TESOL 2009 Electronic Village
March 25-28
Denver Convention Center
Denver, Colorado, USA
| EV 2009 Schedule What’s going on this week in the EV |
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| EV Classics Fair | EV Hardware Fair | EV Fair |
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EV Mini-Workshops |
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Developer’s Showcase |
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Web Managers Workshop |
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Electronic Village Events Schedule
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Thursday, March 26 |
Friday, March 27 |
Saturday, March 28 |
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7:30 AM |
Ask the Call Experts |
Ask the Call Experts |
Ask the Call Experts |
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8:00 AM |
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8:30 AM |
EV Fair (TOEFL, EFL, HE, TE) |
EV Fair (EE, VDM, SPL, RC) |
EV Fair (ESP, PA, AE) |
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9:00 AM |
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9:30 AM |
EV Fair (EFL, HE, TE) |
EV Fair (SE, ITA) |
EV Fair Classics |
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10:00 AM |
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10:30 AM |
High-Tech, Low-Tech Solutions for Enriching Language Learning |
EV Hardware Fair | EV Fair (MW, IC, AL, NNEST) |
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11:00 AM |
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11:30 AM |
Ask the Call Experts |
Ask the Call Experts |
Ask the Call Experts |
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12:00 PM |
EV Mini Workshop § |
EV Mini Workshop § |
EV Mini Workshop § |
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12:30 PM |
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1:30 PM |
Ask the Call Experts |
Ask the Call Experts |
Ask the Call Experts |
| 2:00 PM | 2:30-4:30
Open Celebration Hours 25th Anniversary of CALL-IS |
EV Fair Classics | EV Fair (SLW, BE, IEP) |
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2:30 PM |
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3:00 PM |
Ask the Call Experts | Ask the Call Experts | |
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3:30 PM |
Call for Newcomers § | EV Mini Workshop § | |
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4:00 PM |
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4:30 PM |
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5:00 PM |
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5:30 PM |
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6:00 PM |
Webmaster’s Workshop |
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7:00 PM |
TESOL Content Manager’s Workshop |
§ indicates a ticketed event. Please come by the Electronic Village before the event to pick up a free ticket.
Technology Showcase Room
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Thursday, March 26 |
Friday, March 27 |
Saturday, March 28 |
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8:00 AM |
CALL-IS Planning Meeting | ||
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12:00 PM |
CALL-IS Planning Meeting | ||
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1:00 PM |
25th Anniversary Colloquium |
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2:00 PM |
Developer’s Showcase |
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3:00 PM |
25th Anniversary Reception |
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4:00 PM |
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4:30 PM |
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5:00 PM |
CALL-IS Open Meeting |
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5:30 PM |
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6:00 PM |
Developer’s Showcase
| Station | Title / URL | Presenters |
| Friday
2:00-4:00 |
Taking Advantage of ANVILL | Jeff Magoto, University of Oregon |
