Conference Schedule at a Glance Time/Room CH 104 (Lecture Hall) CH105 (Lecture Hall) CH449 (classroom) CH447 (Classroom) CH548 (Classroom) (Classroom) 8:30-9:00 Check-in (In CH 104) & Breakfast 9:00-9:40 Publishers & Institutional Members (Hallway of the 1st floor) Strategies for Overcoming Fossilization of ESL Students in IEP Reflection as learning Taking it from the Streets: Kinesthetic Projects for Advanced Students (Canceled) Intersemiotic Translation: developing reading and writing skills and empowering L2 learners Full-class review games using students' smartphones 9:50-10:30 Islamic Music for Teachers Teaching Muslim Students Hiring of Nonnative English-Speaking Teachers IEP Administration Strategies for Private Institutions/Sectors in China Teaching for Transfer Methodology to Writing Competent, Independent Expository Essays 10:40-11:20 (Interest Sections) IEP/HE PK-12 TE CALL AE 11:30-12:30 Plenary (In CH 105) 12:30-1:30 Lunch (Not included) 1:40-2:00 Posters (Hallway of the 4th floor) Panel Discussion: Supporting Refugees and Immigrants in Pittsburgh Before-reading strategies for English Language Learners IEP Students Take Debate Cues from Hamilton: An American Musical Writing: Transparent Processes Towards Target Products
(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.