Bi-Directional Learning Between Teacher and Supervisor Through Journal Writing
Friday, June 3, 10:15 am, Room: Alumni 2
Dr. Paula Golombek, The Pennsylvania State University
Ms. Susan Bobb, The Pennsylvania State University

The presenters will discuss, using Nodding’s (1984) ethic of caring, the importance of the teacher’s receptivity in the supervisor-teacher relationship-- what Noddings calls the one-caring and the cared-for. By examining the teacher’s and supervisor’s journal, we highlight how teachers contribute to this caring relation and the supervisor also develops.

Chinese EFL/ESOL teachers' perspectives of offshore professional development
Friday, June 3, 10:15 am, Room: Rotary 1
Mrs Heather Richards , Auckland University of Technology
Ms Clare Conway, Auckland University of Technology

Was it really worth it? Chinese EFL/ESL teachers' perceptions of the effects of an offshore inservice professional development course. The paper presents the findings of research into the effects of an intensive three week professional development course undertaken in New Zealand by eight Chinese English language teachers from a tertiary institution in Shanghai.

Demonstrating Knowledge of Language
Friday, June 3, 10:15 am, Room: Northrup 2
Dr. Rebecca Burns-Hoffman, University of South Florida

It is my position that knowledge of language supports a teacher’s ability to successfully demonstrate many competencies required in today’s educator professional development. This paper describes knowledge of language in general and provides examples of demonstrations. An attempt is made to synthesize a framework for teacher demonstrations of knowledge of language.

Educating L2 Writing Teachers: Issues and Suggestions
Friday, June 3, 10:15 am, Room: Campus 2
Ms Hacer Uysal, The University of Iowa

The paper presents specific problems and suggestions for L2 writing teacher education by expanding on Anne Raimes’ (2002) ten-step formula to syllabus design and L2 writing teacher education within the framework of the previous literature on L2 writing teacher education and language teacher education in general.

English language education reform in Japan: Teachers and contextual factors
Friday, June 3, 10:15 am, Room: Presidents 1
Dr. Sachiko Hiramatsu, SUNY Buffalo

This study illustrates how a top-down reform of English language education was implemented by teachers, who lacked sufficient training to carry out the reform. The examination of contexts, both local and national, suggests the differences between rhetoric and reality of English education and an urgent need to improve teacher training.

ESL and Mainstream Teachers Learning their Craft Through Long-Term Collaboration
Friday, June 3, 10:15 am, Room: Regents
Dr. Constance Walker, University of Minnesota
Dr. Tina Edstam, University of Minnesota
Ms. Karla Stone, Robbinsdale Schools/University of Minnesota

This study examined the perceptions and practices of ESL and grade-level teachers in four schools who commited to a two-year collaborative process as members of teams guiding policy and practice related to ESL learners. Data indicate that the process yields valuable outcomes that directly affect the daily work of teachers and students.

ESL Collaborative Training for Change in Mainstream Classroom Instruction.
Friday, June 3, 10:15 am, Room: Coffman 2
Dr. Susan Jenkins, Saint Michael's College
Mr Robert Parker, Brown University
Ms. Mary Kay O'Brien, Burlington School District

A study of a professional development program funded by an OELA grant, and designed to improve the academic learning success of English Language Learners in mainstream teachers’ classrooms, revealed how, and to what extent, participating teachers change their classroom practices over time to accommodate the needs of ELLs.

Experiencing a Mexican language teacher professional development program in Canada
Friday, June 3, 10:15 am, Room: Rotary 3
Dr John Plews, University of Alberta
Ms Carolina Cambre, University of Alberta
Ms Yvonne Ellis, University of Alberta

This paper discusses international second language (SL) teacher professional development. In particular we use narrative analysis to report on a two-person interpretive case study that asks what it is like for Mexican English language teachers to participate in a professional development program teaching Spanish in Canada.

Exploring an EFL Transformative Professional Development Group in a U.S Graduate Program
Friday, June 3, 10:15 am, Room: Alumni 1
Dr. Hui-chin Vicky Yeh, National Yunlin University of Science and Technology

This study explores how six EFL teacher candidates engage in a voluntary group in a U.S. graduate program. The presenter will discuss how this forum fosters a flourishing of ideas and inspiration and provides a constructive model of professional development that is greatly needed for ongoing English educational reform.

Historical Influences and the Development of Bilingual/ESL Teachers’ Perspectives
Friday, June 3, 10:15 am, Room: Presidents 3
Dr. Linda Evans, University of South Florida

Against a twenty-year historical perspective of bilingual/ESL education policy and practice, veteran teachers share information about their personal backgrounds, choice of teaching as a profession, educational experiences, memorable students and teaching positions, their growth as language educators, and their vision for bilingual/ESL education for the next ten years.

Immersing Pre-Service Teachers: Study Abroad in Teacher Training
Friday, June 3, 10:15 am, Room: Faculty
Dr. Donna Buhl LeGrand, Bethel University
Mrs. Roberta Hernandez Rasmussen, Bethel University
Dr. Jay Rasmussen, Bethel University

Learn about adding an extended study abroad component to your program. The Departments of Modern World Languages and Education at Bethel University have designed opportunities that allow students, while abroad, to meet standards, teach a content-based unit, and student teach. Materials will be available for participants.