| This mini-workshop will introduce ANVILL (A National Virtual Language Lab); which is a content management system (CMS) designed to provide language students at all levels with state-of-the-art web-based speech technology; and language teachers with a way of managing and presenting multimedia tasks which facilitate meaningful foreign language practice. ANVILL aims to leverage the power of the web (connecting communities of speakers locally and at a distance) to provide language practice opportunities for US and overseas students. Modern social networks provide some of the inspiration; modern theories of language acquisition provide the theoretical basis. While the design and implementation of the program is just getting started; we have made substantial headway. In the past year more than 60 pre-service and in-service foreign language and EFL/ESL teachers have received training on it and begun to establish course web sites using ANVILL. In this first version of ANVILL their course sites focus on: a voiceboard (asynchronous communication); a real time audio-video group chat environment (synchronous communication); and a media-based assessment tool (SQM). These tools are wrapped in a web-based content management system built with Drupal (open source software). Participants will have the chance to try a couple of these tools. | ||
| Friday
2:00-4:00 |
Making Online Educational Comics to Encourage Writing and Storytelling | William Zimmerman, College of Mount St. Vincents Institute for Immigrant Concerns |
| Workshop participants will learn how to create their own comic strips using a free, no-ad web site — http:// www.makebeliefscomix.com. Adults and children can create their own comic strips by selecting from 15 fun characters with different moods — happy, sad, angry, worried – 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 learning. Parents and children in literacy programs can create stories together, print them to create comic books or email them to friends and family. | ||
| Friday
2:00-4:00 |
The Moodle Reader Module for Extensive Reading — An update | Thomas Robb, Kyoto Sangyo University |
| The Moodle Reader module is an add-on to Moodle which will eventually allow students to take quizzes on any graded reader that they have read, in order to document to their instructor that they have read and understood the book. The module allows the teacher to download quizzes for the books available to the students from a central repository. Currently there are more than 400 quizzes available with the eventual goal of including all published graded readers in the scheme. The presentation will not only present the software, but also the measures taken to expand the actual use of the module and to gain the cooperation of the various publishers to create their own material for the module. | ||
| Friday
2:00-4:00 |
SkillSets | Andrew Bowman, Intensive English Language Center – Wichita State University |
| SkillSets is authorable software that allows instructors to target specific areas of language practice and skill development. Some tasks may focus on speaking and listening while others deal with reading and writing. Activities may be mixed or reordered as desired. In one exercise, a passage may appear first and the student is then prompted to give an oral response. Another assignment may involve listening and writing. A task may also be designed to prompt students to draw on the screen to achieve the assigned objective. This feature makes the software even more flexible and able to be configured to seem random and endless in nature. The application can also be adjusted to various levels or degrees of difficulty. The instructor may choose the media, edit the instructions, and set time parameters. For example, a low-level class may see a picture and be asked to complete simple ‘There is’ or ‘There are’ statements. Using the same picture, the activity can be presente d to higher level students who must organize a response and speak it in a very short time span. In addition to traditional computerized exercises, SkillSets can also be edited to address problem solving and analytical reasoning abilities. | ||
| Friday
2:00-4:00 |
How language Robots Help ESL/EFL Students Practice Speaking / Writing | Ron Lee, Pasadena City College |
| The project is supported by a grant from the William and Flora Hewlett Foundation. It employs the state-of-art chat robot technology. Programmed with Artificial Intelligence Markup Language (AIML), a language robot is capable of producing responses that are almost indistinguishable from a human’s. With the online authoring tool, any ESL instructors can learn how to create an interesting robot for his/her class. Three robots have been created and made available online for students to test. The program keeps a record of students’ conversations with the robots. The ESL instructors then review the conversation scripts. If a response from a robot is not satisfactory, the instructor can change the response. Next time, when the same question is asked, the robot will respond with the new response. Therefore, the robots become “smarter” with each change. The 3-D animated characters appear on screen to talk to students. Text-to-Speech technology enables each 3-D character to respond with a voice. Students type in their questions and responses. The robot can point out some common spelling and grammatical errors in their writing. Therefore, long-term practice English with the robot will enable students to write faster with fewer mistakes. | ||
