This session explores the wide range of submissions The CATESOL Journal, Newsletter, and Blog welcome and how accessible these venues are for members to share their action research, conference presentations, and/or classroom activities. CATESOL publications editors explain the ins and outs of publishing: audience and editor expectations, submissions policies, review and revision processes, and ideas for article topics. Anyone interested in publishing is encouraged to attend, regardless of background experience. Slides: Tips for Publishing in The CATESOL Journal
Margi teaches first-year composition, reading, and grammar & vocabulary courses specifically designed for multilingual student writers. She directs UC Berkeley's Summer English Language Studies program, co-edits The CATESOL Journal, and has extensive experience presenting at and... Read More →
Associate Professor and TESOL Chair; Co-Editor of The CATESOL Journal, Pepperdine University
Kevin Wong, Ph.D., is an Associate Professor and Chair of the TESOL program at Pepperdine University. He is also Co-Editor of The CATESOL Journal and Editor of The Teacher Advocate. Kevin is a scholar of language learning and early literacy development in K-12 (primary and secondary... Read More →
The CATESOL Journal ESL Professor and Honors Program Coordinator/Co-Editor, Canada College
I am a full time ESL professor at Cañada College. My area of expertise is advanced writing; however, I have taught all levels and skills of ESL. My doctoral research in the early 2000s focused on computer assisted project based learning in ESL. As Faculty Coordinator of the Academic... Read More →
Friday November 15, 2024 9:30am - 10:45am PST
KH C4071
Augmented Reality (AR) revolutionizes language education by combining real-life environments with digital information which can be viewed through a device such as a smartphone, tablet, computer, or AR glasses. In this presentation, we will delve into various features of AR technology and its applications in second language acquisition and teaching.
TESOL today offers exciting opportunities for collaboration, including professional writing, program design and delivery, program evaluation, curriculum/ materials design, professional presentations, service to professional organizations, and membership in communities of practice. The presenter elaborates on these, suggesting tips for achieving positive collaboration. Closing remarks summarize how collaboration benefits our profession.
I am a retired UCLA faculty member in the field of TESOL/AL, currently active as an author and educational consultant. My fields of expertise are content-based instruction, teaching pronunciation, and general TESOL methodology.
Friday November 15, 2024 10:15am - 10:45am PST
KH B4017
Join us for an insightful and practical session focused on leveraging AI and modern technology to enhance coursebooks in Adult Education ESOL classes. We'll explore innovative techniques to support literacy students, manage multilevel classes, and improve workplace-related instruction. Find out how to design prompts to help create personalized and meaningful activities to encourage student engagement in a relevant, real-world context. In addition, we will introduce a new online test preparation product designed to help students succeed in the CASAS STEPS test-taking experience. This tool offers tailored practice and feedback, ensuring students are well-prepared for their assessments.
As our world becomes increasingly digital, it is important that we, as teachers, stay on top of new developments and adjust our teaching styles and techniques accordingly. At the same time, it's important that we work with our students (newcomers to the U.S) to do the same. This panel will share latest trends in educational technology and AI and make suggestions for how teachers can keep their skills up to date and assist their students with doing the same.
Johanna Gleason teaches beginner level HyFlex classes at San Diego College of Continuing Education (SDCCD). She also Business Writing and Rhetoric and Freshman Success courses at San Diego State University, and English Conversation to Russian students and faculty through the Department... Read More →
CATESOL brings together so many voices. Members can join an unlimited number of Interest Groups. Our current array of IGs includes CIRT, CSU, IC, LGBTQ+, RW, RC, MW, NNLEI, OT, TELL, TEW, TOP, and USC! In this alphabet soup of acronyms, find a group of like-minded educators to empower your voice. Present and past IG Chairs and coordinators will be there to chat and orient you to what each IG focuses on and which ones you should join.
This workshop empowers educators to optimize prompt engineering in AI to create tailored educational materials for students. Participants will learn to craft precise prompts, guiding AI to generate differentiated, multilingual, and culturally relevant content. Prompt engineering skills will include building context, specifying roles, integrating key vocabulary, verifying outputs, and engaging iteratively. Through two hands-on activities, educators will develop texts and scenarios that can be used in their classrooms, in turn enhancing digital literacy and instructional practices. The session includes a discussion on ethical considerations, data privacy, and applications of when AI integration is ideal for the language classroom.