Issues of Interrogation in ESL and content-area teacher collaboration
Friday, June 3, 10:15 am, Room: Coffman 1
Faridah Pawan, Indiana University
Daniel Craig, Indiana University
Malinee Prapinwong, Indiana University

The study describes issues interrogated by 3 ESL and 3 content area teachers in the ICP program working together to support English Language Learners. The inductive analysis procedures were used to code issues including teachers’ transformative roles; sheltering/privileging potentials of the content-based language instruction; curriculum pressure/regression in interdisciplinary curricular adoption.

Linguistic Documentation or Critical Pedagogy in Indigenous Language Teacher Education
Friday, June 3, 10:15 am, Room: Collegiate 2
Dr. David Hough, Shonan Institute of Technology

This paper critically examines issues of teacher education within the social, cultural and political contexts of indigenous and minority language education, policy and planning. It is based on a project between the Kosrae State Department of Education, in Micronesia, and Shonan Institute of Technology in Fujisawa, Japan.

Promoting Collaborative Discourse in Language Teacher Professional Development
Friday, June 3, 10:15 am, Room: Alumni 3
MS Sibel Ariogul, Indiana University, Bloomington
Ms. Karen Newman, Indiana University
Dr. Martha Nyikos, Indiana University

This session offers two models for promoting collaboration in language teacher professional development via teacher study groups and interdepartmental language teaching share fairs. These dynamic forums bring together content, ESL and foreign language instructors of various educational settings and disciplines challenging views on culture and language and developing and sharing specific techniques for meaningful instruction.

Promoting Positive Student Attitudes: Is Mission Impossible?
Friday, June 3, 10:15 am, Room: Campus 3
Mrs Meral Melek Unver, Anadolu University

Involving more than 700 students and 28 English language instructors, this study examines the impact that teacher motivation has on beginner level students in promoting positive attitudes towards the “Reading Course” and reading in English in general in an EFL setting.

Recovering and Reclaiming Indigenous Voice
Friday, June 3, 10:15 am, Room: Collegiate 1
Ms. Christine Lemley, University of Wisconsin-Madison

Privileging the Indigenous voice, the purpose of this presentation is to explore Indigenous Discourses (Gee, 1996) and Indigenous identity of Indigenous language teachers within the context of a teacher education Indigenous language revitalization program (ILRP).

Redrawing teaching and learning in teacher-centered contexts
Friday, June 3, 10:15 am, Room: Rotary 2
Ms. Diana Dudzik, University of Minnesota

Communicative, learner-centered, task-based approaches to language teaching are often lost in translation when applied in traditionally teacher-centered contexts. This paper explores effective, contextual teacher education that builds a sense of plausibility through three cases that are experiential, reflective, and meaningful to non-native English speaking teachers in EFL settings.

Reflections on teaching memoir writing to pre-service teachers
Friday, June 3, 10:15 am, Room: Campus 1
Belinda Mendelowitz, University of the Witwatersrand

This paper is based on my work with pre-service language teachers at the University of the Witwatersrand. I provide an outline of the curriculum and pedagogy used for teaching memoir writing followed by an analysis of three course participants' memoirs and their reflections on the process of writing.

Teacher voice in large-scale test development: A professional growth model
Friday, June 3, 10:15 am, Room: Presidents 2
Ms. Kristin Hoyt, Indiana Department of Education

This paper reports on a study in which FL classroom teachers participate in the design and construction of a statewide, standards-based, end-of-course assessment. Findings indicate that participation in a large-scale project, extending beyond the confines of the individual classroom, affords opportunity for professional growth unlike most other teacher development experiences.

The Role of Grammar: Teacher Beliefs, Practices and Current Research
Friday, June 3, 10:15 am, Room: Northrup 1
Connie Zucker, Wayne State University

Preliminary findings of a doctoral research study: Teaching grammar in the foreign language classroom: A study of teacher beliefs, teacher practices, and current research. Employing both qualitative and quantitative measures, this study examined high school and middle school foreign language teachers in a midwest suburban school district.

University language and non-language faculty collaboration in EFL teacher education
Friday, June 3, 10:15 am, Room: Coffman 3
Dr Adriana González, Universidad de Antioquia
Mrs Claudia Díaz, Universidad de Antioquia
Mrs Nelly Sierra, Universidad de Antioquia

This paper reports the findings of a qualitative study in which EFL faculty and non-language faculty worked successfully in the creation of an undergraduate content course in English. Decision making, reflections on teaching, and tensions faced throughout the collaboration process are addressed as issues in interdisciplinary EFL teacher education practices.

