CONTENT AREA INDEX
Invigorating Your ESL Program World, Expand the Mind

12:30 pm–1:45 pm Combating Enclosure in an Intensive Language 11:30 am–12:15 pm Infusing a First Nations Focus in
Immersion Program: 3 Interventions a Disciplinary EAP Course
FRIDAY 12:30 pm–1:45 pm Teaching U.S. History to ESL Students:
Content and Language Combined
11:30 am–12:15 pm Placement of Resident ESL Students
at the Community College Tribal Corner
2:00 pm–3:45 pm New Perspectives in Content-Based Instruction

3:00 pm–3:20 pm Teaching Empathy in the IEP Classroom
3:00 pm–3:45 pm Empowering EFL Ecuadorian University DISCOURSE AND PRAGMATICS
Students Through Choice of Texts
WEDNESDAY
3:00 pm–4:45 pm Conflict Resolution and ELT: Win-
Win Approaches for All 9:30 am–9:50 am Saying No Gracefully: A Research-Based
Lesson on Declining an Invitation
2:00 pm–2:45 pm And Furthermore
CONTENT-BASED INSTRUCTION 3:00 pm–3:45 pm Awareness, Recognition, and
Production of Speech Acts
MONDAY
5:00 pm–5:45 pm Taking on the “P Word” in Low‑Level
1:00 pm–5:00 pm Listening 2.0: University Listening Oral Communication
in the Digital Era
Supporting Students With THURSDAY
Interrupted Education 10:30 am–11:15 am Empowering Learners via Interactional Identities
TUESDAY 12:30 pm–1:45 pm Gendered Approaches to Teaching
Literary Texts in the ESL Classroom
1:00 pm–5:00 pm Strengthening Instruction and
Programming for Beginning ELLs FRIDAY
9:30 am–11:15 am Engaging and Empowering Learners for
Conversation Through Pragmatics Instruction
CULTURE 11:30 am–12:15 pm The Effects of Collaborative Dialogue on
THURSDAY Development of Pragmatic Competence
9:30 am–10:15 am Black and Brown Minds Matter: Latino
Immigrants and Black Teachers
DISTANCE LEARNING/ONLINE LEARNING
9:30 am–10:15 am Thrive, Don’t Just Survive, Cross-Culturally
10:30 am–11:15 am Your Next Hire: A Returned Peace WEDNESDAY
Corps TEFL Certificate Volunteer? 11:30 am–12:15 pm Enhancing, Enriching, Empowering
11:30 am–12:15 pm Understanding Culture: From Simple to Excellence in Online Course Design
Complex Definitions and Frameworks 12:30 pm–1:45 pm Faces or Fingers: Engaging Online TESOL
2:00 pm–2:45 pm Communities, Culture, and Developing Students in Synchronous Sessions
Arguments: Engagement in Graduate Classes Preservice Teachers’ Perceptions of
Perspectives to Practice: Francophone Engagement in Online Asynchronous
West African ELLs Discussions Boards
3:00 pm–3:45 pm Examining Cultural Assumptions Through 1:00 pm–1:45 pm Empowering Students Through a
Dialogue, A Human Library Inspired Project Hybrid Extensive Reading Course
3:00 pm–4:45 pm Language, Culture, Identity in Language 3:00 pm–3:20 pm Top 10 Tips for Online Tutors
Acquisition: Personal Testimonies 3:00 pm–3:45 pm A Billion Hellos: How VIPKID Is
Transforming the ESL Landscape
CURRICULUM/MATERIALS DEVELOPMENT THURSDAY

9:30 am–11:15 am Our First MOOCs: Lessons Learned
MONDAY
12:30 pm–1:45 pm Prematriculate Mobile-Assisted Language
5:00 pm–9:00 pm Empowering Long-Term ELLs: Learning for Studying Before Entering College
Responsive Programming and
1:00 pm–1:45 pm Empowering Learning Online: Aligning
Specialized Academic Strategies
Objectives, Activities, and Assessments
TUESDAY Preparing Adult ELLs for Online and
1:00 pm–5:00 pm Teaching for World Citizenship Blended Language Learning
Through International Themes
CONTENT AREA INDEX
FRIDAY
THURSDAY 10:30 am–11:15 am Analyzing a Group Project in an
9:30 am–11:15 am Using Open Educational Resources to Online TESOL Program
Create ESL Instructional Materials 12:30 pm–1:45 pm Exploring the Potential of Massive Open
Online Courses: Students’ Experiences
1:00 pm–1:45 pm MOOCs: How Do We Know If
Learners Are Learning?
1:00 pm–2:30 pm Online Language Teacher Education: 2:00 pm–3:45 pm Leveled Functional Language
Participants’ Perceptions and Experiences Frames for Everyday Use
2:00 pm–2:45 pm Course Design 2.0: Moving Movie Segments to Teach Children
English Learning Online Grammar Structures and Vocabulary
4:00 pm–4:45 pm Creating Engaging TESOL Webinars: 3:00 pm–3:45 pm Awareness Leads to Success: How Young
Make the Message Match the Medium Learners Benefit From Benchmarks
Training and Supporting Bilingual
Paraprofessionals for Pre-K–5th Grade
EDUCATIONAL LINGUISTICS American Sign Language as a Bridge to English
WEDNESDAY 4:00 pm–4:45 pm Color It Out!: A Compelling Pronunciation
10:30 am–11:15 am Easing Communication Between Middle Literacy Game for Everyone
Eastern Students and ESL Teachers FRIDAY
THURSDAY 9:30 am–9:50 am Breaking the Silence of Newcomers in
1:00 pm–1:45 pm Ideological Construction of Racial Elementary Through Fun Activities
Images in EFL Textbooks 9:30 am–10:15 am Hooked on Comics: Promoting Literacy
2:00 pm–3:45 pm NABE at TESOL: Examining Linkages and Engaging Students With Comics
Between Identity and Language Learning 9:30 am–11:15 am Embedding English Language Instruction in
Literacy Through Modified Guided Reading
10:30 am–11:15 am Bilingualism Is a Gift (BiG) ESL/
ELEMENTARY SCHOOL/PRIMARY EDUCATION SPED Collaborative Campaign
WEDNESDAY 11:30 am–12:15 pm Engaging Preservice Teachers Through ESOL
Fieldwork: Becoming Mainstream Teachers 2.0
11:30 am–12:15 pm An Introduction to the TESOL
Diversity Collaborative Process Writing Practice for the Digital Era
11:30 am–1:15 pm Oral Language Development 12:30 pm–1:45 pm Digital Learning in the ESL Classroom
for Elementary ELLs Multicultural Education in Early
1:00 pm–1:45 pm Blended Learning in the Young Childhood: Case Studies
Learner Classroom 1:00 pm–1:45 pm Deconstructing Sentence Starters in
Engaging, Enriching, and Genre‑Based Elementary Classroom Writing
Empowering Black ELLs 2:00 pm–2:45 pm Building a Competency-Aligned Vocabulary
2:00 pm–2:45 pm Scaling Success: Using Small Toolkit for Academic Writing Tasks
Grants for a Big Impact 3:00 pm–3:45 pm Promising Practices for Elementary
3:00 pm–3:45 pm Longitudinal Study Confirms Efficacy of ELLs: A System-Wide Approach
Summer Learning for Elementary ELLs
THURSDAY ENGLISH AS A FOREIGN LANGUAGE
9:30 am–11:15 am Writing Across Content Areas WEDNESDAY
in Elementary Education
9:30 am–10:15 am Academic Socialization and Identity of
10:30 am–11:15 am Inclusive Pedagogy for Our Chinese Undergraduate Students in America
Refugee Student Population
Mindfulness Strategies for the ELT Classroom
Instructional Writing Strategies to
Engage, Enrich, and Empower ELLs Supplementing Limited EFL Materials
With Bloom’s Taxonomy and Web 2.0
11:30 am–12:15 pm Engage your ELLs Using Speak Agent
to Acquire Academic Language 10:30 am–11:15 am English Language Motivation
Between Gender and Cultures
Partnering With Parents to Foster
Literacy Development of Young ELLs 11:30 am–12:15 pm Empowering Low-Proficiency Learners
With Critical Thinking Skills
11:30 am–12:15 pm Winning Games: Creative Twists on Popular
CONTENT AREA INDEX
Games to Maximize Participation ESL/EFL Teachers’ Perceptions of

Constraints on Critical Thinking
1:00 pm–1:45 pm Technology and Imagine Learning:
Accelerating Learning for ELLs 12:30 pm–1:45 pm Addressing Diversity in EFL Classroom:
Reflection of Nepalese Community School
1:00 pm–2:45 pm Teaching Students Living With Trauma,
Violence, and Chronic Stress Between the Sword and the Wall:
EFL Teaching in Ecuador
2:00 pm–2:45 pm A Reading and Vocabulary Program
for ELLs With Learning Disabilities Growing Together: A Coteaching
Reflection From Nepalese EFL Context

Propositional Precision in Learner Corpora: Dealing With Adult Learners’ Speaking Stress
Turkish and Greek EFL Learners 1:00 pm–2:45 pm Issues in Implementing Learning
Real or Imagined: Effective Feedback Strategy Instruction for ELLs
in Tertiary Japanese EFL Classes Smartphones: Cyber Spicing Classes for Adults
Reflections on a Presentation Skills Course 2:00 pm–2:45 pm Reconsidering Conceptual
Teaching Gender-Neutral Language Paradigms in English Studies
to Japanese College Students Teaching Reading Fluency: 3 Practical Activities
1:00 pm–1:45 pm A Guide to Implementing Extensive TED Talks: Presentation Skills are
Reading in ESL/EFL Classrooms the 21st-Century Superpower
EFL Learners’ Willingness to Communicate 3:00 pm–3:45 pm Positioning of Teachers in the Linguistic
in Task-Based Instruction Marketplace of Private ELT
Occupy Library: An Experiential Approach Teaching EFL Through Multiliteracies
to Engaging ELLs in Research to Empower NNESTs and Students
1:00 pm–2:45 pm In Defense of Teaching: EFL in Transforming Teenagers Into 21st-
the “Postmethods” Era Century Global Citizens With Impact
2:00 pm–2:45 pm English for All: Peace Corps, EL 3:00 pm–4:45 pm Professional Development in EFL Classroom
Fellow, Fulbright Alumni Panel Teaching: Research From 3 Countries
3:00 pm–3:45 pm Engaging, Enriching, and Empowering 4:00 pm–4:45 pm Using Response Cards for Active
ELLs Through Poetry, Music, and Dance Participation in Language Classrooms
I Forgot the Words: Classroom Factors 5:00 pm–5:45 pm Atypical L1 Use During Peer
Influencing English Speaking Interactions in 2 EFL Classes
Moving Toward Interactional Teaching for Success: A Global Approach
Competence in the EFL Classroom to Continuing Professional Development
3:00 pm–4:45 pm Advocating English Language Learning and
Interculturality in Colombia’s Coffee Region FRIDAY
4:00 pm–4:45 pm TED Talks: Powerful Ideas to Inspire 9:30 am–10:15 am An Enriching EFL Teaching Experience
21st-Century Learning to Nonnative Blind Learners
5:00 pm–5:45 pm Grammar for Great Writing 9:30 am–11:15 am Creating and Using Brain-Friendly
Activities in an EFL Context
Questioning English-Only as a
Medium of Instruction in Japan 10:30 am–11:15 am Exploring ELLs’ Thirdspaces via Reading
Immigrants’ Autobiographies
Setting Realistic Secondary School English
Proficiency Expectations in EFL Countries Teaching EFL to Engineering Professors:
Their Experiences and Needs
THURSDAY Teaching English in China: What
9:30 am–10:15 am Engaging ELLs With Nearpod to Know Before You Go
10:30 am–11:15 am China’s Recent Educational Reforms 11:30 am–12:15 pm Neuroscience and Education: Teaching
in English Reading Instruction Students How We Learn
11:30 am–12:15 pm Strengthening Students’ Voices 12:30 pm–1:45 pm Dubbing Tasks in the Vocabulary
Through Effective Feedback Acquisition of Chinese EFL Classrooms
12:30 pm–1:45 pm Career Path Research Project for Effectiveness of Online Texts vs Hard
EFL University Students Copy for Reading Comprehension
Communication Tools: Building Students’ How Anxious Are Turkish Learners? Potential
Communicative Self-Confidence Antecedents of Language Anxiety
IELTS Mania Know the World With Vocab: Asking,
Students’ Graphic Representations Answering Solves Brain Buzz
of Arabic vs English Writing Liberating Learners From Traditional
Teaching a College English Course Educational Practices Through
CONTENT AREA INDEX
in Taiwan: An ELF Perspective Activity-Based Instruction

