Electronic Village 2008

TESOL 2008 Electronic Village

April 2-5, 2008
New York Hilton & Sheraton New York
New York, New York, USA

  EV 2008 Schedule
What’s going on this week in the EV

EV Classics Fair EV Hardware Fair
EV Fair
EV Mini-Workshops Developer’s Showcase

EV Schedule 2008

EV Schedule (Gramercy A)
Times Thursday, April 3 Friday, April 4 Saturday, April 5
7:30 AM Ask the CALL Experts Ask the CALL Experts Ask the CALL Experts
8:30 AM
EV Fair: EFL, Higher Ed, Teacher ED
EV Fair: Elem Ed, VDMIS, SPLIS EV Fair: ESP, Prog Admin, Applied Ling
9:30 AM EV Fair: EFL, Higher Ed, Teacher ED EV Fair: Elem Ed, VDMIS, SPLIS Ask the CALL Experts
10:30 AM EV Hardware Fair EV Fair: Sec Ed, ITA EV Fair: Mat Writers, Intercultural Comm, IEP
11:30 AM Ask the CALL Experts Ask the CALL Experts Ask the CALL Experts
12:00 PM EV Mini Workshop EV Mini Workshop EV Mini Workshop
1:30 PM Ask the CALL Experts Ask the CALL Experts Ask the CALL Experts
2:00 PM EV Fair Classics EV Fair Classics EV Fair: SL Writing and Adult Ed
3:00 PM Ask the CALL Experts Ask the CALL Experts Ask the CALL Experts
3:30 PM Ask the CALL Experts Ask the CALL Experts EV Mini Workshop
4:00 PM CALL for Newcomers CALL for Newcomers EV Mini Workshop
5:00 PM CALL for Newcomers CALL for Newcomers EV Closed
5:30 PM EV Closed EV Closed EV Closed
6:00 PM EV Closed Webmaster’s Workshop EV Closed
7:00 PM TESOL Content Manager’s Workshop EV Closed EV Closed

Developers Showcase (Gramercy B)

Times Thursday, April 3 Friday, April 4 Saturday, April 5
7:30 AM DS Closed Exhibitor Presentation DS Closed
8:30 AM DS Closed Exhibitor Presentation DS Closed
9:30 AM DS Closed Exhibitor Presentation DS Closed
10:30 AM DS Closed Exhibitor Presentation DS Closed
11:30 AM DS Closed DS Closed DS Closed
12:00 PM DS Closed CALL IS Planning Meeting CALL IS Planning Meeting
1:00 PM DS Closed DS Closed DS Closed
4:00 PM DS Closed Developer’s Showcase Setup (closed) DS Closed
4:30 PM DS Closed Developers Showcase DS Closed
5:00 PM CALL-IS Open Meeting Developers Showcase DS Closed
6:30 PM CALL-IS Open Meeting Developers Showcase Breakdown (closed) DS Closed
7:00 PM DS Closed DS Closed DS Closed


TESOL CALL IS Electronic Village

Developers’ Showcase 2008

Event Coordinators: Andy Bowman, Sookhee Plotkin, Elizabeth Low, & Mongkol Tungmala


1 Daniela Munca, University of Mississippi Blogs in the ESL Classroom
“While working as an ESL Instructor in the ESL Program at The University of Mississippi, I created a class blog to communicate with my students, upload and share their projects online, post relevant links to other Web 2.0 tools and just encourage them to write creatively and share their ideas, essays and presentations with the rest of the world. I have designed a blog which is used as an online working space for my students, creating a link between my classroom and the world outside, giving my students access to authentic materials and creating a motivating environment for studying English. Our class blog is also an electronic portfolio, containing links to my students’ essays, PowerPoint presentations, pictures and videos they uploaded using other Web 2.0 applications, like Teachertube, Slideshare and Flickr. Finally, we have been using our class blog as a cognitive tool to improve all the ‘four skills’ in English: listening (using podcasting), speaking (using Teachertube), reading (using Slideshare) and especially writing (online dictionaries, puzzle-makers, PowerPoint games). Even though my presentation is focused on working with pre-university Intermediate students, I will demonstrate how blogs can be used in any ESL class to teach any level, from beginning to advanced.”
2 William Zimmerman, College of Mount St. Vincents Institute for Immigrant Concerns, New York, NY How to Create Online Educational Comics to Teach Writing, Storytelling
“Participants will learn how to create their own comic strips using a new web site — http:// www.makebeliefscomix.com . Adults and children learning English can create their own comic strips by selecting from fun characters with different moods and emotions — happy, sad, angry, and write words for blank talk and thought balloons to make their characters talk and think. The web site provides story ideas and prompts to help users create graphic stories. MakeBeliefsComix.com can be used by tutors and educators to teach language, reading and writing skills, and also for students in English-as-a-Second-Language programs to facilitate self-expression and storytelling. The process of creating comics and then printing them out as a permanent record provide an excellent way to reinforce student learning. Some educational therapists also use the online comics site with deaf and autistic children, as well as trauma victims, to help them understand concepts and communicate. Parents and children in literacy programs can create stories together, print them to create comic books or email them to friends and family. The free, non-advertising site is now used by ESOL educators in 150 countries.”
3 Francie Christopher, Northwest Missouri State University Lesson Plan Addendum: Strategies for English Language Learners
“This internet-based program was designed to help regular education teachers understand and implement strategies, accommodations and modifications that will help their English language learners understand content. A research study concluded that mainstream teachers did, in fact, increase the number of strategies, accommodations and modifications in their content area classes when presented with this lesson plan addendum and resources linked to the Internet. The program was developed as part of a doctoral dissertation and supported by a U.S. Department of Education Title III Professional Development Grant.”
4 Larissa Olesova, Purdue University Integration of Wiki and WebQuest into EFL Online Collaboration
“The presentation will demonstrate the ways of how Wiki and WebQuest can be integrated into EFL online course for online collaboration. The online course “Reading/Writing in Business English” has been developed for two classes in two different cities in Northern and Eastern Siberia when they collaborated between each other in virtual teams and with the peers in the USA (NOVA, Virginia). The model of collaboration consists of several elements: online distant instruction from the USA, two in-class instruction in two different classrooms in Siberia, and online collaboration with students who were in the hybrid class at NOVA. Four teachers and 54 students collaborated online through Wiki and WebQuest. The online course has been developed through WebCT by using Discussion Board for weekly discussions between eight virtual teams in two different places who then sent their comparative-contrast essays as a team to their peers in the USA. Different types of online instruction have been developed for effectiveness of online team collaboration, teachers’ collaboration, and students’ collaboration. The presentation is for higher education and university instructions, EFL Writing, Business English.”
5 Andy Bowman, Intensive English Language Center, Wichita State University MediaWorksheets
MediaWorksheets is computer program that allows teachers to combine audio and scripts into traditional cloze, dictation, or other interactive exercises. Its principal strength is flexibility and ease of use. It is appropriate for any level and most types of content will function with it. Students quickly learn how to use the application and work at their own pace. To create exercises, the teacher downloads or creates MP3, WMV, etc. and then manipulates edits the texts to the degree of difficulty required. For example, the worksheets may be configured to checks each keystroke, providing instant feedback. The activity is helpful not only for students needing listening practice, but those who have difficulty with writing. The same content or stories can be adjusted for multiple skill levels. Furthermore, lessons or exercises can be edited and grouped into themes or topics, according to whatever the students are studying. Creating the activities requires little computer experience, other than knowledge of MS Word and some basic file management. The presenter will review the use of MediaWorksheets and demonstrate how teachers can create their own exercises.
6 James Hunter, Gonzaga University Student data tracking – database design issues
“The presenter will discuss the need for systematic data tracking in ESL programs, especially those hoping for CEA accreditation, and outline the circumstances that led to the in-house creation of a student management database system. He will demonstrate the student tracking system and discuss the design and technical issues that could not be addressed by commercially available software options. He will show the sorts of descriptive and inferential statistical information that can be obtained from such a system, and discuss the implications for institutional research as well as day-to-day program functioning, leading to a more principled and data-driven decision-making potential.”
7 Vera Menezes, Universidade Federal de Minas Gerais, Brazil Reading skills on the net
“Ingrede is a one semester non-commercial English course on reading skills for Brazilian university students. Its name comes from Inglês (English in Portuguese) and Rede (Net in Portuguese). This course, sponsored by the Brazilian Minister of Education, was developed by a network of researchers from several Brazilian Federal Universities, under my coordination. The material is appropriate for false beginners and for students interested in improving their reading skills. All the instructions are in Portuguese and the students can access the course website or work with a CD-ROM whose content can also be copied to the hard disk. The units were developed according to the cognitive reading model, exploring the connections between bottom-up and top-down processes. The first unit aims at making the students aware of the reading process. The others focus on textual cohesion, non-verbal information, discourse markers, and reading strategies such as skimming, scanning, guessing and inference. Automatic feedback is a strong aspect of the material because it enables students to work autonomously. The weak aspect is the impossibility to anticipate the students’ doubts, so the group is now organizing a section on frequently asked questions.”
8 Pirruccello, Nuccia Silvana, ScribaLAB 2.0
“We designed ScribaLAB two years ago. Now it seems as if it is a twenty-year old project. ScribaLAB 1.0 is gradually becoming 2.0, with the integration of Web 2.0 Tools. You can find challenging and interesting topics, such as the interactive history of writing, or some writing games with suggestions for cooperative group activities in the platform or stimulus stories for teachers, teacher trainers and thinkers. Once you get into the Lab room, Mr Scrib, with his video-tutorials, will introduce you to your tools to gently let you write your contribution on topics of your choice. Topics range from children pre-writing experiences to creative or professional writing for students and adults, to web writing.”


