2:10-2:50 (2:50-3:10) The negotiation YouTubers are the Path to College Is "nativeness" a of voice in Best English Success with preference or an Academic Writing Teachers Listening and absolute by multilingual Speaking Skills requirement in writers the ESL job posts? A problematization of the notion 2:50-3:15 Break 3:15-3:30 Three Rivers TESOL Update (CH 105) Presentation Information 9:00-9:40 SESSIONS CH 105 Strategies for Overcoming Practice, What can be done with the student who does not progress and matriculate from the IEP? Fossilization of ESL Students IEP This practice-oriented presentation focuses on the various strategies that the teacher can utilize with students who have become fossilized within the language level. Those in IEP P Burke strategies discussed are by three tiers: Administration, Teaching, and Tutoring. University of Pittsburgh Johnstown bpb31@pitt.edu CH 449 Reflection as learning Practice, Reflection is a valuable 21st century skill for students at all levels, and is also a key Virginia Robson Higher workplace competency. The presenter will share ways to incorporate written and spoken University of Pittsburgh Education reflective tasks (including using digital/online tools) which teach students how to robson@pitt.edu confidently and realistically examine their individual academic abilities and performance. CH 447 Taking it from the Streets: Practice, This session will describe two examples of kinesthetic learning, then provide small groups (Canceled) Kinesthetic Projects for Adult of participants with craft materials and a short reading to and share with the “illustrate” Education larger group. This presentation is designed to be highly participatory and to enhance Advanced Students Christine Ismaeil instructor’s appreciation for more engaging teaching/learning opportunities. Duquesne University ismaeilc@duq.edu CH 548 Intersemiotic Translation: Practice, The presenter shows how intersemiotic translation can empower L2 learners and become developing reading and Higher a tool to develop reading and writing skills. The L2 learner as translator has a very active, writing skills and empowering Education creative and dynamic role as s/he becomes a decision maker in the interpretation and L2 learners transferring of meaning from the source to the target semiotic mode. Ana Sanchez West Chester University asanchez@wcupa.edu
(2:50-3:10) 2:10-2:50 The negotiation of voice in Academic Writing by multilingual writers YouTubers are the Best English Teachers Path to College Success with Listening and Speaking Skills Is "nativeness" a preference or an absolute requirement in the ESL job posts? A problematization of the notion 2:50-3:15 Break 3:15-3:30 Three Rivers TESOL Update (CH 105) Presentation Information 9:00-9:40 SESSIONS CH 105 Strategies for Overcoming Fossilization of ESL Students in IEP P Burke University of Pittsburgh Johnstown bpb31@pitt.edu Practice, IEP What can be done with the student who does not progress and matriculate from the IEP? This practice-oriented presentation focuses on the various strategies that the teacher can utilize with students who have become fossilized within the language level. Those strategies discussed are by three tiers: Administration, Teaching, and Tutoring. CH 449 Reflection as learning Virginia Robson University of Pittsburgh robson@pitt.edu Practice, Higher Education Reflection is a valuable 21st century skill for students at all levels, and is also a key workplace competency. The presenter will share ways to incorporate written and spoken reflective tasks (including using digital/online tools) which teach students how to confidently and realistically examine their individual academic abilities and performance. CH 447 (Canceled) Taking it from the Streets: Kinesthetic Projects for Advanced Students Christine Ismaeil Duquesne University ismaeilc@duq.edu Practice, Adult Education This session will describe two examples of kinesthetic learning, then provide small groups of participants with craft materials and a short reading to “illustrate” and share with the larger group. This presentation is designed to be highly participatory and to enhance instructor’s appreciation for more engaging teaching/learning opportunities. CH 548 Intersemiotic Translation: developing reading and writing skills and empowering L2 learners Ana Sanchez West Chester University asanchez@wcupa.edu Practice, Higher Education The presenter shows how intersemiotic translation can empower L2 learners and become a tool to develop reading and writing skills. The L2 learner as translator has a very active, creative and dynamic role as s/he becomes a decision maker in the interpretation and transferring of meaning from the source to the target semiotic mode.
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