| Friday
2:00-4:00 |
Cloze Generator to Make Cloze Exercises | Kenji Kitao, Doshisha University |
| Cloze exercises have a variety of uses, including testing and developing reading, vocabulary, grammar, or listening skills. Blanks can be made every n-th word or based on level of difficulty, part of speech, etc. However, making blanks and keeping track of correct answers can be time consuming. The presenters have developed a program called Cloze Generator using FileMaker Pro Advanced to make blanks and save answers. Using this program, it is possible to make each n-th word in a passage blank, or to make blanks of only words of a certain level of difficulty (based on the JACET8000 word list) or of certain parts of speech. It is also possible to delete specific words manually. Users do this by entering a passage and then specifying n, the level of difficulty (Levels 1-8), or the parts of speech, depending on the basis on which they want words deleted. Cloze Generator provides the deleted words in random order and also provides the correct answers. | ||
EV Mini Workshops
| Station | Title / URL | Presenters |
| Thursday 12-1:30 pm | Produce an iMovie for Use in the ESL Classroom | Kraemer, Stephen, University of Oregon, American English Institute |
| A hands-on introduction to the iMovie software will cover the essential elements of creating an iMovie, and saving projects to iDVD to create ESL lessons that are fun and motivational for both teachers and students. The projects created in this workshop would be appropriate for all levels of instruction. | ||
| 2 Thursday 3/26 12-1:30 pm | Uncharted In-sites, Forge New Webways — Virtual Denver | Maduli-Williams, Denise, City College of San Francisco
Maronde, Gitte, Harold Washington College |
| Explore Denver virtually via a hands-on workshop of collaborative Do-It-Yourself Tech Projects that incorporate technology including Photostory, Google homepage, glogster, doodle, online calendars, and PowerPoint Jeopardy. Through virtual exploration, participants will work with tools that are free, simple, and appropriate for all ages, levels of ESL and locales. Each activity includes a student and a teacher handout. Groups will post projects on workshop homepage to be available to all. | ||
| 3 Friday 3/27 12-1:30 pm | Design Web 2.0 WebQuests | Crosby, Cathryn, West Chester University of Pennsylvania Lorch, Tiffany, West Chester University of Pennsylvania |
| 2.0 WebQuests are inquiry-oriented activities that incorporate technologies, such as podcasts, blogs, and wikis to promote creative collaboration and information sharing. After a brief discussion 2.0 Webquests and their purposes in the ESOL classroom and demonstration of examples of 2.0 Webquests, participants will design objectives, choose assessment standards and create a 2.0 Webquest to implement in their classes. | ||
| 4 Friday 3/27 12-1:30 pm | Enhance Oral Skills with Movie Maker Video Journal Projects | Mendoza, Grazzia Maria, Zamorano University
Jose Luis Sosa, Zamorano University |
| Video-Journal projects let students write scripts and read them, speak freely and listen to themselves. Fluency and accuracy are improved since students can correct themselves before presenting final products. Participants in this workshop will develop their OWN MovieMaker video journal and explore ways to enhance all language skills, especially oral skills. Handouts with specific instructions and examples provided . | ||
| 5 Saturday 3/28 12-1:30 pm | Move From Requesting to Webquesting
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Shifrin, Robyn, Imagine Learning
Mowder, Melissa, ELS Language Centers/Cleveland |
| By providing individual (take home) jumpdrives loaded with a pre-designed hyperlinked webquest, participants will write a six-page webquest (Introduction, Task, Process, Evaluation, Conclusion, Credits), and learn to apply and assess webquests for ESL learning environments. They will overwrite the existing webquest and save their re-writes. Suggestions for themes, webquest links, templates and handouts provided. | ||
| 6 Saturday 3/28 12:00-1:30 pm | Engage Tech Savvy Students with Wikis
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Piotrowski, Cassie, San Jose State University / SAL
Pelletier, Danielle , San Jose State University /SAL |
