A detailed schedule will be up by the end of August.
* EV = Electronic Village session
Information on downloading the Conference App will be coming soon!
Dr. Lourdes Ortega, Georgetown University
Lourdes Ortega is a Professor at Georgetown University. She has taught Spanish in Greece, English in the United States, and since 2000 has worked with language teachers and doctoral students in Hawaii, Georgia, Arizona, and currently in Washington DC. She is committed to investigating what it means to become a bilingual or multilingual language user later in life in ways that can encourage connections between research and teaching and promote social justice. She is the author of Understanding Second Language Acquisition (Routledge, 2009). Her most recent project is The Cambridge Handbook of Bilingualism, co-edited with Annick De Houwer and to be published in 2018.
In addition to her Keynote, Dr. Ortega will also be facilitating a roundtable discussion on the topic of Reimagining English Competence. This roundtable is inspired from TESOL International's Summit which included this topic.
Roundtable Discussion: Reimagine English Competence
English competence has been traditionally defined in reference to a native or ideal speaker norm and in terms of the grammar of the language. This definition has been challenged.
Dr. Marnie Reed, Boston University
Marnie Reed is Associate Professor of Education and affiliated faculty in the Program in Linguistics at Boston University, and director of the TESOL Ed.M. program in the School of Education. The focus of Dr. Reed’s research, publications, and conference presentations is second language acquisition, specifically in applied phonetics and phonology. Her current area of interest and research is in the role of metacognition in cross-linguistic awareness of the pragmatic functions of intonation. She is co-editor and chapter contributor to the 2015 Wiley- Blackwell Handbook of English Pronunciation. She has been a consultant to academic institutions, government, and industry, both domestically and internationally.
Innovations in Teaching Listening: Promising Approaches and Lingering Challenges
Skilled listening is an essential part of communication. Yet until recently, and despite nominal recognition as one of the four integrated skills, listening was the skill for which learners received “the least systematic attention from teachers and instructional materials” (Vandergrift and Goh, 2012, p. 4). Processing of aural input was rarely taught; instead learners were tested on the accuracy of their listening comprehension (Mendelsohn, 2006). Listening was also the skill for which teachers received the least training (Siegel, 2014; Graham, 2017).
Fortunately, listening is currently receiving priority in empirical studies (Vanderplank, 2013), with a concerted effort to translate research into practice. Recent trends call for listening to be taught as a language skill in its own right (Field, 2008). Two learner needs have been identified: speech segmentation and recognizing known words in continuous speech, and ability to infer speakers’ intended meaning despite understanding all the words in the message (Goh, 2000). Success has been reported with listening strategy instruction, particularly with an emphasis on metacognitive awareness, to address these listening deficits. Challenges remain, particularly providing pre- and in-service teachers with a theory and research-based understanding of listening skill processes and development. Equipped with today’s innovative approaches, teachers will be better able to provide effective listening skills instruction.
John Segota, TESOL International
John Segota, MPS, CAE, is Associate Executive Director for Public Policy & Professional Relations at TESOL International Association (TESOL). John's responsibilities at TESOL include government relations, policy analysis, media relations and communications, oversight of standards development, and management of TESOL's advocacy activities. John works closely with TESOL's senior leadership on policy management, strategic planning, public relations, and governance issues. John has presented both nationally and internationally on public policy as it relates to English language education, and has written extensively on issues of education policy. John has a BA in Political Science with a concentration in International Studies from the College of the Holy Cross in Worcester, MA, a Master’s of Professional Studies in Public Leadership from The George Washington University in Washington, DC, and has earned the Certified Association Executive (CAE) designation from the American Society of Association Executives (ASAE).
National Education Policy & TESOL: The Outlook Ahead
The 2016 general election created a sea change in the political landscape in the United States, impacting virtually every aspect of public life across the country. The new administration has been in office just over nine months, but it has already made significant inroads in terms of changing policies in virtually every sector.
What has been the impact of these changes upon education, and specifically ELLs and TESOL educators? Where do things stand with major education policy initiatives, such as the Every Student Succeeds Act and the Workforce Innovation and Opportunities Act? What has been the impact upon international students and immigrants, and what might happen in terms of immigration reform? What else in education policy is impacting ELLs and the TESOL field? This session will present a comprehensive overview of the current state of affairs in Washington, DC, and provide an update on national education policy.
Local Lawyers & Immigration Experts
Understanding Immigration Today for the ESL Classroom
This workshop will provide participants with information regarding immigration law and policy and immigrants' rights as they relate to the ESL classroom. Participants will receive information from experts, engage in scenarios, and be able to ask questions to a panel including lawyers and immigration experts.
More details to come on this interactive panel.