Visualizing and Enhancing Teacher Knowledge: New Technologies in WLE Practice
Friday, June 3, 10:15 am, Room: Nolte
Mr. Harun Serpil, UNIVERSITY of WISCONSIN-MADISON
Mr. Nathan J. Black, UNIVERSITY OF WISCONSIN-MADISON
Ms Ahn Hyo-Kyung, UNIVERSITY OF WISCONSIN-MADISON
Mr. Cendel Karaman, UNIVERSITY OF WISCONSIN-MADISON

Concept Mapping will be introduced as an effective way of eliciting and visualizing teacher knowledge. Utilizing e-portfolio and video-based feedback for reflective language teacher professional development will be exemplified and discussed. Finally, preservice teacher perceptions of using web-based instructional tools in an EFL teacher education program will be presented.

A challenging language teacher education program
Friday, June 3, 3:15 pm, Room: Coffman 2
Dr. Isabel Cavour, University of Dayton

This session presents a language teacher education program that assists student teachers to become informed decision makers. The partnership project between a P-12 school and a university in the Mid-West has three interconnected modules which will be described in detail. Program evaluations will be discussed.

Buliding a Collaborative Learning Community
Friday, June 3, 3:15 pm, Room: Collegiate 1
Dr. Kazuyoshi Sato, Nagoya University of Foreign Studies

Although research on teacher learning has gain prominence in recent literature, few systematic studies have been conducted on how teachers build a collaborative learning community in their workplace. This four-year study aims at revealing how EFL teachers developed such a learning community.

Calling a Circle: Creating a space for second language voices
Friday, June 3, 3:15 pm, Room: Alumni 2
Lucille Mandin, University of Alberta
Rochelle Gagnon, University of ALberta

As instructors in a francophone post-secondary institution in a minority context, the mandate of our teacher education program is to prepare students from a variety of linguistic and cultural background to teach in French immersion and francophone schools. As such, these students come into our program with different levels of mastery of the French language. We were therefore interested in three different pedagogical practices that we felt had the possibility of creating a space for individual voices. This paper will share our findings of how we created a community of practice that gave our students voice regardless of their level of mastery of the language.

CFL instructors’ perceptions of the integration of multimedia into teaching
Friday, June 3, 3:15 pm, Room: Presidents 1
MS Ling Wang, University of Minnesota

This research explores the beliefs, attitudes, feelings, and self-report behaviors of Chinese language instructors who have used multimedia in teaching Chinese as a foreign language (CFL). The purpose of this exploratory study was to gain an in-depth understanding of the effects of multimedia on foreign language instruction.

Claiming Language: Linguistic Identity as a Language Immersion Teacher
Friday, June 3, 3:15 pm, Room: Alumni 1
Ms. Lace Marie Brogden, University of Regina, Canada
Ms. Becky Bernier, North West Catholic School Division #16
Ms. Sara Pitre, Regina Catholic School Division #12

Using auto/biographical narratives, this paper highlights research on linguistic identity during induction. We complexify notions of lived/produced linguistic identities and beliefs about the teaching self. In our paper, we use reflective teaching texts to perform our linguistic identities, always already in view of the multiple texts of our teaching/research selves.

CRITICAL UNDERSTANDING THROUGH VIDEO: A COMPREHENSIVE APPROACH IN SLT METHODS
Friday, June 3, 3:15 pm, Room: Presidents 3
Ms. Michelle Macy, University of South Florida
Ms. Martha Castaneda, University of South Florida
Ms. Jeannie Ducher, University of South Florida

The focus of this presentation is a video-creation project in a second language methods course. This collaborative project is an effective student task, due to the designing, planning, recording, and editing of the video, which advocates deep and serious reflection on the principles and functions of the methods explicated.

Cultivating Intercultural Awareness in Language Teacher Education
Friday, June 3, 3:15 pm, Room: Campus 3
Dr. Carla Chamberlin-Quinlisk, Penn State University, Abington College

This presentation describes a framework for integrating intercultural communication into second language teacher education by encouraging teachers to see themselves as part of intercultural activity. The framework positions intercultural awareness as a personal and professional developmental process that involves the cultivation of symbolic, narrative, and relational imaginations.

Digital video as a tool for integrating theory and practice
Friday, June 3, 3:15 pm, Room: Presidents 2
Sarah Springer, Monterey Institute of International Studies

The acquisition of basic digital video editing skills provides teachers with an alternate medium for reflecting on concepts encountered in master’s coursework. Applying these skills in MA assignments increases the likelihood that teachers will incorporate teacher- and student-produced video projects into their teaching. Examples from discourse, classroom observation, assessment shown.

Exploring FL Teachers' Notions of Genre in Pedagogy and Curriculum
Friday, June 3, 3:15 pm, Room: Rotary 2
Ms. Cori Crane, University of Illinois at Urbana-Champaign
Ms. Marianna Ryshina, Georgetown University

This paper presents an action-research project conducted in 2001 in which college-level FL teachers were interviewed on their notions of genre and its role in pedagogy and curriculum. Individual teachers’ conceptualizations of genre are shown to contribute to the construction of a common pedagogical knowledge base and to teachers’ professional growth.

Integrating Computers: What Preparation Do FL Teachers Need?
Friday, June 3, 3:15 pm, Room: Nolte
Dr. Catherine Barrette, Wayne State University
Dr. Claudia Kost, University of Alberta
Dr. Kate Paesani, Wayne State University

Teachers need technological literacy and pedagogical knowledge to use computers in instruction appropriately. To prepare teachers to integrate technology they need technical skills, pedagogical knowledge, and access to processes to acquire that knowledge. We present the integration of technology in a Master’s program that develops these elements and invite discussion.