| Tech savvy students are using media and technology for socializing and entertainment. Wikis offer opportunities that stretch them to use their tech skills for collaborative problem solving, critical thinking, and creative, thoughtful writing. Participants will receive step-by-step guidance in setting up a class wiki, embellishing it with free media, and using it in class. | ||
| 7 Saturday 3/28 3:30-5:00 pm | Use Simple and Engaging Technology
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Yasen, Lora, Tokyo International University of America
Stipe, Marianne, Tokyo International University of America |
| Participants will learn how to create simple web pages in the desktop publishing program, Microsoft Publisher, add recorded speech to a slideshow in Microsoft PowerPoint and connect it to a web page, and create, collect and analyze Survey Monkey results. Handouts for project assignments and discussion of applications for language development in a technology-enhanced environment. | ||
| 8 Saturday 3/28 3:30-5:00pm | Create Personalized homepages for professional development
http://www.google.com/ig/directory http://myyblog.com/blog/tips |
Arraras, Pamela, Guilford County Schools (US) |
| After a brief demonstration of IGoogle, MyYahoo, ITunes, Google Reader and social bookmarking as sources for informal professional development, participants will create at least one personalized website or homepage for continuous professional development. A handout with resources and applications provided online and in print: Sources of activities for students, gadgets, podcasts, RSS feeds and how to aggregate them, online archives. | ||
EV Fair
| Station | Title / URL | Presenters |
| 8:30 am—26 March (Thursday)–EFL, Higher Ed, Teacher Ed | ||
| PC 1 | Portaportals! | Holly Dilatush. ABA Virtual Learning Center |
| PC 2 | Enhancing Lessons with Web 2.0 | Rita Zeinstejer. Asociacion Rosarina de Cultura Inglesa
Robert Squires, English Language Institute; The University of Montana; Missoula |
| PC 3-4 | Enhancing Professional Collaboration with Social Bookmarking | Jacqueline Benevento. Rowan University
Karen Jogan, Albright College |
| PC 5-6 | Using web 2.0 resources to develop reading skills in large online class | Junia Braga. Universidade Federal de Minas Gerais |
| PC 7-8 | Building webquests for Chilean in-service teachers | Claudio Diaz. Universidad Catolica de la Santima Concepcion
Mabel Ortiz, N. Universidad Catolica de la Santima Concepcion |
| PC 9-10 | A Novel Idea: Using PowerPoint Presentations | Lily Sorenson. Georgetown University |
| MAC 1-2 | Toward an Integrated Online Learning Environment for ESL | Carol Lu. Teachers College; Columbia University
Ming-Tsan Pierre Lu, Teachers College; Columbia University Yanjin Long, Teachers College; Columbia University |
| MAC 3-4 | Facilitating In-Service Teacher Development with Video Uploads | Dr. Jeff Popko. Department of World Languages; Eastern Michigan University
James Perren, Department of World Languages; Eastern Michigan University |
| MAC 5-6 | Easy Course Management Using Engrade | Kathryn Belisle. Mukogawa Fort Wright Institute; Spokane; WA |
| MAC 7-8 | Something “Wiki” This Way Comes! Instant Interactive Websites | Joshua Belknap. BMCC CUNY
Cynthia S. Wiseman, BMCC CUNY Rusmin Ruru, BMCC CUNY |
| MAC 9-10 | Web 2.0 in Moodle | Juan Soto. Ohio University |
| 9:30 am—26 March (Thursday)–EFL, Higher Ed, Teacher Ed | ||
| PC 1-2 | Web 2.0 Applications for English Language Educators | Cathryn Crosby. West Chester University of Pennsylvania |
| PC 3-4 | 10 Essential Search Tools for Online Learners | Randall Davis. University of Utah |
| PC 5-6 | Creating a Dynamic Graphic Syllabus using MS Office Tools | Keli D. Yerian. University of Oregon |
| PC 7-8 | Creating digital stories in a Chilean Teacher Education Program | Mabel Ortiz. Universidad Catolica de la Santima Concepcion
Claudio Diaz, Universidad Catolica de la Santima Concepcion cdiaz@ucsc.cl, |
| PC 9-10 | Learning contextualized vocabulary with Internet tools | Laurie Moody. Passaic County Community College
Gaby Rinkerman, Community Technology Center; Passaic County Community College; Paterson; NJ |
| MAC 1-2 | Virtual Worlds: Opportunities for Immersive Language Learning | Adolfo Carrillo-Cabello. Iowa State University |
| MAC 3-4 | The Incredible Wiki: A Teacher-Trainer’s Multifunctional IT Friend | Toni Hull. Hue College of Foreign Languages, Vietnam
David Fay, USA Department of State Irina Ishkhneli, Secondary School 1738; Zhulebino, Moscow Region |