Mini-Workshops in the EV

TESOL 2008

The EV Mini-workshops are ticketed, limited seating events for hands-on workshops during which participants have the opportunity to create a product or gain depth in the use of software for CALL purposes.
Tickets are free on a first-come basis in the EV during the conference after 9AM on Thursday, April 3, 2008.
Thursday, April 3, 2008
DIY – Do It Yourself Tech Projects
Michal Eskayo, Gitte Maronde, Denise Maduli-Williams
meskayo@gmail.com<span >
Join us for a hands-on workshop of Do-It-Yourself Tech Projects. Discover how to enhance students’ learning with collaborative tech projects that include Jeopardy, podcasting, Photostories, voice email, blogs and wikis. Participants work collaboratively and then present their completed projects. The tools are appropriate for all ages, levels and classroom settings.
Using Corpora in the Classroom
Gena Bennett, Anne Bruehler, Meredith Bricker
genabennett@yahoo.com<span >
In this workshop, participants will learn how to download and use the freely available concordancing program TextSTAT to search for errors in student writing and create corpus-driven activities to improve grammar in writing.
Friday, April 4, 2008
Second Life
for Second and Foreign Language Learners
Vance Stevens<span >
The presenter will demonstrate how to create virtual identities, chat, talk, make gestures, show objects, fly and teleport using Second Life to foster students’ language skills.
Using Animations and Page Flakes
for Instruction and Assessment
Serpil Sonmez & Sebahat Secil Poyraz
serpilsonmez@yahoo.com<span >
Participants will learn to create animated stories, songs, and movies using DFilm and Jing. Participants will leave with their own educational websites and with sample instructional animations and language skills tests that can be accessed online, and can be used with iPods and other mobile devices.
<a href=”http://www.pageflakes.com/serpilsonmez/”>http://www.pageflakes.com/serpilsonmez/
Saturday, April 5, 2008
Creating Customized Online Quizzes with Hot Potatoes
Min Jung Jee
mjjee@mail.utexas.edu<span >
The most popular and free authoring tool Hot Potatoes creates interactive web-based quizzes. This workshop is designed to present and to give participants opportunities to practice the procedures for making 5 different forms of quizzes using Hot Potatoes and uploading the quizzes on the Web.
Capture ELL Students with Digital Storytelling
Andrette Duncan
Participants will be exposed to Microsoft’s Photo Story 3, a free tool for using digital storytelling to support curriculum.Workshop includes handouts with illustrated step-by-step directions, suggestions for projects at various levels of ELL proficiency, sources for copyright free music and photographs and evaluation rubrics for student projects.<span > Note: Participants should be comfortable using technology (emailing, downloading, and saving files).
<a href=”http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008″>http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008<span >
Saturday, April 5, 2008
Training Online Teachers Online
David Winet & Lucy Pickering
dwinet@transbay.net<span >
Our EV mini-workshop will give participants a taste of how TEFL students can be trained to become online teachers and will let workshop participants try their hand at teaching a mini-class themselves to live students around the globe.
http://www.nicenet.org class key: 6Z73208A32 Reviewers
Using Windows Movie Maker
Pedro<font class=”font15″>Mayoral & Secundino Isabeles
pett30@hotmail.com<span >
Using WMM allows you to convert plain books into dynamic animated stories to use as storytelling resources. The participants will learn how to use the WMM tools to add movement, special effects, voice and music to the movie. At the end they will have a nice movie ready for use.

EV Fair Schedules, TESOL 2008

Thursday Friday Saturday

TESOL 2008 Electronic Village Fairs NY, NY

EFL, Higher Ed, Teacher Ed– Thursday, April 4th 8:30-9:15 AM

Station Title/URL Presenters
MAC 1,2 Blogging4Educators – A Six-Week Electronic Village Online Workshop

http://brazilbridges.pbwiki.com/blogging4educators http://blogging4educators.pbwiki.com

Carla Arena, Casa Thomas Jefferson

Mary Hillis, Kansai Gaidai University

How can teachers spice up their classes, raise students’ interest in various topics and get them to express their thoughts freely? How can they engage students in interactions with each other as a group? Blogging4Educators, a six-week Electronic Village Online workshop held in January/February 2008 aimed to introduce participants to different ways in which blogging can be integrated into teaching. It provided hands-on opportunities for educators who were new to blogging to set up and develop their own blogs, as well as to explore the worlds of possibilities provided by different kinds of blogs. By the end of the workshop, participants had experimented with creating and enhancing blogs, posting and editing entries, inviting members to their blogs, and commenting on one anothers’ blogs – using either Blogger or WordPress platforms. Participants also explored blog comment management, template personalization, tagging (labeling) and really simple syndication (RSS). Presenters will give an overview of the Blogging4Educators online session and show where you can find all the resources and e-spaces explored during the course. Besides, they will tell you how you can join next year’s free Electronic Village Online sessions for educators.
MAC 3,4 University Courses For Our Classrooms


http://www.youtube.com/profile?user=ucberkeley Free Content

Salman (Sal) Atassi, Qatar University
A new trend in the world today is for top universities to make available their courses for free, online. Johns Hopkins, Notre Dame, MIT, Princeton, Yale, and UC Berkeley are a few of the pioneers. MIT has close to 2,000 of it’s graduate and undergraduate courses accessible online, many of which contain video of the lectures, course notes, practice tests, and other useful materials. The others have similar materials available, and they each promise much more to come. How can our students benefit? If you teach in high school, university, or in any other adult program, take note. As more and more courses become available, options teachers have will increase. Teachers can specially tailor lessons for their students. TOEFL iBT classes and any other class can benefit in this way. Students can make use of these materials online for individual and group project work with the guidance of their instructors. Material can be tailored for student presentations. And of course, students can benefit for a long time to come as they independently study and learn from courses that match their interests.
MAC 5,6 The Sounds of English


Buechele Stephanie, Ohio University
The Sounds of English is a website which introduces the consonant and vowel sounds of the English language to students in a user-friendly manner. Aimed at adults but appropriate for any age and any level learner, the main page is set-up so that students have all the sounds available to them on only one page to listen and compare with other English sounds. After they listen, there is a recording device at the bottom of the page, which allows students to practice the sounds and compare their pronunciation to that of the website’s. The page also provides links to examples of minimal pairs for both consonants and vowel so that students are also able to hear the contrast of the sounds within various contexts. On these pages as well students can go and record the words and contrast their pronunciation with that of the website’s. Another feature of the page is that students can save any of the sound files to keep for their own records or maybe to share with an instructor to evaluate progress of certain sounds.
MAC 7,8 Create a Blog – Embrace the world! – using blogs in the ESL classroom


Daniela Munca, University of Mississippi
While working as an ESL Intructor in the ESL Program at The University of Mississippi, I created a class blog to communicate with my students, upload and share their projects online, post relevant links to other Web 2.0 tools and just encourage them to write creatively and share their ideas, essays and presentations with the rest of the world . I have designed a blog which is used as an online working space for my students, creating a link between my classroom and the world outside, giving my students access to authentic materials and creating a motivating environment for studying English. Our class blog is also an electronic portfolio, containing links to my students’ essays, powerpoint presentations, pictures and videos they uploaded using other Web 2.0 applications, like Teachertube, Slideshare and Flickr. Finally,we have been using our class blog as a cognitive tool to improve all the ‘four skills’ in English: listening (using podcasting), speaking (using Teachertube), reading(using Slideshare) and especially writing (online dictionaries, puzzle-makers, powerpoint games). Even though my presentation is focused on working with pre-university Intermediate students, I will demonstrates how blogs can be used in any ESL class to teach any level, from beginning to advanced.
MAC 9,10 Developing e-portfolios in an EFL Teacher Education Program in Chile

http://www.freewebs.com/karenpoblete/ http://www.freewebs.com/andrearodriguezmoran ; http://www.freewebs.com/hercas

Díaz Claudio, Universidad Católica de la Santísima Concepción
The Chilean program accreditation involves the taking part of the different actors who are in charge of running an EFL Teacher Education program. In this context, the EFL Teacher Education program at a Chilean university required its trainee teachers to set up an electronic portfolio to keep a record of their ‘artifacts’ and to make them aware of their own learning progress so that they can reflect on their life as students and as teaching professionals. The demonstration aims at showing the audience an example of an e-portfolio set up by an EFL trainee teacher highlighting what steps the student had to follow in order to build her e-portfolio and what procedures she had to use in order to approach the e-portfolio design process. Special attention will be given to her reflections as a source that shows the audience the trainee teacher’s learning process and improvements. The audience will furthermore be informed of the marking criteria used to assess the student’s work. The demonstration also considers showing a brief videotaped interview of the EFL trainee-teacher who will give her views on the experience of being an e-portfolio builder. This demonstration is intended for teacher educators and EFL teachers and learners.
PC 1,2 Connecting Teachers through Nicenet for Professional Development


Halimi Sisilia, Universitas Indonesia–Program Pelayanan Bahasa

Heather Linville, University of Maryland Baltimore County, English Language Center

While on-going face-to-face professional development for language educators is challenging, a hybrid model using an internet classroom can help keep teachers focused and motivated. In this presentation, an EFL teacher-trainer and a language center administrator will explain one model of professional development used at a university in Indonesia. There, a hybrid model of professional development was conceived with the goal of increasing both the oral and written English language ability of new EFL teachers and their awareness of EFL education issues. Bi-weekly round-table discussions were accompanied by the use of an on-line classroom, Nicenet. This internet classroom assistant was chosen for its low graphic content (making download times much faster) and because it is free. Participants at the EV fair will first see a demonstration of how to use this very user-friendly online classroom, including how to open an account and use the various classroom tools which are available. Then, the presenters will offer tips on how to set up a hybrid professional development model, discussing the advantages and disadvantages from their experience. Finally, participants who want to set up their own Nicenet classroom will have the chance to do so.
PC 3,4 Stimulation of DKE for L2 Learning Lu Ming-Tsan, Teachers College Columbia University
Our research explores the DKE (Designs for Knowledge Evolution) model and seeks to extend the work of Schwartz, Martin and Nasir (2005) from the domain of statistics learning into the domain of second language (L2) learning. We will demonstrate examples of web-based and computer-based stimulation of first-hand and second-hand experiences which are designed to better facilitate ESOL learners’ processing, retention, and understanding of a L2. Our previous study’s positive results show the important influence of first- and second- hand experiences in an instruction of L2 learning. The applications and implications of DKE in L2 learning are further discussed.
PC 5,6 Empower Speaking and Writing Through Different Computer Based Projects Grazzia Mendoza, Escuela Agrícola Panamericana, Zamorano
English Language Learners usually have a hard time speaking and writing in the target language. Stress increases when students are in a multicultural setting where classmates are from different ethnic backgrounds and hold different ideas, habits and customs. Affective filters rise, students stutter, perspire and their ideas are blocked. Through computer based projects like: digital diaries, publisher booklets, brochures and memory albums and through computer programs like Publisher, Movie Maker, Word and Adobe PDF the agony is finally over. This workshop will show the work of English Language Learners in Zamorano (an agricultural university in Honduras with an ethnically diverse student body who come from eighteen different Latin-American countries). It will demonstrate several of the projects the students do in their own time to improve their speaking and writing skills and will give proof of the effectiveness of using technology for language learning in the EFL classroom. Participants will leave the workshop with concrete ideas and materials to help them integrate technology in the classroom for second language learning.
PC 7,8 Professional Curriculum Development Using Blogs and Desktop Recorders

http://www.esl415.edublogs.org www.edublogs.org,www.screencast-o-matic.com , http://www.apple.com/quicktime

Sonmez Serpil, Flagler College
This presentation demonstrates a curriculum and materials development project completed by Elementary Education majors in three weeks for an ESOL endorsement course. The course utilized a free blogging resource to create web pages that function similar to course management software. Students created curriculum materials complete with unit plans, resources, and assessments for language learners and published them on their course websites. The assessments are modified for the acquisitonal levels of students and converted into QuickTime movie format, complete with audio recordings of instructions and questions for listening comprehension component of the tests. This would allow for a timed testing experience for language learners using an iPod in the classroom as well as taking them online at the course website. This fair will demonstrate creative ways to design well-organized course websites with minimal computer knowledge and lack of funding. Furthermore, participants will learn ways to create instruction and assessment materials to use with iPods with the help of a desktop recording tool and without having to download particular software. The fair will provide examples of student projects as well as demonstrations of ideas on ways to convert free resources to professional curriculum products without having to purchase expensive software.
PC 9,10 Juan’s English Enhancement Website


Juan Soto, Ohio University
This website allows students to enhance their English language skills through a variety of materials and activities both in and out of the classroom. Designed for college-age students at an intermediate level, this site can be easily navigated through its different pages. Each skill area has its own materials and activites, sometimes integrated with other skill areas. Among the activities available, there are listening and reading comprehension exercises, audio files, embedded videos, embedded audio recordings, and tutorials. Furthermore, the site provides links to external resources to give students a broader context in which they can continue to enhance their English language skills.

