2012 TNTESOL Conference Guide -- Nashville by Michael Thompson

TNTESOL 2012 Annual Meeting and Conference March 14 - 17 Nashville Airport Marriott Featuring Dr. James Asher, Todd McKay, Dr. Eugene Garcia, Dr. Catherine Collier, Chris Yeager, Dr. Alfredo Artiles, and Dr. Stephen Krashen

TNTESOL 2012 Annuall Meeting M ti and Conference March 14 - 17 Nashville Airport Marriott

Table of Contents 4 Welcome Letter 9 Conference Agenda 9 Keynote Speakers 10 Invited Speakers & Presenters 12 Gillon Award 13 Board of Directors 14 Movie Night 15 Friday Night Event: In It To Win It

16 Wednesday Keynote & Agenda 18 Exhibitor Presentation Schedule 19 State Day 20 Thursday Keynote & Agenda 22 Thursday Sessions 24 Friday Keynote & Agenda 26 Friday Sessions 28 Saturday Keynote & Agenda

30 Saturday Sessions 34 Slate of Nominees 36 Alphabetical Index of Session

Abstracts 50 Presentersâ&#x20AC;&#x2122; Short Biography 61 Appreciation to our Donors 62 Conference Sponsor Recognition 63 Exhibitor Floorplan

d these g. We also hope that

Please join me in first

It has been a truly fulfilling

Apple Retail Store (Fifth Avenue, New York City)

Apple is proud to be a 2012 TNTESOL Sponsor

5 Download a QR reader for your smartphone and scan the code found on your 2012 TNTESOL banner pen. iPads in Education Wednesday 10:15-11:45 in the Knoxville Room Thursday 10:15 - 11:00 in the Knoxville Room Friday 10:15 - 11:00 in the Knoxville Room iTunes App Store, iBookstore & Volume Purchasing Program Wednesday 1:30 - 3:00 Thursday 1:45 - 2:30 Friday 1:45 - 2:30 Stay Connected Follow us on Twitter @tntesol2012. Users can write about the conference using the hashtag #tntesol2012. We will do our best to answer your conference posts!

Open lab will be held during most times between Apple sessions.

2012 TNTESOL Conference Agenda

Wednesday, March 14, 2012 Pre-Conference: Registration Open, 7:00 a.m. Institute I – EL/Special Education Workshop Separating Differences Institute II – EL Beginners and Newcomers TPR Workshop, Learning Languages in the 21st Century Institute III – EL & Technology iVillage Concurrent sessions 8:00 a.m. -4:00 p.m. Interactive Mac lab and Scientific Learning lab Gundi Ressin Dinner Fundraiser 6:00 p.m.

Thursday, March 15, 2012 (Free Day) Registration Open, 7:00 a.m.-8:00 p.m. Morning General Session: State Department of Education Conference Kick-off Lunch & Keynote Charles Gillon Professional Service Award Presentation Afternoon Concurrent sessions 1:00 p.m. -5:00 p.m. Interactive Mac lab and Scientific Learning lab Book Signing Event Slate of Nominees Reception Board of Directors Annual Meeting Keynote Speaker Dr. Eugene Garcia, Arizona State University Eliminating Achievement Gaps: A New Day for ELs Friday, March 16, 2012 Registration Open, 7:00 a.m.-6:00 p.m. Interactive Mac lab and Scientific Learning lab TNTESOL Members-Only Breakfast & Annual Business Meeting Morning Concurrent sessions Lunch & Keynote Teacher of the Year Award Presentation Afternoon Concurrent sessions 1:00 p.m. -5:00 p.m. Book Signing Event Friday Night Event: “In It to Win It”, dinner, game show, and dancing 6:00 p.m. Keynote Speaker Dr. Alfredo Artiles, Arizona State University Inclusive Education: English Learners with Special Needs Saturday, March 17, 2012 Registration Open, 7:00 a.m.-11:00 a.m. Interactive Mac lab and Scientific Learning lab Morning Concurrent sessions Travel Grant Winner Award Presentations New TNTESOL Board Member Announcement and Inductions Lunch & Keynote Afternoon Concurrent sessions 1:00 p.m. -4:00 p.m. Book Signing Event End of Conference Reception Keynote Speaker Dr. Stephen Krashen, University of Southern California Academic Proficiency: What it is and why we are backing the wrong horse