Using Infographics as a Teaching Thinking Routines and Presentation
Tool in EFL Classes Stages Using CLIL With EFL Students
Using Reader’s Theater to Engage Transition From EAP to ESP:
and Empower Adult ELLs Nursing Students’ Beliefs
1:00 pm–1:45 pm Connect, Converse, Collaborate: Bridging 1:00 pm–1:45 pm Non-Chinese English Teachers Working
the Gap Between TESOLers and Affiliates in China: Beyond Backpacking
TED Talks: Powerful Communication FRIDAY
Through Learning English 9:30 am–11:15 am Empowering Teachers to Address the
1:00 pm–2:45 pm Children’s Play Culture to Engage Primary Challenges of ESP Curriculum Design
Students in Classroom Activities 12:30 pm–1:45 pm 3 Project-Based Business English Activities:
Teach, Observe, Reflect: Peer Stocks, Companies, and Websites
Observation for Professional Growth Analysis of Skills Required for Senior
3:00 pm–3:20 pm Empowering Student Voice Students’ Future Careers
Through Video Blogging ESP Texts in Cuba for Health and Culture
3:00 pm–3:45 pm Investigation of Gender-Specific Linguistic 2:00 pm–2:45 pm Teacher-Generated Materials: The
Features in Arabic Students’ Writing Oil and Gas ESP Context
5:00 pm–5:45 pm Integrating Service Learning Into the EFL 4:00 pm–5:45 pm Strategies for Framing Language
Curriculum Through Project-Based Design Learning as a Disciplinary Activity
5:00 pm–5:45 pm Developing an Open Educational
Resources EAP Corpus
ENGLISH FOR SPECIFIC PURPOSES
WEDNESDAY
11:30 am–12:15 pm Collectivizing for Reading Development
GRAMMAR
in the L2 Legal Classroom WEDNESDAY
12:30 pm–1:45 pm Reading Through ESP Under the Criteria 9:30 am–10:15 am Engaging Students in Making Grammar
of the Communicative Approach Choices: An In-Depth Approach
School Enterprise: Engage Me and I Learn 10:30 am–11:15 am Learning to Teach Grammar: Teacher
Something From Nothing: Adventures Education and Student Teacher Cognitions
in Creating a Scientific ESP Course 12:30 pm–1:45 pm A Meaning-Order Based Approach to
Teaching Writing for Military Purposes English Pedagogical Grammar
1:00 pm–2:45 pm Teaching English for Tourism: 1:00 pm–1:45 pm Teaching and Learning Key Prepositions
Concepts and Needs in the Advanced ESL Classroom
5:00 pm–5:45 pm Adapting Online Content for Meaningful 4:00 pm–4:45 pm The Grammar You Need for Academic
Practice in ESP (Biotechnology) Writing: Beginning Through Advanced
THURSDAY THURSDAY
9:30 am–10:15 am A New Model for Major-Specific 10:30 am–11:15 am Imagining a Place for Grammar:
Language Support Techniques for Anxious Teachers
9:30 am–11:15 am Authentic English for Business, 11:30 am–12:15 pm Teaching Grammar Through
Leadership, and Medical Purposes Storytelling: A Dialogical Approach
Legal Language: Strategies for Effective The Critical Role of Grammar and
Communication in Law School Syntax in Academic Language
12:30 pm–1:45 pm Teaching the Language of Art 12:30 pm–1:45 pm Building Sentences: A Visual Approach
and Design to ESL Students Posters to Engage and Empower
1:00 pm–2:45 pm Effective Public-Private Partnerships in Students in Grammar Class
English for Professional Purposes 5:00 pm–5:45 pm Grammar Games for Engaging
Using Ethnographic Methodology to Language Learners
Examine Language Use in Context
FRIDAY
2:00 pm–2:45 pm Specialization for 21st-Century Learning
9:30 am–10:15 am Grammar: Taught Separately or
3:00 pm–3:45 pm Preparing International Graduate Students
Integrated Into Skills Classes?
for Nonacademic Job Searches
11:30 am–12:15 pm 16 Keys to Teaching ESL
3:00 pm–4:45 pm Engaging, Enriching, and Empowering
Grammar and Vocabulary
ESP Teachers and Students
CONTENT AREA INDEX
New Insights Into Practice for

4:00 pm–4:45 pm English for Research Publication Purposes:
the Grammar Classroom
Empowering International Scholars in STEM
1:00 pm–1:45 pm Clearing the FOG: Informed Strategies for
5:00 pm–5:45 pm Designing ESP Programs for Agro-industrial
Communicative Grammar Teaching
Engineering Careers in Honduras
3:00 pm–3:20 pm Beyond Word Lists: Approaching Verbal
Using a Medical Research Corpus
Complements Lexicogrammatically
to Teach ESP Students
and Cognitively

HIGH SCHOOL/SECONDARY EDUCATION HIGHER EDUCATION
WEDNESDAY WEDNESDAY
9:30 am–10:15 am Literacy Strategies for Stem Classes 9:30 am–10:15 am Multilingual Doctoral Students’ Intertextuality
9:30 am–11:15 am Fishbowl Conversations: A Method of and Academic Literacies at Web Seminars
Language Development and Differentiation 10:30 am–11:15 am Empowering Mainstreamed Multilingual Writers
Helping ELLs in Grades 6–12 Meet 10:30 am–12:15 pm Teaching Advanced ESP Writing Using
Standards for Literacy Dialogue, Models, and Iterative Feedback
10:30 am–11:15 am Engage, Enrich, and Empower New Learners 12:30 pm–1:45 pm Big 6 Information Literacy Skills for ELLs
With Interrupted Formal Education Employing Discursive Techniques in
11:30 am–12:15 pm Secondary Schools to Learn Persuasive English Oral Presentations
From: Empowering ELLs Faculty Governance: Bylaws “R” Us
1:00 pm–1:45 pm Bridging a Graduation Pathway: The Bill of Rights: Creating Relevance
Evaluating Foreign Transcripts for Today’s Students
High-School ELLs at Risk: Neither What Predicts Success? A University
College- Nor Career-Ready Bridge Program Assesses the Data
2:00 pm–3:45 pm SLIFE Unlimited: Cracking the Writing Studios as Thirdspace for
Code to Academic Writing ELLs in University Writing Classes
3:00 pm–3:45 pm Supporting Students With Limited or 1:00 pm–1:45 pm Unraveling the Mystery: Vocabulary and
Interrupted Formal Education Grammar for Academic Writing
THURSDAY Using “Check, Please” as a Springboard
to a Communication Project
9:30 am–11:15 am Thinking, Speaking, and Writing Like
a Historian Learning English 1:00 pm–2:45 pm From IEP to Degree: Strategies
for Successful Transitions
10:30 am–11:15 am Beyond the Classroom and
Into the Minds of ELLs 2:00 pm–2:45 pm High-Impact Professional Development
Through the Teaching Circle
11:30 am–12:15 pm Teaching and Assessing ELL
Students’ Accountable Talk Practical Ways to Make Classrooms
Inclusive to LGBTQIA ESL Students
12:30 pm–1:45 pm Contributors to Science Reading
Comprehension: Study 1 and Study 2 3:00 pm–3:45 pm University Faculty and Staff Perceptions
of Nonnative English Speaker Needs
2:00 pm–3:45 pm Scaffolding Academic Conversations
in ESL and Content Areas 3:00 pm–4:45 pm Conducting Research at English Language
Centers: Administrator Perspectives
TESOLers Supporting Mainstream
Teachers of ELLs Developing an Appropriate Pedagogy: Writing
and Multilingual University Students
3:00 pm–3:45 pm Conversations With Charlotte: ESL Teacher
Evaluations Using the Danielson Framework 4:00 pm–4:45 pm Critical Analysis Skills Empower
Students to Think and Write Clearly
4:00 pm–4:45 pm Classroom Mindfulness for Increasing
Learning Readiness in ELLs Improving IEP Learners’ Literacy Outcomes
Through Faculty and Librarian Collaboration
FRIDAY Logographic or Alphabetic, What
10:30 am–11:15 am Successful Collaboration: Rediscovering Difference Does It Make?
the “I” in “Team”: A TANGO Approach Pop-Up Pronunciation: Integrating
11:30 am–12:15 pm Holding the Floor: Engaging and Pronunciation Mini-Lessons into All Skills
Empowering ELLs With Socratic Circles
THURSDAY
12:30 pm–1:45 pm Accessing Inquiry for ELLs
Through Primary Sources 9:30 am–10:15 am Empower Higher Ed ESOL Faculty Through
Positive Organizational Scholarship
Learning Through Looking: Building Skills
CONTENT AREA INDEX
Through Interpreting Portraiture Flipped Learning in TESOL: The First 5 Years

