Concurrent Sessions

Concurrent Session 1. 11:00 – 11:45

Madison Ballroom


Round table sessions will take place simultaneously in the Madison Ballroom after Dr. Thomas Farrell’s plenary talk. Each presentation will last between 5-10 minutes and will be repeated three or four times during the session. A round table presentation is a more personal, more informal, and more flexible style of presentation which allows session attendees to move from table to table, learning about each presenter’s work.


Expectation + Reality = Reflection + Adaptation: Teacher Training in Cambodia

Renee Lajcak, UW-Madison

Abstract: Overseas teachers and trainers can gain substantially from reflective practice.  This presentation describes a recent teacher-training project for a Cambodian NGO.  When expectations face on-site reality, reflection can be an important tool not only for understanding, adapting, and developing workable solutions, but also for examining EFL teaching itself.


Exploring Reflection to Practice: Lessons Learned from a Reading Group on Race

Tracy Iftikar, Andrea Poulos, Parthy Schachter, UW-Madison

Abstract: Why is it important for ESOL teachers to examine race? How does this reflection impact teaching? Join us as we share topics that we have explored in a reading group on race for ESOL teachers and staff in our program, and discuss ways we have integrated ideas into our teaching.


Student-Teacher Writing Conferences: Opportunities for Reflection

Heidi Evans, Kristin Dalby, UW-Madison

Abstract: In writing courses, student-teacher conferences provide opportunities for students to discuss teacher feedback on their writing, plan revisions, and reflect on their efforts and overall learning goals. The presenters will share materials for conference preparation, tips for instructor feedback, and frameworks for facilitating conferences to maximize student participation and reflection.


Helping ESL Writers Create Coherence in Academic Writing

Cecile Despres-Berry, Lawrence University

Abstract: Many ESL writers learn to use transition words to connect sentences and create coherence.  However, using only this technique can limit the coherence of their writing.  Helping students use a wider variety of coherence strategies, including repetition, known-new links, and order of ideas can help them write more coherently.


Workplace ESL Competency Development and Implementation for Adult Education

Cassandra Pilarski, Marie Simpson, Literacy Network

Abstract: Immigrants starting work in unskilled labor in the U.S. not only have to learn procedures specific to their workplace, but also operate in an environment where the most common language is not their native tongue. This demonstration includes an overview of curriculum development and strategies when planning for workplace ESL.


Conference Room II

Commercial Presentation: Building Student careers at all levels!

Margo Hernandez Rainwater, Burlington English

Abstract: Exploration of how to utilize a blended curriculum to assist students’ career advancements. Participants will be introduced to methods for applying IET principles in the classroom. Using the Career Extensions and Wordlists, we will review tools that allow students to choose and assess their future career plans. This introduction is the first step to fully implementing IET using BurlingtonEnglish courses in your program.


Conference Room III

“Because it’s Like You’re with the Teacher”: Video Feedback

Lee Friederich, UW-Barron County

Abstract: This practice-oriented presentation will build off Sommer’s ground-breaking research about the ineffectiveness of written comments for L1 students of composition in an examination of the motivation for supplementing conferencing in the L2 writing classroom with video feedback. Benefits, platforms, and samples of video feedback will also be explored.


Conference Room IV

Reflective Journals: Helping Students Take Control of Their Own Learning

Sara Daniels, University of Iowa

Abstract: Reflective journals are useful tools that allow students to think deeply about English and pinpoint specific areas where they can improve. This presentation will showcase several examples of speaking, listening, reading, writing, and grammar journals that are designed to help students reflect on their own learning processes.


Conference Room V

“The Prison in Your Eyes”: Writing Poems for Vocabulary Acquisition

Rossitza Ivanova, UW-Whitewater

Abstract: Effective vocabulary acquisition happens when students apply vocabulary in their own writing and speaking, and through fun activities. The workshop will discuss one vocabulary poem assignment that uses words from an assigned reading and will show strategies that encourage multiple repetitions of new words, but in varying and creative contexts. Participants will create a vocabulary poem based on several different texts and leave with applicable ideas for their own classes.

Concurrent Session 2. 1:15 – 2:00

Madison Ballroom

Panel Discussion: Multilingual Project-based Learning: Lessons and Challenges from a School-University Partnership

Gail Prasad, UW-Madison, Amanda Clarahan, Madison Metropolitan School District, Bingjie Zheng, Patricia Ratanapraphart, Asmahan Sandokji, UW-Madison

Abstract: This panel brings together a university professor, school-based educators and graduate students to discuss the collaborative school-wide design, implementation and outcomes of multilingual project-based learning as a way of critically and creatively leveraging students’ multilingual resources across the curriculum and building all students’ language awareness and appreciation for linguistic diversity.


