While the passage of Assembly Bill 101 in California introduces Ethnic Studies as a high school graduation requirement, incorporating Ethnic Studies into the curriculum can start even earlier. Evidence that teaching Ethnic Studies across PreK-12 holds long-term benefits including positive academic outcomes. With PreK-12 multilingual learners comprising 40% of California's total student population, this workshop will consider how to teach Ethnic Studies to our PreK-12 multilingual learners. This interactive presentation will address: * PreK-12 Ethnic Studies * Literacy scaffolds * Introduce resources and to implement them * Key components of statewide, community-informed ethnic studies project
Start your day with positive energy playing communicative games that support social emotional learning and are filled with love! This is a casual opportunity to network and gain inspiration for your classroom, led by the heart.
Sherry MacKay (M.Ed. in T.E.S.O.L.) has extensive teacher training experience and more than 25 years of experience teaching adults with refugee and immigrant backgrounds. She is the co-founder of Glocally Connected, a non-profit organization that promotes community building in order... Read More →
Saturday November 16, 2024 8:45am - 9:15am PST
KH B2019
Bring your coffee and join us for an engaging rap session that explores the pivotal role of California community colleges in fostering civic engagement and enhancing digital literacies. This session will delve into how our community colleges empower diverse communities, bridge societal gaps, and cultivate informed, active individuals. Through interactive discussions and real-world examples, participants will gain insights into effective strategies for integrating civic engagement and digital literacies into educational practices, enriching the community and empowering individual voices. Don't miss this opportunity to be part of a transformative conversation.
I earned my MA in TESOL from Cal State LA in June 2021, under the extraordinary mentorship of Dr. Lia Kamhi-Stein. After graduation, my family returned to the Valley...Simi Valley specifically, and I am now teaching ESL for Ventura College and College of the Canyons. I am also working... Read More →
Saturday November 16, 2024 8:45am - 9:15am PST
KH C4071
This presentation offers insights into workshops offered to Pakistani educational coaches working with refugees from Afghanistan as part of an English Language Specialist assignment in 2023 with the U.S. Department of State. In addition to examining the complexities of delivering virtual workshops in a synchronous, transnational space, the presenter will examine how liminality, uncertainty, and social presence offered opportunities for humanization and connection. The presenter will offer both theoretical and practical insights into virtual Communities of Practice, including specific tools and techniques used for sustained community-building and connection across four distinct geographic locations and a virtual space.
ESL Assistant Program Chair, San Diego College of Continuing Education
Kelly Metz-Matthews, Ph.D. is faculty and Assistant Program Chair in the English as a Second Language Program at the San Diego College of Continuing Education. She is also Associate Editor of Applied Linguistics, an Oxford University Press journal. A longtime teacher educator and... Read More →
Saturday November 16, 2024 9:30am - 10:00am PST
KH B4015
Language development happens faster in environments where learners hear lots of talk, including stories, conversations, descriptions, and advice. English learners can develop skills to help create such language-rich environments. When learners work to generate more talk, they create more opportunities to practice language skills at home, at work, or at school. Presenters describe classroom activities that develop adults' ability to tune in, talk more, and take turns in everyday conversation. Participants review pragmatic and interactive integrated skills activities for use in contexts such as vocational ESL, and teacher-training courses.
Sunburst Media is proud to be a long-time supporter of CATESOL. Marsha and Terry hope you learn something useful and have a great time, too.At our CATESOL booth in the Exhibit Hall and online, you can choose from our assortment of books, games, and online programs to increase accuracy... Read More →
Saturday November 16, 2024 9:30am - 10:00am PST
KH B3010
Translingual approaches to service-learning in first year writing courses have the potential to leverage institutional community engagement frameworks in ways that empower the voices of students and community partners and decenter language hierarchies in the classroom and community. This presentation will focus on a Writing Partners @ Sac State course design that aligns with the CSU's Community-Engaged Learning Initiative, centers students' diverse writing practices, and facilitates meaningful collaboration between college and K-12 students. Attendees will have the opportunity to consider how a translingual approach to service-learning might inform community-engaged work at their institutions.
Building on last year's plenary by Dr. John Baugh on 'Prejudicial Barriers to Successful TESOL Education,' this rap session explores practical strategies for addressing linguistic bias in TESOL contexts. Participants will discuss ways to recognize and mitigate linguistic profiling, support students in overcoming discrimination, and foster an inclusive classroom environment that values linguistic and cultural diversity. By sharing techniques, training methods for educators, and success stories, the session aims to equip attendees with insights and approaches to create a more equitable and supportive educational setting for all students.
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 →
This poster session introduces a specialized ESL program developed by the South County Crosscultural Council (SCCC) for members of the Laguna Day Worker Center (LDWC). Designed to provide Spanish-speaking day laborers with basic practical literacy, our program follows a flexible curriculum directly responsive to student needs. ESL lessons at the LDWC are prepared with the precarious nature of day labor work in mind, providing students with a uniquely collaborative and adaptable 'classroom' experience. By empowering members of this historically marginalized population to pursue English-language-learning in an accessible and supportive environment, our pedagogical model opens crucial pathways to continuing and higher education.