1:00 pm–1:45 pm Engaging Educators in a Cycle of 10:30 am–11:15 am Corpus-Based Learning of Reporting
Instructional Improvement for ELLs Verbs in L2 Academic Writing
3:00 pm–3:45 pm 5 Steps to Effective Source Integration Creating Spaces for Letting Multilingual
Students Use Their Linguistic Repertoires
Exploring Techniques for Sustaining
Student Motivation
Sherlock-Themed Scavenger Hunts: 1:00 pm–1:45 pm Engaging University Faculty in
Skill Building, Community Building, Linguistically Responsive Instruction:
and Community Engagement Challenges and Opportunities
11:30 am–12:15 pm Final Assessment for Research Writing: Northeastern University’s Full Circle
Addressing Validity and Authenticity Scholarship for Teaching ELLs Overseas
Peering Through the Lens: International Taking the Boredom out of Repeated
Student Expectations of Academic Work Input, Again and Again
12:30 pm–1:45 pm Conversation Partner Project: A Win- Writing Resources Deployed by Multilingual
Win for Teachers and Students International Students in the Discipline
Negotiating Attrition in English-Medium 3:00 pm–3:45 pm Enhancing Listening and Note-Taking
University Programs in the Middle East Competency Through Metacognitive
Organizing for Internationalizing and Cognitive Strategies
1:00 pm–1:45 pm Put Your Students on the Right Learning Path 4:00 pm–4:45 pm Anywhere, Anytime: Project-Based Learning
to Enrich, Engage, and Empower
1:00 pm–3:45 pm Empowering and Enriching an
ESL Program on the Brink
3:00 pm–3:45 pm Integrating Pronunciation Into INTEGRATED SKILLS
the Reading Classroom
3:00 pm–4:45 pm The Multilingual Student in Higher TUESDAY
Education: Exploring Assessment Issues 9:00 am–4:00 pm Motivation, Participation, and Ongoing
4:00 pm–4:45 pm Innovative Approaches to the Delivery All-Skills Practice via Process-Drama
of an Applied Linguistics-TESOL MA Slow Down: Guide True Beginners
UC San Diego Extension to Mastery With Deep Learning
Education’s TESOL Program
THURSDAY
5:00 pm–5:45 pm Facilitating Engagement: A Model for
11:30 am–11:50 am Engaging Students in Filmmaking
Student Services and EAP Collaboration
for the IEP Reading Class
When to Blend English for
Academic Purposes Courses
FRIDAY INTENSIVE ENGLISH PROGRAMS
9:30 am–10:15 am Dilemmas and Best Practices in WEDNESDAY
Freshman Composition 9:30 am–10:15 am Effective Faculty Review in IEP Contexts
Visual Literacy and Brochure Composition Engaging Students Outside the
in College Writing Classrooms Classroom: Extracurricular English
10:30 am–11:15 am Can They Use the Restroom? Critically Engaging, Enriching, and Empowering Students
Evaluating Our Classroom Policies Through an IEP Ongoing Orientation
Critical Thinking Done Right: A IEP Students in Their Own Voice:
Full-Pyramid Approach Factors for Academic Success
Recommendations for Online MA Proactive Advising: Developing Effective
TESOL Students and Faculty Support Systems for Probationary Students
10:30 am–12:15 pm International Students in North American Supporting IEP Student Retention and
Higher Education: Myths and Realities Success Through Comprehensive Services
11:30 am–12:15 pm Bridging the Gaps: Facilitating Writing 10:30 am–11:15 am 10 Timesaving Strategies for
in the Disciplines Through CALL Enriching Writing Instruction
12:30 pm–1:45 pm Lost in Translation: Using Chinese Can University IEPs Adapt to the
Mistranslated Signs to Remedy Chinglish Rise of Pathway Programs?
Survey of Students’ Academic Creating and Implementing an IEP-
Skills in College Courses to-University Bridge Program
CONTENT AREA INDEX
Ticket out the Door 11:30 am–12:15 pm Creating Activities for the Academic English
Classroom From TOEFL¨ Resources
Developing Online Writing Courses That
Support Active, Project-Based Learning
Student Ambassador Program: Cultivating
Cooperative Relationships With IEP Students

Take Your Students to TASK: The Key to Success! Perils and Strategies in Retention/Completion
Variety of Excellence: Curricular Within Community College IEPs
Models of Accredited IEPs 2:00 pm–3:45 pm Critical Thinking: Sequenced Activities and
12:30 pm–1:45 pm A Beginner’s Guide to Developing Focused Language for ESL Classrooms
an IEP Marketing Strategy 3:00 pm–3:45 pm Enriching the IEP Classroom Through
A Tale of Two Polling Apps Coteaching and Colleague Collaboration
Office Camaraderie in an IEP What Is the CEFR and How Can
ESL Instructors Use It?
Work-Life Balance for Advanced
Writing Instructors and Students 4:00 pm–4:45 pm ESL Faculty Perceptions of
Intraprogram Collaboration
1:00 pm–1:45 pm Fast Facts about IEPs: A Snapshot
of EnglishUSA Members Off the Wall: Activities for Reinforcing
Reading Fluency and Vocabulary
Poster Sessions: Empower and Engage
Your Listening and Speaking Students Teaching 21st-Century Skills Through Group-
Facilitated Hot-Topic Class Discussions
3:00 pm–3:45 pm Feedback Matters: Time-Saving Techniques
for Effectively Evaluating Student Writing 5:00 pm–5:45 pm University Professors’ Perceptions on L2
Learners’ Academic Challenges and Needs
Practical Applications of Reading
Apprenticeship in the IEP Reading Classroom FRIDAY
3:00 pm–4:45 pm Workshopping Learning Outcomes and 9:30 am–10:15 am Getting to C1: Overcoming the
Assessments for ESL Classrooms and Programs Postintermediate Plateau With Summit
4:00 pm–4:45 pm Authentic Encounters: Putting IEP Students and Learning: The Whole Experience
Students Into University Classrooms
9:30 am–11:15 am Hot Topics in Enrollment, Visas,
University Success: Beyond the SEVP, and Advocacy for IEPs
English Language Classroom
Maximizing Student Learning
5:00 pm–5:20 pm Empowering Academic English Students Outcomes: Strategic Approaches
Through Reading Fluency Practice to Activities and Assessment
Increasing Student Engagement by Using 10:30 am–11:15 am Authentic Assignments: Expanding Audience
Student-Derived Material for Class Content and Purpose to Increase Student Engagement
5:00 pm–5:45 pm Beyond Language Needs: Developing 11:30 am–12:15 pm Revamping an IEP Curriculum:
International Students’ Electronic Literacy A Lesson Learned
Enriching Students’ Experience: Collaborative The Combined Classroom: Strategies for
Mobile-Game Play With Native Speakers Addressing Decreased IEP Enrollment
IEP 2.0: Four Generations of 12:30 pm–1:45 pm Democratic Equality Through Service Learning
Teachers in One Program
Engage, Enrich, and Empower ESL
THURSDAY Students Through Service Learning
9:30 am–10:15 am Off Course: A Comparison of EAP Writing Global Game Night: Sharing Culture
Coursebooks and University Writing Tasks While Practicing English
9:30 am–11:15 am Cooperative Learning 2.0: Creating Transforming a Traditional Language
“We-ness” in the Classroom Lab Into a Virtual Learning Center
10:30 am–11:15 am Taking the Pain Out of Assessment 1:00 pm–1:45 pm Engaging and Enriching ELLs Through
Glocalized Partnerships in Higher Education
11:30 am–12:15 pm An American English Institute
Professional Learning Community Language Learning Outcomes of
an EAP Digital Story Project
Using Multiple Measures to Choose
Level-Appropriate Textbooks 1:00 pm–2:45 pm Engaging in Reading to Empower
Writers and Enrich Content
12:30 pm–1:45 pm Creating Our Own Futures: Empowering
Students Through Altered Stories 2:00 pm–2:45 pm Enriching Language Retention
Through Narrative Memory
Not Your Permanent Record, Yet:
CONTENT AREA INDEX
Learning Academic Integrity 2:00 pm–3:45 pm Using Case Studies to Engage,

Enrich, and Empower Students
Teacher Portfolios: Part of the
Evaluation Process 3:00 pm–3:45 pm Engaging Saudi Students With
Novels and Nonfiction Books
1:00 pm–1:45 pm Empowering Readers (and Teachers)
With Idea-Based Reading Skills Individual Networks of Practice in
an Academic English Program
2:00 pm–2:45 pm Empowering Students Through Advising:
A Systems Approach for IEP Coaching
4:00 pm–4:45 pm Don’t Jump to Conclusions: Helping ELLs FRIDAY
Make Well-Reasoned Inferences 9:30 am–10:15 am Designing Linguistically and Culturally
Role-Play 2.0: A Practical Framework Relevant Online Health Information
for Teaching Critical Thinking 10:30 am–11:15 am Engaging ESL Students’ Cultural Values
5:00 pm–5:45 pm Development of International to Enrich Their Language Learning
Undergraduate Students’ Communication Impact of Study Abroad on
Skills Through Service-Learning Trust and Civic Norms
The Sociocultural Role of Idioms
in the ESL Classroom
INTERCULTURAL COMMUNICATION
1:00 pm–1:45 pm The Language Helper as Intercultural
WEDNESDAY Mediator in a Chinese Hospital
9:30 am–10:15 am Empowering Students Through Meeting Their 1:00 pm–2:45 pm Culture and Context Matter: Intercultural
Linguistic, Sociocultural, and Spiritual Needs Education for the EFL Classroom
Intercultural Development of Saudi 2:00 pm–2:45 pm From the Outside In: Empowering Learner-
Learners: Ethnographic Case Studies Centered Education in East Africa
11:30 am–12:15 pm Inclusive and Exclusive Pronouns in 2:00 pm–3:45 pm Enriching Intercultural Awareness
Multicultural Teacher Education Textbooks in EFL Contexts
Latino Teenage Boys’ Counter- 3:00 pm–3:45 pm Building Empowering Learning
Narratives in Education Communities in Icelandic Schools
12:30 pm–1:45 pm An Intercultural and Cultural Responsive 4:00 pm–4:45 pm Cross-Cultural Learning Circles Through Skype:
Literacy and Language Partnership A Congolese and American Collaboration
1:00 pm–1:45 pm Teaching English and Intercultural Empowering Minority Teachers: Combating
Communication Skills Through Microagression in the ESL Classroom
Critical Incident Exercises
2:00 pm–2:45 pm Moving Beyond “Culture” in
Intercultural Learning INTERNATIONAL TEACHING ASSISTANTS
Refusal Strategies by Advanced WEDNESDAY
Korean and Norwegian ELLs
10:30 am–11:15 am A Computer-Mediated Shadowing Activity
3:00 pm–3:45 pm Metaphorically Speaking: Framing the World and ESL Speaking Skill Development
5:00 pm–5:45 pm Overcoming Outgroup Favoritism Through 11:30 am–12:15 pm Herding Cats: Norming ITA Raters’ Judgements
English Language Teaching in China
3:00 pm–4:45 pm L2 Pragmatics for ITA Practitioners
Teaching Around Taboos: Empowering Students
4:00 pm–5:45 pm Start to Finish: Materials Development for ITAs
to Effectively Communicate Difficult Topics
THURSDAY
THURSDAY
9:30 am–11:15 am How to Manage, Facilitate, and Teach
10:30 am–11:15 am Engaging Students With Cultural
About Culturally Sensitive Issues
Analysis in the Language Classroom
11:30 am–12:15 pm Critical, But Not Overly Critical: Facilitating
Just Let Them Talk: Establishing Egalitarian
Self-Evaluation and Celebration
EFL Student-Teacher Dialogue
The Norm Dilemma: Lecturer Certification
11:30 am–12:15 pm Empowering Language Learners: How
for English Medium Instruction (EMI)
a Circle Process Ignites Authenticity
12:30 pm–1:45 pm Strategies for Successful International Language
12:30 pm–1:45 pm Cultural Competence: An IEP’s Journey
Assistantships: Learning From the Field
From Definition to Practice
1:00 pm–1:45 pm Empowering ITA Practitioners by
Student Film Studio and Project Management
Enriching an Outdated Assessment
in Teaching Intercultural Communication
2:00 pm–2:45 pm Using MIT OpenCourseWare to Create
3:00 pm–4:45 pm Developing Our Intercultural Skills When
Authentic Materials for ITA Training
Interacting With Students and Colleagues
CONTENT AREA INDEX
3:00 pm–3:20 pm Concept Maps: Illuminating Knowledge

4:00 pm–5:45 pm Integrating Arts and Ethnography
Gaps and Increasing Self-Regulation
to Enrich Students’ Intercultural
Communicative Competence FRIDAY
5:00 pm–5:45 pm Cross-Cultural Communicatioin 101: 9:30 am–10:15 am Automaticity: Empowering
Enriching Students’ Intercultural ITAs With Intelligibility
Competence and Engagement 10:30 am–11:15 am Using Technology to Develop
Strategies to Build an Intercultural Microteaching and Presentation Skills
and Plurilingual ESOL Practice

