Crowne Plaza White Plains, New York

Crowne Plaza White Plains, New York
New York State Teachers of English to Speakers of Other Languages NYS TESOL 45th Annual Conference Emerging Global Literacies in Language and Technology November 13-14, 2015 Crowne Plaza White Plains, New York #NYSTESOL15

TABLE OF CONTENTS WITH THE RIGHT TOOLS
2015 NYS TESOL Leadership &Conference Information 1 2015 Conference Team 2 NYS TESOL President’s Letter 6 NYSABE President’s Letter 7 Friday Award’s Dinner Information 8 2015 Featured Keynote Speakers 10-11 Featured Speakers & Virtual Presentations 13 Friday At-a-Glance 14-16 Saturday At-a-Glance 18-20 Friday Concurrent Sessions 22-33 Friday Poster Sessions 34-36 Saturday Concurrent Sessions 37-48 Saturday Poster Sessions 49-51 Student Essay Contest Winners &Honorable Mention Essays 53-59 Thank You to our Supporters 60 Past Presidents & Conferences 62 Hotel Plan 64 WITH THE RIGHT TOOLS EVERY STUDENT CAN BE A GREAT WRITER Introducing a new corpus-informed writing series that teaches authentic academic language, develops critical thinking skills, and helps students recognize and avoid plagiarism. Attend the Final Draft presentation: Friday, November 13th from 4:10-5:20 PM Sprainbrook Room, presented by Tom Dare. cambridge.org/finaldraft

NYS TESOL MEMBER OF THE MONTH PROGRAM
NYS TESOL LEADERSHIP TEAM Robin Finnan-Jones, President Audrey Murphy, First Vice President Valentina Portnov, Second VicePresident/Conference-Chair Maureen P. Edmonds, Second Vice President-Elect Susanne Marcus, Immediate Past President Catherine Box & Tilla Alexander, SIG Co-Coordinators Julie McCarthy, Regions Coordinator Ravneet Parmar Assistant Regions Coordinator Angie Kassab, Membership Chair Betty Aderman & Juliet Luther, Curriculum and Standards Co-Chairs Roger Franz, Assistant Professional Concerns Chair Fran Olmos, Publications Committee Chair Cara Tuzzolino Werben, Elizabeth Fonseca, Idiom Editors Rebekah Johnson, Lubie Grujicic-Alatriste, NYS TESOL Journal Co-Editors Mark Aaron Polger, Technical Support Specialist Jedediah Palmer, Promotions Manager & Exhibitor Liaison L. Jeanie Faulkner, Treasurer Cynthia Wiseman, Business Manager REGION LEADERS Christine Jacknick, Hudson Valley Chair (Vacant Position),New York City Chair Denise Góñez-Santos, Buffalo Chair Daniel Heckmyer, Buffalo Chair Katherine Pazmiño, Rochester/Syracuse Co-Chair Alexandria Wolochuk, Long Island Chair Kathy Saso, Capital District Co-Chair Anne Heupel, Capital District Co-Chair SIG LEADERS Matty Espino, Applied Linguistics Chair Shannon Hilliker, Applied Linguistics Co-Chair (Vacant Position),Adult Education Laura Kaplan, Bilingual Education Chair Lisa Wittek, Elementa ry Education Chair Lubie Grujicic-Alatriste, Higher Education Co-Chair Ashley Fifer, Higher Education Co-Chair Christine Susskind, Secondary Education Chair Carmen Luciano, Special Education Chair Laura Baecher, Teacher Education Chair Marcus Artigliere,Teacher Education Co-Chair Lisa Pye, Teaching English Internationally Chair GENERAL CONFERENCE INFORMATION Do you know a “super teacher” who spends hours of after school time supporting his/her students with classwork, extra-curricular activities or college and scholarship applications? Is there someone in your network who is always available as the “go-to” person for anyone who has questions about ELLs or TESOL? Do you have a colleague who volunteers regularly to serve on committees in support of our educator colleagues or our ELL students? In celebration of all that you do, NYS TESOL launched the Member of the Month program at the 2014 Annual Conference to honor and recognize the volunteer service of our members. The many diverse and valuable contributions above and beyond one’s daily job support our colleagues and our students and their families. Registration Badges must be visible at all times. They indicate that you are a paid conference attendee, as well as the date(s) of your participation. Concurrent Sessions are indicated in the At a Glance Schedules and the Concurrent Sessions Description pages. These pages include the exact times and rooms of the sessions, the presenters, as well as the abstracts of the presentations. A map of the hotel is located on the last page of this program. As a courtesy to both the presenters and the participants, please arrive promptly to the sessions. Exhibitors consist of a variety of publishers or companies who will be displaying their educational materials and/or instructional aids. They will be located on the lower level of the hotel. Meal Tickets are included with your Pre- Registration Package, if purchased. A limited number of meal tickets, if available, may be purchased at the Registration Desk at the Conference. Conference attendees without meal tickets may dine at the hotel’s restaurant or restaurants nearby. Evaluations provide us with valuable information that helps NYS TESOL in the planning of future conferences. Your feedback is important to us. Please complete the evaluation forms found in your conference bag, and deposit it in the box located at the Registration Table. Eligibility – The NYS TESOL Member of the Month Nominee must be a current NYS TESOL Member. Selection Criteria – The NYS TESOL Member of the Month Nominee demonstrates a commit- ment to the field above and beyond his/her job description, such as: dedicating extra time to stu-dents and their academic well-being; providing translation services to students’ parents; suggest-ing and sharing relevant supplemental materials and/or resources with fellow teachers or teacher trainees; regularly giving workshops and presentations at professional development events, and mentoring new teachers or teacher trainees. Rewards – In addition to 12 months of recognition on our website, each year the 12 Members of the Month will be entered into a Raffle for a complimentary registration to the NYS TESOL Annual Conference. Process – Go to the link below and tell us about your nominee’s contributions to the field and/or our community of educators and students. A NYS TESOL committee will review the entries and select the monthly winner. Please visithttp:// Nominate yourself or a colleague today! Please join us in congratulating all the Members of the Month 2015 for their service to our field! Christine Pearsall – January 2015 Katya Kats – February 2015 Alison Stritzl – March 2015 Scott Freiberger – April 2015 Marjorie Stanton Melissa Varas - Daniel Heckmyer Matthew Espino- May Summer September October 2015 – Winner of complimentary registration NYS TESOL th Annual Conference

2015 CONFERENCE TEAM A Special Thanks
NEWYORK STATE TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (NYS TESOL) Valentina Portnov Conference Chair Maureen P. Edmonds Asst. Conference Chair/ Scheduling Chair Jedediah Palmer Exhibitors, Sponsorships, Advertisements Ching-Ching Lin Volunteers Chair Gabriella Portalatin Publicity Chair Fran Olmos Registration Chair Maureen P. Edmonds Cynthia Wiseman Onsite Registration Ravneet Parmar Conference Program Book Vlada Chekh Logo Graphic Designer Tilla Alexander Catherine Box Student Essay Contest Student Essay Readers Cara Tuzzolino Julie McCarthy Ravneet Parmar Tilla Alexander Christine Jacknick Catherine Box Meredith Van Schuyler Awards L. Jeanie Faulkner Fran Olmos Sarah Elia Advisors Tilla Alexander Catherine Box Ravneet Parmar Julie McCarthy SIG/Region Social Hour Chairs Mario Rimoldi Superior Audio Visual Audiovisual/Technology Helaine W. Marshall Conference liaison and MC for the proceedings Amy Moore Conference Planning Manager Crowne Plaza, White Plains, NY Staples Print Management Julio Batista Jody Sperling J-Unit Karaoke Mark Aaron Polger Web, , & Listserv Administration NYS TESOL 45th Annual Conference Proposal Review Committee Elke Apelbaum Savoy Teale LaBarbera Proposal Chairs Proposal Readers Joanne Beard Gabriella Portalatin Roger Franz Jr Elaine Roberts Della Dekay Fran Olmos Robin Finnan-Jones Virginia Jama Ching-Ching Lin Connie Dziombak Tamara Kirson Lisa Pye Rebekah Johnson Lucia Buttaro Christine Rosalia A Special Thanks to all the Conference Volunteers! In 2014, NYS TESOL’s Executive Board (EB) voted to work with a consultant recommended by TESOL International to define the vision of our organization and the pathway to achieve that vision. Under the guidance of Holly Duckworth, the EB created a business plan identifying short and long-term goals to realize the goals outlined in our vision. The new organizational model, which includes 6 Vice Presidents, as key pillars of NYS TESOL, will foster greater participation and develop a culture of volunteerism in the 21st century. This new structure will support and empower new leaders in NYS TESOL to strive toward our vision. NYS TESOL advocates, advances and enriches TESOL education and professionalism statewide. In the referendum on the new organizational structure proposed by the NYS TESOL Ad hoc Transition Team and approved by the Executive Board, the membership has voted to approve the new organizational structure as proposed, with the stipulation that the By-Laws will be amended to accommodate the newly created positions for Officers and Executive Board, and that the revised By-Laws will be presented to membership for final approval. NYS TESOL thanks Pearson ELT for their generous sponsorship of the 2015 Annual Conference NYS TESOL NYS TESOL 2 3 45th Annual Conference 45th Annual Conference

VP Annual Conference Elect
Volunteer positions Paid staff positions Elected positions Keep the Conversation Going! Organizations Liaison to Other Advocacy Coordinator Federal Statewide Advocacy Coordinator VP Advocacy KEY Recruitment Director of Member Director of Member Services Mentoring Program Coordinator Reports to Succession VP Membership Colleagues! Let the NYS TESOL Annual Conference be the start of a year-long conversation on how to improve and strengthen ESL education in New York State. Stay connected throughout the school year (and over the summer)! NYS TESOL Executive Board and Volunteer Structure Proposal February 2015 Director of Regions Director of SIGs Coordinator Events Coordinator Student Essay Contest President President Past VP Outreach There are many ways to get involved in the conversation! NYS TESOL Membership Communications Director of Online NYS TESOL Journal Business Manager Webmaster Idiom Editor Publications Director of Idiom NYS TESOL Listserv Need a quick answer to a pressing issue? Share your ideas and questions about ESL education via our public listserv. Great ideas from those who know ESL! Discussion Circles Members can create their own or join existing topic specific discussions on the Members Only Website. This is your one-stop-shop for all things NYS TESOL. Upcoming events, job vacancies and membership benefits are all available at the click of your mouse. Idiom This quarterly professional NYS TESOL publication now online, presents articles on a number of topics related to TESOL educators. NYS TESOL Journal The NYS TESOL Journal is the official journal of the New York Association of Teachers of English to Speakers of Other Languages (NYS TESOL). It is a refereed academic journal published biannually each winter and summer. Articles focus on theory, research, pedagogy, and educational policy related to the teaching of English to speakers of other languages, including U.S.-born bilinguals, “generation 1.5” students, immigrants, and international students. Articles may focus on any educational level, from kindergarten to university, as well as on adult school and workplace literacy settings. VP Communication President Elect Director of Budget Director of Fundraising Treasurer Accountant VP Finance Registration Chair Scheduling Chair Volunteer Coordinator Proposal Chair Awards Chair VP Annual Conference VP Annual Conference Elect NYS TESOL 45th Annual Conference

New York State Teachers of English to Speakers of Other Languages
Teachers College, Columbia University 525 W. 120th Street, Z-316, Box 185, New York, NY (212) November 13, 2015 NEW YORK STATE ASSOCIATION FOR BILINGUAL EDUCATION New York University Metropolitan Center for Research on Equity and the Transformation of Schools Broadway, 5th Floor New York, NY Tel: Fax: Dear NYS TESOL Members, Colleagues, and Friends, Welcome to NYS TESOL’s 45th Annual Conference! This year’s conference theme is Emerging Global Literacies in Language and Technology. Just what do we mean by “Global Literacies,” you might ask? One dictionary states that global literacy is characterized by a multiplicity of social and digital skills required to function in a democratically pluralistic, shared community, across geographical and international contexts. Another states that global literacy is the ability of all citizens throughout the world to identify, interpret, analyze, synthesize, create, use, communicate, and share new knowledge using the written word, multimedia, and communication technologies with a worldwide audience. It is understood that the world is multicultural with specific and subtle differences in individuals and in cultural groups, both locally and globally. Thus we bring you to this conference where you will participate in many workshops that will bring to you these global literacies that move us beyond the three R’s and have all learners sharing new knowledge. Our emerging global literacies can be used to identify, interpret, analyze, synthesize, create, use, and communicate, through new technology and beyond! Coordinating our NYS TESOL conference has been a team effort. It could not have been achieved without the leadership of our expert conference chair, Valentina Portnov. She handpicked her team from a group of volunteers who have dedicated themselves this year creating this wonderful conference. I am grateful for all their efforts that began on the day last year’s conference ended. I would also like to thank Sister Alexandra Wolochuk, our Nominations Chair, and Meredith Van Schulyer, our Awards Chair. Our volunteers for this conference are listed on the page two of this conference program. Please let us know if you would like to be involved as we plan for We can always use your expertise! As some of you began the school year, you were faced with full implementation of CR Part 154 and also the new language proficiency levels. As always, you were ready for this challenge! Many of you are writing to our listserv looking for and exchanging ideas as you work with our new and multilingual learners across the state. I encourage you to work together with professional teaching communities in your school. As research indicates, it is the students in the school community who benefit the most from teacher collaboration. NYS TESOL is an organization, in which you can work with other teachers of ELLs throughout the year to enhance your professional skills. In addition, we welcome your support at our annual conference. So do come to our SIGs and Regions hour to find out what is happening around the state! After all we are there to do the best we can do for our students. What better way than to work together with all teachers, parents, and administrators to find the avenues of success for all! Wishing you a wonderful conference! Dr Robin Finnan-Jones President 2015 NYS TESOL is a professional association that advocates, advances, and enriches TESOL education and professionalism statewide. BOARD OF DIRECTORS President Evelyn Arent President-Elect Dr. Tamara Alsace Secretary Iraida BodréTreasurer Dr. Maite Sánchez Vice-Treasurer Dr. Claire Sylvan Past President Dr. Tatyana Kleyn DELEGATE ASSEMBLY Regional Delegates Region I/Long Island Iraida BodréDr. Rosa Lien Region II/ New York City Eva García Ron Woo Region III/Mid-Hudson Nicole Sibiski Ayala Region IV/Central Ofelia Anamaría Janet Quiñones Eatman Region V/RochesterMaría Encarnación Rose Mary Villarrubia-Izzo Region VI/Western New York Petra Mencia Rebecca Murphy Delegates-at-Large Dr. Tamara Alsace Gregory Halzen Dr. Marguerite Lukes Dr. Maite Sánchez Dr. Claire Sylvan Parent-at- LargeMaria Kot Language Delegates Md. Abul Azad, Bengali Wen-Tsui Pat Lo, Chinese Dr. Carole Berotte Joseph, HaitianDr. Miriam Eisenstein Ebsworth, Hebrew Dr. Ved Malhotra, Hindi Dr. John Siolas, Greek Dr. Soekhee Cho, Korean Dr. Zoila Tazi, Spanish Dr. Bahar Otcu-Grillman, Turkish September 29th 2015 Dear NYS TESOL Colleagues and Friends, On behalf of the Board of Directors, Delegate Assembly, Executive Director, and members of the New York State Association for Bilingual Education (NYSABE), I would like to extend our most sincere congratulations to NYS TESOL for achieving 45 glorious years of success in serving English language learners (ELLs)/bilingual learners across New York State. In light of the instructional challenges faced by ELLs/bilingual learners and their educators today, your conference theme is a reflection of the vital conversations occurring in schools regarding the best ways to meet the instructional needs of our students so they can be successful participants in a global society. The theme, "Emerging Global Literacies in Language and Technology," cannot come at a better time. This innovative approach, based on current research for teaching ELLs/bilingual learners, will indeed promote a positive learning environment where academic success and socio-emotional development, as well as college and career readiness for all will be a reality. It is of utmost importance that our students be part of a global society where they can feel included, appreciated and valued. Therefore, it is our mission, as a partner organization, to foster opportunities where all students can grow and succeed academically as well as globally in order to meet the demands of the 21st century. We wish you a successful conference and look forward to collaborating with you through our advocacy efforts in order to provide our students with equitable access to educational excellence. Sincerely, Evelyn Arent NYSABE President, Executive Director Nancy Villarreal de Adler NYS TESOL NYS TESOL 45th Annual Conference th Annual Conference

Special Award: Outstanding Professional
NYS TESOL Awards Presentation Exceptional Teachers & Professionals 2015 NYS TESOL 45th Annual Conference Friday Dinner • 7pm-11pm Outstanding Teacher Award Honors an excellent teacher in our profession who engages students in productive learning and promotes their social emotional needs inside and outside the classroom. Presented to: Scott Freiberger P.S.20. John Bowne Elementary Lifetime Achievement Award Honors a NYS TESOL member who is retiring after a long established career in ESOL teaching and dedication to the profession. Vernon Todd SUNY New Paltz Special Award: Outstanding Professional In recognition for advocacy forEnglish language learners through family and community involvement Stella Lawrence Great Neck Public Schools Entertainment by J-Unit Karaoke NYS TESOL NYS TESOL 45th Annual Conference th Annual Conference