11 Metro Social Services Lowes Vanderbilt Hotel

TNTESOL 2011-2012 Board of Directors

President Tracy Bullard Williamson County Schools tracyb1@wcs.edu 1st Vice-President Sunita Watson Rutherford County Schools watsonsu@rcs.k12.tn.us 2nd Vice-President LaWanna Shelton Nashville lsheltonbailey@gmail.com Past President (Ex Officio) Todd Goforth Shelby County Schools tgoforth@scsk12.org

Parlimentarian Byron Booker Knox County Schools bookerb@k12tn.net Newsletter Editor Lee Martin Vanderbilt University lee.martin@vanderbilt.edu Journal Editor Dorothy Craig Middle Tennessee State University dvcraig@mtsu.edu TN Dept. of Education Representative (Ex Officio) Jan Lanier Tennessee State Dept. of Education Jan.Lanier@tn.gov Secretary-Treasurer Todd Goforth Shelby County Schools tgoforth@scsk12.org

Members at Large Paula Escobar , 2013 Cleveland City Schools pescobar@clevelandschools.org

Christine Tennyson , 2014 Rutherford County Schools tennysonc@rcschools.net

Dan Schlafer , 2013 Monroe County Schools dan@monroek12.org

Jason Groppel , 2014 Clarksville-Montgomery County Schools jason.groppel@cmcss.net

Dana Siegel , 2013 Shelby County Schools dsiegel@scsk12.org Diane Mackey , 2014 Rutherford County Schools mackeyd@rcschools.net

Philip Ryan, 2012 Union University, Jackson pryan@uu.edu Debbie Vaughn , 2012 Lebanon Special School District vaughnd@k12tn.net Johnna Torok Paraiso , 2012 Rutherford County Schools paraisoj@rcs.k12.tn.us

16 Wednesday March 14, 2012 Pre-Conference Institute: Registration Open 7:00 a.m.

Collier

Institute I EL/Special Education Workshop Separating Differences Institute II EL Beginners and Newcomers TPR Workshop, Learning Languages in the 21st Century Institute III EL & Technology iVillage

Asher

Concurrent sessions 8:00 a.m. - 4:00 p.m. Interactive Mac lab and Scientific Learning lab Gundi Ressin Dinner Fundraiser 6:00 p.m.

McKay

Wednesday At a Glance Wednesday

Sessions and Time

Salon C

Capacity 40

Salon D

Salon E

Capacity 120

TICKETED EVENT

Salon F

Capacity 50

Salon G

Capacity 75

Registration 7:00 am-6:00 pm

Salon H

Capacity 75

Knoxville Capacity 30

Morning Refreshments 7:15 am

PreConference Institute Separating Difference from Disability

PreConference 8:30-4:00

Dr. Catherine

Collier

PreConference Session A 8:30-10:00

I have an iPadâ&#x20AC;Ś Now what? Michelle

Newcomb

PreConference Session B 10:15-11:45

Google and the SelfGrading Quiz: A Love Story Michelle Newcomb

PreConference Session C 1:30-3:00

Using Technology to Improve Test Scores of EL Students

PreConference Session D 3:15-4:45

Using Technology to Improve Test Scores of EL Students

Jeremy Riggs

PreConference Institute How to Apply Classic TPR for Best Results Dr. James Asher & Todd McKay

Open lab Help or Teach Your Students from Anywhere on the Globe from Home at Your Convenience Kallacha Odaa