11:30 am–12:15 pm ITA Program Framing: From
Remediation to Excellence LEARNING/TEACHING STYLES
MONDAY
LANGUAGE POLICY AND PLANNING 1:00 pm–5:00 pm Teaching Critical Thinking to ELLs
WEDNESDAY 5:00 pm–9:00 pm Designing Interactive Classrooms:
Discussion Strategies for ELLs
4:00 pm–5:45 pm Literacy and Language Education
for ELLs in the 21st Century TUESDAY
THURSDAY 9:00 am–4:00 pm ELLs, Cultural Competency, and Academic
Achievement: What’s the Connection?
11:30 am–12:15 pm Improving English in National Education
Systems: Lessons From the World
LISTENING, SPEAKING/SPEECH
LEADERSHIP WEDNESDAY
THURSDAY 9:30 am–10:15 am Academically Speaking: Flipping the
Spoken Language Classroom
11:15 am–12:45 pm Equal Partners–Equal Opportunities
Error Appreciation: Using Listening Errors
1:00 pm–1:45 pm Reaching TESOL’s Potential: Leadership, to Discover What Students Hear
Relationship, and Your Organzation
10:30 am–11:15 am Discover Conversation
FRIDAY 11:30 am–12:15 pm Expanding Linguistic Repertoires
10:30 am–11:15 am Fostering Research Cultures in Schools: Through Play With Voices
Managers’ Perceptions and Experiences 12:30 pm–1:45 pm Bottom-Up Listening Skills in IEP Students
Empowering ESL Learners Through
the Speaking Festival
LEARNING DISABILITIES/SPECIAL NEEDS Empowering Language, Engaging Students:
WEDNESDAY A Cocurricular Urban Field Study
4:00 pm–4:45 pm Service Provision for ELLs With 3:00 pm–4:45 pm Homework and Assignments in the Speaking,
Disabilities: Fact vs Fiction Listening, and Pronunciation Classroom
THURSDAY THURSDAY
11:30 am–12:15 pm Integrating Students With Special 9:30 am–10:15 am Exploring Expert Raters’ and ESL Learners’
Needs Into an EFL Curriculum Perceptions of Speech Fluency
Reaching Differently-abled Adult ELLs: 11:30 am–12:15 pm Providing EAP Listening Input: An Evaluation
Drawing From Canadian Experiences of Recorded Listening Passages
12:30 pm–1:45 pm Equal Engagement: Effectively Identifying Utilizing a Language Lab to Maximize
and Assessing Learning Disabled ELLs Language Acquisition
1:00 pm–1:45 pm Piloting Writing Analysis to Distinguish 12:30 pm–1:45 pm Comprehensibility and Intelligibility
Between Language Development and Disability of International Student Speech
3:00 pm–3:45 pm Empowering Teachers to Engage Empower Your Students Through
Students With Learning Disabilities Toastmasters for ELLs
The Nuts and Bolts of Effective
FRIDAY Listening Strategies
12:30 pm–1:45 pm Inclusive Education in Higher 1:00 pm–2:45 pm Essentials of Haptic Pronunciation Teaching
Education: Venezuela Case (UCV)
3:00 pm–4:45 pm Speech, Pronunciation, and Listening
1:00 pm–1:45 pm Organize and Access English Among ELLs in Secondary Settings
Sounds Using Picture Cues
4:00 pm–4:45 pm Pecha Kucha Presentations: Developing
2:00 pm–2:45 pm Multisensory Approaches to Instruction of
CONTENT AREA INDEX
ELLs’ Public Speaking Skills

EFL Learners With Learning Differences
5:00 pm–5:45 pm Improving L2 Self-confidence Awareness
Through Conversation Video Self-Analysis
FRIDAY THURSDAY
9:30 am–10:15 am Teaching Pronunciation: Simplicity Is the Key 9:30 am–10:15 am Creating Effective Electives: A Needs-
9:30 am–11:15 am Addressing the Demands of Attentive Based Approach in Curriculum Design
Listening in Academic Interaction Self-Publishing ELT Materials
Engage Students and Enrich Listening 10:30 am–11:15 am Enriching Publisher-ESL Program Relationships
Materials With African Voices 11:30 am–12:15 pm Harnessing Graphic Design for a
11:30 am–12:15 pm Engaging Digital Natives With Film: More Enriching ELT Experience
Optimizing Listening Fluency Practice 1:00 pm–2:45 pm 7 Topics Absent From ELT Textbooks:
12:30 pm–1:45 pm Effective Group Poster Projects Keeping Hidden Curriculum Hidden
for College-Level Students 3:00 pm–4:45 pm Online Tools to Boost Your Author Presence
1:00 pm–2:45 pm Oral Communication in Higher Education
Contexts: Closing the Gap FRIDAY
2:00 pm–2:45 pm A Spoonful of Pronunciation Helps 9:30 am–9:50 am Technology in Service of Visual
the Listening Go Down Vocabulary Scaffolding for ELLs
From Awareness to Accuracy: Project- 9:30 am–11:15 am Meeting Today’s Needs and Tomorrow’s
Based Pronunciation Practice Realities in ELT Materials
3:00 pm–3:45 pm Developing Identity in Oral Academic 12:30 pm–1:45 pm Language Is Local: Localized Images
Discourses in an EFL Context as Multilevel ESL Curriculum
5:00 pm–5:20 pm Capturing Your Audience’s Attention 1:00 pm–2:45 pm Academic Theory and Classroom
Materials: What’s the Connection?
LITERATURE/ARTS/MEDIA
MATH AND SCIENCE
MONDAY
WEDNESDAY
1:00 pm–5:00 pm Engaging Secondary School Language
Learners Through Media Literacy Activities 10:30 am–11:15 am Integrating Science and Language
for ALL Students: Web of Life
THURSDAY
MAINSTREAM CLASSROOMS
12:30 pm–1:45 pm Empowering Preservice Teachers to Develop
WEDNESDAY Language in Mathematics Methods Courses
12:30 pm–1:45 pm Beyond Test Scores: An Honored ESL Student
Struggling Readers or ELLs?: Shifting
Identities in Elementary School
MEDIA (PRINT, BROADCAST, VIDEO, AND DIGITAL)
WEDNESDAY
THURSDAY
10:30 am–11:15 am Press Record: How Podcast Creation
5:00 pm–5:45 pm Promoting Intercultural Awareness to
Empowers and Improves Student Speaking
Effectively Serve ELLs in K–12 Classrooms
10:30 am–12:15 pm Using Cell Phones to Create
FRIDAY Student-Powered Podcasts
11:30 am–12:15 pm When Coteaching Goes Wrong: 2:00 pm–2:45 pm Movie Trailers for the New EFL Learner
Deprofessionalizing the Field of ESL 2:00 pm–4:45 pm How to Get Published in TESOL and
1:00 pm–1:45 pm Introducing the St. Louis Coteach Applied Linguistics Journals
for ELLs Regional Initiative 4:00 pm–5:45 pm Reading, Interpreting, and Creating
Comics in the ESL/EFL Classroom
MATERIALS WRITERS, CURRICULUM/ THURSDAY
MATERIALS DEVELOPMENT 10:30 am–11:15 am Using TED Talks to Enhance Critical Thinking
1:00 pm–1:45 pm Flexible, Free, and Open Data-
CONTENT AREA INDEX
WEDNESDAY Driven Learning for the Masses

1:00 pm–1:45 pm Leveraging Technology to Publish 1:00 pm–1:45 pm Like, Comment, Share: Building English
and Share Materials Learning Communities Through Facebook
2:00 pm–2:45 pm Becoming a Materials Writer in the Digital Age 1:00 pm–2:45 pm Fostering Digital Responsibility
4:00 pm–4:45 pm Addressing the Digital Divide in by Understanding Fair Use
ELT Materials Evaluation 2:00 pm–3:45 pm I Want to Write a Book! Getting
Published With TESOL

FRIDAY
11:30 am–11:50 am Videolicious Videos: Teaching Empowered PERSONAL AND PROFESSIONAL
by Showing Not by Telling DEVELOPMENT FOR TEACHERS
12:30 pm–1:45 pm Extending the Classroom: Linguistic Landscape
Ideas and Resources for Teachers WEDNESDAY
1:00 pm–2:45 pm Enrich, Engage, Empower Using YouTube 8:00 am–9:00 am PROFESSIONAL English Language
Teachers in a 2.0 World
9:30 am–11:15 am The Mentoring Process: Enriching
NONNATIVE ENGLISH SPEAKERS IN TESOL Individual Professional Growth
10:00 am–11:45 am What Kinds of Research for
WEDNESDAY
What Kinds of Practice?
12:30 pm–1:45 pm English Access Micro-Scholarship Program
10:30 am–11:15 am Getting the Most From Your Teacher Evaluation
in Nepal and Coteaching Practice
11:30 am–12:15 pm Making the Leap to Consulting
Native or Nonnative: Is One the Ideal Teacher?
11:30 am–1:15 pm Pressed for Time: Strategies for
Russian Novice English Teachers’
Writing for Publication
Conceptions of a Good English Teacher
12:30 pm–1:45 pm Affiliate TESOL Membership
What Professionalization Means
Management Systems
for NNESTs in Mexico
Keeping Teachers Engaged in
1:00 pm–2:45 pm NNESTs Negotiating Identity and Securing
Professional Associations for Enhanced
Legitimacy: Personal Accounts
Professional Development
3:00 pm–3:45 pm Diversifying the Rhetoric in TESOL
What Impedes Teachers to Transfer
Classrooms: A World Englishes Perspective
Training Workshops in the Classroom?
4:00 pm–4:45 pm Speaking Pedagogy: Vietnamese EFL
1:00 pm–1:45 pm 50 Ways to Be a Better Teacher
Teachers’ Cognitions and Practices
Teacher Learning and Professional Growth
5:00 pm–5:45 pm Doing and Undoing (Non)nativeness: Glocal
Through a Curriculum Development Course
Perspectives From a Graduate Classroom
1:00 pm–2:45 pm Enriching Your CV/Résumé: Empowerment
THURSDAY for New Job Opportunities
9:30 am–10:15 am How Fairly Are Nonnative Teachers Evaluated? 2:00 pm–2:45 pm TESOL Skills Enrich Life Skills Throughout
11:30 am–12:15 pm Addressing Linguicism: A Classroom Language Our Career and Retirement
Discrimination Simulation Activity 3:00 pm–3:45 pm Earn CEUs With CAL Institutes: Research-
12:30 pm–1:45 pm Native or Nonnative? Voices From Based Professional Development
American Students Learning French THURSDAY
The Lure and Harm of the
9:30 am–11:15 am Flipping with Apps, Active Learning,
Phrase “Native Speaker”
and Higher Order Thinking Skills
3:00 pm–3:45 pm Language Ownership: Empowering
10:30 am–11:15 am Empowering Practitioners Through
Teachers and Learners
Engagement With Professional Development
FRIDAY 10:30 am–11:15 am Globetrotting TESOL Educators’
9:30 am–10:15 am Novice EFL Teachers’ Cognitions and Passport to the Joys of World Travel
Practices: A Vietnamese Context 11:30 am–12:15 pm Empowerment Through Reflection: Getting
10:30 am–11:15 am Oral Proficiency and Japanese ELLs: Value Out of a Capstone Subject
Challenges and Recommendations Enriching Traditional Roles Through
12:30 pm–1:45 pm An NNEST’s Journey to Overcome Adversity Collaborative Professional Development
to Student-Centered Instruction Training a Nation: Empowering Teachers
Take Flight After NNESTing in Through Large-Scale Reform
Your Teaching History 12:30 pm–1:45 pm Contextualizing Native-English-Speaking
1:00 pm–1:45 pm Professional Enrichment Access: Creating a Teachers’ Motivation and Experience
CONTENT AREA INDEX
Magazine for NNESTs Developing Proficiency Structuring Elementary School English Teachers’
3:00 pm–4:45 pm Transcending Idealized and Essentialized Professional Dialogue Through Protocols
Categories of “Native” and “Nonnative” Technology Integration: Goals and
Challenges for EFL Instructors in Japan
2:00 pm–2:45 pm What School Leaders Need to Know About ELLs THURSDAY
3:00 pm–4:45 pm TESOLpreneurs: Developing a Highly Successful 12:30 pm–1:45 pm Creating an Engaging Online Course
Career as an Independent Professional for Training Pronunciation Teachers
4:00 pm–4:45 pm Teach Abroad With the English Teaching Focal Stress and Rhythm:
Language Fellow Program Auditory vs Haptic Techniques
5:00 pm–5:45 pm Emotional Labor in an IEP: The 3:00 pm–3:45 pm Low-Tech, Low-Cost Gadgets for
Power of Engagement Your Pronunciation Toolbox
FRIDAY 4:00 pm–4:20 pm Video Voiceovers for Fun, Helpful
Pronunciation Practice
9:30 am–11:15 am The Go-To Strategies: Instructional
5:00 pm–5:45 pm Vowels Made Fun!
Strategies for Teachers of ELLs
11:30 am–12:15 pm Online Education from CAL: Build FRIDAY
Knowledge and Earn Credit 12:30 pm–1:45 pm Engaging in Action Research: The Effects
12:30 pm–1:45 pm Engaging Teacher Research of Metacognitive Listening Instruction
Through Reflective Teaching 1:00 pm–1:45 pm Phonological Processes and Fluency of NNESTs
Sustaining Teacher Professional 2:00 pm–2:45 pm Teaching Pronunciation in the Real
Development Through English World: Focus on Whole Courses
Teacher Communities of Practice
4:00 pm–4:45 pm The Stress Stretch: Body Movements
Teacher Development and Financial for Rhythm, Stress, and Intonation
Cooperative: A Novel Practice
Team Teaching in TEFL: A Native
English Speaker’s Viewpoint PROGRAM ADMINISTRATION
1:00 pm–1:45 pm Designing Contextually-Relevant
TUESDAY
Blended EFL Teacher Development
1:00 pm–5:00 pm Techniques for Teacher Observation,
1:00 pm–2:45 pm Retirement With TESOL 2.0: Engaging,
Coaching, and Conferencing
Enriching, Empowering Ourselves and Others
2:00 pm–2:45 pm ESOL and Mainstream Teacher WEDNESDAY
Collaboration: Overcoming Challenges 9:30 am–11:15 am Subgroups Within Subgroups: ELLs With
and Developing Routines Specialized Needs and Backgrounds
Teach Abroad With the English 1:00 pm–1:45 pm Data-Driven Decision-Making in
Language Fellow Program ESL Program Administration
3:00 pm–3:45 pm Differentiated Instruction for Teachers. 1:00 pm–2:45 pm Sustaining IEP Enrollment: Innovative
Exploring a Generational-Friendly Approach Ways to Keep Your Program Afloat
SATURDAY 4:00 pm–4:45 pm Dilemmas and Solutions in a Standards-
Based Teacher Appraisal System
8:00 am–12:00 pm Research Mentoring Workshop
Overcoming Barriers: Macro and Micro
Approaches to Curriculum Revision
PHONOLOGY/PRONUNCIATION 4:00 pm–5:45 pm Breaking the Unwanted Stepchild
Curse: Elevating the Image of ESL
WEDNESDAY
9:30 am–11:15 am Teacher Beliefs About Haptic THURSDAY
Pronunciation Teaching 9:30 am–11:15 am New Boss, New Roles, New Rules:
10:30 am–11:15 am “Guerrilla” Pronunciation Teaching IEP Administrators Talk Shop
The Color Vowel Chart: A Pronunciation 10:30 am–11:15 am Becoming Academic Sojourners: Chinese
Tool for Every Classroom MATESOL Students in South Korea
12:30 pm–1:45 pm Empowering Adult ELLs’ Fluency and 12:30 pm–1:45 pm Creating Sustainability for a Small-Scale
Pronunciation Skills Through Reader’s Theater English Language Learning Program
CONTENT AREA INDEX
Group Singalong Activity for Learning Curriculum Realignment 2.0