Knowledge and Power in ESOL Teachers’ Discursive Interactions
Friday, June 3, 3:15 pm, Room: Rotary 1
Dr. Jo Tyler, University of Mary Washington

How do ESOL teachers perceive their discursive interactions with non-ESOL colleagues? Using critical discourse analysis, the paper discusses teachers’ experiences with knowledge management in their educational communities. The ultimate aim is to develop a teacher education unit that addresses the professional dispositions needed to fulfill teachers’ role as resource personnel.

Language in Motion: Juniata’s K-16 Partnerships for On-going Teacher Development
Friday, June 3, 3:15 pm, Room: Coffman 1
Dr. Deborah Roney, Juniata College

Language in Motion is an award-winning, highly replicable, partnership program that expands and enriches teachers’ knowledge of language and culture. International students and study-abroad returnees help teachers stay current, while the college provides formal professional development opportunities. Program rationale and design, curriculum integration, participant benefits, and replication will be discussed.

Learning community for EFL teacher professional development: Challenges and Possibilities
Friday, June 3, 3:15 pm, Room: Collegiate 2
Dr. Yi-Hsuan Gloria Lo, National Penghu Institue of Technology
Dr. Chin-chi Cho, National Chengchi University
Dr. Hui-chin Vicky Yeh, National Yunlin University of Science and Technology

This three-year multiple-site study reports on the challenges and possibilities faced by a teacher educator learning community involved in fostering teacher inquiry groups. The study documents useful insights and strives for implications that can advance our understanding of using learning community as a model for EFL teacher professional development.

On Implementing an ESL Teacher Education Program Using Information Technology
Friday, June 3, 3:15 pm, Room: Faculty 1
Andreas Schramm, Hamline University
Ann Mabbott, Hamline University

We will describe how the challenge of educating ESL teachers living at a distance can be addressed. Four initiatives during the move to a distributed online format are discussed: course development (theoretical approach), student recruitment and assistance, course support (personnel, workload), and course delivery systems (course information, research).

Output-related teaching strategies emphasized by late immersion students
Friday, June 3, 3:15 pm, Room: Regents 1
Dr Michele de Courcy, University of Melbourne
Dr. Karita Mard-Miettinen, University of Vaasa

Immersion students were questioned, ten years apart, to explore their understandings of what helped or hindered immersion teaching and learning. Important issues discussed are the general learning environment, the needs of the learners and the students' second language input (teachers' output) and output.

Preparing to Teach World English Speakers in the ESL Classroom
Friday, June 3, 3:15 pm, Room: Campus 2
Dr. Christa de Kleine, College of Notre Dame
Mrs. Kathleen Williams, College of Notre Dame

Based on a grant-funded study of West African secondary school students in ESL programs, this paper argues that the knowledge base of ESL teachers must include an understanding of the unique linguistic challenges of World English-speaking students, who represent a rapidly-growing segment of the ESL population in many urban areas.

Stage-Appropriate Culture Learning in the TESOL Preparatory Sequence
Friday, June 3, 3:15 pm, Room: Campus 1
Laurene Christensen, University of Minnesota
Dr. Kimberley Brown, Portland State University
Akiko Kodama, Portland State University

This session draws on classroom-based research in a required culture-learning course in an ESOL teacher-preparation program to assert that while students do develop increased cognitive awareness of intercultural concepts, they do not translate these concepts into culturally-appropriate classroom practice. We propose developmentally sequencing courses to ground culture theory in action.

Teacher Development through Collaboration in an Intensive Language Learning Environment
Friday, June 3, 3:15 pm, Room: Collegiate 3
Ms. Grazyna Dudney, Defense Language Institute

Collaboration within the teaching community, which includes peers, administrators, trainers, and students, can facilitate teacher development. The presenter introduces an in-service model that builds collaboration by integrating class observations, mentoring, portfolios, action research, and other forms of professional development. Participants acquire skills for enhancing their in-service programs through collaboration. Handouts.

Teaching Practica: Collaborations with a Public Institution and an After-School Program
Friday, June 3, 3:15 pm, Room: Coffman 3
Dr. Linda Pickle, Western Kentucky University

The Department of Modern Languages at Western Kentucky University has developed field experiences for students in teacher education that combine mentoring from faculty, experience in teaching elementary school pupils, and outreach to the community. This paper describes the programs and makes a preliminary evaluation of their benefits for the student teachers.

The Professional Identity of Immigrant Non-Native ESL Teachers
Friday, June 3, 3:15 pm, Room: Alumni 3
Mr. Amir Soheili-Mehr, OISE/University of Toronto

This paper investigates professional identity development among immigrant non-native English-speaking teachers (INNESTs) who have chosen to work in the field of ESL in Canada. Socio-cultural theory and critical pedagogy are used as the theoretical orientations to examine INNESTs’ professional development as transmitting their home experiences to the Canadian context.