Twitter and Other Social Media with EL Students Adam Taylor

Google for Adminstrators

Dr. Chris Marczak

Midday Refreshments 10:00 am Voicethread A Communication

Tool that Inspires Derek Sanborn

Twitter and Other Social Media with EL Students Adam Taylor

Enhancing Studentsâ&#x20AC;&#x2122; ESL and Motivation Using E-Learning with Web 2.0 Tools Betsy Norris

Lunch 12:00 pm-1:15 pm Please bring lunch ticket to Cumberland Ballroom Meet the 30+ Site & Audio New Kid on Portfolios Resources the using You Need Garage BrainPop to Know Band Block Derek LeNaye Joseph Pearson Sanborn Whinery Afternoon Refreshments 3:00 pm

iPad in Education Jim Eden

iTunes App Store, iBookstore & Volume Purchase Program Jim Eden

Technological

Jeremy Riggs

Solutions for EL Formative Assessment

Erica Cain & Dr. Lisa Pray

Edmodo.com

- The Base of a Flipped Classroom Ryan Longnecker

Gundi Ressin Dinner Fundraiser 6:00 pm-9:00 in the Cumberland Ballroom

Pre-Conference Institute March 15

Glog Your Learning Rebekah Reed

Open lab

Thursday, March 15, 2012 12:00 12:45 1:00 4:30

21 Thursday Lunch Agenda

Welcome and Introductions Salon D-F Ms. Jan Lanier, ESL State Coordinator, TNDOE 8:00 State Day Invited Guest Speaker Roger C. Rosenthal, Executive Director, Migrant Legal Action Program, Inc. 8:15 Lunch in the Cumberland 12:00-12:45 TNTESOL President’s Conference Kick-off Address & Welcome Dr. Tracy Bullard, TNTESOL President 12:45 Charles Gillon Professional Service Award Presented by: Dr. LaWanna Shelton, TNTESOL Second Vice President 12:50 Keynote Address Eliminating Achievement Gaps: A New Day for ELs Dr. Eugene Garcia, Arizona State University Introduced by Dr. Tracy Bullard, TNTESOL President 1:00-1:30 Afternoon Concurrent Sessions 1:45-4:30 Dr. Garcia’s Book Signing 4:30-5:00 Slate of Nominees Reception in the Cumberland 5:00-6:00 Movies and Popcorn Salon D 6:00 - 8:00 TNTESOL Board of Directors Meeting (Board Members Only) Hospitality Room 18th Floor 6:00 - 8:00

Thursday At a Glance Thursday Sessions and Time

Salon A

Capacity 50

Salon B

Capacity 50

Salon C

Salon D

Capacity 40

Salon E

Capacity 120

Registration 7:00 am-8:00 pm Morning Refreshments 7:15 am

The Rights of Immigrant Children and English Language Learners in the Tennessee Public Schools Roger C. Rosenthal

State Day 8:00-10:00

Midday Refreshments 10:00 am

State Day 10:3012:00

Roger C. Rosenthal continued Lunch 12:15 pm-1:30 pm Please bring lunch ticket to Cumberland Ballroom Charles Gillon Professional Service Award Presentation

Keynote speaker: Dr. Eugene Garcia Eliminating Achievement Gaps: A New Day for ELs

Session I 1:45-2:30

Using Children's Literature to Promote Cultural and Linguistic Sensitivity and a Community of Learners Michelle Feller, Cliff Nelson,

enceTechnolo

Session II 2:45-3:30

Session III 3:45-4:30

gy Made Simple for You and Amazing for Your Students Selena Lawrence,

Conference Kick - off

What All Teachers Should Know About Brained Based Learning Dr. Carolyn Hopper

Using Total Physical Response Through a Shock Language Berty Segal Cook

Opportunities for TPR/TPRS Training, Research, and Partnerships at MTSU Dr. Shelley Thomas

Teaching and Assessing Thematically Sarah Bilbrey, Shelley Archuleta Smith & Jami Warren