Plenary Speakers Plenary Speakers Friday Saturday
Friday Breakfast Plenary Saturday Breakfast Plenary James Paul Gee is the Mary Lou Fulton Presidential Professor of Literacy Stud-ies and Regents’ Professor at Arizona State University. He is a member of the National Academy of Education. His book Sociolinguistics and Literacies (Fourth Edition 2011) was one of the founding documents in the formation of the “New Literacy Studies”. His book An Introduction to Discourse Analysis (Third Edition 2011) brings together his work on a methodology for studying communication in its cultural settings, an approach that has been widely influential over the last two decades. His most recent books have dealt with video games, language, and learning. What Video Games Have to Teach Us About Learning and Literacy(Second Edition 2007) argues that good video games are designed to enhance learning through effective learning principles supported by research in the Learning Sciences. Situated Language and Learning (2004) places video games Andy Curtis is a president of TESOL International Association. Dr. Curtis received his M.A. in Applied Linguistics and English Language Teaching, and his Ph.D. in International Education, both from the University of York in En-gland. From 2007 to 2011, he was the Director of the English Language Teach-ing Unit at the Chinese University of Hong Kong and a professor in the Faculty of Education there. Prior to 2007, he was the Executive Director of the School of English at Queen’s University in Ontario, Canada, and a professor at the School for International Training in Vermont, USA. Andy is currently working with the Graduate School of Education at Anaheim University, which is based Plenary Speakers Friday within an overall theory of learning and literacy and shows how they can help us in thinking about the reform of schools. The Anti-Education Era: Creating Smarter Students through Digital Media appeared in Prof. Gee has published widely in journals in linguistics, psychology, the social sciences, and education. “Language, Literacy, Technology, Teaching, and Learning in a (Crisis-Ridden) Digital World” If you want to understand language, literacy, technology, teaching, and/or learning in our modern high-tech, fast-changing, high-risk, global world then you should not focus directly on any one of these and surely not silo them into different disciplines. The focus must be first and foremost on people’s capacities, resources, experiences, and movements in and out of ubiquitous teaching-and-learning spaces inside and, more importantly, outside of school. Friday Lunch Plenary in California, USA, and he was recently elected as the President of the TESOL International Association, which is the world’s largest international language teachers association, with 60,000 core and affiliate mem-bers in 160 countries. Over the last 25 years, Andy has published more than 100 articles, book chapters and books, and been invited to present to around 25,000 teachers in 50 countries, in Europe, Asia, Africa and the Middle East, as well as North, South and Central America. He is is based in Ontario, Canada, from where he works as an independent consultant for language teaching organizations worldwide. “If Technology is the answer, then what’s the problem?” In this breakfast plenary, we will explore some of the key aspects of the notion of “emerging global lit-eracies” in relation to technology in language education. Some of the questions we will consider include: If technology is the answer, then what’s the problem? Have notions of “literacy” been changed by the new technologies, and if so, how? Have definitions of “effective” language teaching and learning been changed by the new technologies, and if so, how? Saturday Lunch Plenary Plenary Speakers Marilyn J. Rymniak is Dean Emeritus of the LAC Academy and former Academic Director of Curriculum Development for the Literacy Assis-tance Center of New York City. She is currently Managing Executive Di-rector of BDx InterFace, Inc.TM, a contextualized curriculum development, TESOL and intercultural communication consultancy. Rymniak has taught in, directed, and developed materials for adult education, corporate and university-based English Second Language training programs in CA, NY and NJ, and was Executive Director of the TOEFL (Test of English as a Foreign Language) Exams (TOEFL iBT-CBT-PBT, TOEIC, TSE, SPEAK, SLEP) at Educational Testing Service (ETS) in Princeton, NJ. She has held teaching, training, and curriculum development positions in Spain, France, England, Iran and Saudi Arabia, and has done extensive EFL teacher training in Poland. She is the author of four English Second Lan- Christine Rosalia earned her Ph.D. from New York University in Educa- tional Communication and Technology. Her research interests have focused on computer-assisted language learning, mobile learning, written feedback, and online peer assessment. At Hunter College, City University of New York, she is an Assistant Professor of TESOL. She enjoys preparing New York City public school teachers and teachers of adults to incorporate technology into their everyday teaching, especially writing pedagogy and peer learning. Fa- vorite projects include digital storytelling across grades and language profi- ciencies, and teacher solutions to technologically under-prepared schools. Saturday guage training textbooks. Rymniak was previously the Executive Director of International Products and Pro- grams at Kaplan Inc. and architect of Kaplan’s worldwide Access AmericaTM program, the Dean of the Inter- national Office at Manhattanville College in Purchase, NY, a Culpepper Fellow for Cross-Cultural Studies at Millbrook School, a Fulbright scholar to the Federal Republic of Germany, and a Harvard Teaching Fellow. She holds a dual Masters in Theoretical Linguistics and Teaching English as a Second Language and a PhD in International and Comparative Education from the University of California at Los Angeles (UCLA). “The Impact of Global English on TESOL Practice” “Global English”, “World Englishes”, “English as a Lingua Franca”. What do these terms mean? As the world struggles to reach a consensus on how to respond to the unending migrant and refugee crisis, and the USA focuses on immigrants within its borders, it is more important than ever that TESOL profes-sionals understand the essence of these terms. “Glocalized Literacies Inside-Out, Around the World, and Back Again” The spaces between the affordances and constraints of mobile language learning are not flat static binaries. The evaluation process must be recursively negotiated depending on your students, tasks, and communities-- virtual and physical. This talk will address strategies for teachers to succeed in constantly evolving/changing times. NYS TESOL 45th Annual Conference th Annual Conference

VIRTUAL PRESENTATIONS
FEATURED SPEAKERS Angelica Infante-Green: Deputy Commissioner for the Office of P-12 Instructional Support, NYSED; The Blue-print for ELL Success and NYSED New Regulations; Friday, 4:10-5:20 PM NEW from PEARSON ELT Andy Curtis, Ph.D.: President of TESOL International Association; Professor, Graduate School of Education, Anaheim University, California, USA; New technologies and the use of film in the language classroom; Friday, 2:25-3:35 PM; Online Teacher Professional Development; Saturday, 4:10-5:20 PM Ruru S. Rusmin: Instructional Designer, E-Learning Center, Borough of Manhattan Community College, CUNY; Finding Your Voice in Another Language: How Technology Mediates Identity; Friday, 8:30-9:05 AM Tamara Kirson: Faculty, English Language Studies, The New School; Elaine Roberts: Director of Programs, In-ternational Center of Catholic Charities Community Services; It’s Your Classroom. What Do You Want To Do? A Supportive Forum for New Professionals; Friday, 10:40-11:50 AM Maria G. Dove, Ed.D., Associate Professor and Coordinator Graduate Education TESOL Programs, Molloy Col-lege; Andrea Honigsfeld, Ed.D., Associate Dean and Director of the Doctoral Program in Education, Molloy Col-lege; Integrated English as a New Language: Challenges and Solutions; Saturday, 10:40-11:50 AM Tilla Alexander, Catherine Box, Julie McCarthy, Ravneet Parmar; Resource Sharing and Networking; Saturday, 10:40-11:50 AM Don’t Miss Our Sessions Heather Homonoff Woodley, Ph.D.: Multilingual Multicultural Studies, Department of Teaching & Learning, Steinhardt, New York University; Empowering Multilingual Digital Literacies: Teaching for social justice in the technological age with emergent bilingual youth; Saturday, 1:35-2:10 PM Career Readiness, Civics, and Academic Prep: Text and Tech Solutions Presented by Bill Bliss Friday, November 13, 2:25 – 3:35pm Elena Zelfond: ESOL Teacher, Buffalo Public Schools (NYS TESOL Buffalo Region Leadership Team); Daniel Heckmyer: Campus Manager, English Language Centre, SUNY Fredonia (Assistant Chair - Buffalo Region); Denise Gonez-Santos, Executive Director, RBE-RN West, Erie 1 BOCES (Chair - Buffalo Region); Western New York ELL Educators Seek Support; Saturday, 2:25-3:35 PM Measuring Student Learning Outcomes and Presented by Dave Egoff Saturday, November 14, 10:40 – 11:50am VIRTUAL PRESENTATIONS Using Online Game to Maintain L2 Use during Study Breaks online (Virtual Presentation) HE/HE Are your students losing their English during school breaks? During holiday breaks, ELLs often experience periods of time when they are not actively studying English. The presenters will scaffold the design of an online game involv- ing activities that encourage ELLs to use English during extended pauses in their studies. Presenter(s):Aiko Pletch: SUNY New Paltz, Melissa Feldmann, SUNY New Paltz Exploring Grammatical Applications in Authentic Textbook Samples online (Virtual Presentation) AE/AL/HE ESL materials are well designed to teach English, but do little to prepare learners for the challenges of post-second-ary academic study. Once enrolled, students face enormous challenges. An engineering course, may require more than 100 pages of reading-plus rigorous writing assignments-on a weekly basis. Additionally, grammar, perceived as necessary but difficult for learners, is contextualized in oversimplified content. The result: students who strug-gle to apply what they have learned in academically challenging environments. Advanced Grammar is designed to support these students by establishing the link between grammar and its use in discipline specific post-secondary textbook content. Presenter(s):Lindsay Richman, Content Creation Specialist, Pearson ELT Our catalog is now fully interactive. Check it out! Robert Renner Bronx, Brooklyn, Long Island, Manhattan, Queens, Staten Island Phone: Mike Woods CT, MA, ME, NH, RI, Rockland, Upstate NY, VT, Westchester Phone: Pearson ELT is a proud sponsor of the NYS TESOL 45th Annual Conference NYS TESOL 45th Annual Conference NYS TESOL 12 13 45th Annual Conference

Continental Breakfast: Sponsored by NGL/Cengage
Time Event Room 7:30 AM-2:30 PM Registration Ballroom Foyer 7:30 AM-9:30 AM Continental Breakfast: Sponsored by NGL/Cengage 8:30 AM-9:05 AM The Effect of Arabic Conventional Domain of Use on the Selection of EFL Reactive Utterances Luce World Pathways Heritage Scholars Initiative Engaging research-based activities for teaching culture A Journey of an ESL Student with Hearing Loss Addressing Cultural and Linguistic Diversity with Teacher Inquiry-Based Professional Learning Welcome! Large-Group Orientation Activities for New Students Laurie: A case study of undergraduate writing across languages From Roots to Results: A Multi-Faceted Approach to Work- ing with English Language Learners Finding Your Voice in Another Language: How Technology Mediates Identity 9:00-10:25 Breakfast Plenary: Language, Literacy, Technology, Teaching, and Learning in a (Crisis-Ridden) Digital World 10:25 AM-10:40 AM Break 10:40 AM-11:50 AM BYOD: Integrating Technology to Build Language and Con- tent Communities Multiple Pathways to Literacy: Successful SIFE Programs Engaging Strategies to Facilitate Academic and Social Lan- guage Growth ExcEL: A Community Based Approach to Supporting ELLs in Secondary School Beyond Classroom Borders: From Community of Practice to Community Rochester International Academy: A Newcomer Program E Squared - Engaging Learners and Achieving Extraordinary Results Inviting in the Mother Tongue: Experiences of a First-Year Seminar to Promote Success Among Spanish-Speaking ESL Students at Bronx Community College Pattern Practice in Every Day Life Great Materials, Great Outcomes! [Adult Education] FEATURED: It’s Your Classroom. What Do You Want To Do? A Supportive Forum for New Professionals Engaging Hands-On Activities for Elementary ELLs 11:55 AM-1:25 PM Lunch Plenary: The Impact of Global English on TESOL Practice, 10th Annual Student Essay Contest 1:25 PM-1:35 PM 1:35 PM-2:10 PM Is HE Going to Teach ME? Students Experiencing NNST Classrooms Time Event Room 1:35 PM-2:10 PM Interface between Types of Instruction and Grammatical Features: A Meta-Analysis Culturally and linguistically diverse classrooms as laboratories of global literacies The Use of Technology as a Multimodal Publishing Tool Avoiding Plagiarism and Acclimating to American Universi- ty Standards Embedded Remediation in Community Colleges: A New Paradigm Utilizing Free Technology to Aid Classroom Teaching In Vivo and Online Activities: Aural Explorations not Oral Presentations One College’s Innovative Technological Response to New NYS ESOL Mandates Cross-Training to Strengthen Teaching Across Disciplines: ELT, Art and UDL “Funds of Knowledge” of Urban ELLs and Their Literacy Practices ELL Teachers- Perceptions of Push-in and Pull-out Teaching 2:10 PM-2:25 PM Break 2:25 PM-3:35 PM Integrating Technology to Communicate Ideas in Oral Presentations FEATURED: New technologies and the use of film in the language classroom Connecting the world to the classroom with Reading Explorer 2:25 PM-3:10 PM Engaging students in Literacy through Technology Emerging Best Practices in TESOL: Transitions to College and Career Career Readiness, Civics, and Academic Prep: Text and Tech Solutions The world is your classroom -- Teach with U.S. Embassies worldwide Tools for Clear Speech: Digital Assessment, Institu- tion-Wide Faculty Resources Assisting Diverse Learners: Strategies from Teaching En- glish in China Add -Buzz- to Your Classroom: Spelling Bees and Proj- ect-Based Learning Using readers based on real US history with launched beginners Action Strategies to Connect ELLs with the Common Core Standards Supporting ELLs with Interactive Notebooks in the ELA Classroom At-a-glance Friday At-a-glance Friday NYS TESOL 45th Annual Conference th Annual Conference

At-a-glance Friday Resource Sharing and Networking
Time Event Room 2:25 PM-3:35 PM Core Instructional Routines to Support 6-12 ELLs’ Literacy and Academic Development 3:35 PM-4:10 PM Exhibitor Coffee Break Poster Sessions 4:10 PM-5:20 PM Analyzing Digital Stories with ESL Students ESL Mural Movies Peer teaching activities for pronunciation lessons Transforming reluctant writers into active, confident writers with corpus-informed instruction ESL Students in Distress: Joining Forces Across the Univer- sity Using Online Models in College Composition Courses Promoting Academic Honesty: Plagiarism Prevention Methods for Chinese ELLs Creating Language and Content objectives to Explore So- cial Justice Issues Promoting Language Fluency through the Use of Voice Overs Accountable talk in the K-12 classroom: Facilitating L2 oral interaction Angelica Infante- Greene: The Blueprint for ELL Success and NYSED New Regulations CLOUDY with a CHANCE of COLLABORATION Coteaching Strategies for ELLs Through the Gradual Re- lease of Responsibility 5:30 PM-6:30 PM SIGS and Regions Social Hour 7:00 PM-11:00 PM Dinner (Ticketed Event), Annual Outstanding Educators Award Presentation Resource Sharing and Networking Need new and innovative ways to teach? Join other Educators in sharing and gaining new ideas and teaching methodology Saturday November 14, 2015 | 10:40am-11: 50 am Hosted by: SIG and Regions Chairs The purpose of this event is to collaborate and network with educators who are currently teaching in the field. Attendees can exchange ideas, discuss concerns and provide support to each other. You will also be able to share information on different teaching styles, methodology, classroom management, and student Are you new to the field of English language teaching? If this is your first career or you are changing careers, please join us! “It’s Your Classroom. What Do You Want To Do?” An Open and Supportive Forum for NEW PROFESSIONALS *** Being a new teacher is like trying to fly a plane and build it at the same time. *** Rick Smith This Forum is a gentle place to talk about “flying solo” in the classroom. Come discuss your experiences, air your concerns, and find support and guidance from two “veteran” educators, Elaine Roberts and Tamara Kirson NEW PROFESSIONALS FORUM FRIDAY, NOVEMBER 13 10:40AM - 11:50AM At-a-glance Friday NYS TESOL 45th Annual Conference th Annual Conference