What Happens to Immersion Teachers After They Graduate?
Friday, June 3, 3:15 pm, Room: Regents 3
Dr. Tony Erben, University of South Florida

For over a decade, Australia’s national policy for languages has promoted foreign languages and the education of proficient foreign language teachers at universities. The latter includes foreign language teacher preparation programs offered through immersion. This paper presents long-term post-graduation information on immersion teacher graduates, as well as implications for policy.

What transpires in an online graduate course for ESL/EFL teachers?
Friday, June 3, 3:15 pm, Room: Faculty 2
Ms Myonghee Kim, Indiana University

Online courses are expanding in number in the language teacher education field. This session describes the major features, learning environments, and learning opportunities of an online graduate course for ESL/EFL teachers for elementary school children. Students’ perception toward the online education is reported as well.

Getting and KEEPING good language teachers: Easier Said than Done?
Friday, June 3, 8:00 am, Room: Regents
Mr. Richard Culp, Fairfax County Public Schools

Research shows that over 50 percent of new teachers will not be teaching after their first five years. How can we, as a group of experts on language education, work to guarantee that more of our best and brightest will still be around for many years to come? This discussion session will focus on how not only to get, but keep our teachers in the classroom.

The European Framework as guiding principle in language teacher education
Friday, June 3, 8:00 am, Room: Faculty
Dr. Ute Maschke, Cornell University

Adapting teacher education and language study in the U.S. to the principles of the Common European Framework of Reference for Languages: opportunities, prospects, limitations

A Study of PCK: Pre-service Spanish teachers and Spanish majors
Saturday, June 4, 10:35 am, Room: Rotary
Ms. Anne Cummings, The University of Iowa
Ms. Susan Hildebrandt, The University of Iowa

Pedagogical content knowledge (PCK) in language teachers is an increasingly studied topic. This session will address the presence of PCK in the writing of both pre-service teachers’ and Spanish majors’ on a performance assessment. Both quantitative and qualitative data will be presented.

Homework in a masters level Discourse Analysis class
Saturday, June 4, 10:35 am, Room: Presidents
Nat Bartels, Oklahoma State University, Tulsa

This study examines the role of homework in a masters level course in Discourse Analysis, how students perform the homework, and factors which help or impede students’ learning from homework. Data sources include think alouds, interviews, reflective oral journals (before and after class), and documents from the class.

Language Education as an Ethical Endeavor: Implications for Teachers' Approaches to Curriculum Design
Saturday, June 4, 10:35 am, Room: Northrup
Dr David Smith, Calvin College

This paper explores the consequences for beginning teachers’ approaches to curriculum of presenting language education as an ethical rather than a technical endeavor. Three relationships between language pedagogy and ethics will be distinguished, and examples will be given of how students’ ethical concerns informed their approaches to designing language curricula.

Teaching Identity: The discursive construction of a community of practice
Saturday, June 4, 10:35 am, Room: Campus
Mr. Matthew Clarke, Higher Colleges of Technology

Learning to teach entails new meanings in the realm of ideational, content knowledge and beliefs, as well as in the realms of inter- and intra-personal relations. This paper examines the construction of student teachers as a community of practice, in particular ways and at various levels through discourse.

The voice of theory: Teachers talking about teaching
Saturday, June 4, 10:35 am, Room: Alumni
Dr. Joel Hardman, Southern Illinois University Edwardsville
Ms. Leslie Wagner, Southern Illinois University Edwardsville

‘Theory’ is a voice entwined with other voices in the stories that teachers tell about their teaching. How can the ‘voice’ of theory be recognized in teachers’ talk about their practice? Can developing language teachers recognize and learn from this voice? These questions are answered through qualitative narrative analysis.

Operationalizing Constructivist Instructional Methodology in Language Teacher Preparation.
Saturday, June 4, 1:00 pm, Room: Collegiate
Dr. Kate Mastruserio Reynolds, University of Wisconsin--Eau Claire

This action research project reflectively examined effective instructional practices in a TESOL teacher education program. Data collected included pre-service student-teachers’ writings, performance assessments, surveys, interviews, and field observations. Findings revealed connections between constructivist learning and instructional methodology best suited to assist learners in their transition from pre-service to in-service teachers.

Supporting NNES Teachers Who Work with Diverse K-12 Students
Saturday, June 4, 1:00 pm, Room: Regents
Dr. Antoinette Gagne, Ontario Institute for Studies in Education of the University of Toronto
Ms. Ping Deters, OISE/University of Toronto
Ms. Farahnaz Faez, OISE/University of Toronto
Ms. Mira Gambhir, OISE/University of Toronto
Dr. Clea Schmidt, University of Manitoba
Mr. Amir Soheili-Mehr, OISE/University of Toronto

We will present the findings of a research project funded by TESOL. NNES teacher candidates as well as teacher educators, host teachers, and administrators who work with NNES preservice and inservice teachers have provided insight into the most effective ways of supporting NNES teachers who work with diverse students in K-12 classrooms.