Afternoon Refreshments and Book Signing by Dr. Eugene Garcia 4:45 pm in the foyer

SlateofNomineesReception 5:00pmintheCumberlandBallroom Movie and p opcorn 6:00 pm in Salon D

State Day and Conference Kick-off March 15

Make it Hot: Addressing Higher Order Thinking with K-12 English Learners Deana Conn & Judy Edwards

Mission Impossible? Meaningful Grammar Instruction for ELs Alice Weber

Slate of Nominees Reception 5:00 p.m. in the Cumberland Ballroom

12:00 12:45 1:00 4:30

25 Friday Lunch Agenda

Morning Concurrent Sessions 8:00-9:00 & 10:00-11:45 Annual TNTESOL Business Meeting Members Only 9:00 - 9:45 Lunch in the Cumberland 12:00-12:45 Teacher of the Year Awards Presented by: Ms. Cheryl Jolley, ESL Teacher, MNPS & the 2011 Teacher of the Year Recipient 12:45 TNTESOL Second Vice President’s Address & Welcome Sunita Watson, TNTESOL First Vice-President 12:55 Keynote Address Inclusive Education: English Learners with Special Needs Dr. Alfredo Artiles, Arizona State University Introduced by Sunita Watson, TNTESOL First Vice-President 1:00-1:30 Afternoon Concurrent Sessions 1:45-4:30 Dr. Artiles’s Book Signing 4:30-5:00 Movies and Popcorn Salon D 6:00 - 8:00 Friday Night Event: In It to Win It! Ticketed Event in the Cumberland Ballroom 5:00 - 7:00

Friday At a Glance Friday Sessions and Time

Session IV 8:00-8:45

9:00-9:45

Session V 10:0010:45 Session VI 11:0011:45

Salon A

Salon B

Capacity 50

The Integrated Classroom: A Differentiated Instructional Approach for Literacy Erin Johnson

Model Parent Outreach Program – How TransACT Can Strengthen Communications

Salon C

Salon D

Capacity 40

Capacity 120

Registration 7:00 am-6:00 pm

Salon E

Capacity 120

Morning Refreshments 7:15 am Preparing PreService Teachers to Use SIOP® with Inquiry-Based Lessons Dr. Sharon Hixon, Karol Stroud & Ginny Johnson

TPR Demonstration in French Dr. Shelley Thomas

Tennessee’s ESL Plan Jan Lanier

Annual Business Meeting Members only Free time to explore exhibits Midday Refreshments 10:00 am It's Not the Same: Considerations in Planning Instruction for ELs Dr. Sandra Hancock

TICKETED EVENT

Mini-Institute Unlocking Informational Text through Thinking Maps Chris Yeager

Effective Family Outreach John Mann

Response to Instruction & Intervention and RTI for Diverse Learners Dr. Catherine Collier

Lunch 12:00 pm-1:30 pm Please bring lunch ticket to Cumberland Ballroom Teacher of the Year Award Presentation

Keynote speaker: Dr. Alfredo Artiles Inclusive Education: English Learners with Special Needs Session VII 1:45-2:30

Academic Vocabulary Across the Curriculum for English Learners Stacey Elkins & Sonia LeBlanc

From Practice to Publication: Preparing a Manuscript for TNTESOL Journal Dr. Dorothy Craig & Johnna Paraiso

Afternoon Refreshments 2:30 pm Session VIII 2:45-3:30

Session IX 3:45-4:30

Ditching Dumbing Down for Elementary: Giving Beginner English Learners Access to Rigorous Content Through SIOP® Terri Stephenson & Nzinga Teamer

Help! I’ve Been Asked to Give an ESL In-Service! What do I do? Cindy Bush & Laura Anderson

TICKETED EVENT

Mini-Institute Ignite Vocabulary with a Multimedia Approach Keith Pruitt

Movie and Popcorn 6:00 pm in Salon D Dinner, games and dancing 5:00-7:00 pm in the Cumberland Ballroom