| MAC 5-6 | Course Support and Web Homework Using Moodle | Kelly Charles. Aichi Institute of Technology
Lawrence Kelly, Aichi Institute of Technology |
| MAC 7-8 | Second Life: The Possibilities of Virtual Worlds for ESL | Ellen Clegg. ELS Language Centers |
| MAC 9-10 | Teaching Speaking Skills in a Virtual Classroom | Emily Hicks. Howard Community College |
| 8:30 am—27 March (Friday)—Elem Ed, VDMIS, SPLIS | ||
| PC 1-2 | Digital Storytelling in the ESOL Classroom | Cathryn Crosby. West Chester University of Pennsylvania |
| PC 3-4 | Business English for ESL Teachers | Nancy Overman. Georgetown University |
| PC 5-6 | Using PowerPoint Templates to Create Interactive Learning Activities | Sally Crouch. Carlos Rosario Public Charter School |
| PC 9-10 | Student Digital Film-Making Made Easy | George Plautz. English Language Institute; University of Utah |
| MAC 1-2 | Using Short-Movies from the Internet | Ana Wu. City College of San Francisco |
| MAC 3-4 | Images4Education | Mary Hillis. Kansai Gaidai University
Jane Petring, |
| MAC 5-6 | The Jigsaw Classroom: Cooperative Learning in Action for ELL Students | Mary Buser. University of Wisconsin, Sheboygan
Hajira Buser, University of Wisconsin, Oshkosh |
| MAC 7 | EVO: Teaching English through Drama | Gary Carkin. Southern New Hampshire University
Judy Trupin, |
| MAC 8 | ESL & The Bee | Laurel Anderson. Carlos Rosario International Public Charter School
Sheryl Sherwin; Carlos Rosario International Public Charter School; ssherwin@carlosrosario.org, Carlos Rosario International Public Charter School |
| MAC 9-10 | Using iMovie and iDVD to Teach ESL Grammar | Stephen Kraemer. University of Oregon; American English Institute |
| 9:30 am—27 March (Friday)—Sec Ed, ITA | ||
| PC 1-2 | Using Online ESL/EFL Short Stories in Your Classroom | Ron Lee. Pasadena City College |
| PC 3-4 | Using videos from the web for integrated skills language learning | Pamela Arraras. Guilford County Schools (US) – VIF Teacher from Argentina |
| PC 5-6 | Teaching academic English vocabulary through CALL networks and systems
http://www.wordchamp.com/lingua2/Home.do http://sd2.itd.cnr.it/cnr_sd2/index.php?PHPSESSID=5a34a09ae60ff00e216bd89f1bc16239&modul=detail&ID=4 |
Li Jia (Joan). Ontario Institute for Studies in Education at University of Toronto
N/A, |
| PC 7-8 | Giving Your English Class a Second Life | Edo Forsythe. National Cryptologic School |
| PC 9-10 | Teaching Techno-Savvy Students | Lora Yasen. Tokyo International University of America
Marianne Stipe, Tokyo International University of America |
| MAC 1-2 | Feedback on pronunciation: sound files and Audacity software | Ellen Rosenfield. UC Berkeley; Berkeley City College |
| MAC 3-4 | The What’s-He-Going-to-Do? Prediction Game | Susan DePhilippis. Atlantic Cape Community College
–, |
| MAC 5-6 | The Moodle Reader Module for Extensive Reading | Thomas Robb. Kyoto Sangyo University |
| MAC 7-8 | Learner.org for Advanced Academic ESL & Teacher Training | Stephanie Landon. University of California Riverside Extension |
| MAC 9-10 | Is Twitter a Tweet for Community Building? | Kristi Newgarden. University of Connecticut American English Language Institute |
| 8:30 am—28 March (Saturday)—ESP, Admin, Applied Ling | ||
| PC 1-2 | Dual Language Book Project for Young ELL: Family Treasures Website | Hetty Roessingh. University of Calgary |
| PC 3-4 | Second Life forTeachers of the Future | Serpil Sonmez. University of Wisconsin-Milwaukee
Sebahat S. Sonmez Poyraz, Florida State University |
| PC 5-6 | Citizenship Manuals: Citizenship Lessons Made Interesting | Robert Kelso. Miami Dade College |
| PC 7-8 | What Is Your Holland Code? | Shirley Sung. City College of San Francisco |
| PC 9-10 | Ingles para Viajeros | Heidy Robles. Universidad del Norte; Barranquilla; Colombia. |
| MAC 1-2 | Teaching Moodle for Language Teaching | Stephanie Buechele. Ohio University
Juan Soto, Ohio University |
| MAC 3-4 | ESL Internet | Bophany Huot. City College of San Francisco |
| MAC 5-6 | Study Materials on a4esl.org; iteslj.org and www.manythings.org | Lawrence Kelly. Aichi Institute of Technology
Charles Kelly, Aichi Institute of Technology |
| Mac 7-8 | Using Skype Video Conferencing as an Authentic Assessment in EBP | Alisa Yi-Ting Tu. University of Pennsylvania |
| MAC 9-10 | Internet-Based English Literacy and Conversation for Spanish-Speaking
http://tkowitt.home.comcast.net www.starfall.com; www.pumarosa.com www.handwritingforkids.com; www.ompersonal.com.ar |
Talia Kowitt. Howard Community College; Columbia; MD 21045 |
| 10:30 am—28 March (Saturday)—Mat Writer, IEP, Intercul Communication | ||
| PC 1-2 | Make It Dynamic!