At-a-glance Saturday At-a-glance Saturday Registration
Time Event Room 7:30 AM-2:30 PM Registration Ballroom Foyer 7:30 AM-9:30 AM Continental Breakfast: Sponsored by NGL/Cengage 8:30 AM-9:05 AM Language Literacy: Creating Meaningful Connections for Language Learners Content Based Second Language Acquisition and Mathe- matics A Global Study Told Through Inquiry Enhancing course collaboration and management with Google Documents What Should I Say? Chinese International Students in American Contexts Supporting Music Therapy Students through an ESP Read- ing/Writing Course Beyond SIOP: Five Keys to Success in the ESL Classroom Using Podcasts in the ESL/EFL Classroom 9:00 AM-10:25 AM BreakFast Plenary: If technology is the answer, then what’s the problem? 10:25 AM-10:40 AM Break 10:40 AM-11:50 AM Writing for NYS TESOL publication Improving Scores on the NYSESLAT with Visual Thinking Strategies (VTS) Not a Scientist? No Problem! Engage Your ELs in Inquiry * Poetry Workshop for English Language Learners and Teachers; Self, Family, and Culture into -I- Poems Measuring Student Learning Outcomes and MyEnglishLab Pragmatics for success in real world communication FEATURED: Integrated English as a New Language: Chal- lenges and Solutions Mining Math Assessment Data to Improve Instruction Flipping the tech-enhanced content-based EAP classroom: Collaborative curriculum development Grammar Perspectives: What to teach and when FEATURED: Resource Sharing and Networking with SIGs/ Regions Common Mistakes Made By Non-English Speaking Stu- dents 11:55 AM-1:25 PM Lunch Plenary: Glocalized Literacies Inside-Out, Around the World, and Back Again 1:25 PM-1:35 PM 1:35 PM-2:10 PM Searching and Finding on MS Word: tools to promote ‘noticing’ in authentic texts and student writing The role of first language awareness in teaching second language writing: The case of Hindi Time Event Room 1:35 PM-2:10 PM Evolving L1 Use in Note-Taking Empowering Multilingual Digital Literacies: Teaching for social justice in the technological age with emergent bilingual youth Teaching Authentic Language Using Visual Media Developing Global Literacy for ESL Students with Commu- nity Engagement Extensive Reading: A Collaborative Approach Engaging ELL Parents (Pre K-Grade 3) as Educational Part- ners Poetry as a Means for Critical Thinking and Self Expression Turn of Phrase ESL: Engaged, contextualized learning through gamebooks Administrative Support for Inclusive, Collaborative Service Delivery Models for ELLs EdTPA - Successes and Challenges in K-12 Teacher Educa- tion 2:10 PM-2:25 PM Break 2:25 PM-3:35 PM How do you assess and address grammar? Read It All: Multimodality, Transmediality, and Multilitera- cy in the Classroom 2:25 PM-3:00 PM Written Corrective Feedback: Are the Effects all Positive? 3:05 PM-3:40 PM Staying on Task: EPCO and the Dictogloss FEATURED: Western New York ELL Educators Seek Support Augmented Reality: Mobile-Phone Tools to Enhance Col- laboration with Student Projects Bring Your Lessons To Life With Schoology and Weebly for Education Click here: Connecting US and international students via Blackboard Let Your Students- Academic Language Literacy Emerge through Interactive Notebooks Instructional Strategies from a Newcomer Academy What Every Immigrant Needs to Know Flipping the Classroom: Considerations in Creating Online Course Content Effectively Teaching ELLs: Five Strategies to Support Lan- guage and Content Learning, Grades 6-12. Using Free Technology as a Tool for Innovative Language Instruction Using Podcasts in the ESL/EFL Classroom 3:35 PM-4:10 PM Exhibitor Coffee Break Poster Sessions 4:10 PM-5:20 PM FEATURED: Online Teacher Professional Development At-a-glance Saturday At-a-glance Saturday NYS TESOL 45th Annual Conference th Annual Conference

SESSION TYPES At-a-glance Saturday Time Event Room
4:10 PM-5:20 PM Corrective feedback: Bridging teacher and language learner expectations A Novel Approach to PD: Ask the Students Facing History and Ourselves: “Wonder” - beginning with the individual Stop It! You’re NOT engaging and motivating ALL STU- DENTS! Enhancing English Language Learning through Online Tech- nologies: Debunking the Myth of the Online Classroom 4:10 PM-4:45 PM Insights on linguistic profiling: A student/professor collaborative exploration Incorporating Animated Graphics to Enhance Language Acquisition A Sustainable ESL Model for Everyone The Power of TED in the 21st Century Reading Classroom! From Virtual to Real: Collaborative Online Learning Using Facebook L1 Background and Teacher Identity During the TESOL Practicum Literacy for Late-Entry Students 5:30 PM-6:30PM NYS TESOL Annual EB Meeting Pleasantville At-a-glance Saturday SESSION TYPES POSTER SESSION features successful lesson plans, projects and research studies. Presenters stay near posters during scheduled session times to discuss their work and answer any questions. WORKSHOP/DEMONSTRATION provides participants with “hands on” experience in developing meth-ods and materials, analyzing research data, or solving a specific research/teaching problem. In a workshop, there is very little lecturing by the leader(s); rather, the emphasis is on the participants doing something. A demonstration describes or shows how to do something, e.g., a technique for teaching or testing language which affects development of one or all of the four skills. (70 minutes) PAPER tells about something you are doing in relation to theory and/or practice. Often, this type of informa-tion is presented using audio-visual aids and is accompanied by handouts. Papers are generally not read, but spoken from notes. (35 minutes) PANEL explores a specific issue from the different points of view expressed by the participants. COMMERCIAL is a presentation of published materials by the author or publisher’s representative. VIRTUAL PRESENTATION is a short prerecorded presentation intended to feature successful lessons, projects, reports on work in progress, and/or research studies. Virtual Presentations will be broadcast on the NYS TESOL website during the Annual Conference. STRAND ABBREVIATIONS Adult Education AE Multilingual Education ME Applied Linguistics AL Non-Strand NS Bilingual Education BE Secondary Education SE Commercial C Teacher Education TE Elementary Education EE Teaching English Internationally TEI Higher Education HE NYS TESOL 45th Annual Conference th Annual Conference

Friday Friday 22 23 45th Annual Conference
The Effect of Arabic Conventional Domain of Use on the Selection of EFL Reactive Utterances How can we design orientations that make new ESL students feel welcome, build community, introduce academic expectations, familiarize students with the campus, and raise awareness of American cultural norms? Presenters will share effective activities for large groups that get students moving, talking, learning, and engaging with their new environment. 8:30 AM-9:05 AM (35 minute) AL/HE/AL/TEI The aims of this paper presentation are: (i)to explore sources of difficulty for non-fluent speakers, who, relying upon their cultural background, fail to grasp the link between stimulus and response utterances (ii)to examine the available options a non-fluent learner has i situations of (multi-)functional language use (iii)to assess non-fluent learners- selection of appropriate/ inappropriate forms to realize particular functions or uses of language (iv)to identify equivalent domains of use which can be transferred directly between the two languages (v)to examine the available constraints exerted by the situation on language choice Presenter(s):Jackie Smith, Academic Coordinator, English Language Studies, The New School, Caitlin Morgan, The New School Laurie: A case study of undergraduate writing across languages 8:30 AM-9:05 AM (35 minute) HE/HE/BE This case study investigated the experience of a multilingual undergraduate ESL student as she completed writing tasks in mainstream English courses and in foreign language courses. By examining data, attendees will recognize evidence that Laurie held agency in responding to the contexts she experienced and used her linguistic/cultural knowledge purposefully. Presenter(s):Mohammad Anani, Ph.D.: Professor, University of Petra Luce World Pathways Heritage Scholars Initiative 8:30 AM-9:05 AM (35 minute) HE/HE/TE Presenter(s):Alessia Valfredini: Lecturer, Language Coordinator, Fordham University The paper discusses the particulars of the Luce World Pathways Heritage Scholars Initiative while demonstrating how the program has facilitated students’ integrative learning through a mix of curricular and co-curricular events, providing program participants with a solid foundation in workplace etiquette, entry level career tools, enhanced heritage language skills and an increased cultural understanding and awareness. From Roots to Results: A Multi-Faceted Approach to Working with English Language Learners 8:30 AM-9:05 AM (35 minute) SE/SE/ BE Presenter(s):Habiba Boumlik, Ph.D.: Associate Professor, LaGuardia Community College Representatives from the Ossining Schools will outline their multi-faceted approach to working with the large ELL population as part of the Project Excel grant. They will present actual programs and best practices that are in place along with tips and strategies that can be used in other districts. They will include professional development efforts, student support programs, weekend opportunities, summer enrichment, parent outreach and strategic partnerships. Engaging research-based activities for teaching culture 8:30 AM-9:05 AM (35 minute) ME/AE Teaching culture is most effective when engaging research-based activities are incorporated into our lessons. The presenter will explore the theoretical and practical implications for including challenging culture activities that will actively involve our ELLs both in and out of the classroom. A handout will be provided. Presenter(s):Craig Dreves: Assistant Principal, Ossining School District, Mirla Puello, Ossining School District; Lauree-nAvery, UCLA Center X, Elyse Ward, Teacher; Jennifer Mann, Teacher; Barbara Knowles, Teacher Presenter(s):Ann Wintergerst, Ed.D.: Full Professor, St. John’s University Finding Your Voice in Another Language: How Technology Mediates Identity A Journey of an ESL Student with Hearing Loss HE 8:30 AM-9:05 AM (35 minute) 8:30 AM-9:05 AM (35 minute) TE As educators, we work hard to help students find their voices, but ESL students must grapple with learning not only how to express themselves, but to do so in an unfamiliar language. How do today’s technology tools help ESL stu-dents express their selves, and how might their digital selves align with their other identities? This study analyzes English language learning experiences of an ESL student with severe-profound hearing loss focusing on the strategies supported and/or explained by research. The purpose of this study is to provide implica-tions for teachers and families of ESL students with hearing loss. Presenter(s):FEATURED: Ruru S. Rusmin: Instructional Designer, E-Learning Center, Borough of Manhattan Commu-nity College Friday Presenter(s):Joo Young Hong: Assistant Professor, Houghton College Addressing Cultural and Linguistic Diversity with Teacher Inquiry-Based Professional Learning Plenary: Language, Literacy, Technology, Teaching, and Learning in a (Crisis-Ridden) Digital World Friday 8:30 AM-9:05 AM (35 minute) TE/EE/ SE/ HE/ AE/ BE/ TE 9:00-10:25 (70 minute) NS A professional development series entitled Embracing All Children: Addressing Cultural and Linguistic Diversity in Our Schools guided urban teachers through an inquiry-based research study focused on implementing evi-dence-based practices into everyday teaching. Participants during this presentation will learn how the inqui-ry-based learning model improved teaching practices and outcomes for ELLs. If you want to understand language, literacy, technology, teaching, and/or learning in our modern high-tech, fast-changing, high-risk, global world then you should not focus directly on any one of these and surely not silo them into different disciplines. The focus must be first and foremost on people’s capacities, resources, experiences, and movements in and out of ubiquitous teaching-and-learning spaces inside and, more importantly, outside of school. Presenter(s):Kristin Kurtzworth-Keen, Ed.D.: Director, Online TESOL/Bilingual Graduate Program, Canisius College Presenter(s):James Gee: Mary Lou Fulton Presidential Professor of Literacy Studies & Regents’ Professor, Division of Curriculum and Instruction, Mary Lou Fulton College of Education, Arizona State Welcome! Large-Group Orientation Activities for New Students 8:30 AM-9:05 AM (35 minute) HE/HE NYS TESOL 45th Annual Conference NYS TESOL th Annual Conference

BYOD: Integrating Technology to Build Language and Content Communities Larchmont 1 10:40AM-11:50 AM (70 minute) SE/SE/TE E Squared - Engaging Learners and Achieving Extraordinary Results 10:40AM-11:50 AM (70 minute) BE/BE This is an interactive and product producing session. Participants will explore the concepts of language and content through the integration of hybrid learning using Google docs and applications as they interact with one another through collegial, online, and live discussions to meet the changing needs of our students. This fun and fast paced breakout session includes multiple strategies, techniques, and learning activities to engage your students in learning, participation and inquiry for students of multiple intelligences and language. Learn how to effectively use brainstorming, randomness, and questioning in your classroom. Presenter(s):Carrie McDermott, Ed.D.: Teacher/ Adjunct Instructor of TESOL, Molloy College Multiple Pathways to Literacy: Successful SIFE Programs 10:40AM-11:50 AM (70 minute) SE/SE/HE The goal of this panel presentation is twofold: (1) sharing the overarching findings of a research project that exam- ined diverse school districts with growing SIFE populations, and (2) showcasing three teacher leaders who describe their own challenges and successes with initiating and sustaining a SIFE program in their own contexts. Presenter(s):Abiezer Cristales: Bilingual Teacher, Garland ISD Inviting in the Mother Tongue: Experiences of a First-Year Seminar to Promote Success Among Spanish-Speaking ESL Students at Bronx Community College 10:40AM-11:50 AM (70 minute) BE/HE/AE/BE We argue for the need to integrate English writing instruction with writing instruction in Spanish at “Hispanic-serving institutions” such as Bronx Community College where a great number of students are Dominican. Academic literacy tasks that they are required to perform in U.S. colleges differ significantly from those in the Dominican Republic. Presenter(s):Audrey Cohan, Ed.D.: Professor, Molloy College, Andrea Honigsfeld, Ed.D., Associate Dean and Director of the Doctoral Program in Education, Molloy College; FaithTripp, West Hempstead HS; Anita Ramirez, Kylie Tekulsky Presenter(s):Laura Kaplan: Doctoral Student, CUNY Graduate Center, Andrea Parmegiani, Bronx Community College Engaging Strategies to Facilitate Academic and Social Language Growth Pattern Practice in Every Day Life 10:40AM-11:50 AM (70 minute) AE/AE/BE 10:40AM-11:50 AM (70 minute) TE/EE/ SE/ HE/ AE Presenter will interactively demonstrate ready to use instructional strategies engaging English language learners in their academic and social learning environments. Educators will walk away with ready to use methodology, materials and ideas applicable to any academic or language level. There is a need to incorporate previously familiar methods of teaching such as pattern practices in everyday situations in which an older limited-English immigrant may encounter. The repetitive nature of these exercises focuses on learning within the classroom and can reduce the anxiety caused by unfamiliar teaching methods. Presenter(s):Lisa Carboy: ESL Program Specialist, Nassau BOCES Presenter(s):Touria Ghaffari: ESL Instructor, EC and GEOS New York ExcEL: A Community Based Approach to Supporting ELLs in Secondary School Great Materials, Great Outcomes! [Adult Education] AE/HE/ AE/ AL 10:40AM-11:50 AM (70 minute) 10:40AM-11:50 AM (70 minute) SE/EE/SE/HE Local school districts have partnered with higher education and community-based organizations. The project builds on community partnerships to create personalized, expanded learning opportunities for students. Panelists will discuss their experience as members of this coalition, and the elements that have helped them be successful and effective partners. Learning companies must create products that help students make measurable progress in meeting their goals. This interactive presentation will a) show examples of effective English language learning products for Adults and b) outline the writing and development skills necessary for creating them. Participants are asked to bring their mobile devices. Presenter(s):Laureen Avery: Director, Northeast Region, UCLA Center X, Ray Sanchez, Superintendent, Ossining Public Shools; Shirley Acevedo Buontempo, President, Latino U College Access Presenter(s):Paula Hartwig Van Ells: Content Creation Specialist, Pearson English, Lindsay Richman, Pearson English; MaryRich, Pearson English; Katherine Sullivan, Peter Benson, Pamela Pia Beyond Classroom Borders: From Community of Practice to Community FEATURED: It’s Your Classroom. What Do You Want To Do? A Supportive Forum for New Professionals 10:40AM-11:50 AM (Panel) NS 10:40AM-11:50 AM (70 minute) HE/HE Friday Students live insulated in first language communities offering few opportunities to speak English. Learn to help stu-dents cultivate communities of practice off-campus using the Language Clinic model. Develop a Language Clinic at your school with limited resources and help students speak English beyond the classroom and out in their commu-nities. Are you new to teaching English language learners? This Forum is yours to discuss your experiences and receive guidance from two supportive “veteran” educators, Elaine Roberts and Tamara Kirson Friday Presenter(s):Elizabeth Iannotti: Assistant Director, LaGuardia Community College, Margaret Culhane, LaGuardia Community College Presenter(s):Tamara Kirson: Faculty, English Language Studies, The New School, Elaine Roberts: Director of Pro-grams, International Center of Catholic Charities Community Services Engaging Hands-On Activities for Elementary ELLs EE 10:40AM-11:50 AM (70 minute) Rochester International Academy: A Newcomer Program 10:40AM-11:50 AM (Panel) SE/SE The Rochester International Academy (RIA) is a two year transitional program for beginning English language learn-ers in the Rochester City School District in Rochester, New York. The program at RIA was created for newcomer students and their families to begin the transition into their new school, city, and country. Engaging hands-on activities for K-2 ELL students to promote early literacy. These activities are also great for newcomer and special needs students. Presenter(s):Mary Andrecolich-Montesano: Principal, Rochester City School District, Jennifer Grimes, Rochester City School District; TerriOrden, Rochester City School District Presenter(s):Sylvia Schumann: ESOL Teacher, East Hampton Union Free School District, Alexandra McCourt, East Hampton Union Free School District NYS TESOL 45th Annual Conference th Annual Conference

