Calendar of Events February 19, 2022 - Vieth Consulting
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New York State Teachers of English to Speakers of Other
Languages
,
Calendar of Events pres@nystesol.org
February 19, 2022 Examining diversity and criticality in English language teaching through reflective practice: La
10:00 AM - 07:00 PM EST
Reflective practice is a tool that language teachers can utilize to raise their own
awareness about their classroom practices and beliefs in order to improve. In this
presentation, the presenters will describe and discuss their collaborative experiences
conducting an analysis of their own practices, including explorations of their beliefs,
attitudes, and experiences teaching as English teachers in Japan. The presenters will
then discuss the importance of reflective practice for teachers at all levels and in all
contexts, and provide practical hints and recommendations for the audience to engage
successfully in a collaborative reflective practice of their own.
Presenters:
Mr. Matthew Nall, Assistant Professor, Faculty of Foundational Academics, Miyagi
University in Sendai, Japan. His research interests are Language teacher identity and
agency.
Dr. Takaaki Hiratsuka, Associate Professor, Faculty of International Studies, Ryukoku
University in Kyoto, Japan. His research interests lie in the area of language teacher
education.
February 23, 2022 Asset-based Teaching: Changing Perceptions to Create a Sense of Belonging with Dr. Ilene W
03:00 PM - 07:00 PM EST
Changing our perception of English learners from deficit (glass half-empty) to asset
(glass can be refilled) improves how we perceive our students and how they perceive
themselves. This presentation focuses on the importance of an asset-based mindset to
support a students’ sense of belonging that is essential to their learning.
Dr. Ilene Winokur has lived in Kuwait since 1984 and is a professional development
specialist supporting teachers globally including refugee teachers. Ilene has been active
in learning innovation for over 35 years, is an expert in professional development, and
passionate about narratives related to belonging. Her website:
https://journeys2belonging.com
March 2, 2022 Rise up and Advocate! Supporting ELLs through Advocacy and Leadership with Susan Calix,
05:00 PM - 06:00 PM EST
Participants will learn how to take initiative to make changes, advocate for ELLs and
themselves, share resources, and communicate effectively with peers and
administrators. In addition, we will guide participants in developing potential leadership
actions in their school communities. This webinar is relevant to elementary and
secondary educators.
Page 1/7March 10, 2022 Reflections in the Mirror: Bibliotherapy in the Classroom with ?Darius Phelps
07:00 PM - 08:00 PM EST
This session will address the question: “How can you use diverse picture books to
address the skills and infuse critical /creative cultural thinking in students." Through a
specialized learning plan, I implemented both read alouds of diverse picture books
along with writing prompts that focus on affective needs, such as— perfectionism,
anxiety, depression, intense feelings, self doubt, etc. to help my students with feeling
different while learning about equity/ different cultures. As a result, students write and
recite personal narratives detailing their experiences learning about themselves, equity,
racism, and access.
Darius Phelps has been teaching for a bit over ten years with his students ranging from
birth through Pre-Kindergarten and in recent years has taught across the elementary
grades. Currently, he is pursuing his PhD in English Education at Teachers College,
Columbia University. Darius has given a TEDx talk titled, “Fingerprints Upon My Heart:
Lessons on life, love, and play”, that chronicles his teaching philosophy and how
meeting one student in particular, changed his life for the better. After his PhD, his
ultimate dream is to become a children’s book writer and illustrator, focusing on subjects
such as anxiety, depression, and grief.
April 5, 2022 Collaborative Planning for Academic Language for All with Dr. Andrea Honigsfeld and Dr. Mar
03:30 PM - 05:00 PM EST
This webinar will redefine ELLs as ALLs (academic language learners) and provide
ready-to-use strategies that foster academic language and disciplinary literacy
development among all students—ELLs and English-proficient alike. While the webinar
will address the challenges that secondary content area teachers face when they have
ELLs in their classrooms, the unique angle the presenter will take is exploring the
content-specific language and literacy learning opportunities that all students will benefit
from. These cross-cutting strategies will help unpack academic language across the
core content areas at the word-, sentence-, and text-levels and will promote both oracy
and literacy among all students.
Dr. Andrea Honigsfeld and Dr. Maria G. Dove are professors at Molloy College and
nationally recognized authors and consultants, whose work focuses on teacher
collaboration, integrated approaches to ELL/MLL education, equity, and social justice.
Page 2/7April 8, 2022 Combatting Linguistic Racism: Praxis for Equity & Justice for Multilingual Writers with Dr. Zha
03:00 PM - 04:00 PM EST
This panel offers specific examples of and strategies for promoting equity and justice for
multilingual students in a writing classroom and writing centers. Drawing on
translingualism and other current theories, presenters discuss how they center
multilinguals’ expertise and perspectives and question dominant monolingual beliefs
and deficit perspectives in their own contexts. Finally, a respondent will offer common
themes across the presenters’ work and overall takeaways for writing and language
educators and administrators.