EV Fair EFL. TOEFL, Writing, Higher Ed- Thursday, April 4th 9:30-10:15 AM

Station Title/URL Presenters
MAC 1,2 Integrated Skill Activity for Academic Preparation Alicia Ambler, University of Iowa
This project is intended for intermediate to high adult ESL learners in an academic setting. It is also an ideal preparation for the Ibt TOEFL. It helps students understand the importance of reading before lectures, using a dictionary in English rather than a translation dictionary, and helps them gauge their listening skills independently. It is not appropriate for lower levels or for learners who will not be working in English-language higher education. It requires significant preparation from the instructor. The activity requires the use of an online English-language dictionary as well as a University of Iowa internet-based resource: Iowa Courses Online (ICON). Students are given a reading to prepare for a lecture. The passage is read with a vocabulary list of unusual words or jargon in the reading. Students must first guess the meaning of the vocabulary in context, and then look up the word in an online dictionary. Students then watch a lecture on the topic one time on ICON. A quiz on the content helps them determine what they understood of the lecture and reading. Before follow-up quiz, students watch the lecture once more, and then the class runs a mock discussion section.
MAC 3,4 Using Microsoft Word to Scaffold Essay Outlines Steven Bookman, English Language Institute, Lehman College, CUNY
Many college English language learners (ELLs) do not make outlines before they write their papers. Many of them believe that, by not making outlines, they will save time and/or remember their thoughts. When ELLs do not develop a system of outlining, their paragraph development and/or organization are poor. Outlines are essential to plan and draft papers. For the purposes of the presenter, prewriting has many stages of outlining. Each of the outlines is scaffolded. Once the final outline is completed, the writer will turn the fragmented phrases into complete sentences. This becomes the first draft. Essentially, writers are saving themselves precious time by outlining from the start because the final outline is the actual paper in outline form. This purpose of this presentation is to offer an alternative to the typical way outlines are presented to students. The presenter will show how to scaffold outlines. Each of these scaffolded outlines will be completed using Microsoft Word.
MAC 5,6 Resources for L2 comprehension


John Madden, St. Cloud State University
Understanding second language comprehension is crucial for teachers. In this talk, participants will learn about free, on-line resources they can use to improve their own understanding of L2 comprehension theory, and resources they can use to construct L2 comprehension lessons for their students. The presentation is based on resources the presenter has used as part of a graduate class he taught on understanding and teaching second language comprehension. New teachers might benefit most from this talk. Resources discussed in the presentation that can help teachers understand comprehension and plan lessons include free, on-line journals; sites that report on evaluations of teaching interventions with English learners; and sites that calculate readability formulas. While the free availability of these sites is a benefit, their relative lack of guidance for teachers is a weakness the presenter will address. Resources for teachers and students include the web sites of major media outlets, academically oriented sites, and freely available software such as Audacity. As with the resources for teachers, benefits include free availability and access to authentic content; costs include a need for guidance in adapting materials. Participants will receive tips in designing reading and listening lessons.
MAC 7,8 Teaching with PowerPoint : An EVO session


Kent Matsueda, Penn State

Roger Drury, Georgia Tech

The six-week “Teaching with Power Point” EVO session focused on showing participants how PowerPoint can be used by teachers and students. Teachers learned how to use it effectively for their own teaching, e.g. to support a lesson, as well as how to use it as a tool for collaborative student projects. The workshop combined technical training and expertise with pedagogical insights and focused on practical applications in the classroom. Our presentation in the Electronic Village will offer an overview of this session, demonstrate how the session was run and show results through participant generated PowerPoint presentations.
MAC 9,10 Digital stories: ESL meets multiple literacies Polina Vinogradova, UMBC

Beverly Bickel, UMBC

Digital stories–short personal videos produced with Apple or Microsoft software and made available on the Internet–are the central projects of content-based instruction for an intermediate ESL course at UMBC. Instruction in this course develops multiple literacies; thus, digital stories are used as instructional materials and learning tools which support the creation of a creative, interactive digital storytelling community for ESL learners. We will illustrate two ways of incorporating digital stories into an ESL course using examples from the Seminar in New Media and Culture. First, we will show how digital stories already available on the Internet are used to work on critical listening and speaking skills. We will show websites with digital stories, play two stories, and give samples of assignments and worksheets. Second, we will show student-produced digital stories which were final projects and challenged students to improve writing, reading, listening, and speaking skills in a multimodal context. We will show examples of various elements of digital stories including students’ narratives, digital visual footage, and their storyboards created in Power Point. We will demonstrate the use of Final Cut Pro software and discuss other possible software.
PC 1,2 Self Study Computer Lab Lessons for Teaching Writing Maria Ammar, Frederick Community College
This presentation will illustrate how computer lab lessons for writing classes can foster independent student learning. By creating self study computer lab lessons for teaching writing, a teacher can help their students to accomplish numerous goals. Students can review what they have studied in class, work on problem areas, or do further exercises that will help them in their learning. The teacher can design these self study computer lab lessons to follow what students are studying in class, or may focus on difficult sections that may need more practice. Students will be able to complete the lessons with full written instructions given to them for each exercise. Students learn to depend on themselves in completing the tasks. Students also gain self-confidence in their writing skills through these self-study computer lab lessons. The teacher will act as a facilitator during the computer lab class to assist students as they are working on their assigned activities. Sample self study computer lab lessons for writing classes will be given for teachers to try with their own students. This presentation is useful for levels beginner to advanced, and for high school students to adults.
PC 3,4 CancelledTOEFL/GRE/GMAT Writing ‘Clinic Nancy Karabeyoglu Sabanci University
The focus of this workshop is providing an two week e-course to help undergraduate students pass the TOEFL, GRE, and/or GMAT writing components, as part of their requirements for graduate school applications. As e-course members, students receive pre and post test feedback. They first review grammar and style through a structured website. Then they read a range of essays to familiarize themselves with scoring criteria. A writing checklist, glossary of frequent errors, model rhetorical patterns, and revision guides are all provided. Each writes until timed conditions and are graded with a commentary by the instructor. The instructor also provides sample essays on the same topic which are ‘deconstructed’ to raise student awareness of writing techniques to model and master. As part of feedback, each student receives an essay strengths and error breakdown. Students are then encouraged to make tutorial appointments for more individualized feedback. Strengths: graduate and undergraduate students frequently have little or no time to take standardized test prep courses off campus (which are also often expensive). An e-course enables them to prepare at their own pace and receive feedback. Weaknesses: faculty competent in holistic grading, access to computer, and time to read essays!
PC 5,6 Student-created Movies Using Dvolver



Susan Schall, City College of San Francisco/Contra Costa College
Dvolver is a website where students can create their own movies. I have created a step by step handout that my students use to make their own movies. The website and handout are fun and easy to use. The students really enjoy this activity. They usually send me a copy of the movie through email. Then we have a class presentation of the movies, including having popcorn! The weaknesses of this website is that the students can’t save the movie to anything except their own email and the person they are sending it to. After it is sent, you cannot go back and fix the grammar. This leads the teacher to have to go around and check the grammar before the students send it. An alternative would be to have the students pick their characters ahead of time, write out their dialogue on paper or in a Word file, and then transfer the dialogue over. I have taught this to non-credit adults, credit adults, and middle school/high school English teachers in Korea.
PC 7,8 Students’ Creation of Podcast English (SCOPE)


Chin Chin JoyceTan, Brigham Young University Hawaii

Peter Chan, Brigham Young University Hawaii

Eugenia Chu, Brigham Young University Hawaii

Lee HeeYoung

This presentation explores and reports the dos and don’ts of successful podcasts that are available on the internet to teach ESL and other languages. The presenters will demonstrate how they incorporate these important elements to help students effectively develop English language skills by having students identify essential podcast elements, then discuss and create podcasts that focus particularly on their language weaknesses. Students will also learn how to simply create websites to present their English language learning online. This presentation will show samples of successful student-developed podcasts and websites, the process of creation, and evaluation of the entire SCOPE project from the teachers and students’ perspectives. Since this is the first time for the presenters to have students develop podcasts, the presenters will share some instructional and technical challenges along with strategies to overcome them so as to encourage better implementation of podcasts into a curriculum. Handouts and a presentation URL will be given that include effective ESL podcast websites, and how students can develop websites and podcasts to improve their English language learning. This project is suitable for beginning, intermediate, and advanced ESL students who are in the high school or at the university.
PC 9,10 Second Life Gaming for ESL Learners

http://www.study.com http://groups.yahoo.com/group/studycom

David Winet, StudyCom/Cal State East Bay
Second Life is a great resource for online ESL, but it’s not everyone’s cup of tea, particularly for younger students who may find it a bit lacking in excitement. To attract these students and get them engaged and speaking English together, StudyCom has begun hosting team gameplay in ‘I am Legend’, an RPG (role-playing game) played inside Second Life based on the recent Warner Brothers’ film starring Nicolas Cage. By forming teams of ESL students who must communicate with each other both by text and voice in order to survive and win, we are able to get the students to generate large volumes of language almost without their realizing it. This presentation would be appropriate for any level. The strength of the method is that it gets students using the language in a natural and spontaneous way, because they *need* it to win the game. The weakness is that it’s not possible during the game to stop and gloss vocabulary and explain grammar mistakes. However SL allows for recording of all activity so explanations could be done in a follow-up session.