Lunch Plenary: The Impact of Global English on TESOL Practice, 10th Annual Student Essay Plaza Ballroom Embedded Remediation in Community Colleges: A New Paradigm Contest A/B 1:35 PM-2:10 PM (35 minute) HE/SE/HE/AE/BE/TE 11:55 AM-1:25 PM () This presentation will highlight key components of Guttman-s first year experience as a way to ground the discus-sion of how to successfully create a differentiated classroom while meeting the needs of proficient and non-pro-ficient readers and writers. Embedded remediation which allows students to earn college credits regardless of proficiency will positively impact retention and graduation. This presentation will drill down on how Community Colleges can do things differently to support student success. Presenter(s):Nicola Blake: Asst. Professor, CUNY, Guttman Community College “Global English”, “World Englishes”, “English as a Lingua Franca”. What do these terms mean? As the world strug-gles to reach a consensus on how to respond to the unending migrant and refugee crisis, and the USA focuses on immigrants within its borders, it is more important than ever that TESOL professionals understand the essence of these terms. Presenter(s):Marilyn J. Rymniak: Managing Executive Director, BDx InterFace Inc.; Dean Emeritus, LAC Academy Is HE Going to Teach ME? Students Experiencing NNST Classrooms 1:35 PM-2:10 PM (35 minute) AL/HE/AE In spite of assertions that English language teaching must reconsider its NST bias, inexperienced students and employers continue to prefer NSTs over NNSTs. Student opinion in this study changed significantly after experience with both types of teacher, as their linguistic production evidenced no empirical advantage of NSTs over NNSTs. Presenter(s):Melody Nadeau, Ph.D.: Assistant Director/ ESOL Specialist, Center for International Programs, Siena College Interface between Types of Instruction and Grammatical Features: A Meta-Analysis AL/AE/BE/AL/TEI Utilizing Free Technology to Aid Classroom Teaching TE/AE 1:35 PM-2:10 PM (35 minute) The purpose of this presentation is for ESL teachers to learn how to utilize technology when working with ELLs in the classroom. Teachers will learn about websites and apps that can be used in the classroom in order to enhance instruction. Presenter(s):Ravneet Parmar: ESL Instructor, Manhattan Educational Opportunity Center In Vivo and Online Activities: Aural Explorations not Oral Presentations 1:35 PM-2:10 PM (35 minute) HE/HE An IEP instructor of high-intermediate grammar shares the development, implementation, and evaluation of a project entailing the listening of video-recorded presentations and stories of two native-speaker visitors to the classroom. Attendees will learn how students can benefit from guest speakers and online videos by engaging with un-scripted, native input. This meta-analysis partially replicated Spada and Tomita (2010) by focusing on adult L2 learners and adopting more recent theoretical frameworks (e.g., acquisitional complexity, Robust Variance Estimation, etc.). The results show that complex features are acquired significantly better through explicit instruction, while no such differential effect was found for simple features. Presenter(s):Jackie Gianico: Academic Coordinator, Intensive English Communication Program, Penn State Presenter(s):Ji-Yung Jung: Ed. D. student, Teachers College, Columbia University One College’s Innovative Technological Response to New NYS ESOL Mandates Culturally and linguistically diverse classrooms as laboratories of global literacies BE/ME/SE/BE 1:35 PM-2:10 PM (35 minute) TE 1:35 PM-2:10 PM (35 minute) The purpose of this paper is to present one college’s innovative technological response to new state ESL mandates through offering hybrid courses. District-based cohorts, Clinically Rich Intensive Teacher Institutes (CR-ITI), and four-day institutes comprise the college’s solution to the needs of teachers supporting the burgeoning ESL student population. Teaching global literacies means to help students respond to the dynamics and tensions between the global and the local. Examining how teacher websites integrate technology and diversity, the author theorizes literacy strate-gies that incorporate the vision of global literacy as a process of culture and border crossing in technology-infused teaching. Presenter(s):S. Alexandria Wolochuk Ph.D.: Associate Professor, Molloy College, Jacqueline Nenchin, Molloy College Presenter(s):Ching Ching Lin, Ed.D.: Adjunct Professor, Touro College The Use of Technology as a Multimodal Publishing Tool 1:35 PM-2:10 PM (35 minute) EE/EE/SE The purpose of this presentation is to provide planful ways to incorporate technology as an integral tool in language instruction through the use of blogs, recordings, presentations, and movies. Cross-Training to Strengthen Teaching Across Disciplines: ELT, Art and UDL HE/HE 1:35 PM-2:10 PM (35 minute) Friday A cross-discipline faculty-training project at a university brought together studio art and ESL faculty to address the need of the increasing number of non-native speakers in degree classes. This resulted in mutual, unanticipated benefits best understood by Universal Design, a concept from the architecture/design field later applied to education. Friday Presenter(s):Amanda Stessen-Blevins: ESL Teacher, NYCDOE, Steven Groene, NYCDOE Presenter(s):Caitlin Morgan: Director, English Language Studies, The New School, Jackie Smith, Academic Coordina- tor, English Language Studies, The New School Avoiding Plagiarism and Acclimating to American University Standards HE/SE/HE 1:35 PM-2:10 PM (35 minute) Is plagiarism intentional or unintentional? This presentation outlines some of the reasons for plagiarism based on scholarly works as well as a student survey in Stony Brook University. Strategies to coach and/or police plagiarism using technology are discussed in depth as a means to help ELLs acclimate to American university standards. Presenter(s):Elizabeth Kotseas: lecturer, Stony Brook University, Rouya Hashemi, Stony Brook University NYS TESOL 45th Annual Conference th Annual Conference

“Funds of Knowledge” of Urban ELLs and Their Literacy Practices Plaza Ballroom C 1:35 PM-2:10 PM (35 minute) EE/EE/SE Presenter(s):Ben Rivera: Product Marketing Manager, National Geographic Learning Engaging students in Literacy through Technology Sprainbrook 2:25 PM-3:10 PM (35 minute) HE/EE/SE/HE/AE Presenters will share the study on urban elementary ELLs- out-of-school literacy practices. Based on the framework of -funds of knowledge,- oral/written surveys identified participating ELLs- literacy practices that centered on family responsibilities with very little access to conventional reading and writing materials. Discussions include implications for instruction. Many ESL students satisfy the requirements of their content courses, but shy away from perceived difficult reading novels. The presenter developed a reading course to improve students- literacy while strengthening their basic language skills. The attendees will learn ways of integrating various forms of media, and computer technology during a reading classes. Presenter(s):Alana Sullivan : Associate Professor, College of Mount Saint Vincent, Seonhee Cho, College of Mount Saint Vincent Presenter(s):Jo-Anne Hohensee: ESL Lecturer, University of Southern California ELL Teachers- Perceptions of Push-in and Pull-out Teaching Emerging Best Practices in TESOL: Transitions to College and Career 2:25 PM-3:35 PM (70 minute) 1:35 PM-2:10 PM (35 minute) SE/EE/SE This presentation reports on research on K-12 ELL teachers- experiences in and out of the mainstream classroom. Ιimplications will be discussed for teachers, teacher educators and policymakers. Presentation includes recommendations to address questions of autonomy and professional identity for ELL teachers working in the mainstream classroom. HE/HE Emerging trends in TESOL and best practices in higher education combined create unique opportunities for ELLs to transition to college and career. Presenters will discuss how success courses, paired courses, career pathways, challenge tests and second chance workshops provide opportunities for acceleration to college and attainment of stackable credentials. Presenter(s):James Whiting: Associate Professor, Plymouth State University Presenter(s):Nancy Silvestro: Professor, Passaic County Community College, Kathy Kelly, Passaic County Community College; Candi Rodriguez, Passaic County Community College Integrating Technology to Communicate Ideas in Oral Presentations 2:25 PM-3:35 PM (70 minute) HE/HE Career Readiness, Civics, and Academic Prep: Text and Tech Solutions C/AE/ HE 2:25 PM-3:35 PM (70 minute) This workshop will examine ways to create a university course for integrating technology to communicate ideas in oral presentations at the university level. A conceptual framework will be presented to provide participants with a foundation as well as a toolbox of resources for integrating technology, assessing students, and developing activities. This presentation will offer strategies for integrating career and academic readiness, civics, and basic language learning through classroom activities, technology solutions, and digital games that maximize student interaction, motivation, individualized learning, and success. The newly-expanded Side by Side PLUS with eText and digital Fun-Zone will be provided to all participants. Presenter(s):Melissa Myers: Lecturer, Cornell University Presenter(s):Bill Bliss: Pearson ELT The world is your classroom -- Teach with U.S. Embassies worldwide C/HE/AE/BE/TEI 2:25 PM-3:35 PM (70 minute) FEATURED: New technologies and the use of film in the language classroom 2:25 PM-3:35 PM (70 minute) “Little has been done in the utilization of moving pictures in the teaching of foreign languages, but the moving-pic-ture industry in this country has made our students so familiar with films for entertainment that the adaptation of their use to another field would be simple”. So wrote W.S. Hendrix, in 1939, in an article entitled ‘Films in the Learning of Foreign Languages’. In this workshop, we will, then, look at where we are 75 years after Hendrix’s claim, and see how the new technologies have impacted on the use of film in the language classroom. The English Language Fellow and Specialist Programs send highly qualified ESL teachers on paid teaching projects sponsored by U.S. Embassies all over the world. These programs offer unique professional development opportunities and can greatly enhance your TESOL career. This presentation provides information on the programs and how to apply. Presenter(s):Andy Curtis, Ph.D.: President of TESOL International Association; Professor, Graduate School of Educa- tion, Anaheim University, California, USA Friday Presenter(s):Kristina Lykke, Coordinator, Recruitment and Vetting: U.S. Department of State English Language Pro- grams Tools for Clear Speech: Digital Assessment, Institution-Wide Faculty Resources 2:25 PM-3:35 PM (70 minute) C/HE/AE/AL Connecting the world to the classroom with Reading Explorer 2:25 PM-3:35 PM (70 minute) C/HE/AE/BE Friday For relevant academic and real-world application of reading skills, the presentation of text, images, and video must work to reinforce the way learners are already processing information. Today-s learners are able to understand and apply these skills most effectively when they are presented with respect to multiple literacies, including the visual, media, critical, and cultural realms. National Geographic Learning-s best-selling Reading Explorer program uses text, images, and video from National Geographic as a springboard to reading and vocabulary skills development. Topics are carefully selected from a wide variety of content areas that motivate and excite, present- ing learners with a real-world, global context for learning language. BaSEC on extensive user feedback, Reading Explorer, Second Edition prepares learners for success in the classroom and beyond like never before. An expand-ed emphasis on explicit reading skills instruction, and new Viewing pages, challenge learners to understand and evaluate information presented in a wide-range of literacies. In this session, explore a unit of Reading Explorer, Second Edition, and learn more about how National Geographic content, images, and video, creates an ideal envi-ronment for acquiring new language. Presenters will demonstrate how Baruch College-s innovative Tools for Clear Speech (TfCS) academic support program develops ELL oral communication skills. Participants will partake in our Oral Communication Video Assess-ment by rating a sample submission. They will also strategize faculty solutions for improving ELL student participa-tion in classrooms across the curriculum. Presenter(s):DJ Dolack: Program Coordinator, Tools for Clear Speech, Baruch College, CUNY, Tristan Thorne, Tools for Clear Speech, Baruch College, CUNY NYS TESOL 45th Annual Conference th Annual Conference

Assisting Diverse Learners: Strategies from Teaching English in China Scarsdale 2 2:25 PM-3:35 PM (70 minute) C/EE/SE/HE/AE/BE/TE/TEI Presenter(s):Andrea Honigsfeld, Ed.D., Associate Dean and Director of the Doctoral Program in Education, Molloy College, Judy Dodge, Consultant; CarrieMcDermott, Molloy College Analyzing Digital Stories with ESL Students Larchmont 1 Attendees will be provided information about the cultural and educational opportunity to teach in China for 2 or 4 weeks in July, Safe and fun! Presenters will share lesson plans and materials from their experiences in the 2015 teaching experience in China that can be adapted to any classroom. 4:10 PM-5:20 PM (70 minute) SE/SE/HE Presenter(s):Gloria Juedemann: Director, We Teach in China, Charles Juedemann, We Teach in China; Dr. Dolores Beckham Intermediate School 145, Queens, NY, Adjunct Professor, St. John’s University TESOL Division; Dr. Raelynn Parks Retired Superintendent/Principal Lovejoy, Illinois Add -Buzz- to Your Classroom: Spelling Bees and Project-Based Learning 2:25 PM-3:35 PM (70 minute) HE/SE/ HE/ AE English language learners participating in a spelling bee project build vocabulary, study skills, community, and confi-dence. As project-based learning, a spelling bee adds a context-rich dynamism to the classroom. In this interactive workshop, participants will learn the process for holding a spelling bee in their classrooms and in their schools. Presenter(s):Tamara Kirson: Faculty, English Language Studies, The New School, Jackie Smith, Academic Coordina- tor, English Language Studies, The New School The purpose of this workshop is to explore ways to analyze digital stories, to identify the differences between ana-lyzing a traditional story and a digital story, and to develop a working model for story analysis. Participants will read a digital story and prepare to present it to students for analysis. Presenter(s):Jacqueline Nenchin, Ph.D.: Associate Professor, Molloy College ESL Mural Movies 4:10 PM-5:20 PM (70 minute) EE/EE/SE/BE The purpose of the presentation entitled -ESL Mural Movies- is to demonstrate a collaborative ESL / Technology project completed by emerging bilinguals in a large diverse urban school. Presenters will showcase the project procedures and exemplify a finished, product through an iMovie presentation. Attendees will gain knowledge on project implementation. Presenter(s):Elena Zelfond: ESL Teacher, Buffalo Public Schools, Heather DiGiacomo, Buffalo Public Schools Using readers based on real US history with launched beginners A C/EE/SE/AE/BE Peer teaching activities for pronunciation lessons BE/ME/AE/AL 4:10 PM-5:20 PM (70 minute) 2:25 PM-3:35 PM (70 minute) Participants will discuss the use of a new series of readers for launched, beginners. Each tells a story based on American history, exploring the lives/contributions of one of the immigrant/minority groups in multicultural North America. Participants brainstorm ways of discussing the history and using supplementary materials (free online). With an increased push for global literacy and fluency, ESL teachers are often faced with multilingual groups with varied strengths and weaknesses with the language. This workshop will provide practitioners with practical ac-tivities for classroom instruction that allow for learner autonomy, peer teaching, and needs based pronunciation lessons. Presenter(s):Bindu Varghese: Director of Studies/Academic Director, EC English Language Centres - New York Presenter(s):Andy Burrows: Publisher, Pro Lingua Associates Action Strategies to Connect ELLs with the Common Core Standards 2:25 PM-3:35 PM (70 minute) EE/EE/SE/AE Transforming reluctant writers into active, confident writers with corpus-informed instruc-tion This workshop presents activities that can be used in mainstream or pullout classrooms for ELLs at all levels to phys-ically engage in lessons contributing to the content area goals of the common core standards. Participants will learn about and participate in these activities that are context embedded, but cognitively challenging. 4:10 PM-5:20 PM (70 minute) C The presenter will suggest solutions: Using annotated student writing models, the students will do rhetorical noticing activities and corpus-based com-mon error paradigms that will help them to learn how to -read like a writer-. Students will do avoiding-plagiarism activities that employ a skill-building rather than a punitive approach. Presenter(s):Dorothy Taylor: Associate Professor, Educational Opportunity Center, SUNY/University at Buffalo Supporting ELLs with Interactive Notebooks in the ELA Classroom SE/SE Friday 2:25 PM-3:35 PM (70 minute) Presenter(s):Tom Dare: ESL Specialist, Cambridge University Press Interactive English Notebooks are successful tools for teachers and all students to engage, organize, and encourage critical thinking. This workshop will introduce interactive notebooks and address how one English teacher integrat-ed them into her classroom to support diverse student needs, specifically ELLs, for reading and writing success. Participants will create, fold, and try out interactive notebook activities in this hands on workshop. ESL Students in Distress: Joining Forces Across the University 4:10 PM-5:20 PM (70 minute) Friday HE/HE Depression, anxiety and other mental health issues are prevalent among international students in university-based IEPs and higher education programs. As first responders how do teachers and administrators successfully triage students in distress? This workshop provides concrete tools for building a network of support that will foster student health and well-being. Presenter(s):Michele Haiken, Ed.D.: English Teacher, Rye Middle School & Manhattanville College, Vanessa Kravitz, Rye City School District Core Instructional Routines to Support 6-12 ELLs’ Literacy and Academic Development SE/SE Presenter(s):Caitlin Morgan: Director, English Language Studies, The New School, Jackie Smith, Academic Coordina- tor, English Language Studies, The New School 2:25 PM-3:35 PM (70 minute) To help ELLs make progressions linguistically and academically, teachers must work together in professional learning communities: talk about their craft, reflect upon their practice, discuss student progress, and continuously improve instruction. In this session we support such teacher collaboration through establishing instructional routines yield- ing rigorous learning opportunities for 6-12 ELLs. NYS TESOL 45th Annual Conference th Annual Conference