Teaching Diverse Students: An International Field Experience for ESL Teachers
Saturday, June 4, 1:00 pm, Room: Nolte
Ms. Elizabeth Smolcic, Juniata College
Ms. Prudence Ingerman, Juniata College
Ms. Kimberly McElhatten, Spring Cove School District

An understanding of culture in classroom discourse and instruction is essential to teaching diverse students. Participants will explore an international field-based experience designed to develop intercultural understanding and awareness of culture in teaching practices. We examine the reflective learning process during the field-based experience and effects on teaching practices.

Tertiary teachers learning about the language needs of their students
Saturday, June 4, 1:00 pm, Room: Rotary
Ms Alison Kirkness, Auckland University of Technology

This paper presents a case study of a language needs analysis carried out in an undergraduate business programme by a language teacher educator. The study explores the outcomes of reporting back to mainstream teachers about the language needs of their students and about how to promote language development.

Testing a Planning Model for Language Integration in Three ESL Contexts
Saturday, June 4, 1:00 pm, Room: Alumni
Martha Bigelow, University of Minnesota
Anne Dahlman, University of Minnesota
Susan Ranney, University of Minnesota

In this presentation, we will report on a collaborative project among teacher educators and ESL teachers on content and language integration in an elementary, middle and secondary context where language development objectives are easily overlooked. Implications for context-sensitive teacher education and bridging gaps in theory and practice in preservice teacher education will be discussed.

The CEF and Its Influence on Language Teacher Education
Saturday, June 4, 1:00 pm, Room: Presidents
Dr. Anu Virkkunen-Fullenwider, University of Helsinki

The Common European Framework of Reference for Languages: Learning, teaching and assessment (CEF), is a Council of Europe document that tries to make language instruction and assessment transparent. This paper describes how this is being done and reports on the advantages and disadvantages of the CEF for language teacher education.

Transforming Practice: Changing Patterns of Interaction in Post-Observation Meetings
Saturday, June 4, 1:00 pm, Room: Campus
Camilla Vasquez, Northern Arizona University

This paper presents the results of a longitudinal, action research study, which investigated changes in the interactions between language teachers and their supervisors during post-observation meetings in a university Intensive English Program. Using both quantitative and qualitative data, I illustrate how supervisors were able to successfully change the meeting dynamics from supervisor-centered to more teacher-centered. (55 words)

Walking the Tightrope: Negotiating Power in University-School Collaborations
Saturday, June 4, 1:00 pm, Room: Faculty
Dr. Jill Swavely Gardner, Temple University
Shartriya Collier, Temple University
James Perren, Temple University

Collaboration is typically constructed as a phenomenon that either is or is not occurring, as opposed to natural shifts in participants’ power. In this symposium, three teacher educators will explain how such shifts contributed to a successful collaboration between themselves and the teachers they trained in a school-based program.

Development of student teachers’ cognition: Implementing a constructivist approach to microteaching
Saturday, June 4, 1:40 pm, Room: Campus
Corinne Etienne, University of Massachusetts - Boston

In an attempt to better link student teachers’ cognition and reflective practice, this study explores ways of using microteaching in a foreign language methodology class. The purpose is to explore how microteaching combined with dialogue, co-construction of knowledge, and collaborative feedback can destabilize students’ beliefs and foster their pedagogical growth.

Exploring the use of European Language Portfolio in Turkey
Saturday, June 4, 1:40 pm, Room: Presidents
Ms Sibel Tatar, Bogazici University

This paper examines the pilot use of European Language Portfolio at two schools in Istanbul, Turkey. Through interviews with language teachers and samples of student portfolios, the study explores the ways E.L.P is used in language teaching and challenges and innovations it brings to language teachers and language teaching.

Teacher education and the Knowledge base on formative assessment with Bilingual English Language Learners
Saturday, June 4, 1:40 pm, Room: Rotary
Ms. Mouna Mana, University of California Los Angeles

What do we know English language learner teachers’ knowledge base on formative assessment (FA)? While FA is crucial for instruction, teachers who are preparing to work with bilingual ELL learners, have little to draw from. This paper will therefore address this topic more at length.

Teacher Education via CBI in Japanese
Saturday, June 4, 1:40 pm, Room: Alumni
Sakae Fujita, University of California, Santa Cruz
Dr. Atsuko Hayashi, University of California, Santa Barbara
Akemi Morioka, East Asian Languages & Literatures
Hiroko Sugawara, East Asian Languages & Cultural Studies

This paper will demonstrate how the teacher becomes architect and how students become builders using CBI in a 2nd-year Japanese course in college level. Students can gain a rich understanding of the Japanese-speaking world through a variety of content areas and range of texts via CBI

Theory and Practice: non-native graduate students reflect on their teaching in foreign language classrooms
Saturday, June 4, 1:40 pm, Room: Collegiate
Mr. Shih-hsien Yang, National Formosa University

This study followed six graduate students from East Asian countries at a Midwestern university in the departments of TESOL and Language Education for one academic year in 2002, and examined their practices during their teaching practica in order to determine in what manner the formal studies influence practice.