EV Fair Elem Ed, VDMIS, SPLIS- Friday, April 5th 8:30-9:15 AM

Station Title/URL Presenters
MAC 1,2 YouTube


Rabiah Buser, University of Wisconsin Oshkosh

Hajira Buser, Oshkosh Area School District,

Mary Buser, University of Wisconsin Sheboygan,

Sarah Prochaska, Madison Metropolitan School District

In addition to demonstrating what YouTube is as well as how and why to use it, we will present information on using YouTube to share videos made by students learning English. YouTube is a video sharing network. Internet users may view public videos. By registering for free, one may upload an unlimited number of videos, each up to 100MB (about 10 minutes), and share those videos with the public/select individuals, or keep them private. We will demonstrate how to create an account, upload a video, share the video, and close an account. We shall highlight other features of YouTube, including surfing channels, creating a playlist and favorites list. Featured will be the effectiveness of using YouTube in the English learning classroom to use YouTube to investigate and disseminate information, such as through the presidential campaign for 2008 in which 16 candidates have created videos. YouTube contains a great variety of videos, many that can be used with learners of all ages and English language abilities. By using YouTube, teachers can create lessons that engage students in producing their own multimedia productions that can be shared with the students’ families and communities.
MAC 3,4 Using Chinswing to create authentic listening materials

http://www.chinswing.com/pages/discussion.aspx?id=a19b67e7-9e47-4123-9 http://gethiptolearningenglishi.motime.com/archive/2007-06

(Entries for June 15 and 17)

Mary Hillis, Kansai Gaidai University
Chinswing allows users to create threaded voice discussions. Students enrolled in a Japanese university course were interested in exploring the relationship between culture and food. Through Chinswing, I created a voice thread asking: “What is your favorite sweet? What do you think it represents about you, your life, and/or your culture?” Our class used Chinswing for creating authentic listening materials, and asked for responses from people outside of our class. We received voice messages from 7 respondents in 3 countries for a total of 17 minutes of authentic listening material. Students listened to the messages, and wrote their comments and reactions on our class blog. One great point about Chinswing is students can listen to the messages on the computer, or download them to their mp3 players; also, users can subscribe to discussions via RSS feed or iTunes. Because the newest discussions are posted on Chinswing’s homepage, and because of the number of international users on Chinswing, students could listen to a variety of Englishes. However, one weakness of Chinswing is that currently users aren’t able to get code to embed their Chinswing discussion.
MAC 5,6 The Geography of ESL: Communicative Projects Using Google’s My Maps


A. C. Kemp, Massachusetts Institute of Technology
If you can point, click and type, you can create a Google My Map! This exciting free tool makes classroom projects come to life in a new and interactive way. Students can easily create virtual tours of anything: a collaborative map tracing the paths they took to arrive in the US, a literary map showing the locations of events in a book, an atlas of historical explorations, or even a personal guide to neighborhood restaurants. Students gain communicative skills by entering descriptive text for each location marker and can include photos or videos to enhance the experience for visitors. Maps can also be made public, allowing students to share their work with classmates, friends, or family. Since the number of projects this tool facilitates is nearly unlimited, it can be used for many different purposes and levels. Visitors to this exhibit will learn how to set up an account and create a map of their own in a few easy steps. No special knowledge is required; basic computer skills and an internet connection are all you need. Handouts including instructions, URLs of examples, and sample projects for basic and advanced students will be available.
MAC 7,8 Enhancing Listening Comprehension with Video Prompts http://ucaeliteachers.pbwiki.com/kristi’s+multimedia+lesson+plan http://homepage.mac.com/knewgarden/KNEPortfolio/documents/ListeningVideoPres.html Kristi Newgarden, University of Connecticut
Authentic listening materials such as Internet radio broadcasts can be turned into video-enhanced listening comprehension material for ESL students. Video text prompts may improve students’ listening comprehension by engaging them with the material, providing visual clues that reinforce sound/spelling connections and key vocabulary, and facilitating awareness of the sequencing of the information or story conveyed. The technique for creating a text-enhanced movie file from downloaded audio and teacher-created text prompts will be detailed and reviewed in a step-by-step online tutorial. Examples of online lesson plans incorporating listening comprehension movies of this type will be provided. Student reactions and teacher observations about the movies will be presented. The online materials presented are designed for adult students in a university-based Intensive English Program. The software required is Garageband and iMovie. PBwiki is used for organization and presentation of the lessons.
MAC 9,10 Integrating a Blog into your ESL Classroom

http://dianewallis.edublogs.org http://dianewallis.podomatic.com http://picasaweb.google.com/dianewallis

Diane Wallis, City College of San Francisco
The presenter will give an example of how to create a blog that can be integrated into any curriculum for classroom teaching. Ideas for how to use a blog to incorporate reading, photos, podcasts, links for websites, etc. that correspond to the curriculum of the class will be included. In addition, the presenter will share how students can respond or comment on a blog through email. One of the strengths of using a blog in a class setting, is that it allows the instructor to centralize information in one place so that students have easy access to it. Another strength, is that posting to a blog is a quick and efficient way to create new content for classes that can be personalized according to the needs and interests of the class.
PC 1,2 “Getting Started with Drama in Your Classroom”


Gary Carkin, Southern New Hampshire University

George Plautz, English Language Institute, University of Utah

The presentation is appropriate for teachers of ESL/EFL at all levels. This year, TESOL-Drama’s Electronic Village Online workshop will focus on activities that teachers new to the use of drama and drama-based activities will feel comfortable using. These include simple physical, relaxation, and vocal exercises, games, improvisations, role-plays, plays, and original dramatic material created by students in the classroom. The material used in the 2008 workshop will be archived and the EV Fair presenter will supply an overview of the activities, resources, and discussion that occurred during the six week workshop and direct interested parties to particular exercises that can support their interests.
PC 3,4 Online video resource for effective content-based instruction


Marie Daniel, Stratton Elementary School

Julieta Fernandez, MA TESL Intensive English Institute

Content-based instruction teaches language through science, math, etc. (Brinton, Snow, & Wesche, 1989). However, regular classroom literary materials are beyond the reach of English language learners (ELLs). Grade school ELLs stand before the barrier of learning content as well as language. Visual materials coupled with appropriate language activities aid ELLs’ academic language learning. Adaptable lesson plans and worksheets are available from the Discovery Education Streaming along with the audio materials. Organized by subject and grade, this material can be used for effective developmental activities such as listening for the main idea and details, vocabulary exposure and reinforcement, etc. The presenters show samples of how this resource can be used for ELLs. For instance, seated as if aboard an airplane, the students watched a video portraying them as flying through landforms. With a first viewing of specified segments, the ELLs visually understood the content. With repetition, they could focus upon key words and read the closed captioning. This resource holds great potential to supplement core curriculum and meet our ELL needs.
PC 5,6 Searching the Internet with a Backhoe, Not a Toothpick Randall Davis, University of Utah
Although students appear to know how to use the Internet, the reality is that they seldom know how to search effectively for academic purposes, and this lack of training often translates into poor scholastic work. Unfortunately, students tend to rely on simple Google searches, not realizing (1) how search engines determine their results, (2) which sources are most relevant and credible, and (3) what other specialize search engines exist for collecting reliable information. In this teacher-friendly session, the presenter will introduce a basic learning task in the form of an Internet Treasure Hunt, where students learn how to use a variety of unique search tools including vivisimo.com, ixquick.com, scholar.google.com, and www.factbites.com. Participantes will also learn how to find archives of Web Sites that are no longer available. This session should appeal to all levels of students.
PC 7,8 Lextutor for kids: Profiling the vocabulary of k – 2 learners


Hetty Roessingh, University of Calgary

Tom Cobb, UQAM (University of Quebec at Montreal)

The ‘lextutor for kids’ is a resource that is useful for profiling the linguistic output of children — oral or written discourse. There is a need for a tool to profile the language of preliterate youngsters aged 5 – 7, given the rapid increase of generation 1.5. Increasingly, children identified and coded for ESL support are young arrivals or children of immigrants who do not speak English at home. Classroom practitioners and researchers, working with diverse learner profiles will find this a useful resource. Users simply transcribe or paste language output into the window, submit the sample and the tool generates a report consisting of number of total words, number of different words (NDW), the distribution of words on 10 different frequency levels that bring children of age 7 to approximately the threshold of 2500 base words: the figure generally agreed as necessary for early literacy success by age 7. The tool can be used to find baseline information, or to track growth and change in the lexical profile of children, reflecting their ability to match the profiles of typically developing native speaking children’s profiles that have been mounted as exemplars.
PC 9,10 The Use of Student-Produced Video Clips in Online ESOL Methods Courses Mark Simpson, Florida Gulf Coast University
The resource is Windows Movie Maker, freely accessible to everyone with Windows XP SP2 or Vista. Examples of short (max. 5 min.) student-produced video clips of ESOL teaching strategies produced while my ESOL methods course students were interning in K-6 classes in southwest florida would be shown on two laptops. A few strengths of the software are its no-cost availability (assuming the user has a recent Windows OS or can use one), user-friendliness, quick learning curve. A weakness is its somewhat limited use with various video file types without conversion interventions. This EV Fair demonstration is appropriate for university instructors of future ESOL teachers interested in learning how to use this software for assignments in which students provide online visual evidence of their teaching and attempt to improve upon it. Handouts will be provided which will explain how to use the software for this purpose and how the presenter has used it. This demonstration is also appropriate for K-12 teachers who would like to see examples of the software in use and would be interested in learning how to use it with their own students for their own purposes.

EV Fair Elem Ed, VDMIS, SPLIS- Friday, April 5th 9:30-10:15 AM

Station Title/URL Presenters
MAC 1,2 21st Century Technology and the ESL Student Diana Berkowitz, Queensborough Community College, CUNY

Monica Gonzalez, Queensborough Community College, CUNY

This presentation shows how the computer and use of digital video recording are incorporated into an intensive ESL program, the CUNY Language Immersion Program (CLIP) at Queensborough Community College. The curricular model follows a sustained content-based approach, incorporated into which is a dedicated computer lab. As each class goes to lab for over an hour everyday, there is ample time for students to engage in activities in which they can acquire additional English through computer use as well as more sophisticated computer skills. Students use computers for a great variety of purposes. They do Internet research, use Excel to present research findings, create PowerPoint presentations and build e-portfolios. In this presentation, we explain how the computer lab is incorporated into the curriculum by discussing how Internet research projects are based on the sustained content-based course theme, how PowerPoint presentations accompany speeches given by the students on their research projects and how the e-portfolios showcase their best work of the semester. We exhibit sample student PowerPoint presentations, sample e-portfolios, and sample digital video productions which are incorporated into them. We recommend ways programs with less available computer time can still incorporate some of these projects.
MAC 3,4 Non-Linear PowerPoints and (Auto)Biographies Hajira Buser, Oshkosh Area School District Rabiah Buser, University of Wisconsin Oshkosh, , Sarah Prochaska, Madison Metropolitan School District, Mary Buser, University of Wisconsin Sheboygan
We will use non-linear power points to create autobiographies and biographies. PowerPoint will be used because of the variety of media that can be included in a presentation, from typed text, photos, videos, and vocal recordings, to scans of hand drawn/painted art work. Non-Linear PowerPoint engages users by allowing them to select the order and material to be viewed. This activity can be used with learners of all ages and English language abilities. When working with English learning student (as with any student), it is important to recognize and validate the unique background students enter the classroom with. By focusing on personal narrations that students do interviews for, students create work that is original and authentic.
MAC 5,6 Google Maps / YouTube Mashup