Angelica Infante-Green: The Blueprint for ELL Success and NYSED New Regulations Using Online Models in College Composition Courses 4:10 PM-5:20 PM (70 minute) EE/SE/BE 4:10 PM-5:20 PM (70 minute) HE/HE/AE/AL Presenters will discuss theoretical and practical aspects of using online models in college composition courses, focusing on both methodologies that use models only and those that combine models with explicit instruction. Results and practical applications of both methods will be discussed. As the nation celebrated the 40th anniversary of Lau v. Nichols last year, the landmark Supreme Court case that expanded the rights of English Language Learners (ELLs), the New York State Board of Regents adopted new amendments to Part 154 of the Regulations of the Commissioner, which sets standards for educational services provided to ELLs in New York State. The new amendments build on existing requirements to enhance and improve basic educational services so that ELLs will have better educational outcomes. It also implements Regents policy onstan- dards for the instruction of ELLs and ensures compliance with federal civil rights laws which require equal access to all school programs and services for ELLs. During this session Mrs. Infante-Green will share NYSED’s expectations as set forth in the Blueprint for ELL Success, as well as deepen participants’ understanding of the newly adopted regulations, demonstrating how the regulations improve educational services for ELLs so that they can attain the highest level of academic success and language proficiency. Presenter(s):Irene Zhylin, Ph.D.: PTL, Rutgers University, Carol Biederstadt, Union County College Promoting Academic Honesty: Plagiarism Prevention Methods for Chinese ELLs 4:10 PM-5:20 PM (70 minute) SE/SE/HE Chinese ELLs’ values and experiences regarding honest academic practices frequently clash with those of American schools, especially with today’s access to online tools and resources. Participants will learn ways that honesty in-tersects with competing Chinese values, and practical methods to build a system of plagiarism prevention for their ELLs. Presenter(s): Angelica Infante-Green: Deputy Commissioner for the Office of P-12 Instructional Support, NYSED Coteaching Strategies for ELLs Through the Gradual Release of Responsibility Presenter(s):Sharon R. Ammerman: ESL Teacher, Buffalo Seminary 4:10 PM-5:20 PM (70 minute) TE/EE/SE Creating Language and Content objectives to Explore Social Justice Issues Carefully planned, purposeful collaboration between ESL and classroom teachers must be a priority. One critical challenge many teachers of ELLs face is to combine content-based instruction with academic language and literacy development, while also creating a viable coteaching partnership. This highly interactive session-utilizing simu- lations, video case studies, lesson plan analysis, and small group critical reflections-aligns the Gradual Release of Responsibility framework with - language and content mediation coteaching strategies. 4:10 PM-5:20 PM (70 minute) TE/EE/SE This presentation will examine the relationship between language objectives and content objectives through a Social Justice lens. Participants will be provided with a framework to explore and evaluate the relationship between both language competencies and academic language demands and create new ones that challenge student thought and promote English language development. Presenter(s):Audrey Cohan, Ed.D.: Professor, Molloy College, Andrea Honigsfeld, Ed.D., Associate Dean and Director of the Doctoral Program in Education, Molloy College; Maria G. Dove, Ed.D., Associate Professor and Coordinator Graduate Education TESOL Programs, Molloy College Presenter(s):John Balbi: Adjunct, Teachers College, Columbia University Promoting Language Fluency through the Use of Voice Overs 4:10 PM-5:20 PM (70 minute) EE/EE/SE Teachers will be introduced to several types of voice over programs that can be implemented into their lessons to promote storytelling, sequencing, vocabulary development, team building and language fluency. Voice over programs will be demonstrated, and then teachers will given instruction on how to create interactive voice over lessons and hands on practice using the programs to create their own voice overs. Presenter(s):Alexandra McCourt: ESL Teacher, East Hampton Union Free School District, Sylvia Schumann, East Hampton Union Free School District Friday Accountable talk in the K-12 classroom: Facilitating L2 oral interaction 4:10 PM-5:20 PM (Panel) TE/EE/SE/BE This workshop will focus upon the notion of accountable talk in the K-12 ELL classroom, with a particular focus on pedagogical strategies designed to enhance learners’ capacities to understand, and--most critically--incorporate specific and evidence-focused discussion in the classrooms. Friday Presenter(s):Michael Perrone: Clinical Professor, Queens College CLOUDY with a CHANCE of COLLABORATION Plaza 4:10 PM-5:20 PM (70 minute) SE/EE/SE Presentation Abstract: Today, teachers feel like they are inundated with a torrent of technology, but now they can come join us in the CLOUDS. By the end of this hands-on session, all will be virtually collaborating with colleagues and sharing on cloud nine. (BYOD- laptops preferred) Presenter(s):Stephanie Vogel: ESL Taecher, Patchogue Medford UFSD, Geeta Vir, Patchogue Medford UFSD NYS TESOL 45th Annual Conference th Annual Conference

POSTER PRESENTATIONS Friday Friday 34 35 45th Annual Conference
Why are Japanese students too shy to speak out in the classroom? Is it shyness or is it more? Future Japanese EFL teachers will present this poster and provide insight into the Japanese mindset, sharing technological ideas that will help break their shyness and turn them into active speakers. Presenter(s):Minori Fukuyama: SUNY New Paltz, Yuka Hoshiba: SUNY New Paltz #social Pool Patio 3:35 PM-4:10 PM (Poster presentation) HE Learn how to use social media as a tool to forge new twists on classic assignments. Sample lessons will illustrate the flexible nature social media networks such as Instagram, Pinterest, and Reddit provide towards collaborative learning. Presenter(s):Pablo del Olmo: SUNY New Paltz, Stephanie Calo: SUNY Orange Successful Co-teaching Strategies 3:35 PM-4:10 PM (Poster presentation) HE/BE The poster session will demonstrate specific useful strategies and technology to aid in collaboration of ENL teachers and content area teachers. Adding technological components to a co-teaching professional toolkit had direct improvement on ELL academic achievement. Presenter will exhibit successful strategies used when co-teaching with a math and science teacher. Presenter(s):Kerri Bohringer: ENL Teacher, Onteora Central School District Movie-Making in Grammar Class 3:35 PM-4:10 PM (Poster presentation) TE Tired of routine grammar lessons and assessments? The presenters assign movie-making projects to assess grammar through writing and speaking. Students compose and edit scripts using target grammar rules and vocabulary, and put what they have learned into a film format. A sample movie will be shown with the poster, and directions and rubrics will be provided as handouts. Presenter(s):Sarah Elia: SUNY New Paltz, Lisa Rost Lewis: SUNY at New Paltz What Do You Miss About ESL? Insights from Former Students Former ESL students were asked this two-part question: Do you miss ESL? Why or why not? The poster will display the results as well as research to support the responses. Presenter(s):Lisa Rost Lewis: SUNY New Paltz, Sarah Elia: SUNY New Paltz Global Citizenship and English Language Learning: Developing a Concept of Global Citizenship through Critical Literacy 3:35 PM-4:10 PM (Poster presentation) AL/TE This poster shows how administrators and instructors of intensive English programs can play a role in creating positive change through developing students’ critical literacy and understanding of global citizenship. Presenter(s):Rhianna E. Weber: Academic Director, ELS Educational Services, Inc. Get Your Groove On: Using Music to Stimulate L2 Acquisition Cultural Acquisition and Language Acquisition in the Suburbs Pool Patio 3:35 PM-4:10 PM (Poster presentation) HE/HE/AE/BE/AL This presentation is part of a college-wide initiative called the Suburban Studies Project. We engaged our ESL students in discussing suburbia by contrasting life in a suburban town compared to life in the suburbs or cities of their native countries. Presenter(s):Gemma Figaro: Assistant Professor, Bergen Community College, Lauren Musto, Bergen Community College Structured Reflection: Inquiring about Practice and Seeing Student Learning Pool Patio 3:35 PM-4:10 PM (Poster presentation) TE/EE/ SE/ HE Structured reflection is an alternative way to describe EL student learning in ways that cannot be captured through mainstream assessments alone. This presentation recounts how this process was used to inform the practice of Math, Science and ESOL teachers as they implemented strategies, teaching academic English through these content areas. Presenter(s):Gretchen Oliver: Project Coordinator, University at Albany (SUNY) Humor in the ESL Classroom Pool Patio 3:35 PM-4:10 PM (Poster presentation) SE/AE/ EE Numerous studies document the benefits of humor in the ESL classroom. Appropriate humor can lessen anxiety, encourage classroom bonding, and promote a joyful learning environment. This poster presentation will feature a visual overview of this topic, useful instructional handouts, and be a place wherein attendees can brainstorm ideas and share amusing anecdotes. Presenter(s):Elizabeth Glass: Kaplan International Colleges, NYPL, ALCC Vygotskian ZPD’s in the ESOL Classroom Pool Patio 3:35 PM-4:10 PM (Poster presentation) AE/SE This multi-media poster presentation of a Vygotskian-based approach to language learning will engage the audi-ence in a lively exploration of the use of theatrical improvisation for creating Zones of Proximal Development. We will highlight TESOL classrooms in Japan, Brazil and the US (adult, K- 12, and teacher education) that creatively interweave theory and practice for community building and meaning making. Presenter(s):Gwen Lowenheim: TESOL Instructor and Learning Design Specialist, ASA College & East Side Institute Dgital language: Transcultural experience Pool Patio 3:35 PM-4:10 PM (Poster presentation) AE/BE This study focuses on how the digital era contributes to the transformation of language especially in our popula-tion of ELLs. Digital language is a medium to facilitate the acquisition of a new language and the use of the home language. The digital age of language allows for linguistic variants that facilitate cultural and linguistic exchange. Presenter(s):Gloria A. Santander: BPS Teacher Intern, Regina Arcentales: BPS Teacher Intern Break Japanese Shyness and Get Them to Talk! Pool Patio 3:35 PM-4:10 PM (Poster presentation) SE/EE Friday Friday NYS TESOL 45th Annual Conference th Annual Conference

Friday Saturday 36 37 45th Annual Conference
This poster details how music stimulates ELLs L2 acquisition. Drawing on studies that discuss how music can be used to build vocabulary, listening, reading and writing skills, the presenter will describe how music can be used in the classroom to create a less stressful learning environment and to expand ELLs cultural knowledge. Presenter(s):Robyn Hannes: SUNY New Paltz Implementing Problem Based Learning in an ESP context: Considerations and Challenges Pool Patio 3:35 PM-4:10 PM (Poster presentation) HE/HE My poster will describe the implementation of a problem based learning (PBL) approach in an English for Com-merce (ELT) program. It will describe the implementation, piloting and evaluation of the approach and consider how PBL can help enhance language skills and develop 21st century skills within an ESP context. Presenter(s):Tariq Yusuf: Sultan Qaboos University, Muscat, Oman Language Literacy: Creating Meaningful Connections for Language Learners 8:30 AM-9:05 AM (35 minute) AL/SE/HE/AE/AL Research points out meaning usually takes precedence over form; however, many grammar approaches stress form over meaning. How meaning of the form contributes to the message being communicated is important. A communicative meaning-based approach to facilitate the acquisition of grammatical control will be shared through a series of activities. Presenter(s):Mary Carpenter: adjunct, NYU & CCNY Content Based Second Language Acquisition and Mathematics 8:30 AM-9:05 AM (35 minute) EE This research paper analyzed whether English Language Learner students (ELLs) show improvements in both content and language through the integration of both in the classroom. A class of elementary school students was studied for improvements on the NYS exams in both math and English for over a three-year period. Presenter(s):Dorothy Caldone: Public School ESL Teacher, NYC Department of Education A Global Study Told Through Inquiry Br 8:30 AM-9:05 AM (35 minute) EE/EE This presentation shows the journey of three English Language Learners who learned to speak, listen, read, and write in English and have fun learning. The presenter will explain the Case Study completed in an Inquiry Format. The audience will take the journey with these students and see their progress. Presenter(s):Amy Finegold: ESL Teacher, P.S. 225, NYC Dept. of Ed. Enhancing course collaboration and management with Google Documents 8:30 AM-9:05 AM (35 minute) TE Google Documents is a free suite of applications similar to Microsoft Office, which is cloud based and easily acces-sible from any internet connected computer. In this presentation he will review various ways Google Docs can be an effective pedagogical tool. This will include, creating classroom handouts, presentations, and other applications that enable both collaboration with students and faculty and development of course content and organization. Presenter(s):Dermot Foley: Learning Technologies Specialist, Hunter College School of Education What Should I Say? Chinese International Students in American Contexts 8:30 AM-9:05 AM (35 minute) AL/EE/SE/HE/AE/TEI We investigate the language choices and strategies of Chinese international students using English with Americans in a U.S. university setting. Exploring responses to critical incidents as they are perceived by each group, we sug-gest appropriate language and strategies to inform more successful interactions among students and faculty. Presenter(s):Miriam Eisenstein Ebsworth, Ph.D.: Dir. PhD Programs in Multilingual Multicultural Studies, New York University-Steinhardt, Timothy Ebsworth, The College of New Rochelle; Chencen Cai, New York University-Stein- hardt Supporting Music Therapy Students through an ESP Reading/Writing Course 8:30 AM-9:05 AM (35 minute) HE Music Therapy (MT) professors at our university recognized that international graduate and undergraduate students taking introductory MT classes required ESL support. This presentation will describe steps taken to prepare for, SLOs and methods used in, and preliminary results of the English for Specific Purposes Reading/Wring course that was developed. Presenter(s):James Phillips: ESL lecturer, SUNY New Paltz, Haggerty English Language Program REACH STUDENTS WHERE THEY ARE Any Time, Any Where, Any Device Lesson Content – Recording – Feedback Friday SANSSPACETM LIVE VIRTUAL LANGUAGE LEARNING PLATFORM Saturday Let’s discuss flexible technology to engage your ESL students. Listening and Speaking Activities – Oral Assessment – Authentic Media Integration Language Labs – Virtual Spaces – Mobile Apps – 1 to 1 Programs Contact Jay Carney at Chester Technical Services for more information. or ©2015 SANS Inc. All rights reserved. Virtuoso and Soloist are trademarks of Sony Electronics Inc. SANSSpace is a trademark of SANS Inc. SANS products incorporate SANS and Sony technology. NYS TESOL 45th Annual Conference th Annual Conference

Saturday Saturday 38 39 45th Annual Conference
Presenter will share 5 simple and effective activities for teaching the basic principles of scientific literacy through active inquiry lessons. No matter your current level of science knowledge, you will leave this session with some engaging higher order content-based lessons to add to your repertoire. Come ready to participate actively! Presenter(s):Cynthia Carlson: Program Coord/Adjunct Professor, SUNY Fredonia/Project MAST2ER Grant * Poetry Workshop for English Language Learners and Teachers; Self, Family, and Culture into -I- Poems 10:40 AM-11:50 AM (70 minute) TE This workshop will demonstrate how teachers can use an -I- poem as a model poem in order to teach English Lan-guage Learners how to write poetry and to lower their anxiety with the genre. More importantly, this is a way of encouraging ELLs to critically reflect on self, family, and culture and to make their voices. Presenter(s):Jungkang Miller: Associate Professor, Mercy College, Mi-Hyun Chung, Mercy College Measuring Student Learning Outcomes and MyEnglishLab C/HE With MyEnglishLab, you instantly have access to a wide range of useful diagnostic tools. Come see how blending classroom instruction with this powerful digital tool, not only enriches student learning and student learning op-portunities, but also keeps you, as the instructor, better informed on student success and mastery. Presenter(s):David Egolf: Educational Consultant, Pearson ELT Pragmatics for success in real world communication HE/SE/HE/AE/AL Though we often emphasize grammar in the ESL classroom, successful L2 communication is largely determined by pragmatic competence, which is the ability to use language appropriately in particular cultural contexts. In this interactive workshop, participants will experiment with incorporating pragmatics into their ESL lessons. Presenter(s):Abigail Bruhlmann: Academic Director, ELS Language Centers FEATURED: Integrated English as a New Language: Challenges and Solutions EE/EE/SE Participants will explore the challenges ESOL professionals face with the shift in NYS K-12 regulations for teaching ELLs. In this workshop, participants will uncover solutions to common questions concerning integrated ENL including curriculum, co-planning, scheduling, co-instruction, roles and responsibilities, and working with entering and emerging students in mainstream classes. Presenter(s):Maria G. Dove, Ed.D., Associate Professor and Coordinator Graduate Education TESOL Programs, Mol- loy College, Andrea Honigsfeld, Ed.D., Associate Dean and Director of the Doctoral Program in Education, Molloy College Mining Math Assessment Data to Improve Instruction This presentation will share an in-depth analysis of the performance of 3-8 ELL students on standardized Math ex-ams; will identify those standards most difficult for ELLs; will identify those standards most frequently tested; and, lastly will propose strategies effective to address these anchor standards. Teachers will leave the presentation with practical approaches to improve their ability to teach the language of Math. Presenter(s):Annette Shideler, Ed.D.: Director TESOL Program, Stony Brook University, Elizabeth Reveiz, Director of the Bilingual/ENL programs, East Hampton UFSD. Beyond SIOP: Five Keys to Success in the ESL Classroom 8:30 AM-9:05 AM (35 minute) EE/EE/BE Nearly every educator strives to make best practices in education a top priority while honing her or his craft. We are expected to sharpen academic conversations by delving into relevant student data, improve upon best educational practices, and use top technology to fine-tune modern teaching materials. In this brief presentation, sea- soned ENL Teacher Scott Freiberger will review key components of the SIOP Model and discuss five ways to estab- lish a successful ENL classroom. Presenter(s):Scott Freiberger: ENL Teacher, P.S. 20Q John Bowne Elementary School Using Podcasts in the ESL/EFL Classroom 8:30 AM-9:05 AM (35 minute) TE/EE/SE/HE/AE/TEI Podcasts are a powerful and effective language learning tool, but few teachers are using this technology. This workshop details how podcasts can be used to improve L2 listening, speaking, pronunciation, vocabulary, and grammar. Participants will be introduced to podcast resources and activities they can incorporate into their lessons. Presenter(s):Amanda Meier: ESL Instructor, Westchester Community College Plenary: If technology is the answer, then what’s the problem? 9:00 AM-10:25 AM () NS In this breakfast plenary, we will explore some of the key aspects of the notion of “emerging global literacies” in relation to technology in language education. Some of the questions we will consider include: If technology is the answer, then what’s the problem? Have notions of “literacy” been changed by the new technologies, and if so, how? Have definitions of “effective” language teaching and learning been changed by the new technologies, and if so, how? Presenter(s):Andy Curtis, Ph.D.: President of TESOL International Association; Professor, Graduate School of Educa- tion, Anaheim University, California, USA, Writing for NYS TESOL publication 10:40 AM-11:50 AM (70 minute) TE/EE/SE/HE/AE/BE/TE Learn about submission guidelines for NYS TESOL publications and our social media presence. Learn how to submit articles for consideration. Presenter(s):Cara Tuzzolino: Lecturer, LINCC, Rebekah Johnson, LaGuardia Community College; Liz Fonseca, LINCC; Vicky Giouroukakis Improving Scores on the NYSESLAT with Visual Thinking Strategies (VTS) 10:40 AM-11:50 AM (70 minute) SE Workshop provides hands-on experience with Visual Thinking Strategies (VTS) and shows its effectiveness with all students, including English Language Learners and students with special needs. It will demonstrate how middle school teachers can use VTS to promote vocabulary development, making and supporting of inferences, and effective description of visual prompts. Presenter(s):Vaughan Danvers: Teacher, JHS 227 Edward B Shallow, Kelly Guerrieri, JHS 227 Edward B Shallow; Ang-ie Leung, JHS 227 Edward B Shallow Not a Scientist? No Problem! Engage Your ELs in Inquiry 10:40 AM-11:50 AM (70 minute) EE/EE/SE Saturday Saturday NYS TESOL 45th Annual Conference th Annual Conference