Examining the lifeworld of ESL cooperating teachers
Saturday, June 4, 2:20 pm, Room: Campus
Kasia Brzosko-Barratt, University of Minnesota

This interpretive study seeks to understand the experiences of ESL cooperating teachers in the process of helping novice teachers learn to teach. The data consists of in-depth interviews with 15 K-12 ESL teachers who mentored ESL student teachers in an initial language teacher education program.

Implementing integrated language and content instruction: Exploring teachers’ learning experience
Saturday, June 4, 2:20 pm, Room: Alumni
Mr. Laurent Cammarata, University of Minnesota

This presentation will report on the preliminary findings of a phenomenological study that tapped the experiences of foreign language and immersion teachers as they learned about and tried to implement integrated language and content instruction in their particular educational settings. Implications for teacher education and future research will be highlighted.

Implementing task-based language teaching: An investigation of pre-service teachers’ beliefs
Saturday, June 4, 2:20 pm, Room: Rotary
Dr. William Dunn, University of Alberta

This study investigates pre-service teachers’ views of task-based language teaching. Written reflections and interview data were analyzed qualitatively. The findings indicate that participants in the study believe that task-based lessons are more enjoyable and motivating for students but more demanding for teachers – particularly for inexperienced ones.

Incorporating pragmatics into L2 teaching and teacher education
Saturday, June 4, 2:20 pm, Room: Presidents
Noriko Ishihara, University of Minnesota

In the process of language teacher education, we need to provide more solid preparation for improving and evaluating learners' pragmatic ability (an essential component of communicative competence) and incorporating pragmatics into the L2 curriculum. This presentation will provide examples from curricular materials for teaching Japanese pragmatics to discuss these issues.

The Impact of Professional Development on Teacher Thinking
Saturday, June 4, 2:20 pm, Room: Collegiate
Dr. Joanne Burnett, University of Southern Mississippi

This talk presents the preliminary results of the impact of professional development, namely a master’s degree in language education, on the thinking and practices of three established teachers shadowed and interviewed at their schools in Mississippi and France. They respond to how graduate work has helped them (or not) in their current professional lives.

Dealing with Plagiarism in the Classroom
Saturday, June 4, 8:00 am, Room: Regents
Mrs Susan Jones, Zayed University
Mr Robin Sorflaten, Zayed University

Plagiarism is believed to be a growing problem in universities, and for students learning in a foreign language, the complexity of the issue increases dramatically. This session will look at some of the reasons behind plagiarism and techniques that teachers can consider to help minimise its occurrence in their classes.

Go straight to jail: Expanding our role as teacher educator
Saturday, June 4, 8:00 am, Room: Nolte
Ms. Betsy Parrish, Hamline University

The presenter shares how she uses content from language teacher education to help native English-speaking employees in various settings, including a county jail, healthcare and manufacturing, work more effectively with non-English speaking clients and co-workers. She leads a discussion on this expanded role as teacher educator within the community.

International Team Teaching in Teacher Training Programs
Saturday, June 4, 8:00 am, Room: Faculty
Ms. Barbara Beers, University of Minnesota
Dr. Elena Stetsenko, University of Minnesota

Co-teaching in an international teaching assistant (ITA) program has created new cultural and educational perspectives for students and instructors. In addition to the presenters' own positive experiences with team teaching, other team models and their implications will be discussed.

Between “Foreign” and “Heritage” Language: Teachers’ Strategies in Teaching Korean
Saturday, June 4, 9:15 am, Room: Rotary
Ms Yunjoo Park, Indiana University

This study demonstrates how Korean as a Foreign Language (KFL) teachers identify language learners, form pedagogical beliefs, and bring instructional methods into their classes. The close examination of Korean language class can contribute to exploring the boundaries between foreign, heritage, second, and native languages in foreign language education.

Black English as unfamiliar material: Considering a teacher educator's pedagogical responsibility
Saturday, June 4, 9:15 am, Room: Coffman
Dr. Karen Lowenstein, Boettcher Teachers Program

As an instantiation of teacher-research, this study examines eight White teacher candidates' perceptions of a foundations class discussion about Black English. Analysis of the variance across what candidates thought I should help them “get” points to implications for both the language knowledge base and pedagogy of teacher preparation.

Cognitions about Curriculum and Learning and their Impact on Instruction
Saturday, June 4, 9:15 am, Room: Alumni
Dr. Linda Quinn Allen , Iowa State University

This study investigated the interrelationships among teacher cognitions about curriculum, their cognitions about the epistemology of foreign/second (L2) learning, and their classroom instructional practices and examined how contextual variables affected the interrelationships. The more teacher educators know about these relationships, the better equipped they will be to prepare beginning teachers.

EFL Teachers in an Online Educational Environment: A Qualitative Study
Saturday, June 4, 9:15 am, Room: Nolte
Dr. Silvio Avendaño, UMBC English Language Center
Joan Kang Shin, University of Maryland, Baltimore County
Dr. Susan M. Blunck, UMBC Department of Education

The Internet provides access and opportunities for teachers who due to access, visa restrictions, and financial reasons would not otherwise be able to continue their professional development. What are the implications of delivering online professional development for EFL teachers overseas?