Chris Hill, The Ohio State University
YouTube and Google Maps have become extremely popular examples of Web 2.0 applications. Much of their popularity comes from the ease with which users can share content on these two platforms. In this YouTube / Google Maps mashup, student-created videos are linked to points on a map in order to give a virtual tour of the Ohio State University campus as well as parts of Columbus, Ohio. The maps are a way to share student work as well as a resource for students who are new to Columbus. Additionally, this mashup could be used to present a variety of other information. Students could make presentations on their native countries / cities, places they have traveled, or places they would like to travel and then add them to a world map; Students could interview people in the community and map the interviews; Teachers could create a mapped video scavenger hunt; etc. This technology is currently used in an Intensive ESL Program, but could be used at any level. One drawback is the technological challenges one may encounter uploading videos, but YouTube, which is owned by Google, is constantly adding new features which make the uploading and mapping of videos easier.
MAC 7,8 Before, During, After: Connecting Students Online

http://before-during-after.blogspot.com/ http://agu2007.blogspot.com , http://groups.yahoo.com/group/agu/ , http://tappedin.org

Nina Liakos, University of Maryland (Maryland English Institute)
Many IEPs host special programs for groups of students from other countries. Programs are short but intensive, with English classes, field trips, and other activities. One way to make a program especially memorable is to expand the interaction between participants and staff beyond the length of the program itself. Internet tools such as blogs, wikis, electronic mailing lists, online fora, voice discussion boards, voice email, social networking sites, and chat programs can enable program staff to begin interacting with program participants weeks before they arrive in the country as well as to stay in touch with them after they go home. (These same tools can be used to enhance interaction with regular IEP students.) I will describe how I have used a Yahoo Group, the chat application at Tapped In, Facebook, and blogs to link Japanese participants in a language/culture program at an American university with the program team and with each other, encouraging them to interact before, during, and after their trip to the US. Level: The more advanced participants are, the more likely they are to participate. Weakness: Busy schedules, time differences, and limited English makes it challenging to maximize participation.
MAC 9,10 Using Google MyMaps for classroom projects


Robert Elliott, Univeristy of Oregon
The Internet is an ever-growing resource for creating classroom projects. One new, free source for creating projects is the MyMaps feature of Google Maps. Added in April 2007, MyMaps allows individual users and collaborating teams to create and edit their own interactive maps by using place markers, lines and polygons, as well as text, photos, or embedded video clips. The technology is fun, easy and free, and usable with all language levels. In this session I will demonstrate how I use Google MyMaps to create class projects in two different courses: a writing class and a speaking class. I will begin with an overview of some possible map projects. Since the addition of text is very simple in MyMaps, I will first show participants a writing project. I will demonstrate how to get to MyMaps, create a new map, use place markers and other tools, and add text. I will then show participants the speaking class project. I will demonstrate how to easily cut and paste html tags of preloaded video into a map. I will end by showing the “collaborate” function in Google MyMaps, which allows teachers to easily create and manage students in editing groups for collaborative maps.
PC 1,2 Utilizing Weblogs for Speaking Fluency and Listening Development Julieta Fernandez, Intensive English Institute, Marie Daniel, MA TESL Stratton Elementary School , Silvana Dushku, PhD Intensive English Institute
The popularity of weblogs escalates among young adult learners. How can this be used for oral language proficiency? Communicative, authentic tasks are rising in CALL activities (Warschauer and Healey, 1998). This presentation will include such an activity, which was implemented at an intensive English program at a prestigious Midwest university. A secure class website was created with weblog features for a low-intermediate class. After being trained on how to use the website, students were given prompts tied to their units of study which they recorded and posted on their weblog. For example, following a food unit, they could reflect on their experience at an American restaurant or explain about a picture of their country’s food. After submitting their recording, they listened and commented on other students’ recordings. This activity was repeated and built upon throughout the course. These activities encouraged students in extended speech so that they would be ready to take longer turns in non-institutional talk. They built upon students’ preexisting motivation with weblogs, created class community, and promoted students’ proficiency, resulting in a well-rounded learning experience for all.
PC 3,4 Teaching Linking, Intonation and Pronunciation with Praat Spectrograms Brenda Imber, English Language Institute, University of Michigan, Carson Maynard, English Language Institute, University of Michigan, Yung-hui Chien, English Language Institute, University of Michigan
Does visual feedback make a difference in teaching pronunciation? Our answer is yes. This session demonstrates the positive impact of using Praat spectrograms to teach linking, intonation and other pronunciation features that teachers and students frequently struggle with, such as vowel insertion between final and initial consonants, epenthetic schwa before initial [s] (usually by Spanish speakers), final -ge (usually by Korean speakers), and syllable or word stress. By learning to analyze the spectrograms of their own recordings, and comparing them to model recordings by native speakers, high-intermediate / advanced students are able to gain a better understanding of their strengths and weaknesses. Such visual feedback significantly improves students’ ability to recognize features of their pronunciation that are impeding their comprehensibility. Progressing from instructor-guided analysis of their spectrograms through peer collaboration and then to self-analysis builds students’ awareness and increases their capacity for self-monitoring. A handout is provided that includes sample spectrograms. A DVD of students analyzing their spectrograms in an actual classroom setting is presented, and looped during the remainder of the session time.
PC 5,6 A Better World Calendar

https://www.superservice.els.com/public/betterworld.pdf http://www.betterworldcalendar.com Reviewers: www.peaceoneday.org/home.aspx www.pinwheelsforpeace.com/index.html

Sharyn Moore, ELS Language Centers

Tom Shandorf Istituto Americano

The Better World Calendar website was the impetus for an all school event recognizing the U.N. International Day of Peace. This demonstration, using the International Day of Peace as a sample series of internet-based activities and research, is to introduce the potential of the Better World Calendar website, with its numerous links, for creating lessons in recognition of numerous special days throughout the year. For the September 21 Peace Day, beginning to advanced level college-bound international students participated in a full day of language-focused activities. These activities ranged from listening to and responding by e-mail to video comments, of varying lengths and complexity, made by well-known international celebrities and activists, to downloading templates to create windmills of peace. The website links gave advanced level students the opportunity to study U.N. related documents, and research the historical and contemporary figures whose quotes on peace culminated in essays, debates and speeches. The resources can lead teachers to any number of lesson plans and events and could be adapted to higher elementary grades and middle school students. Material is free for printing and distribution.
PC 7,8 Audiojournals: Digital paths to reflection and autonomy


Jennifer Uhler, University of Tartu, Estonia
This demonstration illustrates uses of audio-journals in ESP courses and shares lessons learned about integrating technology into coursework. Materials come from two educational environments: a US graduate-level EAPP oral skills course and a program for faculty lecturing in English in a European university context. Using free digital software to record and exchange audio files, student-student and student-teacher dialog assignments include language histories, transcriptions, analysis of intonation and speaking patterns, and peer and self-assessment. The showcased materials provide learners with out-of-class opportunities to improve oral communication skills. Students learn to listen to themselves and peers critically; provide feedback on content, accuracy, and fluency; receive individualized instructor feedback; and increase confidence. Audiojournal assignments have been met enthusiastically by students who appreciate opportunities to speak through a more intimate and less-threatening medium. Learners like the technological integration in language class. However, audiojournal adoption in any classroom has drawbacks: setting up technology can be troublesome; designing assignments and coordinating exchange of audio files requires clear organization and persistence; and listening to and giving feedback requires a lot of instructor time and energy. These caveats recognized, this demonstration views audiojournals as a path towards student reflection and autonomy.
PC 9,10 Content-Based Learning Using Microsoft Online Lesson Plans


Angela Peng, LearningDynamite Educational Services

Lu, Ming-Tsan Teachers College

An online lesson plan archive is a treasure chest for teachers. Did you know that the Microsoft website has a K-12 lesson plan archive? Many teachers use Microsoft office in their classes, but are not aware of this wonderful resource. The Microsoft lesson plan archive covers subjects like math, language art, science, social studies, and many others. Our project illustrates how ESL teachers can easily adapt a Microsoft online lesson plan for their classes. The project also introduces other Microsoft Office online learning resources.

EV Fair Secondary Ed, ITA- Friday, April 5th 10:30-11:15 AM

Station Title/URL Presenters
MAC 1,2 Using Internet Resources to Help Students Create a Written Essay

http://ohioenglish.com/course/view.php?id=136 http://www.npr.org/templates/story/story.php?storyId=4538138

Mike Dombroski, Ohio University
This presentation will demonstrate how you can use a combination of resources found on the Internet that will allow students time to explore their use of English over a longer time period (10 weeks). This integrated lesson is intended for older students to have more time to develop and reflect on their use of the language by working a little more independently outside of the classroom in order to create a personal written essay. We will see examples of how you can use podcasts, Google Docs, Moodle, Hot Potatoes, and Gong to create an integrated lesson so that students can have the support they need to finish the project. As an example, we will be using the NPR series “This I Believe” as a basis for the students’ writing.
MAC 3,4 Poetry and Podcasting


Denise Heagle, Amphitheater High School, Tucson, Arizona
The Poetry and Podcasting project was the focus of Amphitheater High School’s Summer Language Academy for English language learners. For this project, the students went through the writing process to create “I AM” poems which they turned into digital stories using Photostory. The students found slides from the internet to connect with lines and stanzas of their poems. Photostory allowed the students to record themselves reading their poems, playback the recording and rerecord until they were satisfied with their pronunciation and intonation. Finally, the students chose the top poems to be posted as Podcasts on our school website. Most of the students in the Language Academy were at an intermediate level of English proficiency. Some were African refugees with only two years of formal education. Because this project is so personal, students were extremely motivated to create and craft a piece that they were proud of. One of the challenges was finding appropriate images to go along with their stanzas. The students were either refugees or recent migrants to the U.S., so few of them had any photographs or memoirs from their previous lives.
MAC 5,6 Internet Activities


Tina Intini, George Brown College

Irene McKay, George Brown College

The presenters demonstrate a variety of internet activities from their web site: liad.georgebrown.ca/internetactivities. This is a non-commerical website, easily accessible to students and teachers. Based on a needs analysis they conducted, the presenters developed activities using the WWW. These include reading tasks, collaborative activities and full-fledged webquests. The tasks and activities have been specifically designed for ESL students from beginner to advanced levels. These require learners to work in pairs or small group to find and analyse information. Effective pre-activities, task sheets and follow-up assignments will be demonstrated. The presenters have found that learners benefit greatly from participating in these kinds of cooperative activities. They are more motivated and gain an improved ability to search for information on the WWW. The internet activities lead to improved listening, speaking, reading and writing skills. As well, they result in higher academic achievement, improved inter-student relationships, higher self-esteem and self-confidence. The presenters will also provide about selecting websites and developing these kinds of activities.
MAC 7,8 Caught Napping? Try Thought Mapping! Mamiko Nakata, Prince George’s County Public Schools
This presentation is designed to demonstrate a variety of ways to incorporate graphic organization software, specifically the use of Inspiration, into the secondary ESOL classroom. The electronic pre-writing webbing tool can easily be integrated into all content-area ESOL classes to enhance students’ written language. Students can construct graphic organizers such as a food chain, a biographical web, and a character analysis web to demonstrate their mastery of the subject of the lesson. Students use the web to write a paragraph upon completion of the web. The participants will be guided through each writing process and learn to demonstrate content-based lessons effectively using the software. Handouts will be available.
MAC 9,10 Collaborative Internet Projects