Segmental and Prosodic Pronunciation Features 1:00 pm–1:45 pm International Student Orientations
1:00 pm–1:45 pm Relationship Between Suprasegmental 2.0: Creating a Campus Home
Production and ESL Students’ Wanted: Excellent Hybrid Teachers.
Listening Comprehension Must Be...Must Have...
3:00 pm–3:45 pm An Insider Perspective on Learning 3:00 pm–3:45 pm Understanding Needs of ELLs via Needs
to Teach English Pronunciation Analysis of Undergraduate Courses
4:00 pm–5:45 pm The Parallel Development of Two
Ecuadorian Language Programs

FRIDAY THURSDAY
9:30 am–11:15 am Maintaining Morale in Difficult Times 10:30 am–11:15 am Graphics and ELLs: Supporting Content-Area
10:30 am–11:15 am Leadership Skills and Styles for Successful Comprehension and L2 Development
Intensive Program Administrators 10:30 am–12:15 pm Teaching L2 Reading: What the Research Shows
10:30 am–12:15 pm Growing or Enhancing Your Program Based 12:30 pm–1:45 pm Family Literacy Practices of Chinese
on Sound Development Decisions Visiting Scholars: A Case Study
11:30 am–12:15 pm Positive Language Program Japanese College Learners’
Administration in Times of Change Motivation for Reading English
2:00 pm–2:45 pm Put Teachers in Charge of Self- Teaching Effective Reading Strategies
Videotaping and Peer Observation to Faciltate Chinese Learners’
Understanding Perceptions of Revenue- Reading Comprehension
Generating ESL Programs: A Case Study 1:00 pm–1:45 pm Academic Success Right From the
2:00 pm–3:45 pm Engaging and Empowering Program Very Beginning With Trio Reading
Administrators: An Interactive Workshop 1:00 pm–1:45 pm Comprehension Out Loud: Collaborative
Engaging and Empowering Strategic Activities for Building Reading Skills
Faculty in Times of Change 3:00 pm–3:45 pm Collaborative Reading and Student-Generated
3:00 pm–4:45 pm Selling Your Program: How to Communicate Projects: Deepening Analysis, Building Agency
Your Value to Stakeholders 3:00 pm–4:45 pm Fiction vs Facts: Don’t Be a Hater, Be a Reader
4:00 pm–4:45 pm Using Action Research Communities 5:00 pm–5:45 pm Hands-On Comprehension
for IEP Professional Development Strategies for All Students
Scaffolded Reading for ESL Emergent Readers
Selective Attention of Effective L2
PSYCHOLINGUISTICS AND Readers: An Eye-Tracking Study
NEUROLINGUISTICS IN TESOL
FRIDAY
THURSDAY 11:30 am–12:15 pm Colorín Colorado! Professional Development
11:30 am–12:15 pm Accommodating for Working Memory: and Parent Resources for Pre-K–12 Educators
Engaging Students Without Overloading Them 11:30 am–12:15 pm ELL Read-a-Thons: Feeling the Language
and Performing the Written Word
FRIDAY
11:30 am–1:15 pm Tackling the Text: Promoting Reading
12:30 pm–1:45 pm L2 English Word Identification and
Engagement for Newcomers
L1 Interference in Arab Speakers
12:30 pm–1:45 pm Developing Critical Thinking Skills via
Reading Comprehension in South Africa
READING AND LITERACY Document Design 2.0: Creating
Engaging and Enriching Documents
MONDAY
Evaluation of Extensive Reading Tracking
5:00 pm–9:00 pm A Sound Approach to Spelling: Engage With M-Reader Online Quizzes
and Empower Your Learners Middle Grade Students With Limited and
TUESDAY Interrupted Education: Literacy Exploration
8:00 am–12:00 pm Scaffolding Close Reading for ELLs Reading Strategies for Chinese Learners’
Reading Comprehension and Gender Difference
WEDNESDAY 1:00 pm–1:45 pm Translanguaging Libraries: Extensive
12:30 pm–1:45 pm Working Together on Graded Reading Spaces for Emergent Bilinguals
Reader Poster Presentations 5:00 pm–5:45 pm From Print to Digital: Using Metacognitive
1:00 pm–1:45 pm A World of Dual Language Books Strategies for Deeper Reading
for Young Emergent Bilinguals
Hi-Lo Fiction and Nonfiction for Newcomers
CONTENT AREA INDEX
2:00 pm–3:45 pm Where’s Real Extensive Reading in

the Adult ESL/EFL Curriculum?
5:00 pm–5:20 pm Strategies to Encounter and
Comprehend Complex Texts
REFUGEE CONCERNS SECOND LANGUAGE ACQUISITION
WEDNESDAY WEDNESDAY
10:30 am–11:15 am Empowering Immigrant and Refugee 11:30 am–12:15 pm Dynamic Systems Perspectives on Individual
Students With Identity, Voice, and Agency Differences in L2 Listening Development
Teaching the Refugee Newcomer Learner Understanding Implied Meaning:
11:30 am–12:15 pm Discussion of Issues Regarding Students What Factors Matter to “Get It”?
With Interrupted Education 12:30 pm–1:45 pm English Language Acquisition
1:00 pm–2:45 pm Educating Refugee-Background Students: and Major Writing Systems
Adjustment, Literacy, and Equity 12:30 pm–1:45 pm English Learning Motivation of Mainland
Preparing TESOL Educators to Address Chinese Students in Hong Kong
the Needs of Refugee Students THURSDAY
Refugees, Sectarian Strife, Community
9:30 am–10:15 am Supporting Networks for ELL Success:
Building: ELT in Turkey and Congo
Resources and Approaches From WIDA
4:00 pm–4:45 pm TESOL: Your Contribution to
10:30 am–11:15 am Perceptions of Saudi Females in
World Peace and Harmony
Learning English in the States
THURSDAY 1:00 pm–1:45 pm “More Than a Native Speaker”: New
9:30 am–11:15 am Fostering Community Partnerships in Support Perspectives, New Edition
of Refugee and Immigrant Students 3:00 pm–3:45 pm Using Actionable Data to Drive
11:30 am–12:15 pm Using Authentic Texts to Help Refugees Instruction in the Classroom
With Functional Literacy 4:00 pm–4:45 pm Will Someone Please Teach Me
1:00 pm–1:45 pm Multilingual/Multimodal Writing as to Read Before I Graduate?
an Act of Identity: Zein’s Case 4:00 pm–5:45 pm Developing Autonomous Learners Through
2:00 pm–2:45 pm Experiences and Perceptions of Adult Language Advising: A Practical Guide
Refugee ELLs and Their Teachers FRIDAY
3:00 pm–4:45 pm Political, Social, and Integration Implications
12:30 pm–1:45 pm Developing Students’ Efficient Listening
for Refugees and Asylum Seekers
Skills to Trigger Language Learning
FRIDAY Motivating ESL Learners Using Folktales
9:30 am–10:15 am Issues and Challenges of Students
With Interrupted Education
10:30 am–11:15 am Students as Mentors With Refugees,
SECOND LANGUAGE WRITING/COMPOSITION
Parents, and Other Students WEDNESDAY
The Syrian Refugee Crisis: Implications 9:30 am–10:15 am Lexical Bundles in University Student
for ELT Professionals Argumentative Essays: Use, Overuse, Misuse
2:00 pm–2:45 pm Discovering America: Engaging Adult ELLs Scholarship on L2 Writing in
Through Cultural and Historic Simulations 2016: The Year in Review
10:30 am–11:15 am Preparing EFL Students for Academic
Writing in Graduate Programs
RESEARCH/RESEARCH METHODOLOGY
Promises and Challenges of Criterion
WEDNESDAY Feedback in Writing Classes
11:30 am–12:15 pm Teachers’ U.S. Corpus 11:30 am–12:15 pm Peer Review Practices That Work
12:30 pm–1:45 pm Automated Feedback, L2 Learner
THURSDAY
and L2 Writing: A Case Study
9:30 am–11:15 am Reflecting Forward: Critical
Ready or Not: Multilingual Writers’
Literacy in TESOL Research
Preparedness After FYW Courses
CONTENT AREA INDEX
FRIDAY Teaching Writing to ELLs: Kindergarten