Flipping the tech-enhanced content-based EAP classroom: Collaborative curriculum development 10:40 AM-11:50 AM (70 minute) HE/HE This workshop aims to introduce the presenter’s successful experiences of flipping her content-based EAP courses in college. Based on the experiences, the presenter will suggest an effective class model and educational technol-ogy resources. With sample lesson plans and materials, participants will work collaboratively to design their own tech-enhanced flipped EAP course. Presenter(s):Yu Jung Han: PhD Student, University of Rochester Grammar Perspectives: What to teach and when HE/HE/AE/BE There are always questions about which grammar to teach. This is true whether we are using textbooks that don’t always meet our students’ needs or whether we are developing our own materials. In this workshop participants will consider when and why we decide what grammar points to introduce. Presenter(s):Samuela Eckstut: Author, Boston University, Resource Sharing and Networking HE/AE/BE/EE/SE The purpose of this event is to collaborate and network with educators who are currently teaching in the field. Attendees can exchange ideas, discuss concerns and provide support to each other. You will also be able to share information on different teaching styles, methodology, classroom management, and student management. Presenter(s): Tilla Alexander, Catherine Box, Julie McCarthy, Ravneet Parmar Common Mistakes Made By Non-English Speaking Students C/AE Spanish speakers and other non-English speakers make similar mistakes with English, because of literal transla- tions that don’t work and sounds that don’t exist in their language. This workshop provides tools, worksheets and categories of mistakes that will identify and help to correct both grammatical and pronunciation mistakes at every level. Presenter(s):Heather Ritchie: Regional Coach, Intercambio Lunch Plenary: Glocalized Literacies Inside-Out, Around the World, and Back Again 11:55 AM-1:25 PM () The spaces between the affordances and constraints of mobile language learning are not flat static binaries. The evaluation process must be recursively negotiated depending on your students, tasks, and communities-- virtual and physical. This talk will address strategies for teachers to succeed in constantly evolving/changing times. Presenter(s):Christine Rosalia: Assistant Professor of TESOL, Department of Curriculum and Teaching, Hunter Col- lege/CUNY Searching and Finding on MS Word: tools to promote ‘noticing’ in authentic texts and student writing 1:35 PM-2:10 PM (35 minute) ELLs in higher education need to notice their own global errors and correct usage of vocabulary and grammar. Mi- crosoft Word-s search function is a simple and elegant way to call attention to various aspects of writing, reading, pronunciation, and even listening. Using this tool will be the presentation-s focus. Presenter(s):Cynthia Elmas: 1) Part-time Assistant Professor 2) Lecturer, 1) The New School 2) Pratt Institute The role of first language awareness in teaching second language writing: The case of Hindi 1:35 PM-2:10 PM (35 minute) ME/SE/HE/AE/BE/AL/TEI During this presentation the presenters will share research on the positive and negative transfers from L1 while learning L2 (American English.) The presenters will specifically discuss the issues faced by Hindi and Indian English speakers from India who come to the United States of America to study. Presenter(s):Kruti Suba: Adjunct Lecturer, CUNY College of Technology, Lubie Alatriste, Citytech, CUNY Evolving L1 Use in Note-Taking TE/HE/AE/BE/AL Analyzing students- use of their L1s within their lecture notes may offer a window into an individual student-s interlanguage development. What role does a students- L1 play, when they are taking notes, in their lectures? Does the use of a students- L1 in their notes go through stages of development? Presenter(s):Csilla Korbl: Adjunct Lecturer, CUNY - BMCC FEATURED: Empowering Multilingual Digital Literacies: Teaching for social justice in the technological age with emergent bilingual youth SE/HE Emergent bilinguals live in increasingly digital multilingual worlds, engaging with online videos, games, music, news, communications, and social media. This talk will explore how digital literacies and languages can be used in creative, critical ways to open new possibilities in teaching for social justice and translanguaging (home language opportunities) to empower emergent bilinguals of diverse backgrounds. Presenter(s): Dr. Heather Homonoff Woodley, Ph.D.: Multilingual Multicultural Studies, Department of Teaching & Learning, Steinhardt, New York University Teaching Authentic Language Using Visual Media HE/SE/HE/AE/BE This presentation explores ways to teach authentic language using various visual media. Presenters discuss the benefits of using Ted Talks in the classroom. Presenters also explain how they guide students to observe and analyze language found in American television shows and to create their own videos using the acquired language. Presenter(s):Alicia Salazar: Lecturer, Intensive English Center at Stony Brook University, Melissa Diamond, Intensive English Center at Stony Brook University; Rebecca Chiarelli-Shay, Carle Place School District Developing Global Literacy for ESL Students with Community Engagement HE/HE This presentation spotlights community engagement in an English for Academic Purposes course as a means of global literacy development. The presenter will explain benefits of community engagement with selections from students- academic essays and offer recommendations to enhance the community engagement experience to develop global literacy. Presenter(s):Cate Crosby: Lecturer, Teachers College Columbia University Extensive Reading: A Collaborative Approach HE Research shows that Extensive Reading (ER) can be a highly beneficial learning method for language learners, but it is usually conceived of as a methodology focused on individual study. This presentation demonstrates how creating a collaborative approach to ER in an IEP benefited students’ motivation and fluency. Presenter(s):Christopher Collins: Lecturer in Language, Columbia University, Frances Boyd, Columbia University Saturday Saturday NYS TESOL 45th Annual Conference NYS TESOL th Annual Conference

Engaging ELL Parents (Pre K-Grade 3) as Educational Partners 1:35 PM-2:10 PM (35 minute) EE/EE/BE By sharing their expertise and best practices, the presenters will display through slides, videos, and handouts how to engage and sustain parent/family interest in the curriculum and school community so that attendees can insure that learning continues with families as teachers who understand the value of global literacies in language and technology Presenter(s):Cornelia Randolph: Consultant, Eastern Suffolk BOCES RBE RN, Irene Riva Quinn, EHUFSD; Claudia Quitana, EHUFSD Poetry as a Means for Critical Thinking and Self Expression HE/SE/HE/AE The presenters will give a brief overview of the supposed drawbacks compared to actual outcomes of using poetry in the ESL classroom. Each presenter shares an activity-one with a teacher-selected poem and another with stu-dent-selected poems. Both activities utilize critical thinking skills and open channels of authentic communication. Presenter(s):Brittany Ober: Lecturer in Language, American Language Program, Columbia University, Megan Chiu- saroli, American Language Program, Columbia University Turn of Phrase ESL: Engaged, contextualized learning through gamebooks C/SE/AE/BE/TEI “Ring a bell. Face the music. Train of thought.” Idioms and other forms of expression introduce words and phrases that have different and nuanced meanings. They can be used to teach natural communication patterns and broad- en the understanding and use of English in speech and writing, making ELLs more confident and fluent English speakers. Turn of Phrase ESL (TOP ESL) is an educational series that introduces young adult and adult ELLs to idioms, phras-al verbs, and collocations in the form of chooseable path novels. In the spirit of promoting emerging literacies through new forms of language technologies, this presentation introduces TOP ESL books and how they offer inno-vative, new teaching tools for TESOL teachers and educators: gamebooks. Why gamebooks? Researchers have long shown that meaningful contexts can help students become more fluent and improve vocabulary retention. The gamebook format in TOP ESL provides the contextual literacy that is so important in language education. Gamebooks are fictional narratives told in the second person and interspersed with decision points. Decision points present readers with a choice between several options. TOP ESL uses decision points to test readers- understanding of idiomatic phrases and expressions, as well as to test readers- understand-ing of situational contexts related to story logic and character development. For examples of TOP ESL decision points in action, see: and By making choices, readers actively control the direction of the story. TOP ESL books complement all types of curricula that promote self-directed learning. Attendees will learn how TOP ESL books offer not only a rich source of idiomatic expressions but also meaningful contexts of those expressions in action. Reading guides for students and sample classroom activities for teachers will also be presented. Presenter(s):Mary Slechta: K-12 and higher education ESL teacher and author, Turn of Phrase ESL, Night Owls Press, Rebecca Karli, Turn of Phrase ESL, Night Owls Press Administrative Support for Inclusive, Collaborative Service Delivery Models for ELLs SE/EE/SE This session presents a multi-case study that focused on the experiences of administrators in developing and main- taining inclusive, collaborative service delivery models for ELLs in K-12 settings. We discuss the challenges leaders faced as social justice advocates, program implementation and advocacy roles they played and program enhance- ment goals they set. Presenter(s):Andrea Honigsfeld, Ed.D., Associate Dean and Director of the Doctoral Program in Education, Molloy College, Maria G. Dove, Ed.D., Associate Professor and Coordinator Graduate Education TESOL Programs, Molloy College; Kerri Dimitrakakis, Molloy College EdTPA - Successes and Challenges in K-12 Teacher Education 1:35 PM-2:10 PM (35 minute) TE/EE/ SE/ HE A new performance-based teacher assessment, EdTPA, has had a clear impact on teacher education programs in New York. In this presentation, we will give an overview of the test components, rubrics, and ratings, and share our successes and challenges with our TESOL teacher-candidates in meeting this consequential state requirement. Presenter(s):Beth Clark-Gareca Ph.D.: Lecturer and Liaison to the TESOL K-12 Certification Track, Teachers College, Columbia University, Catherine Box, EdM, Instructor in TESOL K-12 Certification Track, Teachers College, Columbia University How do you assess and address grammar? 2:25 PM-3:35 PM (70 minute) HE/HE/ AE Every teacher needs to consider grammar when grading a piece of writing. We spend hours discussing assessment, but we don’t spend enough time talking about how to address problems. Join us as we have a conversation about how to assess and address grammar in your students’ writing. Presenter(s):Rich Lauria: ESL Instructor / Advisor, Suffolk County Community College Read It All: Multimodality, Transmediality, and Multiliteracy in the Class- room SE/EE/SE/AE/BE/TE This workshop aims to help teachers understand and use multiple text and media forms in their classrooms to support comprehension and interpretation while developing robust literacy practices for all learners. Through anal-ysis and application activities, participants will develop a classroom-ready toolkit for incorporating many forms of media into their curricula. Presenter(s):Brendan Gillett: MATESOL Student, Teachers College Written Corrective Feedback: Are the Effects all Positive? 2:25 PM-3:00 PM (35 minute) AL/SE/HE/AE/BE/AL/TEI An ongoing question in language studies concerns the effectiveness of written corrective feedback on learners- de-velopment. The current study fits within this tradition by examining the impact of focused feedback on learners- accuracy. Results, which may contradict teachers- expectations and intentions, will be discussed in both theoretical and practical terms. Presenter(s):Monika Ekiert, Ed.D.: Associate Professor, LAGCC, City University of New York, Kristen di Gennaro, Pace University Staying on Task: EPCO and the Dictogloss 3:05 PM-3:40 PM (35 minutes) AL/SE/HE/AE/AL The present proposal is based on the assumption that task-based language teaching (TBLT) allows us as ESL instructors to offer important learning opportunities in the classroom. The dictogloss task is presented interactively as one of the most beneficial pedagogical task types. Presenter(s):Andrew Miller: ESL Instructor, ASA College Western New York ELL Educators Seek Support 2:25 PM-3:35 PM (35 minute) The Western New York region’s incredible increase in the number of English Language Learners has prompted area ESOL teachers to seek information, networking and support. Attending locally held activities sponsored by the NYS TESOL Buffalo Region has helped in this area with meeting the needs of our vast geographic area. Come learn what we have accomplished and what we hope to do in the future to support members and to increase membership to improve the lives of our teachers and their students. Saturday Saturday NYS TESOL 45th Annual Conference th Annual Conference

Presenter(s):Elena Zelfond: ESOL Teacher, Buffalo Public Schools (NYS TESOL Buffalo Region Leadership Team), Dan-iel Heckmyer: Campus Manager, English Language Centre, SUNY Fredonia (Assistant Chair - Buffalo Region); Denise Gonez-Santos, Executive Director, RBE-RN West, Erie 1 BOCES (Chair - Buffalo Region) Augmented Reality: Mobile-Phone Tools to Enhance Collaboration with Student Projects 2:25 PM-3:35 PM (70 minute) AL/AE/ HE/ AL This workshop introduces Aurasma, an Augmented Reality-based application, and its use for collaborative learning. Through demos and discussion, practitioners will gain an understanding of how to implement it into the classroom. Its limitations will also be addressed with the intention of foregrounding the importance of second language peda-gogy with technology. Presenter(s):Matthew Espino: Programs Administrator, Teachers College, Columbia University Bring Your Lessons To Life With Schoology and Weebly for Education AE/HE/AE At this workshop, participants will become acquainted with two popular web resources -Schoology and Weebly - and learn how to utilize them to enrich and enliven their ESOL classes. Presenters will demonstrate how to set up accounts, add resources, customize their pages and view examples of presenters- material. Presenter(s):Tilla Alexander: ESL Teacher, OACE NYCDOE, Teresa Noverr Chin, OACE NYCDOE Click here: Connecting US and international students via Blackboard HE/HE ESL students face many challenges as they navigate their way on college campuses. The presenters use Blackboard to help these students improve academic skills and also prepare them to succeed once they leave their English-lan-guage immersion program. Technology is the great equalizer enabling students enables them to reach their aca-demic goals. Presenter(s):Cara Tuzzolino: Lecturer, LINCC, Deborah Spiro, Nassau Community College Let Your Students- Academic Language Literacy Emerge through Interactive Notebooks SE/EE/SE/BE/TE Need for academic language literacy has never been greater! To ensure student success, content & TESOL teachers MUST infuse academic language and literacy into their lessons. In this workshop, participants get hands-on expe-rience with 3D interactive notebooks, and receive materials and ideas for teaching- also for training content area teachers. Presenter(s):Mary Allaire-Gifford: Teacher, Dunkirk City Schools Instructional Strategies from a Newcomer Academy SE/SE Teachers will present effective practices to facilitate learners- language acquisition through lessons supporting both content and language. These practices include sheltered instruction, adapting the SIOP model for SIFE, Read- ing Instructional Goals for Older Readers, and a 1:1 iPad model. Presenter(s):Jennifer Grimes: Instructional Coach, Rochester City School District, AnnieTran, Rochester City School District; Sam Consagra, Rochester City School District What Every Immigrant Needs to Know 2:25 PM-3:35 PM (35 minute) C/AE This interactive workshop will illuminate the scope of legal, systematic and cultural knowledge a newcomer to the U.S. needs to succeed. A range of topics will be covered using, The Immigrant Guide to help participants understand how different life is in the US. Workshop will model how to teach information. Presenter(s):Heather Ritchie: Regional Coach, Intercambio Flipping the Classroom: Considerations in Creating Online Course Content 2:25 PM-3:35 PM (70 minute) HE/SE/ HE Increasingly, educators -flip the classroom- to offer course content online. Thus, we need engaging online activities and modules. This workshop discusses best practices in online pedagogy, online course platforms, course materials development, and student feedback about the online experience. Participants will brainstorm ideas for developing their own online materials. Presenter(s):Rebekah Johnson: Associate Professor, LaGuardia Community College, City University of New York, Bede McCormack: Associate Professor, LaGuardia Community College, City University of New York Effectively Teaching ELLs: Five Strategies to Support Language and Content Learning, Grades 6-12. SE/SE This workshop will provide teachers of ELLs, grades 6-12, with 5 effective, research-based strategies that support both language and content learning. Participants will learn how to use strategies and differentiate instruction to meet the needs of diverse learners. They will engage in various activities and leave the session with practical ideas of effectively teaching ELLs. Presenter(s):Vicky Giouroukakis: Professor, Molloy College Using Free Technology as a Tool for Innovative Language Instruction SE/EE/ SE/ AE This interactive workshop includes fun activities that promote innovative language development through the use of free technology. Are you curious about QR codes? How can you incorporate cell phones as a learning tool? Par- ticipants will actively learn how to develop engaging lessons for ELLs that include data reports and analysis. Presenter(s):Faith Tripp: Teacher, West Hempstead High School, Susan Feltman, ELS Language Centers Using Podcasts in the ESL/EFL Classroom TE/EE/SE/HE/AE/TEI Podcasts are a powerful and effective language learning tool, but few teachers are using this technology. This workshop details how podcasts can be used to improve L2 listening, speaking, pronunciation, vocabulary, and grammar. Participants will be introduced to podcast resources and activities they can incorporate into their lessons. Presenter(s):Amanda Meier: Instructor, Pace University, FEATURED: Online Teacher Professional Development 4:10 PM-5:20 PM (70 minute) NS Although online TPD has changed the ‘where’, ‘when’ and ‘how’ of TPD, it has not altered the fundamental charac- teristics of the ‘who’, ‘what’ and ‘why’ of TPD. For example, online TPD has enabled collaborative and international TPD in ways that were not possible previously. However, in spite of the convenience and flexibility of online TPD, the time needed remains the same. In this workshop, we will, then, look at how TESOL professional can match their needs and the time available, with what the online TPD program offers and the time required. Presenter(s):Andy Curtis, Ph.D.: President of TESOL International Association; Professor, Graduate School of Educa- tion, Anaheim University, California, USA Saturday Saturday NYS TESOL 45th Annual Conference th Annual Conference