Susan Gaer, Santa Ana College School of Continuing Education
This is a resource that is can be used at any level from elementary to adult to encourage students to collaborate or share their knowledge on the Internet. Although this resource is meant to be used with students for guided instruction, some activities such as the Home Remedies project and the Food project could be used in a computer lab with minimal teacher guidance.The strengths are that it develop students language on the internet using real projects that are meaningful and relevant to students lives. The weakness, I guess, is that the projects require teacher guidance and facilitation. The website has projects appropriate for literacy ESL through advanced levels.
PC 1,2 Using Wimba Voice Board for Multi-Level Speaking Assessment Julia Deak, University of Pennsylvania English Language Programs

Kathleen Ryan, University of Pennsylvania English Language Programs

WIMBA VoiceBoard is a program that can be embedded in Blackboard or other course websites for easy access by students and instructors. At UPenn’s English Language Programs, we use this tool to collect spoken assignments from students and give spoken feedback. Students benefit from having samples of their own speech and feedback from a teacher which they can replay. Using WIMBA this way helps students improve and speeds up grading for teachers. Student assignments are submitted through the website and appear in a format very similar to an online text-based discussion board, with threads of entries and their responses. Students can type something into their entry and also record a voice component. All students can hear each entry, which allows them to benefit from the feedback given to their classmates and themselves. In some classes, students are asked to speak spontaneously about a topic, listen to their recording and transcribe exactly what they said. This helps students identify their own errors. Teachers can correct the transcript and then record a model pronunciation of the text. In other classes, students plan sentences or paragraphs to record aloud. Teachers give spoken feedback on pronunciation, grammar and delivery.
PC 3,4 Easy Writer: Interactive Software for ESL Students

http://www.softwareforstudents.com http://www.soundsofwriting.com

Jane Hanser, Newton Public Library (Newton, MA)
This is used in school computer labs and by individuals. We use it in our public library’s (free) literacy and ESL program. It’s used to improve writing and editing skills, focusing on grammar and correctness. It has a new audio component. Strengths: The foundation of this application is essays written by college students. Almost all contributors were ESL students. Several contributors were born overseas in English-speaking countries (e.g. Liberia) or were born in the U.S. and whose writing contained many grammatical errors. Users tend to identify and bond with the content of the essays, which keeps them highly involved in the error identification/correction/writing-ones-own-essay process. Another strength is that the essays graduate in level of difficulty in both content and grammatical complexity. Users may now also hear the stories. It is also easy to learn to use. It’s appropriate for adults and young adults, low intermediate to advanced. Limitations: A user should be able to read and comprehend at least a single paragraph. However, high beginners can listen to the stories and read along with the text, even when they have difficulty with the editing process.
PC 5,6 Blogs as an autonomous English learning environments


Min Jung Jee, University of Texas at Austin
As technology is incorporated in language learning and teaching, autonomy has become an important issue. Self-access centers are developing across the world, and the centers provide customized learning materials and environments for the users. Moreover, with the easiness to make and user-friendly usage, blogs are widespread among students as new communicative environments. Students post their own writings or reflections on their blogs, and they get various replies from their friends or even anonymous readers around the world. This project attempts to use a blog as a self-access center for ESL and EFL students. Steps are: 1. Creating a blog account using ‘Blogger’ 2. Choosing a template according the purpose 3. Developing a blog as a self-access center ? online dictionary, daily news articles, e-books, and English learning websites can be linked. 4. Studying at the blog daily and post a reflection after the study on ‘Reflection’ category. 5. Visiting at least one of the classmates’ blog and replying to his/her reflection. 6. The teacher gives feedback on the students’ reflection. Since this project is to promote students’ autonomous learning ability, a teacher’s guide is very important. The teacher should provide appropriate feedback to the students regularly.
PC 7,8 Stories for Adolescent English Language Learners Victoria Pilotti, NYC Department of Education
PowerPoint Picture Presenter will demonstrate teacher-created PowerPoint picture story and accompanying manipulative activities. Students range from beginning to advanced in verbal English communication and are pre-literate. Presenter created the story for adolescent ELLs with weak literacy skills due to interrupted formal education in their native language.
PC 9,10 TELL with CyberL@b


Dr. Allen Quesada, Ph. D, University of Costa Rica, Costa Rica

M.A. Olda Maria Cano, Universidad Autónoma de Chiriquí, Panama

TELL (Technology-Enriched Language Learning) introduces CyberL@b, a digital platform that incorporates web-based learning as a means for facilitating the practice of English as a Foreign Language for teenagers at the high school level. This cross-curriculum topic-based program allows on-line learners to grow in the English language by immersing them into the topics of their interest and needs with controlled, semi-controlled and communicative tasks. CyberL@b uses interactive media resources designed to engage learners within authentic contexts to narrow the gap when using English meaningfully in foreign language settings. TELL with CyberL@b creates an environment that is unique in fostering the integration of the four skills (listening, speaking, reading, writing) through social interactions that are paramount in language learning. The main strength of CyberL@b is that EFL learners are engaged in authentic activities which lead them towards critical thinking, problem-solving, strategic strategy use, and hands-on projects, making EFL students more autonomous and self-directed in their own learning, and allowing teachers to adopt more learner-centered teaching methods. Among its weaknesses, Internet accessibility is necessary and no student voice recording is available. This demonstration will allow participants to value TELL with CyberL@b in its design and implementation.

EV Fair ESP, Program Admin, Applied Linguistics- Saturday, April 6th 8:30-9:15 AM

Station Title/URL Presenters
MAC 1,2 Increasing Foreign Health Professionals’ LexiconsUsing Databases


Steven Bookman, English Language Institute, Lehman College, CUNY
Due to the increase of foreign-born nurses, many colleges have English as a Second Language (ESL) and/or Continuing Education programs to help these students. In many cases, they come with a limited vocabulary in English. Because of their small English lexicons, they do not have the words to complete their assignments (e.g., writing research papers and summarizing journal articles). Many of these pre-university classes are offered for a very short period of time. The purpose of this presentation is to offer ESL instructors without any medical background an avenue to build up their students’ lexicons while working on other skills at the same time. The participants will learn how to use college library databases’ subject headings and the terminology in abstracts to increase their students’ vocabulary. The students will also benefit from this exercise by learning how to navigate through library databases, which will be a common task for them in their classes. The presenter will use his experiences in teaching foreign-born nurses to discuss how to implement different activities with their students.
MAC 3,4 Detecting Hidden Biases Using the Implicit Association Test


Mary Buser, University of Wisconsin Sheboygan

Rabiah Buser, University of Wisconsin Oshkosh,

Hajira Buser, Oskosh Area School District,

The Implicit Association Test (IAT), Harvard’s tool in use since 1998, is designed to measure biases which are often hidden from our own consciousness. The IAT requires rapid responses to stimuli in order to illuminate our deeply instilled biases. This tool can and should be used by individuals to aid in self-reflection and self-improvement. This tool should not be used to evaluate others. We will demonstrate how to use the IAT and interpret results to help educators and students become conscious of their own attitudes and stereotypes towards various minorities, such as groups categorized by nationality or race. The IAT has been used in over 200 published scientific investigations and is a link promoted by various organizations. We will explore implications and uses of the IAT by the teacher and student in the English learning classroom. The IAT is appropriate for middle school aged students and older individuals who posses at least an intermediate level of English ability. Our presentation will enable all to recognize and combat stereotypes in their own classrooms and lives.
MAC 5,6
MAC 7,8 Teaching English Pronunciation using Praat Software


Ji-Yeon Lee, University of Kansas
Teaching English pronunciation to adult speakers is one of the most challenging jobs. However, it should be noted that adult learners, whose analytic skills are more developed than younger learners, can benefit from visualizing and manipulating sounds in order to improve their English pronunciation. In this presentation, I will introduce how to use Praat software, which is a free downloadable program for speech analysis, to teach English pronunciation. I will mainly focus on two functions: visualization and manipulation. First, Praat can visualize English sounds with voicing, duration, formant frequencies, pitches, and intensities. I will present how to use those pieces of information to teach English pronunciation including individual vocalic and consonantal segments, connected speech, stress and intonation. Second, it is possible to manipulate duration of sounds using Praat. This function is very useful especially to teach English high vowels. It is commonly observed that many nonnative speakers of English mainly rely on duration differences between English high tense vowels and lax counterparts (/iy/ as in ‘heed’ vs. /i/ as in ‘hid’) without being aware of the quality differences between them. I will demonstrate how to use manipulated sounds to train students to distinguish between these sounds.
MAC 9,10 Trading Places: Using Technology to Reverse Roles in the Classroom

http://www.paroles.net/ http://www.meteofrance.com/FR/index.jsp http://www.imdb.com/ http://youtube

Cindy Lovell, Quincy University

Samir Zarqane, Sheffield Hallam University, Sheffield, England

This one-semester study involved a university education major whose L1 is French and a university education professor whose L1 is English. The two collaborated on a role reversal project: student became teacher, and professor became student in order to experiment with technology-supported language learning strategies in a focused setting. They met three times a week with the student preparing lessons in French. The main limitation of the study was the number of participants, but the opportunities for in-depth examination of strategies on the spot yielded several effective approaches: 1) ungraded assignments; 2) instantly provided corrective feedback; 3) personalized lessons; 4) movies with subtitles; 5) songs and lyrics; 6) virtual field trips; 7) lessons that are personal, meaningful, and relevant; 8) interaction; and 9) videotaping lessons to reflect on teaching strategies. Technology made a significant contribution to this study, and cross-cultural awareness was heightened for both participants. Although it is unrealistic for every student to assume the role of teacher for an entire semester in a one-on-one setting, more effort should be made in allowing students the opportunity to teach their L1 to classmates or even the teacher when possible. Appropriate for all levels.
PC 1,2 Challenges of Internet Conferences for ESP Students Alla Radu, Lviv Ivan Franko National University, Ukraine

Kuznetsova Liliya, Lviv Ivan Franko National University, Ukraine

Internet has become an integral part of modern ESP teaching practice. Teachers are overwhelmed with a great variety of new effective teaching opportunities that have become reality thanks to the introduction of IT technologies into the ESP-classroom. Thus, the idea of running students’ ESP Internet conferences helps to activate the whole complex of CALL activities. Our pedagogical experience has proven that such multi-aspect CALL approach to teaching ESP is both effective and very popular with the students. Preparing for conference students have to master a complex of specific computer, language, research, and self-study skills: 1) computer-assisted writing techniques; 2) using Internet sources in research; 3) opening an e-mail account; 4) subscribing to the e-list; 5) e-registering for the conference; 6) participating in the e-discussion of the abstracts,etc. The positive results and motivational benefits of running such conferences are multiplied by students’ participation in organizing, running, and summing-up the results of the conference in the form of compiling, editing, and publishing the book of conference abstracts.
PC 3,4 Applied Linguistics Website: Made By Students and For Students Liliya Kuznetsova, Lviv Ivan Franko National University, Ukraine