Zhaozhe Wang is an Assistant Professor of Writing Studies at the University of Toronto,
where he teaches writing and communication. He specializes in rhetoric and writing
studies; particularly, his interests span areas such as multilingual literacy, transnational
rhetorics, and rhetorical/cultural studies of social media.
Hidy Basta is the Director of the writing center and an instructor of English at Seattle
University. Her research and teaching interests include language ideology and policy,
multilingual identity narratives, genre theory, and writing in the disciplines. Her current
research and teaching focus on linguistic justice and writing consultants’ education.
Shawna Shapiro teaches courses in writing, linguistics, and education at Middlebury
College. Her research focuses on college transitions and asset-based pedagogies for
multilingual/L2 writers. Shapiro has published in numerous peer-reviewed journals, and
her third book, Cultivating Critical Language Awareness in the Writing
Classroom (Routledge) will be published in February 2022.
Sharada Krishnamurthy is a doctoral candidate in Language and Literacy Education.
Her research interests are equity in education for marginalized populations and the
implementation of culturally sustaining practices and critical pedagogies. Her
dissertation focuses on writing tutors’ use of translanguaging practices and anti-racist
pedagogies to support linguistically diverse student populations
Donna teaches First-Year Writing and serves as a graduate writing consultant at the
Rowan University Writing Center, where she is committed to providing support to all
students in a way that honors their language, culture and goals. Her research interests
include writing center theory and pedagogy, politics of language; class, gender,
neurodiversity and race constructions and representations.
Page 3/7April 26, 2022 Technology Toolkit for Supporting ELLs Series: Session 2 with Greg Bailey, Technology Reso
03:15 PM - 04:15 PM EST
The world of technology for educators is always changing with new and exciting tools.
This three-part series will introduce K-12 educators to various websites, tools, and apps
that can be used by ENL teachers to enhance instruction. Upon completion of this
series, participants will discover practical integration of technologies to enhance
communication and translation, accessibility, interactivity, and engagement.
May 4, 2022 Re-envisioning academic competition: Sharing leadership in co-authorship, co-publication, an
06:00 PM - 07:00 PM EST
This webinar, theoretically guided by multilingual competence concept (Canagarajah,
2013), presents our experience of collaboration as multilingual, multicultural and
multiracial doctoral international students. This auto-ethnographic study draws on our
field notes, self-reflections, text messages, transcripts of video recorded Zoom meetings
of our research project, and an interview with our professor. Through discourse
analysis, the data were examined to explore the development of leadership, collective
wisdom, and co-authorship development. Specifically, we discuss strategies employed
such as a mindful competition, a multipurpose cooperative strategy that we utilize to
advance our ideas, avoid confrontation, negotiate leadership, and co-construct
knowledge.
Nasiba Norova is a Ph.D. student in Applied Linguistics at the University of
Massachusetts Boston, specializing in L2 composition and ESL education. She also
works as a research assistant and ESL instructor at UMass Boston. Her research
interests include resident L2 students’ writing performance, Global and World Englishes,
racial literacy, and critical pedagogy. Her dissertation project aims to explore racial
literacy strategies used in the First-Year composition course for multilingual international
students.
Vannessa Quintana Sarria is a Colombian Ph.D. student at the University of
Massachusetts Boston. She is a foreign language teacher with 14 years of experience
teaching languages at all levels of achievements, which includes K-12, university,
foreign languages schools, and the American special forces in three different countries
Colombia, the US, and Malta. As a researcher, she is interested in linguistic variation,
multilingual teaching, and political authoritarian discourse. She obtained her BA in
Foreign Languages with concentration in English and French from Valle University in
Cali-Colombia, and MA in Foreign Languages with concentration in Spanish from NC
State University.
Luliia Fakhrutdinova is a Ph.D. student and research assistant in the Applied Linguistics
Department at the University of Massachusetts Boston. Her research interests include
refugee-background education, immigrant education, literacy, identity, and
multilingualism. She obtained her M.A. in Teaching English to Speakers of Other
Languages (TESOL) from Saint Michael’s College, Vermont through the Fulbright
Foreign Student Program. She also volunteered as a teacher of refugee-background
adult emergent readers for two years in the Vermont Refugee Resettlement Program.
She also participated in the Edmund S. Muskie Internship Program –Cultural Vistas
through the U.S. Department of State.
Page 4/7May 31, 2022 Technology Toolkit for Supporting ELLs Series: Session 3: Interactivity with Greg Bailey, Tech
03:15 PM - 04:15 PM EST
The world of technology for educators is always changing with new and exciting tools.
This three-part series will introduce K-12 educators to various websites, tools, and apps
that can be used by ENL teachers to enhance instruction. Upon completion of this
series, participants will discover practical integration of technologies to enhance
communication and translation, accessibility, interactivity, and engagement.