9:30 am–11:15 am When Tragedy Strikes: Preparing Researchers Teachers’ Perceptions and Pedagogies
for Unexpected Trauma During Fieldwork The Successful Writer’s Pyramid
5:00 pm–5:45 pm When Teacher-Researchers Get Together, Written Corrective Feedback: A
Engagement Becomes Empowerment Numbering System With Worksheets
Young Chinese EFL Students’ Home Literacy
Experiences and Writing Development

1:00 pm–1:45 pm Citations in L2 University Student Online Writing Centers and Engaging
Writing: Form, Function, and Stance Multilingual Students Through Feedback
Developing Sound and Ethical Placement Peer Oral Feedback and Revision
for International L2 Writers of Students’ Composition
Enhancing Research Competence Peer Review: An Oral Approach
Through Student Engagement in 1:00 pm–1:45 pm Dialogic Feedback: Rethinking
Academic Discourse Synthesis Written Corrective Feedback
1:00 pm–2:45 pm Argue, Contend, Exort: Teaching the Teacher Written Feedback: Focus on
Language of Argumentative Writing Student Revision and Text Quality
2:00 pm–2:45 pm Empowering Students to Be Metacognitive 1:00 pm–2:45 pm Brick by Brick: Building Academic
Through Written Feedback Writing With Elaborate Noun Phrases
Guiding International Students Through The 5 Myths of the 5-Paragraph Essay
the Research Paper Process 2:00 pm–2:45 pm Feedback Tools: Written and Audio
Teacher Electronic Feedback in Comments in ESL Writing Courses
ESL Writing Course Chats Get This Write: Sentence-Writing Practice
3:00 pm–3:45 pm Conference With Simultaneous Oral- Builds Confidence Through Competence
Written Feedback (SOWF): Students’
Language Support Intervention
Preferred Writing Response
Program for PhD Candidates Through
Effects of a Sociocognitive-Transformative One-on-One Consultations
Approach on CAF in Learners’ Essays 3:00 pm–3:45 pm 3 Modes of Collaborative Writing
Organizing a Writing Workshop Directed Self-Placement for Multilingual
for Graduate Students Writers: 5 Ways It Empowers Choices
Wikis: Negotiating ESL Collaborative 3:00 pm–4:45 pm Facilitating Resident Multilingual Writer College
Creative Writing Transitions: Program Innovations and Strategies
Interrogating Translingual Writing 4:00 pm–4:45 pm Building a Collaborative Interdisciplinary
4:00 pm–4:45 pm Research Informing a Methodological Approach Research and Pedagogical Project for SLW
Validating Focused Written Corrective Feedback Developments in Ways to Offer
4:00 pm–5:45 pm Supporting Multilingual Writers Through Tutor Written Corrective Feedback
Development: Becoming a Language Coach 4:00 pm–5:45 pm Applying Research Findings to
Teaching the Missing Link in University L2 Writing Instruction
Writing: Reader-Writer Relationship Empowering Students Through Explicit
5:00 pm–5:20 pm Developing and Empowering ESL Writers Instruction of Genres and Linguistic Resources
Through Primary Research Projects 5:00 pm–5:45 pm Genre Knowledge, Rhetorical Agility, and
5:00 pm–5:45 pm Flipped Classroom 3.0: ESL Digital Collaborative Writing for Interdisciplinary Audiences
Through Student-Created Multimedia Materials Lexical Cohesion in L2 Writing:
Is Plagiarism Stealing? Reconceptualizing A 3-Strand Approach
Plagiarism in the Multilingual Writing Classroom
Response to Student Writing as a FRIDAY
Relationship-Building Activity 9:30 am–10:15 am Using a Tracking Chart as Part of
Process Writing Instruction
THURSDAY
What Is Flow and How Do Writers Achieve It?
9:30 am–10:15 am Aligning Plagiarism Policy and 9:30 am–11:15 am Teaching Teachers to Write: Assignments
Practice in an Intertextual World and Approaches in Preservice Programs
ELLs’ Self-Regulated Writing Strategy Use What Writing Teachers Need to Know:
During the Primary-Secondary Transition Exploring Teacher Education Models
Enriching Understanding of Second Language 10:30 am–11:15 am What’s “Good Writing” in ESL and
Writers’ Identities Through Narrative Inquiry First-Year Composition Courses?
CONTENT AREA INDEX
10:30 am–11:15 am Publish in English or Perish 10:30 am–12:15 pm Teaching and Responding to L2
11:30 am–12:15 pm Teaching Nominalization Strategies Writing: What the Research Shows
in L2 Academic Composition 11:30 am–12:15 pm More Than Paraphrasing and Citing: The
12:30 pm–1:45 pm Constructing Rhetorical Knowledge Rhetorical Functions of Referencing
Through Disciplinary Writing Practices Motivating and Teaching Students
ESL Employees’ Perspectives on Writing to “Own” Their Writing
Accuracy for the Workplace The Emergence of Academic Language
Improving Self-Correction in Student Writing Among Advanced Learners
12:30 pm–1:45 pm Depth or Breadth: Chinese EFLs’ Vocabulary 2:00 pm–3:45 pm Bystanders Becoming Upstanders: Media
Knowledge and Writing Development Literacy Education for Secondary ELL Students
Developing Learner Autonomy in an 3:00 pm–3:45 pm Enriching Language Learning: Countering
Academic EFL Writing Course Neurosexism in the Classroom
Express and Respond: Improving Students’ 3:00 pm–4:45 pm Walking the Tight Rope of Social Justice Work
Writing Through Poetry Writing
THURSDAY
Linguistic Features of Online Product
Reviews and Instructional Applications 9:30 am–10:15 am Empowered Responses WhenÊELLs
Initiate Discussion of LGBTQ Topics
Micro- and Macrogenres of L2
Academic Writing in Middle School Raising Environmental Awareness With
University Writing Activities and Group Projects
The Effects of In/direct Corrective
Feedback in EFL Writing 11:30 am–12:15 pm Candid Conversations About Race
in Your Life, in Your Classroom
The Extended Definition as Part
of Research Writing 11:30 am–1:15 pm Critical Pedagogies in ELT: Classroom
Applications and Lessons
The Young Writers Program: Fostering
English Writing Culture in Qatar 12:30 pm–1:45 pm Building and Maintaining English Language
Learning Communities in Asian Context
Trained EFL Peer Tutors: A Model
Leveraging Talented Student Writers Promoting Tolerance Implicitly in EFL Class
1:00 pm–1:45 pm Merging Content and Language Using Cultural Criticism to Address
Exploration in an L2 Writing Course Oppression in English Language Teaching
1:00 pm–2:45 pm Content 2.0: Reimagining the Role 1:00 pm–1:45 pm Interfaith Palestinian Educators and Friends
of Content in L2 Writing for Justice, Peace, and Reconciliation
2:00 pm–2:45 pm Improved EAP Writing in the Middle Literature on Peacebuilding Promotes Summer
East: Developing Core Standards Language and Literacy Development
Screencasting: Empowering Teachers 2:00 pm–2:45 pm English and Elitism: Cultural Consequences
and Engaging Students Through of the Internationalization of Education
Better Writing Feedback The Language of Peacebuilding: Empowering
3:00 pm–3:45 pm What Counts as Collaboration? Discrepancies Young People for Peaceful Purposes
Between Teachers’ and Students’ Perceptions The Role of Explicit Anti-Bias
3:00 pm–4:45 pm A Truly Authentic Audience: Editing Training in Teacher Education
and Writing on Wikipedia Using Popular Media to Enrich Language
Many Hands Make Writing Work: Planning Learning and Social Responsibility
Engaging Collaborative Writing Tasks 2:00 pm–3:45 pm The Postcolonial Positioning of
4:00 pm–4:45 pm Engaging, Enriching, and Empowering L2 ELT in the TESOL 2.0 World
Writing Research Through Mixed Methods 4:00 pm–4:45 pm LGBTQ+ Voices From the Classroom:
Multimodal Writing Empowers L2 Students: Key Insights for ESL Teachers
Creative Design Meets Scholarly Argument 5:00 pm–5:45 pm Guidelines for Communicating Rights
5:00 pm–5:45 pm Filling in the Blanks: Addressing Teacher to Nonnative English Speakers
Underpreparedness in L2 Writing FRIDAY
10:30 am–11:15 am Purposeful Planning for Peacebuilding:
SOCIAL RESPONSIBILITY/SOCIOPOLITICAL CONCERNS Empowering Relational Engagement
10:30 am–12:15 pm 50 Strategies for Solidarity, Feminism,
WEDNESDAY and Antiracism in the Academy
9:30 am–11:15 am Colonialism of the Mind: Challenges 11:30 am–12:15 pm Teaching for Tolerance Through World Religions
and Opportunities for Justice 11:30 am–1:15 pm Empowering Teachers and Students Through
Queering the ESL Classroom: Strategies Critical Culturally Responsive Teaching
for Promoting Social Justice
CONTENT AREA INDEX
12:30 pm–1:45 pm Developing a Sustainability Module to

10:30 am–11:15 am Arab, Jewish, and Christian Teens Learn Engage, Enrich, and Empower Students
Social Responsibility Together Online Distance Language Training for
Building Social Responsibilites Through Women in Afghanistan and Nepal
Critical Pedagogy in ELT Classrooms Engage, Enrich, and Empower Students Through
11:30 am–12:15 pm Conversations About Identity: Promoting Civic Responsibility: Material Development
Critical Dialogue Amidst Double Consciousness Teach Them to Fish: Service Learning 2.0
12:30 pm–1:45 pm Service Learning in China for Hong Kong’s ELLs

Teaching English and Nonviolence 11:30 am–12:15 pm Language Learning: The Key to
Through Kairos Palestine Unlocking New Standards for ELLs
The Impact of Homesickness on
International Students
1:00 pm–1:45 pm A Woman’s Place: The Story of
TASK-BASED, PROJECT-BASED INSTRUCTION
Gender Inequality Through Verse WEDNESDAY
2:00 pm–3:45 pm Race Matters: Start Where You 11:30 am–12:15 pm Shaping Better Learners and Citizens
Are, but Don’t Stay There Through Project-Based Learning
4:00 pm–5:45 pm Engaging, Enriching, and Empowering 12:30 pm–1:45 pm Raising the Curtain: Revealing Authentic
Learners Through Peacebuilding in ELT Language to Inspire Students
2:00 pm–2:45 pm A Synthesis of Project-Based Language
Learning: Research-Based Teaching Ideas
SOCIAL SCIENCE
THURSDAY
FRIDAY
9:30 am–10:15 am Developing Pragmatic Competence Through
10:30 am–11:15 am Engaging Learners Through Classroom-
Task-Supported Language Teaching
Based Gamification Principles
1:00 pm–1:45 pm Selecting and Adapting Tasks for
Adult Multilevel ESL Classes
SOCIOLINGUISTICS
WEDNESDAY TEACHER EDUCATION
10:30 am–11:15 am Classroom Management of Floor: A WEDNESDAY
Case Study on College ESL Students
9:30 am–10:15 am Ask Your Students: A Project for
12:30 pm–1:45 pm Auto-Input Processing in the Zone of
Introducing Teachers to Research
Proximal Sociopragmatic Development
Critical Aspects of Teaching English
12:30 pm–1:45 pm Emerging Roles of English in Afghanistan
Abroad: Preparing the Unprepared
4:00 pm–4:45 pm Changing Conversation Norms and Their
Overseas or Localised TESOL Programs?
Impact on Oral Proficiency Development
Weighing the Benefits for NNESTs
The Impact of TESOL Teacher Education
SPEAKING/PRONUNCIATION/PHONOLOGY/LISTENING on Teacher Job Satisfaction
9:30 am–11:15 am Creating and Sustaining ELT Affiliates
MONDAY Across Africa: Problems and Possibilities
1:00 pm–5:00 pm From Bystander to Active Language Teacher Identity in (Multi)
Participant: Interaction Strategies lingual Educational Contexts
for Effective Communication 10:30 am–11:15 am Challenges of Latin America Teacher-
TUESDAY Education: Contextualized Perspectives
8:00 am–12:00 pm Listen Again: Strategies for an Integrated International Students’ Religious
Approach to Listening Skills Practices Conflicting With Classroom
Practices: Teacher Awareness
9:00 am–4:00 pm Essentials of Pronunciation
Teaching and Learning Teachers Without Borders:
Empowering Teachers Through
Online Mentoring and Training
STANDARDS, COMMON CORE STATE STANDARDS Using Authentic Classroom Case Studies
in TESOL Teacher Education
TUESDAY
11:30 am–12:15 pm Analyzing TESOL Programs: ESL Teacher
9:00 am–4:00 pm Essential Practices for Meeting Common Preparation in Changing Times
Core Standards in Diverse Classrooms Faculty Reflections: A Collaborative
CONTENT AREA INDEX
WEDNESDAY Autoethnography of an International