http://www.lingual.net/lingualproductitems/category.php?categoryid=2 http://e-portfolioidoit.spaces.live.com/?mkt=en-us;http://www.nationalgeographic.com/ |
Guler Ekincier. Pamukkale University |
| PC 3-4 | Technology for Cultural Integration of Students on Campus
http://acadweb.snhu.edu/riabov_lyra/TESOL%202009%20EV%20Fairs.htm |
Lyra Riabov. Southern New Hampshire University |
| PC 5-6 | The Web 2.0 Honing Social Skills | Rita Zeinstejer. Asociacion Rosarina de Cultura Inglesa |
| PC 5-6 | View + 1: Media Frameworks for Reculturing Through Stages of Change | Mari Vawn Tinney. Western Governors University |
| PC 9-10 | Pathways to Proficient Pronunciation through Practical Participation | James Perren; Ed.D.. Department of World Languages; Eastern Michigan University |
| MAC 1-2 | Using Captivate to Create Interactive Learning Objects | Rosemary Kauffman. Defense Language Institute |
| MAC 3-4 | A Plagiarism Curriculum for IEP’s: A Website for Instructors | Alicia Ambler. University of Iowa |
| MAC 5-6 | Promoting Peace via Cross-Cultural Online Projects for EFL Classrooms | Buthaina Al-Othman. Language Center of Kuwait University |
| MAC 7-8 | Language Is Worth Remembering | Salman Atassi. Qatar University |
| MAC 9-10 | Spheres of Influence | Sarah Mantegna. North Springs Charter High School |
| 2 pm—28 March (Saturday)–Writing, Adult Ed, BE | ||
| PC 1-2 | Getting Your Students to Blog | Robert Bushong. Center for Multilingual Multicultural Studies; UCF |
| PC 3-4 | Intuitive Corpus Building: Creating Corpora without the Hassle | Scott Douglas. University of Calgary
Darren Wilson, University of Calgary |
| PC 5-6 | Student projects with multimedia for internet writing | Johanna Katchen. National Tsing Hua University |
| PC 7-8 | Using Concordance in ESL and EFL Writing class to foster learner autonomy | Min Jung Jee. University of Texas at Austin |
| PC 9-10 | Constructing language-experience books with PowerPoint | Laurie Moody. Passaic County Community College |
| MAC 1-2 | Building Reading Fluency with a Wiki | Mary Jane Onnen. Glendale Community College |
| MAC 3-4 | Internet Resources for Teaching Academic Writing | S. Kathleen Kitao. Doshisha Women’s College
Kenji Kitao, Doshisha Univeristy |
| MAC 5-6 | Web-based Lessons with Filamentality | Evelise Ribeiro. PGCPS |
| MAC 7-8 | Collaborate! Create an online class newspaper using a wiki | Alyssa Ruesch. University of Minnesota
Emily Tichich, Minnesota English Language Program, University of Minnesota |
EV Hardware Fair
| Station | Title / URL | Presenters |
| Thursday, 10:30-11:15 | High-Tech, Low-Tech Solutions for Enriching Language Learning | Randall Davis, English Language Institute, University of Utah |
| The immense development of technology in recent years has spawned new tools and approaches to enhancing language learning and teaching. However, one of the perennial challenges facing teachers and language programs has been the chore of sifting through the newest gizmos and gadgets and finding the right devices to meet specific needs in the classroom. Consequently, many teachers question, “Does newer mean better?” In keeping with this year’s theme, Uncharted Mountains, Forging New Pathways, the presenter will first highlight the benefits and obstacles in using technology from his own experience and then discuss five keys steps to selecting and integrating technologies in simple, yet pedagogically-sound, ways. | ||
| Friday, 10:30-11:15 | Literacy and the XO Laptop | John Madden, St. Cloud State University |
| The XO laptop, the ‘$100 laptop’ being developed the One Laptop per Child Foundation, promises to transform education for children in the developing world. The XO is also being tested at U.S. locations. Laptops in general have been shown to support literacy development, including for English language learners, though results are not always reflected in test scores. The XO itself is a small, tough laptop intended for children in developing countries. Hardware offers support for USB devices, wireless networking, and includes a microphone and web camera. The XO’s open source software includes a word processor, web browser, and an audio / video recorder. The presenters will share their XOs and lead discussion about how well the XO actually supports literacy development for English language learners. Typical L2 writing and multimedia activities, both individual and collaborative, can be undertaken on the XO. Elementary school English language learners at a variety of proficiency levels could benefit from using the XO. Teachers and learners new to computers may require considerable technical support, however. Help options currently available will be considered. Finally, participants will have the opportunity to explore how transformative the XO and other small laptops can actually be. | ||
| Friday, 10:30-11:15 | Hear Your Ever-silent Learners: Their Cell Phones are the Medium | Elba Mendez, Benemérita Universidad Autónoma de Puebla |
