CATESOL24

Explore an integrated skills project in which adult English learners select and read a children's book about a challenging situation such as the death of a loved one or pet, divorce, disability, or military deployment. Students analyze the stories and illustrations, explain how books challenge stereotypes, prepare discussion questions, and read books aloud. Review the project's text, photos, illustrations, and questions as we consider how parents and childcare providers can raise these tender topics and support children's social-emotional development. Examine writing samples, materials, and methods that can guide us all to be more knowledgeable, caring, and compassionate teachers of English.

In a bilingual elementary classroom, effectively implementing scaffolding and translanguaging is essential for growing the students' linguistic repertoire while promoting bilingualism. This presentation demonstrates ways in which students can be encouraged to actively participate in a bilingual classroom setting. Scaffolding explains how the Zone of Proximal Development is associated with language acquisition, where it can be applied to a student's learning environment. Translanguaging discussion circles and oral and digital storytelling create safe spaces for students to share about themselves in ways they feel comfortable doing so, such as using their home language while continuing to grow their classroom target languages.

How can we afford to build digital literacy when students are learning basic English literacy? While skipping digital literacy in beginner adult education programs may seem reasonable, students need these skills for future success. We can build the plane and fly at the same time by using traditional literacy and digital literacy in tandem. This poster session will show example lesson plans for how to reinforce beginner literacy learning outcomes with digital literacy skills. Teachers will walk away with ideas and materials.

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.

Children thrive when their parents, grandparents, nannies, or childcare providers can communicate effectively and meet their needs. By taking ESL courses centered on children, adult learners can practice language skills and communication strategies that allow them to use English more proficiently at school, childcare, or home. Presenters describe an integrated skills program helping adults develop practical vocational and academic language skills that can lead to certificates, degrees, and employment. Participants examine program set-up and interactive classroom activities from high beginning to low advanced, all focused on the context of children, their care and development.

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.
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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.