Alla Radu, Lviv Ivan Franko National University, Ukraine

E-communication unites different countries, cultures, and even generations for it gives new impetus to the cooperative relationships of students and teachers, where the latter play a very important but not a dominat role of professional experts and language instructors. Our work at the university faculty of Applied Linguistics (AL) is connected with teaching students how to use the e-technology properly in professional and academic networking. Students majoring in AL are most interested in introducing IT technologies into the classroom activities and their self-study. Thus, the project on creating the students’ website in AL to network with the colleagues from other universities effectively has met both enthusiasm and support with the students. The presentation deals with the stages of project implementation and demonstration of the website in AL created by students and for students, the website that has become more than a vehicle for navigating the professional environment, but has opened the door to the world of new professional opportunities: consulting experts, and communicating with student-colleagues worldwide, launching new projects, organizing web-based self-study and research.
PC 5,6 Cancelled Facebook: Tool for Building a Community of Practice for EFL Teachers Joan Kang Shin University of Maryland, Baltimore County, Beverly Bickel, University of Maryland, Baltimore County, Adriana Val, University of Maryland, Baltimore County, Silvio Avendano, Centro Cultural Salvadoreno Americano,
Online teacher training has become an effective way to connect English as a Foreign Language (EFL) teachers around the world to information about best practices in the field. However, it has also emerged as a powerful tool for creating a virtual community of practice (VCoP) among EFL teachers. In this VCoP, EFL teachers can critically examine issues related to the field and work together to exchange ideas and find solutions to common problems. However, what happens to the VCoP when the online course ends? Does the community remain intact beyond the scope of the course? Facebook has emerged as one tool to take a community from an online teacher training course into a sustainable professional network of EFL teachers. Through demonstrations and discussion, this presentation will look at one Facebook community that grew out of an online course for Teaching English to Young Learners. Presenters will discuss how to build a virtual community of practice of EFL teachers around the world through an online course and how to use Facebook to sustain this international community.
PC 7,8 A Picture is Worth 10 minutes of Freewriting John W. Wilson, Kansai Gaidai University

Rick Berger

Pictures, especially photographs, often reveal specific details, making them ideal for generating ideas on paper. ESL students, however, often struggle at the pre-writing stage, and this struggle often leads to bland, adjective-free personal or descriptive essays. The presenter will use Power Point to demonstrate how pictures and photographs with directed free-writing prompts are used in a Japanese university writing course and how they can be utilized in any classroom setting to facilitate detailed writing.
PC 9,10 A wiki based academic prep course for international students

http://critthinking.pbwiki.com http://www.tangler.com/group/critical-thinking/topic/29588

Cathy Raymond, IU-Bloomington
This is an example of a blended content-based course for international students called “Critical Thinking, Reading and Writing”. It is designed as an academic preparation course for internationals to be completed prior to beginning university level study in the United States. Course format uses a wiki and incorporates hot potatoes exercises for academic vocab and logic practice, You Tube videos (for listening practice), tangler.com for weekly journaling and reflection, Audacity (MP3) files for teacher responses to writing exercises and multiple additional web based resources. The primary aim and purpose of the course is to help students develop strong critical thinking, reading, and writing skills, while acquiring and incorporating necessary and appropriate academic vocabulary. Additional benefits are exposure and practice with technology in the classroom.

EV Fair Materials Writers, Intercultural Communication- Saturday, April 6th 10:30-11:15 AM

Station Title/URL Presenters
MAC 1,2 TALL– Adaptive Software for Teaching Academic English Ellen Bunker, Brigham Young universtiy-Hawaii Gael Weberg, BYU-Hawaii, Amanda Wallace, BYU-Hawaii, Patti Hartford, BYU-Hawaii
TALL (Technology Assisted Language Learning) is a new software program for teaching academic English to advanced university-level ESL students. The TALL program includes a computer component and student workbooks to be used in both the classroom and lab. The program provides authentic lectures, readings, and speaking activities on academic topics, note-taking instruction, vocabulary practice (using the Academic Word List), speed reading exercises, and reflective writing. The TALL program provides resources for integrated language teaching and reinforces vocabulary development with spaced review, which aids long-term retention. The program adapts content to student responses by collecting data on the speed and accuracy of students’ work. The program provides structure many students need in order to sustain consistent motivation and activity throughout a semester. At this time, TALL does not have a pronunciation component and a secondary system must be used to submit text or audio files. Students at the low advanced level will find the course very challenging. The program is being piloted in the English as an International Language program at Brigham Young University-Hawaii.
MAC 3,4 Creating a mini-video with Imovie Barbara Morris, University of Delaware English Language Institute
The presenter will explain the rationale and process of producing student mini-videos to teach phrasal verbs and share samples of the one-miinute videos. She will demonstrate the basic editing process using Imovie, including importing video, cropping clips, and adding titles, transitions and special effects. Handouts on the production process, including storyboarding and video crew assignments and duties will be provided. The presenter will also share samples of computer-based fill-in-the-blank, matching and crossword exercises (created with Hot Potatoes) used in conjunction with the mini-videos when incorporated in an online course management system (WebCt).
MAC 5,6 Exploring the Big Apple, Byte by Byte

http://exploringthebigapple.wikispaces.com/ http://mods-profiles.pbwiki.com/Exploring_Big_Apple

Ruru Rusmin, Borough of Manhattan Community College, City University of New York, Cynthia Wiseman, BMCC/CUNY, Sang K. Kim, Pratt Institute, Anna Koorey, Sydney, Australia, Patricia Dam, New York, NY,
This session will showcase online projects created in TESOL’s Electronic Village Online (EVO) course “Exploring the Big Apple, Byte by Byte”. EVO participants have explored New York City virtually and created interesting learning activities that they want to share for use in face-to-face or online instruction. Participants in this session will take a virtual tour of New York City through the exploration of famous New York landmarks and institutions. The city’s cultural centers, historic events, and architecturally unique buildings were used by teachers to develop virtual visits to venues in the Big Apple through activities that can be used to introduce intermediate to advanced ESL/EFL learners to New York and engage them in intensive research. The presenters will share collaborative hands-on activities that use online instructional tools such as hyper-texts, sharing sources, asynchronous forums, synchronous chat, voice files, video clips, blogs, and wikis.
MAC 7,8 Bilingual Students Graphically Designing Their Life Stories Kathleen Wood, Gallaudet University,

Amy Stevens Gallaudet University

We will discuss our interdisciplinary course, English and graphic arts. Our mission is to inspire college students to be successful verbal and visual storytellers. As they learn to microscope and telescope the telling of their lives as bilingual users of English, they will also be learning the basics of graphic design via Adobe InDesign, Photoshop, and PowerPoint. In the end, these students will each have told their literacy life stories as creatively designed books and as Apreso recorded clips that will be stored in their e-Portfolios in Blackboard. Participants will learn how writing teachers with minimal technology skills can work with tech savvy colleagues beyond departments of English and ESL programs-to motivate students to be careful writers, to introduce them to majors in the arts and design, and to provide them with writing and tech tools and a learning experience they will never forget.
MAC 9,10 Collaborative Vocabulary Log


Joanna Ghosh, University of Pennsylvania
The collaborative vocabulary log allows students to work as a class to investigate, play with, and discuss the various characteristics of each entry. A word or phrase along with its definitions, uses, pronunciation, grammatical characteristics, synonyms, antonyms, collocations, related forms and any other relevant information is posted in a discussion board within the class website. Students respond to their classmates’ entries in an effort to further expand each set of information. This method provides opportunity to learn much more about each word or phrase than a brief traditional vocabulary log entry would normally produce. The back-and-forth communication allows for ample recycling and with the instructor monitoring and participating in the discussion, there are few opportunities for misunderstandings or misinterpretations. The project encourages students to be curious learners and critical thinkers. As an added bonus, the instructor doesn’t have a stack of notebooks to carry home and evaluate. I am currently finding much success using this tool with my intermediate level IEP students, but there is potential for all ages and levels.
PC 1,2 Spice up your ESL Class with Microsoft Photostory

http://tesolny.pbwiki.com http://hwcesl100integratedfall2007.blogspot.com/

Michal Eskayo, Harold Washington College
The presenter will demonstrate the many faces and functions of Microsoft Photostory, a free, user-friendly program. Photostory is perfect for a variety of creative, hands-on projects with all levels of ESL students, whether in an academic or community-based class. In just minutes, students can create a photomontage and add narration and music. Students use this tool to produce movie trailers based on books or stories, commercials, advertisements, and personal narratives. Photostory is the perfect antidote for any skill or level because it uses a combination of text, voice and creativity. I will demonstrate a variety of ways to integrate this program into ESL classes. Low-level students with minimal skills can create a piece that details their professional goals while more advanced classes can generate a visual representation of an essay. This tool is perfect for both individual and collaborative work and for homework or in-class assignments. The finished product will leave students with a great sense of accomplishment. Students can send their files to friends and family, upload them to a Blog or Wiki, or post them to an electronic course delivery platform such as Blackboard or WebCT. A handout with project ideas and detailed instructions will be provided.
PC 3,4 From Understanding to Using the PreK-12 Standards Betty Ansin Smallwood, Ph.D., Center for Applied Linguistics

Judith B. O’Loughlin, Language Matters Education Consultants

“This power point presentation combines the highlights of two TESOL presentations over the past year by Betty Ansin Smallwood and Judith B. O’Loughlin: “From Understanding to Using the PreK-12 Standards” (a spotlight session at TESOL 07) and “Using Standards to Guide Content-Based Curriculum Development for ELLs” (a 2007 TESOL Academy Workshop). This session explains the key elements of the 2006 Pre-K-12 English language proficiency standards and then addresses standards-based curriculum development through a sample content-based unit, Grades 4-8 Social Studies.
PC 5,6 Practicing Reading, Writing, Vocab, Grammar in a WebQuest


Cathy Raymond, IU-Bloomington
This is an example of a WebQuest where ESL/EFL students work on reading, writing, grammar, and vocabulary as ‘nominate’ a woman to the Women’s Hall of Fame. Students follow a series of steps and criteria as they research and then nominate a woman of their choice by writing and submitting an essay to the ‘committee’. Hot potatoes exercises offer relevant vocabulary and grammar practice, and students offer each other feedback throughout the process. Students submit essays via email, and the teacher can generate audacity files (MP3)to offer oral feedback on writing or can offer written responses and return via email.
PC 7,8 The Internet-based Resource for ESL/EFL Teachers and Students

http://acadweb.snhu.edu/riabov_lyra/IEP%20Resource%20Web.htm http://acadweb.snhu.edu/riabov_lyra/

Riabov Lyra, Southern New Hampshire University
The presenter will demonstrate the features of The Internet-based Resource which she has created for the faculty and students of The Intensive English Program (IEP), Institute for Language Education (ILE), School of Liberal Art (SLA) at Southern New Hampshire University (SNHU). Teachers and students can use these materials right from this website or import its materials to the class Websites or Blackboard accounts. This ESL Resource Web Site covers the following sections: o All ESL courses Syllabi and documents in our IEP program o ESL Materials and links for teaching and learning online o Web-based ESL teachers and students projects and portfolios o ESL learning/ teaching resources for ESL Reading, Writing, Listening, Speaking, Pronunciation, Grammar, CALL and Culture Studies for all levels o Online resources for ESL Class activities and lesson plans o Research E-Journals and Professional Organizations o Software resources o Network for teachers and students resources o Online CALL Tutorials o Links to ESL publishers This website can be reached through the presenter’s college courses website http://acadweb.snhu.edu/riabov_lyra/ Click on: IEP Online Resources. Every ESL/EFL teacher can find something effective and useful on these wed sites and bookmark it as a favorite tool in his/her teaching practice.
PC 9,10 Effective Use of Webcams for LIve ESL Instruction


David Winet, StudyCom/Cal State East Bay
Webcams are the poor stepchild of the net. Everyone has them but nobody uses them. Videos for ESL are plentiful but must be prerecorded, whereas webcams offer the possibility of *live* interaction between students and teachers. The presenter has been using webcams in two interesting contexts, first, for online interactive, hands-on classes such as dance classes, cooking classes, and magic classes, and second, for live online interviews of American students walking past our webcam on campus by my ESL students in the computer lab. Besides demonstrating the above two applications of webcam usage, the presenter will discuss ways to make webcam viewing more engrossing and ‘alive’, including positioning of the cam for maximum psychological effect and use of the webcam to show more than just the speaker. This presentation would be appropriate for all levels.