Conference Day One March 16

ESL Collaborative Practice: 10 Pathways to Success & ESL Co-Teaching: 7 Models of Collaboration Dr. Andrea Honigsfeld & Dr. Maria Dove

Debbie Vaughn

11:45 12:30 12:40 12:50 3:30

29 Saturday Lunch Agenda

Morning Concurrent Sessions 8:00 - 10:45 Poster Session and Free Time for Checkout 11:00-11:45 Lunch in the Cumberland 11:45-12:30 Travel Grant Awards Presented by: Ms. Debbie Vaughn, TNTESOL Board Member & Conference Award Chairman 12:30 Induction of New Board Members and Appointees Inducted by: Dr. Tracy Bullard, TNTESOL President 12:40 TNTESOL Immediate Past President’s Address & Thank you Todd Goforth, TNTESOL Immediate Past President 12:50 Keynote Address Academic Proficiency: What it is and Why we are Backing the Wrong Horse Dr. Stephen Krashen, University of Southern California Introduced by Todd Goforth, TNTESOL Immediate Past President 12:50-1:30 Afternoon Concurrent Sessions 1:45-3:30 Dr. Stephen Krashen’s Book Signing and Reception Salon E 3:30-5:00

Saturday At a Glance Saturday Sessions and Time

Salon A

Salon B

Capacity 50

Session X 8:00-8:45

The Missing Ingredient for Academic Success: Writing to Learn with Long-Term ELs Janna McClain

Session XI 9:00-9:45

Helping ELs with Content Formative Assessment Kevin Stacy & Jan Polka

Wrenching Common Sense from the Jaws of Absurdity: Committing to Meaningful ClassroomBased Assessment in Spite of Standardized Testing Phillip Ryan

Session XII 10:0010:45

Reading: Bridging Cultures for Newcomers Melissa Burka & Jacquelyn McKinley

Salon C

Salon D

Capacity 40

Capacity 120

Registration 7:00 am-6:00 pm

Salon E

Capacity 120

Morning Refreshments 7:15 am

11:0011:45

Bringing Latin to Life Through TPR Jason Simpson

The More Hands the Better: An Inclusive Reading Model for EL Students Christine Thompson & Tiffany Strange Pre-Service Teachers' Perceptions of Teaching ELLs Dr. Sharon Hixon & Dr. Clare Hite

TICKETED EVENT

Mini-Institute Writer’s Worskhop for English Learners: Writing Aloud Janet TurnerMcDonald

The Dream Act Tom Negri

Midday Refreshments 9:45 am Mapco: Community and School Connections! Tony Miller

Family Literacy Nights Create Partnerships for Progress Tiffany WilsonMobley & JuliAnn Cottone

Poster Session Free time to explore exhibits and check out of hotel

What’s Easy? What’s Hard? What Helps? Voices of English Language Learners Dr. Betty Ansin Smallwood 1 hour 15 m (10:00-11:15)

Lunch 12:00 pm-1:30 pm Please bring lunch ticket to Cumberland Ballroom Travel Grant Awards

New TNTESOL Board Members Induction

Keynote speaker: Dr. Stephen Krashen

Academic Proficiency: What It Is and Why We are Backing the Wrong Horse Session XIII 1:45-2:30 Session XIV 2:45-3:30

Differentiating Content Literacy Instruction for All Learners Keith Pruitt

Fa-la-la-lalanguage Acquisition: The Intersection of Music and Literacy Dr. Rob Bowen

Grammar Rules for Adult ESL Learners: One Size Does Not Fit All Dr. Shoba Bandi-Rao

TPRS Demonstration in French Dr. Shelley Thomas

Closing Reception and book signing with Dr. Stephen Krashen 3:30 pm in the foyer

Conference Day Two March 17

Session Notes

“

33 Conference Chair Dr. LaWanna Shelton

The achievements of an organization are the results of the combined effort of each individual.