February 18, 2022 More than the Label Tells: Agency and Community Resources of "Long-Term English Learner
03:00 PM - 04:00 PM EST
"Long-term ELs" (LTELs) are commonly portrayed through test scores and from a
deficit-based perspective. Therefore, what is missing from the description of LTELs is
the students’ voices. This webinar presents stories from a narrative inquiry in the
southeastern U.S. and shares examples of demonstration of agency in three LTELs. It
demonstrates how these students use their community-based resources to defy the
roles that the state-mandated tests assign to them and the narrow definition of English
proficiency that these tests adopt.
Dr. Huseyin Uysal, a visiting assistant professor at Knox College, earned his PhD
degree in Curriculum and Instruction (ESOL/Bilingual Education) from the University of
Florida. He taught at higher education settings in Turkey, Colombia, and the U.S. His
research interests include fairness, justice, and equity in language testing, and EL
reclassification.
March 4, 2022 Promoting Critical Language Awareness in the L2 Writing Classroom with Dr. Shawna Shapiro
03:00 PM - 04:00 PM EST
In this interactive webinar, we will review principles, curricula, and instructional
strategies for promoting Critical Language Awareness (CLA) in our L2 writing
classrooms. CLA Pedagogy is an approach to language/literacy instruction that engages
students in deep and critical examinations of language, identity, power, and privilege,
and allows us to link language to our goals for equity, inclusion, and anti-racism in the
ESOL classroom. After reviewing foundational information about CLA, we will look at
sample readings/media, assignments, and activities on topics such as World Englishes,
linguistic prejudice, and critical media literacy. We will conclude with discussion about
how we can tailor this approach to our individual teaching contexts.
Dr. Shawna Shapiro teaches courses in writing, linguistics, and education at Middlebury
College. Her research focuses on college transitions and asset-based pedagogies for
multilingual/L2 writers. Shapiro has published in numerous peer-reviewed journals, and
her third book, Cultivating Critical Language Awareness in the Writing Classroom
(Routledge) will be published in February 2022.
Page 5/7March 5, 2022 Applied Linguistics Winter Conference 2022: Linguistic Opportunities in The Changing World
09:00 AM - 01:00 PM EST
Since the pandemic began in early 2020, the lives of students, parents, teachers, and
schools have significantly changed. Many language learners and teachers have
suffered from lack of opportunities to learn and use the target languages. ALWC2022
aims to create an opportunity for TESOL/AL scholars and educators to think about ways
to leverage the current situations for optimal linguistic opportunities in this abruptly
changing world.
Click here for more information.
4 CTLE credits
FREE for NYS TESOL Members
$15 for Non-Members
Page 6/7March 17, 2022 Social action project: Chinese and Taiwanese parent perceptions of Chinese immersion progr
10:00 AM - 11:00 AM EST
This webinar features a research team’s story of designing and implementing a social
action project – a national survey study investigating Chinese and Taiwanese parent
perceptions of Chinese immersion programs in the U.S. This team consists of three
bilingual educators and researchers aiming to raise public awareness of seeing
bilingualism as assets, to broaden the linguistic representation (in addition to
Spanish-English combinations) in bilingual education research, and to promote heritage
language learning and education among Chinese and Taiwanese communities.
Specifically, in this presentation they will unpack the opportunities and challenges
emerging from the research process, share some preliminary results, and conclude with
major lessons learned for anyone who would like to conduct studies of similar scale and
nature.
Dr. Zhongfeng Tian is an Assistant Professor of TESOL/Applied Linguistics at the
University of Texas at San Antonio. His research focuses on translanguaging, dual
language immersion education, and preparing language teachers with social justice
orientations. He is the co-editor of two books: ??“Envisioning TESOL through a
Translanguaging Lens: Global Perspectives” (Springer, 2020) and “English-Medium
Instruction and Translanguaging” (Multilingual Matters, 2021).
Dr. Becky H. Huang is an Associate Professor at the University of Texas at San Antonio
(UTSA). She is also the Director of the Language Learning and Assessment Laboratory
at UTSA. Her research focuses on bilingual/second language learning, literacy
development, and language assessment. She co-founded the Language Assessment
for Young Learners Special Interest Group at the International Language Testing
Association.
Dr. Marsha Jing-Ji Liaw is currently curriculum director at Pioneer Valley Chinese
Immersion Charter School. Her research draws on critical sociocultural perspectives to
examine second language and literacy teaching and learning. Her research centers on
critical biliteracies, that is, how children can become critical in two language systems,
and how knowing two languages can contribute to children being critical.
March 30, 2022 Technology Toolkit for Supporting ELLs Series: Session 1: Communication and Translation w
03:15 PM - 04:15 PM EST
The world of technology for educators is always changing with new and exciting tools.
This three-part series will introduce K-12 educators to various websites, tools, and apps
that can be used by ENL teachers to enhance instruction. Upon completion of this
series, participants will discover practical integration of technologies to enhance
communication and translation, accessibility, interactivity, and engagement.
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