This poster session explores the potential of language education as a tool for soft diplomacy, fostering cross-cultural understanding and positive international relations encapsulating three innovative programs implemented in Kyrgyzstan:
- Footballogy: This curriculum, based on my book of the same name, uses American football as a platform for language acquisition, teamwork, and cultural exchange.
- Karaoke Club with a Twist: This program goes beyond singing. It integrates English language skills development with geographical and historical context in the United States.
- RAKMAT (thank you in Kyrgyz): This family-centered initiative incubates literacy and cultural exchange by a program where children and parents read together. .
ESL teacher (retired), Los Angeles Unified School District
Retired from teaching ESL with Los Angeles Unified School District after 32 years, I landed a post retirement dream job during the 2022-23 A/Y with the Department of State as an EL Fellow. I was posted to Osh, Kyrgyzstan, where I taught English and facilitation of English instruction... Read More →
Racism has recently been studied in the TESOL field as part of teacher professional development and hiring practices (Bock Thiessen, 2021) and perspective of international users of English as part of language teacher administration (Raza & Eslami, 2024). In exploration of topics related to racism in CATESOL it is favorable to emphasize the empowerment of all CATESOL voices. The objective of this poster session is to provide participants with the knowledge to implement solutions for responding to micro aggressions related to racism in CATESOL. The presenter will offer guidelines for navigating complex topics of racism with accompanying discussion questions.
James Perren is a language teacher, teacher educator, editor, and author, and teaches at Alliant International University in San Diego, California in several graduate TESOL programs. James' practical work informs his research and scholarly interests in service-learning curriculum... Read More →
Across the United States, mainstream and ESL teachers have been enhancing their classrooms by adopting coteaching and collaboration strategies inspired by special education inclusion models (Nordmeyer, 2008; Wertheimer & Honigsfeld, 2000). In this workshop, we will explore how Southwestern College is championing teacher collaboration through an IET immersion model, showcased through authentic case vignettes. We will demonstrate how collaborative experiences and coteaching between content teachers and ELL professionals lead to significant improvements in student learning. By using successful cooperative planning and techniques, classroom content educators and ESL professionals are discovering effective ways to improve lesson delivery and differentiate instruction.
Saludos! I arrived in Costa Rica from Manhattan, New York three weeks ago. I have begun working with MEP on the first leg of a five year project as a Peace Corps Response volunteer. Ask me about New York or the work I have set out to do while in San Jose. I will be here for one full... Read More →
One primary objective of an ESL classroom is to ensure that students have effective communication skills, often by enhancing their vocabulary acquisition skills. Considering classroom games in the context of project-based learning, games can present tantalizing opportunities for enhancing vocabulary learning through increased interaction with the content and classmates. This workshop will outline and sequence cooperative gaming suggestions that have been utilized effectively in intermediate- and advanced-level integrated ESL courses and will include a basic analog vocabulary review game, participation in embedded communication activities, and examples of student-led modifications, followed by a brief discussion of participant takeaways.
Drop in for a casual opportunity to relax and make creative cards with affirmations. Take this idea back with you into your classroom or just use it as a moment to reinvigorate yourself after a day of learning.
This educator loves meeting new folks. If we cross paths, I am always happy to talk about: - The technology, activities, or tools you're using to engage with MLLs. - Books you're reading or have read (whether for pleasure, career development, or for your students. I also love picture... Read More →
Saturday November 16, 2024 3:45pm - 4:15pm PST
KH B4012
What do proponents of Positive Psychology and English language teachers have in common? Both aim for an individual to flourish. Positive Psychology is a branch of psychology which studies a person's well-being, focuses on a person's strengths and takes a proactive and holistic approach towards mental health. Incorporating tools from this field in the language learning classroom can help create a positive learning environment and boost a student's motivation and self-esteem. In this workshop, participants can discover activities and resources related to Positive Psychology which they can use in their own classrooms.
Students don't leave their culture at home, but rather, bring it with them into the classroom. Even if everyone speaks English, when students don't understand each other's culture, there can be culture clashes that result in breakdowns in communication. Once an individual has been insulted, it is difficult to undo. To effectively work with immigrants and refugees, teachers must be knowledgeable about cultural practices around the world. Participants in this workshop will play a game designed to expand awareness and to challenge their knowledge of Do's & Taboos, Food & Drink, Holidays & Festivals, Superstitions and more.
In today's increasingly diverse educational landscape, educators are tasked with addressing multilingual students' linguistic, cultural, social-emotional, and academic needs. This presentation will explore folktales as a culturally based pedagogy that enhances language skills, promotes cultural awareness, and supports social-emotional and academic development. Grounded in sociocultural theory, which highlights the importance of social interactions and cultural context in learning, we will examine how folktales from various cultures can provide meaningful opportunities for language acquisition, cultural integration, and social-emotional growth.