EV Fair SL Writing, Adult Ed- Saturday, April 6th 2:00-2:45 PM

Station Title/URL Presenters
MAC 1,2 Second Life: The Possibilities of Virtual Worlds in ESL


Ellen Clegg, ELS Language Centers, San Antonio, Texas, USA
Many ESL instructors seem unaware of what virtual worlds are or how they can be used in the classroom. The purpose of this presentation is to demonstrate the possibilities of this new tool and show that it will soon be a viable resource for our field. Grounded in ESL theory that says what is physically done is better remembered and retained by the student than things that are memorized in the classroom, exploring virtual worlds gives students a safe, non-threatening way to explore an English speaking world from the comfort of their home or computer lab. This EV fair session will display visuals from Second Life and suggestions for using this new tool as a support for learning. The session will include a brief tour of some Second Life areas and information on how to get started. Information will also be given on the current state of English instruction in Second Life and the technical difficulties encountered in using Second Life at this time. There will be a handout that gives basics on getting started and lists further resources. This presentation is appropriate for all levels.
MAC 3,4 Cancelled Citizenship Manuals: Citizenship Lessons Made Interesting Robert Kelso, Miami Dade College
The growing interest in becoming a naturalized citizen of the United States has led to a concomitant increase in community-based citizenship courses. The presenter focuses on the use of a citizenship manual featuring historical/citizenship-related websites in adult ESL classrooms to help English language learners to better prepare for the U.S. citizenship examination. Foremost among the approaches to teaching students about U.S. history and government is to use these computer-based resources in a lab setting so that students can initiate a self-guided practice of discovery and complete the activities in their citizenship manuals. This manual contains exercises and quizzes on American history, the U.S. Constitution, U.S. holidays, and jury duty. Following a teacher-led discussion/lesson, the information ultimately obtained by learners is done so by using the websites listed on the corresponding activity pages. Educators can build systematic language lessons in a learner-centered classroom by incorporating citizenship-based vocabulary from these websites into their lesson plans and discussing it in the context of becoming a U.S. citizen. Internet-related proficiency among students is beneficial to the use of this citizenship manual, though there is a good deal of reading involved, too.
MAC 5,6 Blogging the writing process with intermediate-level teenagers

http://brazilbridges.pbwiki.com/Blogging-the-writing-process Participants: http://my3b.blogspot.com , Participants: http://355north.blogspot.com

Ronaldo Lima Junior, Casa Thomas Jefferson

Isabela de Freitas Villas Boas, Casa Thomas Jefferson

Using a blog can be an effective means to overcome some barriers teachers face when working with process writing with teenagers, such as motivating students to write and promoting their active engagement in the co-construction of knowledge that reading and giving feedback on each others’ texts can promote. The presenters show a blog produced by a group of 16 intermediate-level EFL students aged 13-19 and explain how each stage of the writing process was addressed by way of the blog. For example, in the pre-writing phase, teasers were used to make students interested in the topics; in the reviewing stage, students were asked to read not only each others’ writings but also those in another group’s blog; in the drafting stage, students used the feedback from their peers and from their teachers to rewrite their texts. The texts were also read and commented on by teachers around the world, so these learners, who are used to having their texts read only by their teachers, developed a greater sense of audience. Surveys conducted during the semester to assess students’ interest in the activities and the role of the blog in building up their motivation are presented and discussed.
MAC 7,8 Free online readings for ELL


Eve Ribeiro, Prince George’s County Public Schools
Marshall Adult Education is a web site that offers multiple readings levels (1.0 through 8.0). It promotes reading comprehension and fluency development to adults and young adults. Each reading passage has an accompanying audio file, a timer and a chart to record reading fluency, definitions in the pre-reading section and questions at the end. While some web sites charge for such features, Marshall Adult Education is free and does not require registration. The teacher has the option of printing the readings in pdf format or have students read it on the screen. The site also provides answer keys, a frequently asked question section and some helpful hints for students and teachers. The stories are recommended to high school students and adults. The website allows learners to work independently either at home or in a classroom setting. However, some definitions are somewhat complicated for lower level readers. The definitions should also include an example or an illustration. The presenter will make available some sample work and reading fluency charts. Handouts will be provided at the beginning of the session.
MAC 9,10 Analysis of Writing with Search and Find John Madden, St. Cloud State Univ.
Word processors now frequently allow student writing to be saved in PDF format. This allows teachers and students to assess student writing with greater sophistication. Participants in this session will learn how to use keyword searches with PDF readers to evaluate student writing for unity, cohesion, and coherence. Searching for keywords in student writing, particularly in longer student assignments such as thesis drafts, allows the teacher and students to discuss central themes in student writing, and to analyze whether the student writer is addressing audience concerns. Students can use this technique to develop their revising skills Participants will also learn how to use PDF readers to analyze groups of documents for common themes. The presenter has used this technique to analyze groups of articles for common themes, and has taught this technique to his students for use in their own research. The presenter will also demonstrate the “Find” function in the Firefox web browser, which provides similar functionality for HTML documents.
PC 1,2 WebQuest for ESL and EFL students Min Jung Jee, University of Texas at Austin
The need of technology assisted language learning is growing around the world as the high-tech gives the teachers and the students various benefits in teaching and learning a foreign or second language. In addition, collaborative learning helps students to build a learning community, which stimulates scaffolding each other. In ESL and EFL, collaborative learning activities with technology have great potential to promote students’ English abilities as well as higher cognitive skills. This WebQuest is designed for college-level young adult EFL or ESL students. The level is high-intermediate to advanced. The objectives are 1) to build knowledge on a specific topic, 2) to enhance English proficiency 3) to promote technology literacy. Students will participate a creative controversy discussion. They will also do collaborative research and solve problems, which have a critical importance in learning. Moreover, they will create a Wiki entry as the final project and use Second Life as a tool for virtual discussion. As an option, some of the students will participate videoconferencing for the discussion. Through out the process, they will ultimately promote their reading, writing, listening and speaking of English.
PC 3,4 Online Essay Submission Opportunities for College ESL Writers Monica LeMoine, Highline Community College
Jump start students’ interest in writing by using online essay submission opportunities to create a real need to write. This presentation will focus on short essay contests and non-competitive submission opportunities available through a variety of internationally known websites, such as National Public Radio, Public Broadcasting Service, and the U.S. Institute of Peace. Companion teaching tools and related educational resources available on those websites, as well as ways to teach about audience and purpose, will also be discussed. Examples of online essay submission opportunities that will be presented include the “America, My Home” essay, available through www.pbs.org; the “This I Believe” personal belief essay submission opportunity available at www.thisibelieve.org; and the “Share Your Story About Love” online forum available through www.pbs.org. This resource is most appropriate for college and pre-college level students. A potential weakness is that students need to be proficient in basic Internet use and have computer lab facilities equipped with file listening and viewing software, such as Windows Media Player. Some online submission opportunities have annual deadlines.
PC 5,6 Adventures in Writing with Blackboard Lily Sorenson, Georgetown University
Many teachers have used writing journals to build students’ writing fluency at all different levels. By using the Discussion Board link in Blackboard, it takes writing journals one step further in creating natural situations for students to write about a variety of topics and respond to what others have written. This activity has been done with adult ESL intermediate and advanced level students. Response journals done on Blackboard motivate students to write as well as read what others write. By using Blackboard, students know that others are waiting to read what they have written. They are also excited to read what other students have to say about what they have written. Using Blackboard makes it so that students can retrieve and enter their information from anywhere there is Internet access. They do not have to worry about bringing their journals to class. The presenter shares how to set up the Discussion Board forums and provides a list of popular forum topics that teachers can use with their own classes. The presenter shows examples of students’ entries and responses and gives some helpful tips on how to enhance the feedback students give each other.
PC 7,8 Building Vocabulary and Presentation Skills with Power Point John W. Wilson, Kansai Gaidai University
To complement an extensive reading program, the presenter requires students to use Power Point software and non-copyright photos to create mini-vocabulary lessons for their classmates. In this session, the presenter provides innovative ways in which Japanese university students in reading and writing classes have utilized Power Point to create and present short vocabulary presentations. Students present four strands–sentence structure, grammar, mechanics, and vocabulary–combined in various ways, always with a focus on writing at the word and sentence level. In the process, students enjoy the creative process, overcome fears of speaking in front of others, and use computer technology. The presenter will provide lesson plans, scaffolding techniques, presentation tips and guidelines, and computer instructions provided to students. The presenter will also display numerous samples of student presentations for conference attendees.
PC 9,10 How to Çreate Online Educational Comics to Teach Writing, Storytelling

http://www.makebeliefscomics.com http://www.billztreasurechest.com

William Zimmerman, College of Mount St. Vincents Institute for Immigrant Concerns, NYC
Participants will learn how to create their own comic strips using a new web site — http:// www.makebeliefscomix.com. Adults and children learning English can create their own comic strips by selecting from fun characters with different moods and emotions — happy, sad, angry, and write words for blank talk and thought balloons to make their characters talk and think. The web site provides story ideas and prompts to help users create graphic stories. MakeBeliefsComix.com can be used by tutors and educators to teach language, reading and writing skills, and also for students in English-as-a-Second-Language programs to facilitate self-expression and storytelling. The process of creating comics and then printing them out as a permanent record provide an excellent way to reinforce student learning. Some educational therapists also use the online comics site with deaf and autistic children, as well as trauma victims, to help them understand concepts and communicate. Parents and children in literacy programs can create stories together, print them to create comic books or email them to friends and family. The free, non-advertising site is used by ESOL educators in 150 countries.
Last modified: Thursday, 27 March 2008, 04:18 PM