Conference Room II



Commercial Presentation: Teach Abroad with the English Language Fellow Program

Robert Palisin and Emily Ferlis, English Language Fellow Program

Abstract: Learn how you can enhance English language teaching capacity abroad through 10-month paid teaching fellowships designed by U.S. Embassies for experienced U.S. TESOL professionals. As an English Language Fellow, you can provide English language instruction, conduct teacher training, and develop resources. Join us to hear from program staff and alumni.


Conference Room III

Changing Mindset and Goal Orientation to Enhance Learning

Douglas Margolis, UW-River Falls

Abstract: “Mindset” and “Goal Orientation” may impede learning and the effectiveness of your teaching, according to Stanford University Professor Carol Dweck.  This presentation, based on an investigation to test Dweck’s framework, describes three techniques for promoting a growth mindset and mastery goal orientation when teaching listening and speaking skills.


Conference Room IV

Reflecting on Dimensional Divide: Connecting Individualist Instructors and Collectivist Classrooms

Jolene Wierschke, ELS Language Centers, Kenosha

Abstract: An instructor’s worst nightmare for a communicative activity comes when no student raises their hand or when they are simply met with blank stares after delivering instructions. This presentation shares classroom activities and management techniques–including setting classroom expectations, valuing group work, and explicit instructions–for engaging hesitant students.


Conference Room V

Beyond the Research Paper: Writing for Academic Access in College

Susan Huss-Lederman, Brianna Deering, UW-Whitewater

Abstract: In this practice-oriented presentation, attendees will learn how theme-based writing instruction, coupled with strategic campus engagement, supported international English learners in their first year of university study. Attendees will draft an action plan and receive a list of resources helpful for their own course design.

Concurrent Session 3. 2:15 – 3:00

Madison Ballroom

Introduction to the Wisconsin EL Policy Handbook

Audrey Lesondak, Maureen Purcell, Wisconsin Department of Public Instruction

Abstract: The Every Student Succeeds Act (ESSA) of 2016 requires states to adopt standardized statewide procedures and criteria for entry into and exit from EL status. Wisconsin Department of Public Instruction (DPI) has designed an EL Policy Handbook to communicate changes driven by the implementation of ESSA. The presenters will share this guidance and facilitate a conversation about the handbook’s content. Participants will have an opportunity to ask questions and offer suggestions for implementation.


Conference Room II

Commercial Presentation: The Pathway to Academic Readiness

Jill Pomerantz, National Geographic Learning

Abstract: Your Pathway to Academic Readiness! Pathways is an academic English program that helps students
develop the language skills, critical thinking, and learning strategies they need to succeed academically. Now in
a new edition, Pathways incorporates authentic and relevant content from National Geographic into carefully
developed lessons that teach listening, speaking, reading, writing, grammar and vocabulary.


Conference Room III

Infusing Rigor from the Beginning: Helping English Language Learners Shine

Carolyn Nason, Joy Lehmann, Milwaukee Area Technical College, Deb Gylund, Fox Valley Technical College

Abstract: Meeting beginning ELLs’ needs as they embark on their journey to college, career and civic readiness means increasing access to academic language, complex texts and critical thinking tasks from the first day of class. Participants explore various strategies, tweaks, tasks and projects that move beginning learners closer to their goals.


Conference Room IV

TAG yourself! – Reflective Teaching Practice through Teacher Activity Groups

Rageshree Mukherjee, British Council

Abstract: This interactive session with handy ideas will talk about TAGs which helps teachers reflect and act on action points in an organised and constructive manner. The session includes a brief background and some demonstration activities. It is a useful session for anyone who is actively involved in teacher education.


Conference Room V

Visualizing Adolescents’ Communicative Repertoires through Self-Portraiture, Communication Maps and Digital Photography

Lisa Velarde, Gail Prasad, UW-Madison

Abstract: This research presentation showcases qualitative tools and how they have been used by university-based researchers and school-based teachers and teacher candidates in Madison area schools to make students’ diverse multilingual and multimodal language and literacy practices visible in order to leverage adolescents’ communicative repertoires for academic purposes and social understanding.