Corrective feedback: Bridging teacher and language learner expectations 4:10 PM-5:20 PM (70 minute) TE Corrective feedback raises many concerns for teachers, often they feel uncomfortable providing feedback whereas learners and much research require feedback. Why is there this discord and how can teacher training programs meet this challenge? Presenter(s):Lesley Painter-Farrell: Director MATESOL, New School A Novel Approach to PD: Ask the Students SE/SE/BE This demonstration will offer a unique way to have your ELL students provide direct and meaningful PD to content teachers in their district. By incorporating the perspectives of the school-s own ELLs, students, teachers respond reflectively and more meaningfully to their PD experiences on topics concerning ELLs. Let them hear it from the students! Presenter(s):Susanne Marcus: ESL Teacher, Great Neck Public Schools Facing History and Ourselves: “Wonder” - beginning with the individual R.J. Palacio’s bestselling young adult novel Wonder tells the story of Auggie, a 10-year-old boy who was born with distorted facial features, as he enters a mainstream school for the first time. Can this ordinary kid with an extraordinary face convince his new classmates at Beecher Prep that he’s just like them, despite appearances? We will present a pedagogical approach that will center on themes of identity and membership and belonging in this novel. At Facing History and Ourselves, we promote a student centered approach to education, which will be modeled in our workshop. Presenter(s):Karen Scher: Program Associate, Facing History and Ourselves Stop It! You’re NOT engaging and motivating ALL STUDENTS! EE/EE/SE/HE/AE/BE/TE/AL The multifaceted application component of the Differentiated Instruction will be discussed in a diverse forms. In addition, presentation strategies as derived from various research-based teaching practices of differentiating instruction will be implemented including to real-life, authentic outside classroom situations. The presenter will use whole group approach and/or elbow partner, triad, and small group to engage participants. (PowerPoint, laptop, and LCD will also be used) Importance: Participants will visually see and take the many forms of application techniques in differentiating instruction to their respective classroom and/or school. Likewise, each participants will enhance his/her teaching and learning framework to better teach and understand our students of today through the use of differentiated, diverse classroom application activities/techniques. Relevance: Primarily focus to PreK-12 classroom teachers, as well as, school leaders, district level administrators, student teachers, and professional development providers. Session: It should be finished, within minutes including a ticket and survey questions. Presenter(s):Edgardo Castro: ELL/ESOL Teacher/Specialist, Northampton County Public Schools Enhancing English Language Learning through Online Technologies: Debunk- ing the Myth of the Online Classroom HE/HE/ AL This workshop will attempt to debunk the myth that online instruction will never be as good as face-to-face instruction. Specifically, this workshop will discuss how online instruction in higher education in blended/hybrid English language learning classrooms, can facilitate English language learners’ language acquisition and global competencies. Technology demonstrated will include a Learning Management System (Blackboard), VoiceThread, Google Apps for Education, and Zoom. Presenter(s):Paul E. Shively: ELI Coordinator, New York Institute of Technology, Olena Zhadko, Center for Teaching and Learning - New York Institute of Technology Insights on linguistic profiling: A student/professor collaborative exploration 4:10 PM-4:45 PM (35 minute) AL/SE/HE/BE/AL Insights about linguistic profiling resulting from a collaborative community college student/professor research project. After studying the Soweto student uprising of 1976, and statements provoking the conflict between Afri- kaans and English, students found examples of current linguistic profiling of dialect speakers and second language speakers which parallel historic South African attitudes. Presenter(s):Gail August, Ph.D.: Associate Professor, Hostos Community College, Sabrina Adaba, Student: Hostos Community College; Crismell Veras, Student: Hostos Community College; Cristina Mulas Lopez Incorporating Animated Graphics to Enhance Language Acquisition 4:10 PM-5:20 PM (70 minute) EE/EE/SE Take your student presentations to the next level with animated graphic charts and videos! Teachers will learn about several free programs, and how to both use them and incorporate them into their lessons to increase both language acquisition and production. Presenter(s):Alexandra McCourt: ESL Teacher, East Hampton Union Free School District, Sylvia Schumann, East Hampton Union Free School District A Sustainable ESL Model for Everyone 4:10 PM-5:20 PM (70 minute) C/AE This interactive workshop will highlight successful Adult ESL programs around the country - school districts, literacy coalitions, and churches. We will identify key success factors when working with non- English speaking adults and how this may impact the sustainability of your program. Workshop participants will leave with materials and easy-to-implement strategies. Presenter(s):Heather Ritchie: Regional Coach, Intercambio The Power of TED in the 21st Century Reading Classroom! 4:10 PM-5:20 PM (70 minute) C/HE/AE/BE TED Talks are already widely used in the English language learning classroom, and with good reason. Thought provoking topics and informative content, delivered in 18-minute talks, by experts at the top of their given field are a great way to prepare learners for their further studies in English. In this session, the audience is going to learn how TED Talks have been taken and adapted into a new reading series, 21st Century Reading, published, by National Geographic Learning. Using print and video, the presenter is going to look at several TED Talks, and discuss how they can be used to introduce and teach 21st century skills, which include critical and creative thinking, collaboration, information and media literacies, and visual literacy. Presenter(s):Ben Rivera: Product Marketing Manager, National Geographic Learning From Virtual to Real: Collaborative Online Learning Using Facebook 4:10 PM-4:45 PM (35 minute) HE/SE/HE/AE/TEI The presenters discuss the collaborative online learning project between Nassau Community College and ITK in Lebanon that uses Facebook for learning English and expanding global awareness. Attendees will learn about the presenters’ cultural experience in Lebanon and pros and cons of Facebook as such a tool in any educational setting. Presenter(s):Elizabeth Fonseca: Lecturer, Nassau Community College, CaraTuzzolino, Nassau Community College L1 Background and Teacher Identity During the TESOL Practicum 4:10 PM-4:45 PM (70 minute) AL This session presents a studying examining L1 background in the formation of teacher identities, specifically how the utilization of a multilingual, multicultural, team-based approach to the TESOL practicum may impact NEST and nonNEST teacher identities in the formative short term and professional inequities in the longer term. Presenter(s):Amanda Brown, Ph.D.: Associate Professor of Linguistics, Syracuse University Saturday Saturday NYS TESOL 45th Annual Conference th Annual Conference

POSTER PRESENTATIONS Saturday Saturday 48 49 45th Annual Conference
Literacy for Late-Entry Students Plaza 4:10 PM-5:20 PM (70 minute) SE/EE/SE/AE/BE What does research say about the about the most effective ways to teach English literacy to students who arrive late and need to catch up quickly? The presenter will share phonics activities linked to high-frequency words in the context of simple sentences for emerging readers and writers in grades 6-adult. Presenter(s):Kaye Maggart: ESL teacher volunteer, New Haven Public Schools, NYS TESOL Annual EB Meeting 5:30 PM-6:30PM This meeting is open to all NYS TESOL members. New EB members will be welcomed, and we will wrap up the conference and the year for NYS TESOL. The meeting will be attended by TESOL President Dr. Curtis who will share recent developments within TESOL Association and respond to participants’ questions. Presenter(s):NYS TESOL Executive Board, Andy Curtis, Ph.D.: President of TESOL International Association; Profes- sor, Graduate School of Education, Anaheim University, California, USA POSTER PRESENTATIONS Guided Notetaking: Does it influence ELLs L1 use or not? Pool Patio 3:35 PM-4:10 PM (Poster presentation) SE/SE This study attempted to see the usefulness of guided notes as a form of learner strategy to see if treatment had any bearing on learner-s retention. Students retained more idioms who were assisted with guided notes during the treatment phase of the study. Presenter(s):Csilla Korbl: Adjunct Lecturer, CUNY - BMCC Teaching Strategies for English Learners: Learning for Practices by New York City Classroom Teachers 3:35 PM-4:10 PM (Poster presentation) NS The presenters report on the essential strategies for ELs based on the analyses of over 100 fieldwork observation reports done in the NYC areas. The classroom observation reports were analyzed by the views of both teacher educators and teacher-trainees. This finding will be beneficial for all teachers of ELs across the curriculum to effectively work with ELs in their respective classroom. Presenter(s):Anna Maria Charalambous: Student, Pace University, Katherine Ellingsen: Student, Pace University; Soonhyang Kim, PHD.: University of North Florida WhatsApp as a Learning Tool 3:35 PM-4:10 PM (Poster presentation) AE/SE/ HE/ AE/ BE/ TE/ AL Given the advanced technology available nowadays, teaching is no more limited to the time spent in class. Well prepared teachers are the ones who empower their students with the means to utilize their gadgets to practice and reinforce the material learned in class. In this case, WhatsApp is the medium. Presenter(s):Fatma Ghailan: A Level English Online, Monica Carugati: ESL Specialist, A Level English Online The Implications of a Lone Narrative 3:35 PM-4:10 PM (Poster presentation) SE/AE Preconception is part of the human condition, however, as an ESL teacher, the “ferrymen” between two worlds, a single narrative of a country, ethnic group, or even a continent can create stereotypes that foster a classroom environment without much depth. Retaining these ideas is linked to low retention, a widespread problem in realm of Adult Education. Presenter(s):Shari Brathwaite: NYCDOE ENL Teacher/Coordinator K-12 NYCDOE ESL Teacher Adult Education Becoming a U.S. Citizen: The Naturalization Process and Test 3:35 PM-4:10 PM (Poster presentation) HE/AE During this presentation, a U.S. Citizenship and Immigration representative will walk participants through the basic process of becoming a United States citizen and discuss the skills and knowledge needed to prepare for the naturalization test. Participants will be encouraged to ask questions and will be provided handouts, citizenship resources and study materials for students Presenter(s):Natasha Lester: Management and Program Analyst Saturday Saturday NYS TESOL 45th Annual Conference th Annual Conference

The Global Language of Kindness Pool Patio 3:35 PM-4:10 PM (Poster presentation) HE/SE This integrated skills-based project challenges students to be heroes. Through meaningful social interactions in and outside the classroom - performing kind acts for others - students build confidence and become empowered mem-bers of their communities. Communication, both face-to-face and digital, becomes not only a tool, but a necessity. Presenter(s):Suzanne Kaplan-Fonseca: Language Lecturer, NYU School of Professional Studies, American Language Institute “Learning the Culture with My Own Eyes”: A Unit on Local History for English Language Learners 3:35 PM-4:10 PM (Poster presentation) HE The presenter will share a unit on local history to help ELLs prepare for academic coursework. The unit is focused on a research project and several walking trips to an historic landmark. Presenter(s):Sarah Elia: SUNY New Paltz Cultural misunderstandings between Brazilian and Chinese/Japanese students in an ESL class This session will show some cultural/linguistic misunderstandings between Brazilian and Chinese/Japanese stu-dents. According to D. Lewis (2003), Japanese and Chinese are more reactive, while, Brazilians are more multi-ac-tive. The presenter will show on how these differences can impact an ESL classroom environment and share ideas of how to harmonize the two learning styles. Presenter(s):Lucas Rezende Almeida: SUNY New Paltz The Do’s and Don’ts of an ESL Instructor’s Resume Having a well-written ESL resume gets you an interview- having a bad one gets you automatically discounted. I will provide useful examples of ways to spruce up your resume and errors to avoid, including the action + result meth-od I learned along the way. Presenter(s):Elizabeth Schade: Adult Learning Center Hub Manager, Staten Island, NYPL Modified Curriculum for Entering Level Students with spoken-only Home Language 3:35 PM-4:10 PM (Poster presentation) HE/AE NYS Bilingual Progressions and ENL regulations require teachers to deliver content to entering level students in their home language. Access to content in spoken-only home language is not possible. This poster will show mod-ified curriculum presented in different formats with simplistic narrative containing the most important academic language. Presenter(s):Jennifer Ippolito: ENL teacher at Eugene Brooks Intermediate School Webutuck Central School District Amenia NY TESOL versus SLP Techniques for the Development of L2 English Pronunciation among L1 Chinese Speakers This study investigated TESOL versus SLP (Speech-Language Pathology) techniques for L2 English pronunciation development. Three Chinese ESL learners experienced a four-week, one-on-one training, contrasting TESOL versus SLP approaches to minimal pairs. Results revealed greater segmental accuracy in (1) scripted tasks with SLP tech-niques, and (2) spontaneous tasks with TESOL techniques. Presenter(s):Yingya Li: Syracuse University, Amanda Brown, Ph.D.: Associate Professor of Linguistics, Syracuse University The Attitudes and Beliefs of TESOL and SLP Practitioners towards L2 Pronunciation and Develop- ment Pool Patio 3:35 PM-4:10 PM (Poster presentation) HE/AE TESOL and SLP (Speech-Language Pathology) have comparable goals regarding speech-sound production, yet how much mutual understanding exists between the fields? Interviews with TESOL/SLP professionals about their knowledge of speech-sound development, professional preparedness, and attitudes towards each other’s fields revealed a number of professional differences with implications for both fields. Saturday Saturday NYS TESOL 45th Annual Conference th Annual Conference

Going beyond clear grammar charts and instruction
10th Annual Essay Contest CONGRATULATIONS 10th Annual Essay Contest Visit our NGL table and don’t miss our author Samuela Eckstut-Didier session on Saturday, Nov.14th Check your conference Program Guide for room location to all the participants in the 10th Annual Essay Contest This Year’s Quote is: “Technology gives us power, but it does not and cannot tell us how to use that power. Thanks to technology, we can instantly communicate across the world, but it still doesn’t help us know what to say.” -Rabbi Lord Jonathan Sacks (1948-) Going beyond clear grammar charts and instruction Grammar Explorer is a new 3-level English grammar program that prepares students for academic success through captivating National Geographic content and assignments that mirror the requirements of academic life. Winning Essay Grades 4-5 Day Nya Paw, Grade 4, International School 45, Buffalo, NY Teachers: Elena Zelfond and Elizabeth Vari For more information contact your ESL Academic and Adult NGL Consultant: People have used technology for centuries, and it was used in different ways. Some technology was used for communication, education, and farming. Nevertheless, technology was also used to destroy. I am fortunate to use technology for learning and communication. People can use technology to learn things that they do not know. For example, I was not good at using an iPad for projects, but then I practiced at school and at home. Finally, I got better and was able to use my iPad well because practice makes it perfect! I was also not good at using a search engine and typing, but then I continued practicing, and learned how to use a computer well. Even though technology can help people in many different ways, we have to remember that we have to make decisions ourselves because technology cannot do it on its own. For instance, if I have a difficult Math problem, I use a calculator to help, but the calculator cannot do it alone. I have to press the adding, subtracting or multiplication symbols, so then it helps me do my homework. We can also use technology to communicate with other people who live in another country. People did not have such an opportunity before. However, technology cannot helps us on its own because technology does not know whom we want to call and what we have to say. We have to dial a phone number, and then technology helps us. In conclusion, there are different kinds of technology. Clearly, people in the past hundreds of years also used technology, but the technology that they used was different from the technology we use now in It is important to understand that people have to do the work, and tech-nology can help with the work, but technology cannot decide instead of us. Let’s use technology wisely! Cheri Allen (Long Island, NJ, NYC, NY Counties of Orange, Rockland, and Westchester) Mobile: Office: Gordon Stanley Visit the National Geographic Learning (all remaining NY state counties) Office: table to order your “FREE” copy of Level 1 from the Grammar Explorer series. NGL.Cengage.com/grammarexplorertours NYS TESOL NYS TESOL 45th Annual Conference th Annual Conference

