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2005 LTE Conference

Conference Workshops

Morning Workshops

Using PowerPoint to Create Customized Language-Learning Software
10 a.m. – noon    Folwell – Room 151
Kip Tellez, University of California, Santa Cruz

Teacher preparation programs encourage the use of technology in the classroom, yet many language teachers with access to computers still lack access to expensive language teaching applications. Popular, readily available programs, like Microsoft PowerPoint, can be used for more than creating expensive overheads. Participants will work with PowerPoint and learn how help language teachers develop customized language learning software for their own classroom use.
( * Limit 20 participants)

Teaching Mainstream Teachers About Academic Language
10 a.m. – noon    Campus
Manka Varghese, University of Washington
Kimberly A. Johnson, University of Minnesota

Language teacher educators in K-12 and adult settings are increasingly expected to help educate mainstream teachers about resources and challenges of their English Language Learners. Understanding academic language, including definitions and use of curriculum, is a critical issue for all mainstream teachers. In this workshop, we will consider different facets of academic language and some of the challenges facing those teachers. Participants will review lessons to identify and evaluate academic language and develop a short workshop about academic language for mainstream teachers.
( * Limit 30 participants)

Critical Literacies: Priorities and Practices in English for Academic Purposes and Community-Based Programs
10 a.m. – noon    Coffman
Brian Morgan, York University

This workshop will address key concepts and tensions around 'literacy,' and our understanding of the term 'critical.' We will consider a broader notion of text and the new literacies or multiliteracies for education and public life that these require. Using a critical literacy "tool-kit" in action, participants will examine critical literacy practices in diverse settings, including English for Academic Purposes, Intensive English programs, community-based ESL, and multilingual primary and high school programs. The possibilities for critical literacies within the current social, political, and institutional constraints will also be addressed.
( * Limit 30 participants)

Taking Task to Text: Exploring Text-Based Tasks in Content-Based Instruction
10 a.m. – noon    Northrup
Heidi Byrnes, Georgetown University

With the rise of task-based and content-based instruction, questions of how to connect content learning with language learning within task-based teaching have become a central consideration. This workshop will explore the creation and use of linked tasks that are text-based to enhance language learning in modalities (particularly reading, speaking, and writing), at all levels of the language system (from the macro level of textual organization to the micro-level of attending to lexico-grammatical selection and accuracy), and at different levels of acquisition (from beginners to advanced).
( * Limit 30 participants)

Afternoon Workshops

Issues and Models for Technology and Teacher Development
1:30 p.m. – 3:30 p.m.    Folwell – Room 46
Jenise Rowekamp, University of Minnesota

Workshop participants will examine and discuss issues involved in providing teacher development in the use of technology for second language and culture teaching. The issues will be drawn from a past special issue of Language Learning and Technology on Technology and Teacher Education (Vol. 6, No. 3, September 2002) and other sources. Models for creating and delivering various learning experiences, including short sessions and workshops, semester courses, and mentoring relationships will be examined and discussed. Please bring sample syllabi if you teach sessions or courses on technology and second language teaching.
( * Limit 20 participants)

Developing Intercultural Awareness in Second Language Teacher Education
1:30 p.m. – 3:30 p.m.    Northrup
Carla Chamberlin Quinlisk, Pennsylvania State University at Abingdon

This workshop seeks to expand knowledge of intercultural communication beyond stereotypes and apply this broader vision to teacher education. Intercultural awareness focuses on multiple dimensions of the communicative imagination and is conceptualized here as an ongoing process of professional and interpersonal development. This workshop will offer participants a way to view intercultural communication as a fluid, unpredictable, and rewarding process. The notion of an "intercultural imagination" will be introduced and explored through discussion and group activities.
( * Limit 30 participants)

Evaluating the Effectiveness of Teacher Education Programs in Preparing New Teachers to Educate ESOL and World Language Students
1:30 p.m. – 3:30 p.m.    Coffman
Sally Hood Cisar, University of Hawai'i at Manoa

Institutions preparing K-12 ESL or world language teachers are being asked to submit program reports to the National Council for Accreditation of Teacher Education (NCATE). In this workshop, participants will collaborate to analyze program standards, share and brainstorm performance assessments that provide evidence of candidate performance, create scoring guides or criteria to score candidate responses on assessments, and discuss how candidates' performances can be summarized, aggregated, and interpreted as evidence for meeting standards. Participants are encouraged to bring and share current performance assessments, scoring tools, and candidate work samples.
( * Limit 30 participants)

Process as Content: Combining the What and the How of Teacher Education
1:30 p.m. – 3:30 p.m.    Campus
Bill Johnston and Kristen Walls, Indiana University

We recognize that teacher education needs integrity: That is, the process of teacher education-how we work with our teacher learners-needs to match what we claim to be teaching them. But how is this best achieved? In this workshop, we will explore ways to design and implement teacher preparation courses to maintain the integrity of teacher education and to reinforce our message by integrating content and process. Through interactive exercises and discussion we will investigate the merits and problems of using a process-as-content approach to course design, drawing on research in experiential education, reflective teaching, teacher learning, and teacher narrative.
( * Limit 30 participants)

CoBaLTT for Foreign Language Teacher Education
1:30 p.m. – 3:30 p.m.    Folwell – Room 147
Diane Tedick, Marlene Johnshoy, and Laurent Cammarata, University of Minnesota

The purpose of the CoBaLTT (Content-Based Language Teaching with Technology) project is to provide professional development that will help foreign language and immersion teachers develop content-based instruction (CBI) supported by the effective use of technology. This workshop will introduce language teacher educators to the CoBaLTT professional development program and Web Resource Center.  Workshop participants will be invited to interact with online instructional modules on CBI principles and teaching strategies, national standards, and technology that can be used in language teacher education, and join in discussion about incorporating these modules in teacher preparation courses.
( * Limit 20 participants)