Field Experience
1:00 pm–1:45 pm Telling the Whole Story: Retelling
Intervention With Young ELLs Metadiscourse and Identity Construction
in a Teaching Philosophy
THURSDAY Practicum 2.0: Engaging Online MA TESOL
9:30 am–10:15 am Putting the ELPS at Your Fingertips Students Through Practitioner Communities
9:30 am–11:15 am The Role of Academic Discourse in Responsive Mediation in Learning-to-Teach
K–12 Standards-Based Instruction The Need for Voice: How Access Leads to Equity
12:30 pm–1:45 pm English Language Teacher’s Awareness of The Lives of English Language Teachers:
Students’ Foreign Language Anxiety Universals and Particulars
Rwandan Teachers’ Perspectives on Understanding Teacher Motivation:
the Sudden Shift to English Toward a Feasible Self
1:00 pm–1:45 pm Adapting SIOP for Use in Evaluating Value Added: What Hiring MIIS
Teacher Effectiveness Graduates Offers Your Programs
Exposing Neuromyths and 11:30 am–12:15 pm Key Considerations in Conducting
Empowering Teachers With Evidence- Postobservation Conferences
Based Teacher Education Reflective Practice for Preservice EFL
1:00 pm–2:45 pm Community Engagement: Enriching Teachers: Action Research Project
Student Experiences, Teacher Preparation, Rethinking Online Course Design to
and Program Implementation Enhance Interaction and Learning
Revisiting the Theory-Practice Divide in TESOL Supporting the Professional
2:00 pm–2:45 pm A Model for Integrating Service- Growth of TESOL Supervisors
Learning Into Teacher Education Win, Win, Win: TEFL Practicum as Study Abroad
Back to School: Examining Teacher 12:30 pm–1:45 pm Coteaching as a Tool to Empower
Preparation Effectiveness From the Inside Student Teachers
Improving ELLs’ Learning by Enhancing Observational Practicum: A Stepping
Teachers’ Knowledge of Language Stone to Praxis in TESOL
Listening to TESOL Voices: Insider Teaching-Centered Reflection in
Accounts of Classroom Life Teacher Education in Malaysia
3:00 pm–3:45 pm A Virtual Community of Practice for 1:00 pm–1:45 pm Effectiveness of ELL Preparation Courses
Teacher Trainers: Practical Impacts on In-Service Teachers’ Self-Efficacy
Beyond Repeat After Me: Teaching Engaging Multilingualism in ESOL
Pronunciation With Imagination Classrooms: Toward Culturally
Bringing the Applied Alive in an Linguistically Sustaining Pedagogy
Online MA TESOL Program Taking U.S. MA TESOL Students Abroad:
Enriching the TESOL Practicum Experience Opportunities and Challenges
With an International Teaching Opportunity The Impact of Master’s Theses on EFL
3:00 pm–4:45 pm Critical Reflective Inquiry in TESOL: Teachers’ Professional Learning
Voices of Teacher-Scholars Lessons Learned From Designing and
Engaging With Diverse Contexts: Enriching Implementing Large Professional
Practices in Teacher Education Programs Development Projects
4:00 pm–4:45 pm Beyond Exit Tickets: Teaching Preservice 1:00 pm–2:45 pm Successful Program Design in Teacher
Candidates Linguistic Assessment Techniques Professional Development
Dutch EFL Teachers’ Cognitions on 2:00 pm–2:45 pm A CPD Framework for the Design
Developing Students’ Digital Reading Skills of Teacher Education Projects
Flipped Learning in Online Teacher Education Every Picture Tells Their Story
5:00 pm–5:45 pm Establishing, Sustaining, and Reflective Practice in TESOL: An Appraisal
Facilitating Teacher Engagement in 3:00 pm–3:45 pm Language Teacher Education and Teacher
Professional Reading Groups Beliefs: A Synthesis of Research
THURSDAY Language Teacher Identity: Exploring
Old and New Domains and Practices
9:30 am–10:15 am Addressing ESOL Teacher Candidates’
Professional Dispositions: A 4:00 pm–4:45 pm English Language Teacher Education
Critical Incident Analysis Pathways, Self-Efficacy, and Preparedness
Collaborating With Cuban TESOLers 5:00 pm–5:20 pm Using Young Adult Literature in the
ESL Teacher Preparation Classroom
CONTENT AREA INDEX
EFL Teacher Educators in the Chilean

Educational Neoliberal System 5:00 pm–5:45 pm Engaging in Evidence-Based Reflective
Practice Using Online Tools
9:30 am–11:15 am Advanced Teacher Training
for Iraqi EFL Teachers Strategies to Develop Bilingual Writers
Without Teaching to the Test
10:30 am–11:15 am Teachers’ Emotion Labor and Plagiarism:
Connecting Policies, Pedagogy, and Emotions The Impact of Teacher-Centered Training
Models: A Five-Country Case Study
The Graduate Experience at the New
School: Innovation and Impact

FRIDAY Gauging the Effect of TESOL
8:00 am–9:00 am Perils or Promises: Education in Expertise on Learner Outcomes
the Age of Smart Machines Long-Term ELs: Current Research,
9:30 am–10:15 am Not “Just Good Teaching”: Professional Practice, and Policy
Development for Teacher Educators 4:00 pm–4:45 pm TEIL: Upgrading an English
The Making of a Teacher: Identity Teacher Education Program
Construction of Preservice Teachers 5:00 pm–5:45 pm Empowering Teacher Educators and Novice
9:30 am–11:15 am Reflection 2.0: Empowering Pre- Teachers Through ELL Core Practices
and In-Service Instructors
10:00 am–10:45 am Pedagogy and Practice for Online
English Language Teacher Education
TEACHING METHODOLOGY AND STRATEGY
10:30 am–11:15 am Enhancing Your Class Through Coteaching WEDNESDAY
as a Professional Development Tool 9:30 am–11:15 am 10 Steps to Flip the English Language Classroom
Language Teacher Identity Development: Enacting Authentic Academic Talk
MA TESOL Students’ Future Selves Through Instructional Conversation
Mediating Moves of Expert Strategies to Motivate, Engage, and
Online Teacher Educators Empower Your Language Learners
11:00 am–11:45 am New Ways of Teaching With Humor 11:30 am–11:50 am Note-Taking Strategies in Modern Classrooms
to Enrich Your Classroom 11:30 am–12:15 pm Examining the Literature: Moving
11:30 am–12:15 pm Case-Based Pedagogy in L2 Teacher Education: From Research to Practice
An Effective Sociocultural Approach From Chaplin to Minions: Teaching Nonverbal
Designing Effective Practice Teaching Communicative Competence Through Film
Opportunities in Short-Term Certificate Programs 12:30 pm–1:45 pm Why Students’ Feedback Is Better Than
Engaging Preservice Teachers of ELLs Teacher’s: Successful EFL Experience
in Reflection to Enrich Practice 1:00 pm–2:45 pm Mind/Brain/Education in ESL/EFL
Teacher Quality Circle: Collaboration 2:00 pm–2:45 pm From EFL to ESL: Helping Learners
for Enhanced Teaching Practice Bridge the Communicative Gap
12:30 pm–1:45 pm Developing Preservice Language
Teachers’ Expertise and Confidence THURSDAY
Through Service Learning 9:30 am–11:15 am Fostering Academic Interactions Among
Developing Student-Teachers’ Identity, Learning, Elementary ELLs: One District’s Journey
and Social Justice in Community-Based Learning Make the Best of Your Class With an In-Class Flip!
More Than Meets the Eye: Perspectives Microteaching for Classroom
in Lesson Observations Management: Impromptu Challenge
1:00 pm–1:45 pm Developing and Running a High-Quality Say More: Strategies to Support
TESL/TEFL Certificate Program Sustained Student Interaction
Empowering Teacher Education 10:30 am–11:15 am A Little Help From My Friends:
Across Cultures: Observation-Based Peer Feedback for Speaking
Training With Ethnographic Video 12:30 pm–1:45 pm Building Comprehension and Meaning
Online TESOL Methods Coursework: Engaging, Through Key Concepts and Key Terms
Enriching, Empowering Future ESOL Teachers Changes in language Program Design:
1:00 pm–2:45 pm Enriching TESOL Practica With Challenges and Weaknesses
Alternatives to “Counting Hours” 12:30 pm–1:45 pm The Music¨ Model of Student Motivation:
TESOL 2.0: Empowering Teacher Educators Strategies for Instruction
to Teach Online TESOL Courses Vocabulary Development Using the
2:00 pm–2:45 pm “Need to know”: Knowledge Generations Four Levels of Knowledge Model
in English Language Teaching
CONTENT AREA INDEX
You and Meme: Using Memes