Internationalization begins at home: Domestic collaboration for international teacher education
Saturday, June 4, 9:15 am, Room: Northrup
Dr John Plews, University of Alberta

This paper reports on an initiative to develop international exchanges between a Canadian province and a state in Mexico for second language (SL) teacher education. In particular I discuss how domestic collaboration emerged as an important factor in obtaining pedagogically meaningful international programming.

Preservice and Experienced Teachers' Perceptions of Feedback during Interaction
Saturday, June 4, 9:15 am, Room: Collegiate
Charlene Polio, Michigan State University
Laura Chapin, Michigan State University
Susan Gass, Michigan State University

This study examines preservice and experienced teachers’ attitudes toward providing learners with feedback. Results from a stimulated recall task indicate that preservice teachers were focused mostly on their own performance in completing the task and did not notice problems in the learners’ language during the interaction.

The ESL Infusion Initiative: Its Impact After 4 Years
Saturday, June 4, 9:15 am, Room: Regents
Dr. Antoinette Gagne, Ontario Institute for Studies in Education
Ms. Mira Gambhir, OISE/University of Toronto
Dr. Clea Schmidt, University of Manitoba
Mr. Amir Soheili-Mehr, OISE University of Toronto
Dr. Linda Steinman, Seneca College

In this symposium we will provide a description of the ESL Infusion Initiative in its fourth year at the University of Toronto and then focus on its impact on the members of the teacher preparation community by examining the patterns of participation and considering feedback from teacher educators and teacher candidates.

The Shortage of U.S. Language Teachers: Realities in 5 States
Saturday, June 4, 9:15 am, Room: Presidents
Nicole Tracy-Ventura, Northern Arizona University

This paper focuses on the teacher shortage in foreign languages, ESL, and bilingual education, paying particular attention to the effect of No Child Left Behind’s definition of a “highly qualified teacher”. The conditions in five key states are discussed more thoroughly: Arizona, California, Florida, New York, and Texas.

Training Native Speaker "Naïve Pedagogues" To Become Skilled Language Teachers
Saturday, June 4, 9:15 am, Room: Faculty
Dr. Mimi Met, The National Foreign Language Center at the University of Maryland
Dr. Catherine Ingold, The National Foreign Language Center at the University of Maryland

The symposium presenters will discuss a proposed project to train native speakers with minimal or no pedagogical experience to become skilled language teachers. The project will focus particularly on training of native speakers of those languages that are rarely or never taught in the United States.

American English Only: Korean Nonnative-English-Speaking Teachers’ Attitudes towards English Varieties
Saturday, June 4, 9:55 am, Room: Presidents
HOHSUNG CHOE, Indiana University, Bloomington

This qualitative study investigates Korean nonnative-English-speaking teachers’ attitudes towards varieties of English in terms of their educational target. The study also examines the effects of the teachers’ perceptions of English varieties in their EFL classes.

Helping Teachers Develop Feedback Skills for Adult Learners
Saturday, June 4, 9:55 am, Room: Collegiate
Mr. Douglas Gilzow, Foreign Service Institute
Ms. Marie-Charolotte Iszkowski, Foreign Service Institute

Teachers at the Foreign Service Institute are under pressure to provide reliable feedback and guidance to their students, who must reach proficiency goals or suffer career-damaging consequences. To help instructors develop feedback skills, in-service workshops combine communication tips, cross-cultural awareness, and case studies. Handouts will detail workshop content and design.

Invisible learners: teacher trainees reflecting on readings about diversity
Saturday, June 4, 9:55 am, Room: Coffman
Dr Michele de Courcy, University of Melbourne

Reflective writing by Australian education undergraduates has been analysed to illustrate the sorts of questions teacher trainees are asking about classrooms, and the extent to which their preconceptions as to their learners' needs have been disrupted by their readings about ESL learners and others from diverse backgrounds.

Prospective Teacher Efficacy and the Practicum in an EFL Context
Saturday, June 4, 9:55 am, Room: Rotary
Dr. Derin Atay, Marmara University

The purpose of this study was to investigate the effects of the practicum period on the self-efficacy beliefs of Turkish prospective teachers of English in terms of the use of the instructional strategies, classroom management skills, and competence to increase student engagement.

Reconfiguring the TESOL Methods Sequence: Rebalancing Theory and Practice
Saturday, June 4, 9:55 am, Room: Alumni
Dr. Kimberley Brown, Portland State University
Ms. Kimberly LeVelle, Portland State University
Dr. Brian Lynch, Portland State University

This paper reports on the restructuring of the two term TESOL Method sequence at our institution, including student reactions and faculty reflections. The new sequence consciously applied a grounded theory approach using the dimensions of power and inequality, reflectivity and reflexivity, and micro- and macrostrategies for language teacher education.

The development of novice ESL teachers' professional identity
Saturday, June 4, 9:55 am, Room: Campus
Dr. Yasuko Kanno, University of Washington

This one-year longitudinal study examines the development of novice ESL teachers’ professional identity. Following two student teachers who taught their own ESL classes for the first time, I investigated how novices learn to teach in their first year of teaching and how this experience shapes their identity as a teacher.