| Do you teach beginning, shy adult learners? This session reports on a project that aimed to assess oral proficiency using recording devices, mainly cell phones, in large classes at public universities. There was an interest to give timid learners equal opportunities to be heard by the teacher and to somehow extend oral language production. The experimental phase included asking learners to record a pair-tailored oral exercise they did in class with the help of available cell phones/recording devices (mp3 players, clocks) and having them find ways to transfer those audio files onto a CD/flash memory/USB for the teacher to take home. Feedback from learners encouraged insights as to whether have them do oral assignments individually, in pairs, or trios. Similarly, using already available technology in new ways proved motivating and challenging for university students. In general, rather shy learners were sheltered and did the exercise as many times as they felt necessary whereas more confident ones produced creative audio-recording samples. Examples of oral assignments from shy and fluent learners, samples of feedback from students and colleagues as well as anecdotes and the future of the project will be shared with participants. | ||
| Friday, 10:30-11:15 | Nokia Internet Tablets: Tiny CALL | Jeff Nelson, Washington State |
| A Nokia N800 Internet Tablet will be demonstrated. Nokia Internet tablets (N770, N800, and N810) are the cheapest handheld PC’s available at this time. The N800 and N810 are almost identical, and when the OS is upgraded, the N800 performs at the same speed as the N810, which makes it an incredible value, as it can be purchased for half the price. The N800 is very capable for its size. It connects to wireless Internet signals. It can also run a very wide array of software, since its OS is a version of Linux. Therefore, it is a device with a huge range of possibilities. Disadvantages: compared to a full-size laptop, it runs slowly, and for older eyes, using the screen can be trying. Pedagogical activities can be designed using the N800 for all levels, however, older adults may have trouble focusing on the tiny screen. | ||
| Friday, 10:30-11:15 | Alphasmart Keyboards: CALL unplugged | Jeff Nelson, Washington State |
| Alphasmart intelligent keyboards are small keyboards with a several-line LCD display and enough memory to hold between 60 and 100 pages of text. They have many advantages over a conventional laptop: long battery life, extremely light weight, little maintenance, lack of distractions, instant-on, automatic saving of every keystroke, and quiet, cool operation. They can be connected to a PC to transfer text, thus allowing them to function as a “remote peripheral.” Disadvantages are inherent to the device’s design and may better be seen as limitations: they only do one thing, and that is writing. They are appropriate for all levels. The presenter has used Alphasmarts to teach typing in rural Colombia. The Alphasmarts are light enough that an entire bag of them can be hauled around on the back of a dirt bike, so as to provide learning opportunities for groups of students in remote areas. The Alphasmarts enable basic keyboarding instruction in places where computers are impractical. Alphasmarts are widely used for writing activities of all sorts, and are useful for travelers, journalists, writers, and students at all levels. | ||
| Friday, 10:30-11:15 | Effective Use of the Twenty Questions Electronic Game | Thomas Robb, Kyoto Sangyo University |
| The surprisingly accurate electronic guessing game, “Twenty Questions,” by Radica is available in numerous languages including French, German, Italian, Spanish, and Japanese. While intended for use by a single person, it can effectively be used with groups of students, or even as a whole-class activity. The presenter will suggest a number of different activity configurations and extensions to focus on syntax, vocabulary, and pronunciation. The presenter has used half a dozen of the English version successfully with Japanese students in groups of 3-4 and based a number of outside assignments around them. It is a simple, yet fun way to add a touch of novelty to a language class while learning some practical expressions that might not be encountered in the standard textbooks, such as “come” in sentences such as “Does it come in a box.” Other such examples will be cited in the presentation. A handout (also available online) explains the recommended steps for effective use with a class of students. | ||
| Friday, 10:30-11:15 | Flipping in and Flipping out: Flip Camera Applications Inside and Outside the Classroom | Aaron Schwartz, Ohio University
Dee Gephart, Ohio University Barbara Schwenk, Ohio University |