Associate Professor and TESOL Chair; Co-Editor of The CATESOL Journal, Pepperdine University
Kevin Wong, Ph.D., is an Associate Professor and Chair of the TESOL program at Pepperdine University. He is also Co-Editor of The CATESOL Journal and Editor of The Teacher Advocate. Kevin is a scholar of language learning and early literacy development in K-12 (primary and secondary... Read More →
CATESOL attendees are invited to showcase a new corpus-related app, platform, or digital resource that you have tried out this past year -- or think you might try out in the near future.
This is really informal and low-stakes: Just be ready to take 3-5 minutes to highlight the app/digital resource and a classroom or online activity idea. Then, each of us can follow up with people about the items that resonate the most.
Margi teaches first-year composition, reading, and grammar & vocabulary courses specifically designed for multilingual student writers. She directs UC Berkeley's Summer English Language Studies program, co-edits The CATESOL Journal, and has extensive experience presenting at and... Read More →
Friday November 15, 2024 1:30pm - 2:30pm PST
KH B4015
This presentation will give the audience opportunities to see the innovative applications of three domains of authenticity, linguistic, cultural, and functional (Buendgens-Kosten, 2013) in ESOL. In addition, it will present the ideas of various activities applying the three domains of authenticity in various interesting contexts such as online materials, signs, and humor. The audience will be able to widen their view to incorporating authenticity in ESL/EFL classes, especially in connection with technology.
Join us for an exploration of how one community college empowers both non-native English-speaking learners and tutors through technology-integrated ESL tutoring and ongoing training. This presentation explores replicable tutoring models and strategies, contributing to ongoing discussions on technology's pivotal role in TESL education and student access. Join us to explore insights, successes, and challenges.
ESL professor, Los Angeles Community College District
I'm a full-time ESL professor at Los Angeles Pierce College. I also work as a liaison between my department and the Center for Academic Success (tutoring center), where I work closely with ESL tutors.
This qualitative study explores the application of artificial intelligence in English as a Second Language curriculum design with traditional approaches, focusing on impacts on diverse learners. Through classroom observations and teacher interviews in two ESL classrooms over four weeks, this study investigated how AI-powered curriculum tools influence language learning and learner engagement compared to traditional methods. The research examines practical implementation of AI-suggested lesson sequencing and content adaptation, discussing the balance between AI recommendations and teacher expertise. Findings provide insights into the real-world effects of AI integration in ESL programs, contributing to the ongoing discussion on technology-enhanced language learning.
Researchers/Authors: Samaneh Eslamdoost, Ph.D. & Grazia Mora, MA
ESL Instructor, California College of Communications
I have done my PhD in English Language Teaching in Tehran, Iran. My research focused on the critical analysis of what brings up identity re/constructions, specifically identity conflicts for EFL teachers and instructors in the education system of Iran. I looked into manifold factors... Read More →
In Spring 2024, presenters piloted an academic remote writing class for Afghan students to address challenges with AI-generated content. Emphasizing student voices over form, the class faced cultural and situational hurdles, including limited internet access and Taliban rule. In this session, participants will understand the context and develop strategies to address AI usage in a context where challenges include a lack of resources and gender apartheid. All class resources will be shared.
Subject Matter Expert & Adjunct Faculty, OTAN & American University of Afghanistan
Susan Gaer is a retired professor of ESL at Santa Ana College School of Continuing Education and a former president of CATESOL. She currently works as an adjunct faculty for the American University of Afghanistan, a Subject Matter Expert at OTAN and an advisor and collaborator for... Read More →
Friday November 15, 2024 3:30pm - 4:00pm PST
KH B4014
This study used a written interview format to ask several large language models (LLMs, specifically, Claude, Chat GPT, and Gemini) about their ability to write reading passages restricted to particular vocabulary lists, and with specific restrictions on text complexity. The presentation outlines the background of the study, particularly features that might be included in passage specifications, and provides options for setting specifications in a particular context and/or at a particular level of English proficiency. It outlines the various capabilities claimed by current versions of the LLMs that were interviewed.