Professional Development on a Shoestring to Engage Your ELLs
SLA Theories and MA TESOL Students’ Needs 1:00 pm–1:45 pm APA Formatting Stinks: Students Taste
3:00 pm–3:45 pm Designing Teacher Education Materials Success With Multisensory Strategies
That Empower Teacher Learning 5:00 pm–5:20 pm Content-Based Flipped English for
3:00 pm–4:45 pm Developing Practical Mentorship Models Lower-Intermediate Learners
for Online Teacher Training Courses 5:00 pm–5:45 pm Can Communicative Tasks Increase EFL
Students’ English Self-Efficacy?
FRIDAY Using Images to Elicit and Reinforce
10:30 am–11:15 am How to Design and Implement a Language Structures and Vocabulary
Jigsaw Reading Activity 4:00 pm–4:45 pm Helping ELLs Develop Content Vocabulary
11:30 am–12:15 pm Infographics to Engage, Enrich, and and Academic Language Proficiency
Empower Students and Teachers THURSDAY
Reappraising the Use of Learners’ L1 in ELT 9:30 am–10:15 am A Dynamic Potential for the
12:30 pm–1:45 pm 5 Ways to Make English Language Word Learning of Writers
Classrooms Brain-Friendly 10:30 am–11:15 am Forget the Textbook: Empowering Students to
Data-Driven Learning (DDL) for Become Independent Vocabulary Learners
Teaching Vocabulary and Grammar 12:30 pm–1:45 pm Building Vocabulary by Teaching
Dynamic Written Corrective Feedback’s Role the General Service List
in Enriching Multilingual Student Writing But Teacher, Creating Sentences Using
Exploring Social Justice With Literature New Vocabulary Is Too Hard
and Writing: Curriculum and Rationale Personalized Vocabulary Logs
2:00 pm–2:45 pm Transcription: Engaging Learners at the 12:30 pm–1:45 pm Visualizing Vocabulary Across Cultures:
Intersection of Listening and Reading Web Images as a Corpus
3:00 pm–4:45 pm How Dramatic! Critical Role-Play 1:00 pm–1:45 pm Teaching and Learning Vocabulary:
and Simulation Activities The Ultimate Challenge
4:00 pm–4:20 pm 10 Ways to Activate Your Textbook 4:00 pm–4:45 pm Spice Up Your Vocabulary Class
5:00 pm–5:45 pm Methodology for Teaching English to Increase Active Learning
to Children in the Global South 5:00 pm–5:45 pm Corpus 101: Navigating the Corpus of
Using Collaborative Teaching and Contemporary American English (COCA)
Reflecting to Enrich Learning
FRIDAY
10:30 am–11:15 am Building Self-Esteem With Storytelling,
TECHNOLOGY IN EDUCATION Writing, and Rapping
TUESDAY 12:30 pm–1:45 pm Enriching Elementary ESL Students’
Vocabularies With Dog Sled–Themed Curriculum
8:00 am–12:00 pm Teaching and Learning 2.0: Developing
Engaging, Enriching, and Empowering Lessons 3:00 pm–3:45 pm A Corpus-Based Comparison Between
Two Lists of Academic English Words
1:00 pm–5:00 pm Engagement, Standards, and Hour
of Code for Language Teachers Fostering Effective Participation in L1 Discourse
Communities Through Formulaic Sequences
Which Word (Form) Is Best? From
VOCABULARY/LEXICON Vocabulary to Writing
TUESDAY
8:00 am–12:00 pm A Lexical Look at Writing Instruction: WORLD ENGLISHES
Empowering the Reluctant Writer
THURSDAY
Extensive/Intensive Sociocultural Vocabulary
Teaching Strategies for Lexical Depth/Breadth 5:00 pm–5:45 pm Development and Validation of the EIL
Awareness Measurement Questionnaire (EAMQ)
1:00 pm–5:00 pm Developing Academic Discourse Competence
Through Formulaic Sequences
WEDNESDAY WRITING/COMPOSITION
9:30 am–12:15 pm Teaching and Assessing Vocabulary: MONDAY
What the Research Shows 5:00 pm–9:00 pm Teaching Writing in the ESOL
10:30 am–11:15 am Breadth of Vocabulary Thresholds Supporting Classroom: Handling the Workload
CONTENT AREA INDEX
Postsecondary Reading and Writing

Incidental Vocabulary Learning TUESDAY
Through Watching Movies 9:00 am–4:00 pm Enriching Learning, Saving Time: Designing
Using Visual Mnemonics to Differentiate Effective Academic Writing Courses
Commonly Confused Words
12:30 pm–1:45 pm Vocabulary Building for All Ages Using Color
3:00 pm–3:45 pm Enriching Vocabulary Learning Through
the Involvement Load Hypothesis

Sociolinguistics and Pronunciation Teaching
NO CONTENT AREA Teacher Development Through Teachers’
Associations: Lessons From Africa and Beyond
MONDAY
Teaching Genres to Secondary
5:00 pm–9:00 pm Using Songs and Music to Teach ESL/EFL and University Students
TUESDAY The Summit on the Future of the
8:00 am–12:00 pm Building Educational Communities of TESOL Profession Overview
Inclusion: Cultural Proficiency and Equity 3:00 pm–4:45 pm EFL Learners Empowered Through CALL
1:00 pm–5:00 pm Citation Approaches: Selection Diversity Collaborative Networking
and Integration of Sources 4:00 pm–5:45 pm Keeping Our Teaching Practice Vital:
The GO TO Strategies: Guiding Teachers Learning to Think Differently
to Scaffold Content Language
FRIDAY
5:30 pm–7:00 pm Power and empowerment: An urban
Indian’s comic, poetic, and highly 9:30 am–10:15 am Multicultural Capital: Connecting People,
irreverent look at the world Families, and Work in the 21st Century
11:30 am–12:15 pm Raising Environmental Awareness With
WEDNESDAY University Writing Activities and Group Projects
3:00 pm–3:45 pm A Language-Based Approach to Content 3:00 pm–3:45 pm Bridging Language Testing and
Instruction: Scaffolding in K–12 Assessment in the Classroom
Classroom Assessment: Engaging Teachers, Inquiry Supported Content-Based English
Enriching Practices, and Empowering Students Language Teaching and Writing
Pedagogy and Emotions: Exploring English Integrating Humor Into the L2
Language Teachers’ “Emotion Labor” Classroom: How and Why
Relationship Between Alphabetic Print Language Planning: What Is It?
Literacy and Oral English Acquisition Can and Do Teachers Do It?
Teaching Listening and Speaking Learning to Lead in Language Education
in EFL/ESL Contexts Multiple Literacies in Practice
Using Collaborative Writing Pronunciation Pedagogy and
Activities in EFL Contexts Teacher Development in TESOL
4:00 pm–4:45 pm Personal Accounts: U.S. Department of Raciolinguistics and Language Teacher Identity
State’s English Language Programs’ Impact
Reflective Practices for Language Teachers
4:00 pm–5:45 pm A Memorial Panel on the Life
and Legacy of Braj Kachru Teaching Grammar Constructions
for Speaking and Writing
THURSDAY The Power of Identity and Ideology in TESOL
9:30 am–10:15 am Open Educational Resources: Improving
Access to Education Worldwide SATURDAY
Shifts in ESL Teacher Professional 8:00 am–12:00 pm Inclusion and Diversity in the Adult Education
Expertise for the 21st Century Classroom: Valuing the Differences
2:00 pm–2:45 pm Using Corpora for Engaging Language Instructional Strategies for Teaching
Teaching: Effective Techniques and Activities Nonliterate and Low-Literate Adults
3:00 pm–3:45 pm Developing Learner Resources
Using Corpus Linguistics
Engaging in Motivational Teaching Practices
Exploring the Teaching of Speaking
From the Classroom to the Wider World
Getting Your Work Published
CONTENT AREA INDEX
How Does Your IEP Reflect the

Needs of Your Stakeholders?
Integrating Content and Language:
A Flexible Architecture
Second Language Teacher Education
Seeking Welfare in TESOL: Social
and Individual Engagement
NOTES
NOTES

NOTES
NOTES
THE WORLD COMES
TOGETHER AT
TESOL CHICAGO
2018
27-30 MARCH 2018 • CHICAGO, ILLINOIS, USA
SESSION PROPOSALS DUE 1 JUNE

“An assessment system that is authentic and culturally
relevant for our Spanish population.”
— 1st Grade ELAS Denver, CO
Fountas & Pinnell
Sistema de evaluación de
la lectura • GRADOS K–2, NIVELES A–N
Necesitamos agua
para regar las plantas.
Sin agua, las plantas
no pueden crecer ni vivir.
Algunas plantas
necesitan mucha agua,
pero otras necesitan menos.
& Pinnell
P
oZ
essment System
PAÑOL
8 9
008_G_NF_Water_Agua 8 9/1/10 2:29:03 PM 009_G_NF_Water_Agua 9 9/1/10 2:29:23 PM
• Based on a Spanish A–N leveling

system developed to parallel the
F&P Text Level Gradient™
Escrito por Patricia Almada
s & Pinnell SISTEMA DE EVALUACIÓN DE LA LEC TURA

G
RW 155
E 16
Necesitamos agua para muchas cosas. Lee para saber para qué usamos
el agua.
Fountas & Pinnell SISTEMA DE EVALUACIÓN DE LA LEC TURA
• Teacher materials available in
9/1/10 4:19:26 PM
English or Spanish
heinemann.com | 800.225.5800
Inspiring Communication
TALKS
Keynote advanced
Student’s Book
CENTURY
READING
CREATIVE THINKING AND
READING WITH
Lewis Lansford
4 Paul dummett
Helen Stephenson
TED Talks programs with National Geographic

Learning take inspiring ideas and examples of
effective communication from the TED stage to
enable learners to express themselves
thoughtfully and confidently in English.
To learn more about our materials for

learners of English, and all publishing
from National Geographic Learning,
please visit us at Booth 817, or visit
NGL.Cengage.com/ELT
A PART OF CENGAGE
National Geographic Learning congratulates The International Research Foundation for

English Language Education (TIRF) on being awarded the TESOL Presidents’ Award.

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What is Escalate English and what does it aim to help students with?

What is Escalate English and what does it aim to help students with?

What event is being advertised at the TESOL conference?

What event is being advertised at the TESOL conference?

PROGRAM BOOK

She has amazing potential.

Connect with us: Houghton Mifflin Harcourt hmhco.com • 800.225.5425

Randi Weingarten Lorretta Johnson Mary Cathryn Ricker

TESOL 2.0: Engage, 2017 CONVENTION

Asians and Latinos). Brandeis University

Ali Fuad Selvi

Chat with TESOL Staff and Volunteer Leadership

Enter to win Daily Prizes

Update your membership

Browse the TESOL Press Bookstore

MONDAY, 20 MARCH 2017

#TESOL17 THURSDAY, 23 MARCH 2017

a dynamic community where professionals like you

Is this your first TESOL convention?

Tuesday, 21 March, 3:30 pm–5 pm

There is so much going on with so many

So here is your chance…

8 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

A cornerstone text for research-based

Also Available Now from Heinemann

Informational Texts Sonia W. Soltero

@HeinemannPub Heinemann.com | P 800.225.5800 | F 877.231.6980

Interest Section Open Meetings THURSDAY, 23 MARCH

6:45 pm–8:15 pm Adult Education. . . . . . . . . . . . . . . . . . . . . . . . 615*

* Washington State Convention Center

◗◗ Albert H. Marckwardt ◗◗ TESOL Award for ◗◗ TESOL Research Mini-Grants

FEATURED SESSION ◗◗ TESOL/TEFL Travel Grant

2016 AWARD WINNER

12 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

Don’t miss the deep-dive session with Dr. Zhao at

Visit Booth #901 to learn more.

Meet Dr. Kate Kinsella

Experience English 3D’s eSampler at hmhco.com/english3D

What initiatives is your association spearheading to advance the field?

Wednesday, 22 March Thursday, 23 March

Linguistics Journals Language Teaching: Effective ESL/EFL Classrooms

◗◗ Empowering TESOL ◗◗ When Teacher-Researchers

Now in its 4th year, the “Classroom”

See a list of Classroom of the Future presentations on page 205.

This area in the English

Mary Wong, Ph.D., Field-based Program Director, Myanmar, Winter Term

On c ampus | F ield - b ase d | O n lin e

Electronic Village Technology Showcase Events

Admittance to the EV CALL Academic Session:

◗◗ Electronic Village InterSection (CALL With TEIS)

6:45 pm–8:15 pm 5 pm–6:30 pm

2017 Technology Showcase Schedule At–A–Glance (Convention Center 606–607)

Technology Showcase closed after 5 pm TESOL Annual Business Meeting

20 TESOL INTERNATIONAL CONVENTION & ENGLISH LANGUAGE EXPO

The University of Miami Department of Teaching and Learning Application Process

Special Education Progam

Wednesday, 22 March 2017

Thursday, 23 March 2017

Friday, 24 March 2017

National Advocacy and Policy