| Flip Video Cameras (Pure Digital Technologies, Inc.) are an affordable, innovative technology that can simply record high-quality digital video. The actual camera is slightly larger than a deck of cards, has no moving parts or cables, but can record an hour of video. Video is saved as AVI files on the internal hard drive, using the attached USB flip and included software, videos are quickly transferred to any MAC or PC. The presenters not only demonstrate how to use the technology, but also share various examples of how the flip cameras have been used in their courses, including handouts and rubrics used in conjunction with camera projects. In the classroom, flip cameras can be used to record student speeches and presentations, allowing for instant self-feedback. Unlike most traditional recording methods, recorded student presentations are quickly distributed to students or imported into Blackboard or other course-management systems. Outside the classroom, students can utilize the simple-to-use cameras to make short video clips about their surrounding community as they interview native speakers and engage in ethnographic research. The small size and simplicity of the cameras makes them fun, lowering the affective filter and promoting language acquisition at all levels. | ||
EV Classics
| Title / URL | Presenters | |
| Friday
2:00 – 3:00 |
Teaching ESL writing through website publishing | Timothy R. Healy, American Cultural Exchange English Language Institute at Seattle Pacific University |
| Web-publishing is an exciting, authentic, collaborative and integrated-skills learning experience for students. | ||
| Friday
2:00 – 3:00 |
ESL Podcasts and the Culture Box | Christina Cavage, Atlantic Cape Community College |
| What started out as a shoebox to ask questions about American culture has turned out to a website with podcasts that answer those burning questions our students have. Come see how this presenter has created a website to answer students questions about American Culture and more! | ||
| Friday
2:00 – 3:00 |
Eight Ways to Use Blackboard Discussion Boards
http://bbd.su.edu (Password protected) |
Brenda Murphy, Shenandoah University |
| This presentation will look at eight ways Shenandoah University TESOL Program uses Blackboard discussion boards in its online courses. | ||
| Friday
2:00 – 3:00 |
Using Webcasts to Train Science Students at Kuwait University to Think Critically and Independently | Buthaina Al-Othman, Language Center, Kuwait University |
| Using webcasts for EFL/ESL classes can encourage a student-centered learning environment and motivate learners to take the first step toward independent learning, an essential approach toward learning in the 21st century. | ||
| Friday
2:00 – 3:00 |
The ABCs of Authoring Your Own Multimedia Materials | Randall Davis, English Language Institute, University of Utah |
| The presenter will demonstrate how teachers can author their own classroom or Web-based audio content for language learning . . . on a shoestring budget. Specific software, microphones, digital voice recorders, pantyhose pop-screens, and other recording will be shown. This session should appeal to both novice and experienced teachers. | ||
| Friday
2:00 – 3:00 |
Online in Iraq: Teacher training and English Programs | Rick Rosenberg, US Department of State |
| Friday
2:00 – 3:00 |
OSAELT (Online Society for Afghan English Language Teachers): Why did it grow slowly and what could be done to rejuvenate it? | Snea Thinsan |
| Friday
2:00 – 3:00 |
Using Bb, Blogs, and Wikis to Facilitate L2 Writing | Cynthia Wiseman, |
| This presentation will feature various� electronic tools and activities that support the development of proficiency in L2 writing. | ||
| Friday
2:00 – 3:00 |
The Extensive Reading Pages | Tom Robb |
| A compilation of information on how to implement an Extensive Reading program including and an annotated bibliography of research with 400+ entries. | ||
| Friday
2:00 – 3:00 |
Listening/Reading Activities Using National Public Radio | Sandy Reno |
| Saturday
9:30 – 10:30 |
Student-Centered Video Projects | Roger Drury, Georgia Tech |
| Based on the ideas that Dale’s Cone of Knowledge embodies, the presenter will demonstrate student videos from a range of levels and for a range of pedagogical purposes.� He will also explain how he sets up the class assignment and evaluates students’ work. | ||
| Saturday
9:30 – 10:30 |
CALL Software List | Deborah Healey, University of Oregon |
| A look at an online resource for those interested in CALL software (Mac and Windows) | ||
| Saturday
9:30 – 10:30 |
The CALL IS Electronic Village Online
http://evosessions.pbwiki.com/Call_for_Participation09 |
Elizabeth Hanson-Smith, EVO Coordination Team |
| Saturday
9:30 – 10:30 |
Collaborative Internet Projects | Susan Gaer |
| Saturday
9:30 – 10:30 |
Tablet PC Applicatons:� Oh, what you can do! | Mary Diaz, Broward College |
| This presentation will demonstrate the Tablet PC’s powerful, dynamic use of MS Office 07 features� for practical classroom applications as applied to teaching ESL/EFL face-to-face and/or online via Blackboard. | ||
| Saturday
9:30 – 10:30 |
An Invitation to CALL: A Mini-Course for CALL Teacher Education | Phil Hubbard, Stanford University |
| Saturday
9:30 – 10:30 |
Oxford Passport Online | Tom Robb |
| The site offers 40 games for learning and practicing grammar, vocabulary and conversational phrases | ||
| Saturday
9:30 – 10:30 |
The Internet-based Resource for ESL/EFL Teachers and Students
http://acadweb.snhu.edu/riabov_lyra/TESOL%202009%20EV%20Fair%20Classics%20Abstract.htm |
Lyra Riabov |
| Saturday
9:30 – 10:30 |
Bloggin’ Divine
http://www.divineesl.blogspot.com; http://www.esl080c.blogspot.com |
Larry Udry, DWC |
| Saturday
9:30 – 10:30 |
tDictionary | Andy Bowman, Wichita State University |