Honorable Mention Essay Grades 4-5
10th Annual Essay Contest 10th Annual Essay Contest Honorable Mention Essay Grades 4-5 Honorable Mention Essay Grades 6-8 Alexander Hernandez, Grade 6, Gotham Avenue School, 181 Gotham Avenue Elmont, New York , Teacher: Diane Sais A time when technology helped me was when my dad was in the United States and I was in Mexico. My dad wanted to see how I was doing and how big I was getting. We communicated by using Skype. At the beginning, it was hard because I dint know how to use Skype. After a few tries, I learned how to use it. Then the comput-er started to freeze but it didn’t work. Then my uncle told me to update the website. I tried it, and it worked. After that every time my dad and I wanted to communicate we used Skype to keep in touch. Now I am living in the United States, but my grandparents in Mexico. Skype is a good way for us to keep in touch. As you can see, technology helps me keep in touch with my family. Winning Essay Grades 9-12 Shaffiou Assoumanou, Grade 12, International Community High School, Brooklyn, NY,Teacher: Nick Deming “Communication is the exchange of thoughts, messages, or information, as by speech, signals, writing, or be-havior” (thefreedictionary.com). Communication is vital in our life. Nothing can be possible in this life without communication. All of our daily activities and everything we do use every day always involve communication. Thanks be to God nowadays we have a widespread of technology such as computers and phones that ease and change the way we communicate which was not the same in the past decades. Despite the fact that these technol-ogies transform our way to communicate, they are also really useful to us in overcoming our problems when we need them. I remember that time when technology helped both me and my group our ability to communicate as intended. I’m part of an organization called “NYCLETEMPLAY.” NYCLETEMPLAY is an organization that is fighting to end segregation and discrimination in school sports. Many students of color in the New York City go to high schools with almost no sports. Their rights to have access to high schools sports of their choice are being denied by the Public School Athletic League (PSAL). The fight started since 2011 when NYCLETEMPLAY was created. This year I was honored to be chosen as one of the leaders who will be leading the organization. On march 25th of this year, we stood in protest at City Hall. After that protest, the Dean of my school which is International Community High School and the creator of NYCLETEMPLAY was reassigned. Our college counselor was also reassigned and our media teacher was fired just because they lead students to the protest that day to fight for their rights to have access to high schools sports. When they were in the school, we were planning all our next actions and protests by having meetings together. Since they were removed, no more meetings to talk about our next actions and protests and we (The NYCLETEMPLAY student leaders) were afraid that all of our hard work since the beginning with them would serve for nothing. That was exactly the moment where technology such as mobile phones and computers were useful to us. We decided to continue with everything making phone calls to continue planning for our next protests and every-thing concerning our campaign. We also created a chat group on Facebook. With our phones and computers, we were able to use the internet to connect on Facebook to talk about everything concerning our protests, to discuss about and solve some issues. Mobile phones and computer not only were useful to us in discussing about our movement but also in writing speeches. Sometimes some organizations and leaders called us to discuss with them about our campaign, sometimes we went to testify in front of the chancellor. Sometimes we had to do press conferences. In order to do that we needed to be prepare and to write something down and mobile phones and computers were what we used the most in writing our speeches. Cameras were also one of the technology devices that helped us a lot. Everything we did in our protests, our meetings and interviews, we had to record it because we decided to make a documentary about our civil rights campaign. Before when we go to see some of our elected officials to help us, they turned us their back. Since we had a camera with us and they know that we were going to record them, they were obliged to discuss with us. These technology devices I talked about really helped us save our civil rights campaign. These technology devices helped me and my group in overcoming a lot of challenges and solving a lot of problems in our campaign. Until today they are still useful and helpful to us since we didn’t meet our goal yet. Erika Takeuchi, Grade 5, Harrison Avenue Elementary School, Harrison NY Teacher: Mrs. Denise Riggio It started snowing when my mom was typing an to her mother. She looked at me and asked if I wanted to write to my friend in Japan. Just then, the screen went dark. My mom com-plained that it’s the third time we have gotten the virus in our computer. We purchased a security system, but it didn’t work at all. Sounds familiar? This is an example of a typical situation for computer users. We all come across computer obstacles at least once in life! Even though technology is really advanced these days, it can’t meet every single person in the world’s expectations. So, even though computer ob-stacles are sometimes stressful, don’t think that it’s useless or vain. Think about how much it does for you! Here is another example that might change your thoughts. Well, after the virus event, we actually used my I-Pad Mini to solve the problem. My mom e- mailed her brother who studies technology! Technology is good enough to solve a problem that it created. We can say technology is so faithful because it compensates its guilt. After all, technology contradicts in many ways, you know, so the best thing to do to communicate conveniently and effectively is to study learn more about it. Winning Essay Grades 6-8 Cynthia Wu, Grade 7, Farnsworth Middle School, 6072 State Farm Road Guilderland, NY Teacher: Ms. Linders I still remember when I first came to America; it is the first time I leave my family at homeland. Across the sea, travel thousands of thousand miles, just for more opportunity and a better future. For me, it is just like landing to a new world, different culture, different people, and totally differ-ent language. The first two weeks, I missed my family badly, I dream about them, I cry because of them. The times goes by, then I just realize that I am lucky that I am born in the world with tech-nology, it made me to rethink of my life, how lucky I am, my grandfather once told me that when he was young he can only write letter to my grandmother during the war, and I was amazed that it took three month to get a letter to another city. I can skype with my mom and dad every week-end, I can text them whenever I want, I them in English, ask them how everything is, and tell them about my life in American. It eases the pain and improved my English. Just like what Jonathan Sacks said: Thanks to technology (it opened a completely different era); I can instantly communicate across the world. NYS TESOL 45th Annual Conference th Annual Conference

Honorable Mention Essay Grades 9-12 University and Adult Education
10th Annual Essay Contest Winning Essay 10th Annual Essay Contest 10th Annual Essay Contest Honorable Mention Essay Grades 9-12 University and Adult Education Jacqueline Escobar, Grade 11, Westbury High School, 1 Post Rd, Old Westbury, NY Teacher: Ms. Melissa Carnevale Technology, like life is a beautiful thing .Technology in many ways, has allowed me to learn more about the world. Technology in the modern world is one of life’s greatest gifts. Through technology we are able to progress as a society. I myself can attest to the power that technology has given me through my personal experiences. I can recall many times that technology has helped me. First, technology has assisted me for as long as I can remember. As a child growing up in the stress of Brooklyn, technology (specifically my cell phone and tablet) was a way to communicate with my mother constantly because I was not living with her at the moment. Technology strengthened our mother and daughter relationship. It allowed us to communicate conveniently .Technology has also helped improve our life in terms of entertainment. When I came to the United State I started to listen to music. This was one way that helped me learn a new language. Technology helps us appreciate music more. Wherever you are, you can listen to music in any language. Furthermore, technology like twitter, Facebook, and Instagram allow me the opportunity to give back to my family members when they need me. One day, I found myself overwhelmed with a grief when my aunt passed away. Technology helped me to communicate with my family and con-nect with them when they were far away. Though social media I was able to constantly message them. It helped me build a stronger bond with my cousin. In addition, technology has helped me excel in my current stage of life, high school. With the use of the website, regentsprep.org, I was able to raise my grades in my classes and obtain passing scores on the regents. Technology is an important aspect for students around the world. Students use the internet to look for any kind of information that can help them. If you are searching for a definition, a specific date, or information about someone or something, you have the ever famous, google. Technology has touched every aspect of my life and made my life convenient. In conclusion, technology has had a positive impact on my life and in society. Through technolo-gy, I’ve grown closer to my family than ever before, I’ve improved academically and I’m constantly learning thanks to the internet. From personal experience, I can say that technology is a benefit to society and truly powerful. Qing Wang, Haggerty English Language Program, SUNY New Paltz Teacher: Sarah Elia In 2003, I was 10 years old. I did not know how serious it was to use the word “cold” to judge my father. I just knew I cared about him. But, how could he not do anything that showed that he cared about me? I was born in a traditional Chinese business family. My father was always busy at work every day. I could not see him usually. My whole childhood was without being accompanied by my father. Fortunately, my grandfather took the responsibility from my father to spend time with me. Lying in my grandpa’s lap to bask in the sunshine was one of the happiest moments in my life. But, my heart still had some emptiness. The reason was my father. I deeply wanted he could spend time staying with me, just like grandfather. But he could not. He had never come to visit me when I was in elementary school, he had never hugged me before I went to school. Everyday, my mother sent me to school in the morning and picked me up in the afternoon. Actually, I had always hoped to meet my father after school. When I saw my classmates were picked up by their fathers, I really wished that my father was there too, so I could go back home with him. I was eager to introduce him to my classmates and tell my classmates that my father was more handsome than their father. But, I was just imagining. Until I graduated from elementary school, I did not have the chance to in-troduce my handsome father. After I finished elementary school, I went to middle school. I had to live on campus, and I could only go back home once a week. My mom made a big decision to comfort my fragile heart while I was away. She gave me a new phone! It was my first phone, a blue phone which could only use to make calls and send messages, but, It was the best phone in my life. I used this phone to connect with a man who I loved very much. I expressed my true feeling to him. I could not tell him how important he was in my life when we faced each other, but I was able to do it with my phone. The important man is my father. Right when I got the phone, I wanted him to taste the power from technology. I sent a message to him and told him what I kept in my heart for 10 years. I told him how could he be so “cold”. I blamed him for never coming to my school to visit me, and for never saying “I love you” to me. Furthermore, I even educated him. I told him: “I want you to be a good father. Business is not important, I am your most important part. If you do not care about me, I will do not care about you after you become old.” I did not know where I got the courage to speak these words. If I were in another family, they might hit me. But my father did not punish me. In fact, he loves me. He just did not know how to express himself. Since then, my father has become more affectionate to me. He always says he misses me. I miss him too. I made a promise about him—I will take care of my handsome father forever. That blue phone did not last for a long time because it could not keep abreast of technology. However, it still lies in my desk drawer. It recorded many good memories between a father and his daughter. NYS TESOL 45th Annual Conference th Annual Conference

THANK YOU Honorable Mention Essay University and Adult Education
Thank you to all the teachers and students who participated in the 10th Annual NYS TESOL Essay Contest! We received a wonderful collection of essays from students across the state! Your dedication to your students is evident to us and we applaud the efforts of your students. You are all winners to us! Anthony Prato- Queensborough Community College Stephanie Linders – Farnsworth Middle School Nick Deming – International Community High School Denise Riggio- Harrison Avenue School Melissa Carnivale- Westbury High School Marshella Lie- Hostos Community College Elena Zelfond – International School 45, Buffalo, NY Sarah Elia – SUNY New Paltz Aiko Pletch-SUNY New Paltz Melissa Feldmann-SUNY New Paltz James Phillips-SUNY New Paltz Jessica Jordan – Mid-Manhattan Adult Learning Center, OACE Tilla Alexander – Mid-Manhattan Adult Learning Center, OACE Jennifer Wheeler – Brighton High School Jao Da Silva – Queensborough Community College Kimberly Vargas-Curatola-Wantagh High School Susanne Marcus- Great Neck High School Carol Riddle – Keio Academy of New York Diane Sais – Gotham Avenue School, Elmont, NY Lauren von Eckartsberg- New York Language Center Erika Balone – West Buffalo Charter School Marisa Evert- Wantagh Elementary School James Phillips- Kingsborough Community College Katie Goldacker- Connetquot High School Daniel J. Uebbing - English as a New Language,Phelps-Clifton Springs CSD Katy Lyle – BMCC Anna M. Necakov- New York Language Center Wenxin Zhang, Pre-College Adult Intensive ESL Program, CUNY Language Immersion Program (CLIP), Queensborough Community College, Bayside, NY Teacher: Anthony Prato As times go on, technology develops faster and faster and there are new inventions almost every day. But we do not think about these questions: “Are technological developments always helpful to us?” and “Do technological developments bring us any obstacles?” Our life depends on technology. Most people cannot work or live without their comput-ers, smartphones, and iPads, especially teenagers. I am the epitome of this phenomenon. I can-not stay far away from the technology because it brings me a lot of benefits. For example, when I studied abroad in Singapore, I missed my parents a lot. But technology helped me ease these painful feelings. I could chat online with my parents merely by typing messages on Whatsapp; I could communicate with my friends through Viber. And when I left Singapore, technology helped me to keep in contact with my friends who were still there. If I didn’t have technology, I would not have been able to stay in touch with my family. Although technology has made it easier for us to communicate with others while we are far away from each other, it also creates obstacles by weakening the importance of real human in-teraction. For example, many years ago, when I was in middle school, my friends and I did not use cellphones a lot. I always went out or played with my friends, and we usually shared our stories through conversation. We talked a lot because had not met each other for a long time. But when smart phones came out, I learned to type messages to my friends and share my life with them immediately. So when we finally hung out together, we had nothing to say. Everyone just stayed silent and played with their own smartphones. As you can see with the two aforementioned examples, sometimes technology helps us but sometimes it hinders us. When I was in Singapore, technology helped me a lot. But recent-ly, technology has actually hindered my in-person interactions. Since we use smartphones to express our feelings moment-by-moment, they are actually making us less friendly in person. That is horrible. When we are having fun with our friends, we should remember to put our phones down and enjoy the time with them. Technology is developing every minute. Technological advancements have brought mankind from a primitive form of life to the present high-tech age. People have changed their lifestyles from hunting to raising and breeding animals. People have also changed from picking wild fruits and vegetables to farming. Recently, people have changed from face-to-face conversation to electronic communications. All of these are the technological developments. But as my ex-periences show, technology has its advantages and disadvantages. Instead of relying on tech-nology, we should harness it. It should be a tool for improving our lives, not a hindrance to real interaction. If we have the correct attitude toward technology, and if we use technology wisely, it can bring benefits to everyone. NYS TESOL 45th Annual Conference th Annual Conference

THANK YOU 2015 NYS TESOL wants to acknowledge and thank the publishers, companies, organizations and individuals who have supported our service mission in SPONSORS Pearson ELT (Platinum Conference Sponsor) National Geographic Learning|Cengage (Breakfast Sponsor) ADVERTISERS Attanasio & Associates Cambridge University Press Chester Technical Services Elizabeth Claire/Easy English News Imagine Learning Mercy College National Geographic Learning|Cengage NYC Special Education Collaborative Pearson ELT Tandberg Education TESOL International Association Townsend Press EXHIBITORS Attanasio & Associates •Night Owls Press Benchmark Education •Pearson ELT Cambridge University Press •Pro Lingua Associates Charmtech Labs •Purple Umbrella Jewelry Compass Publishing •Sussman Sales Continental Press •THE Learning Connection English Central •Townsend Press Educa Vision Inc. •U.S. Department of State English Language Programs Houghton Mifflin Harcourt •USCIS Office of Citizenship Imagine Learning •We Teach in China Intercambio/Resources to Unite Communities Marlboro College National Geographic Learning|Cengage INDIVIDUAL DONORS OF TIME, EFFORT, ENERGY AND FINANCIAL SUPPORT The more than 600 individuals attending NYS TESOL professional development events in 2015. The event chairs and teams for the Conferences and Mini-Conferences cosponsored by NYS TESOL in 2015. The event organizers for the many popular Salons and other events held around the state. The nearly 200 new members who joined NYS TESOL in 2015. The 912 active members of NYS TESOL. All the teacher educators and mentors who encouraged their students and colleagues to participate professionally as NYS TESOL members, authors and conference presenters. And, the many individuals whose generous donations of $5, $10, $50 and $100 on your conference registration and membership forms help support our ongoing efforts to serve the TESOL profession and our students and their fami lies. NYS TESOL 45th Annual Conference th Annual Conference

PAST PRESIDENTS AND CONFERENCES
2014 Susanne Marcus- Empowering ELLs: Equity, Engagement, Enrichment- Albany 2013 Susanne Marcus – The Core of TESOL: Curriculum, Communication and Collaboration – White Plains 2012 Rebekah Johnson – Many Voices, Multiple Pathways to English Language Learning Success – Albany 2011 Nanette Dougherty – Enhancing English Learning: Connecting Communities Through Collaboration – White Plains 2010 Connie E. Dziombak – Forty Years and Forward: Responding to Change Through Innovation – Albany 2009 Fran Olmos – Critical Literacy: Opening Words and Worlds to English Language Learners – White Plains 2008 Cornelia Randolph – Understanding Language, Cognition, and Language Learners – Buffalo 2007 Joanne Beard – Technology: The Language that Brings Us Together – White Plains 2006 Terri Brady-Mendez – Getting to the Core: Language and Content – Saratoga 2005 Darla DiPiro – In Diversity is Unity – New York City 2004 George J. Morris – Celebrating Language and Culture – Syracuse 2003 Elke Apelbaum Savoy – One World: Now Closer than Ever – Rye Brook 2002 Diana Segovia – Making Every Student Count – Saratoga 2001 Cynthia Wiseman – Language Testing Matters: Make It Count! – Rye Brook 2000 Anne V. Martin – Celebrating NYS TESOL: Making a Difference – Rochester 1999 Carol Janda – Investing in Language – Melville 1998 Marian Blaber – Humanism in ESL: Engaging the Whole Person in the Joy of Learning – Buffalo 1997 George Morris – Toward the New Millennium: Tools, Techniques, and Technologies – Rye Brook 1996 Ann C. Wintergerst – Clearing the Hurdles in the Classroom and the Community – Saratoga 1995 Patricia Forton – Launching the Stars of the Future – New York City 1994 Annette Shideler – The American Quilt: Celebrating Our Diversity – Uniondale 1993 Len Fox – Education Unites the World – Syracuse 1992 Carol E. Perchik – Respecting Diversity: Honoring Tradition – Rye Brook 1991 Margo A. Sampson – Educating the Whole Person for the Whole World: A Capital Idea – Albany 1990 John L. Balbi – Beacons for Student Success: Equity, Cooperation, Excellence – Melville 1989 Anna Marie Carrillo - The Professional Challenge: Teachers Setting the Agenda- Rochester 1988 Nancy S. Dunetz – Exploring Assumptions, Exploding Myths – Tarrytown 1987 James A. Lydon – Realizing the Dream – Buffalo Fay Pallen – Keepers of the Torch – New York City 1985 Eric Nadelstern – Threshold to TESOL 2000 – Syracuse James E. Weaver – Waves – Tarrytown 1983 Marla Mastandrea – Where Have All the Methods Gone? – Smithtown 1982 Richard Quintanilla – Albany 1981 Nancy Frankfort – Rochester 1980 Joan Donnelly – New York City 1979 John Fanselow – Connecting – Buffalo 1978 Jeanette D. Macero – Celebrating Languages – Lake Placid 1977 Alice Perlman – New Approaches, New Methods, New Attitudes – Grossinger’s 1976 Mary E. Hines – Languages in Education – Albany 1975 Frank Friuli – Awareness: A Whole Person Approach to Language Learning – Rochester 1974 Carmen A. Perez – Multiculturalism – Syracuse Darlene Larson – Grossinger’s 1972 Celia Belfrom – Grossinger’s 1971 Harvey Nadler – New York City NYS TESOL 45th Annual Conference

NOTES NYS TESOL 45th Annual Conference 64 65 45th Annual Conference

Attanasio & Associates
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