”

--Vincent Lombardi

TNTESOL 2012 Conference Planning Committee

Registration Chair Lee Ann Bauer Registration Team Rebecca Ringenberg Molly Martin April Smith Camille Mayers Anna Herring Program Chair Judy Song Smith Program Publisher Michael Thompson Technology Chair Mark Littlefield Exhibitor’s Chair Shelley Archuleta-Smith Proposals Co- Chairs Kristina Parnell Dr. Christopher Marczak Proposal Readers Elizabeth Choi April Clay Andy Mizell Katie Preston Lynne Robinson Sharada Sekar Britta Watters Awards Chair Debbie Vaughn Hospitality Co-Chairs Joseph Reeves-Locke Linda Locke Donations & Door Prize Co-Chairs

Jason Gropple Karen Bryant

Community Liaison Chair Cesar Muedas Activities Chair Mathew Portell

SLATE OF NOMINEES Executive Board of Directors PRESIDENT

FIRST VICE PRESIDENT

SUNITA WATSON

DR. LAWANNA SHELTON

SECOND VICE PRESIDENT

LEE ANN KELLEY

NEW APPOINTMENTS BY THE PRESIDENT

DAN SCHLAFER

MARK LITTLEFIELD

JOHNNA PARAISO

NEW RE-APPOINTMENTS BY THE PRESIDENT

LEE MARTIN

BYRON BOOKER

35 MEMBERS-AT-LARGE

LUCIANA BALLA

LISA HOELMER

BECKY YOUNG

KIM HENAGER

DANA PAYNE

MARALSAJELIAN VENABLE

KATHRYN KEITH PAFUNDA

ANGELA ROOD

TAMMY HAROSKY

SANDRA HANCOCK

CARY MCPHERSON

ANITA KAIL

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

30+ Site & Resources You Need to Know by Derek Sanborn • Wednesday Pre-Conference Session C Salon F

In this session we will explore more than 30 sites and resources that will increase productivity, creativity, and make your life a lot easier. You can follow along or just listen and take notes as we keep a brisk pace exploring these websites. The best part about these resources is they are FREE.

Academic Vocabulary Across the Curriculum for English Learners by Stacey Elkins and Sonia LeBlanc • Friday Session VII Salon C

Research proves vocabulary word knowledge impacts comprehension across the curriculum. Every lesson needs to include vocabulary to help students develop a clearer understanding of their learning. This session will provide interactive strategies for integrating academic vocabulary into all standards-based lessons.

Achieving with Data: Collaborating with Content Teachers to Raise Achievement for ELs by Carol Irwin, Celeste Hentz and Lisa Baranoski • Friday Session IX Salon G

Using data to improve decision making is a promising research based strategy for raising achievement of ELs. This session will outline how to determine what data to use, how to interpret the data, as well as how to establish a culture of data use within a school. In addition, a district data coach will then demonstrate how to collaborate with content teachers in order to improve instruction for ELs through the use of data. This model will provide a means for having an informative conversation on ho w to effectively differentiate instruction for ELs.

Addressing Behavioral Problems in High School ESL Classrooms by Wendy Wilson • Friday Session IX Salon F

Enthused about teaching high school students, but frustrated with the classroom management problems that keep popping up? This discussion forum will address problems unique to ESL classrooms, such as the attitude among some students that ESL is not a real class, but instead a time to kick back and relax and hang out with your friends. We’ll also talk about the problems that arise because of tensions between different cultural groups, and as a result of the different cultural attitudes students have about education and the school environment.

An Interactive Flow Chart of English Verbal Phrases: A Webbased Teaching/Learning Aid by Dr. Kenneth Bryant • Saturday Session XIII Salon G

Learning the principal parts of English verbs is the easy part. The real challenge is learning to string the parts of the verb phrase together. The interactive flow chart mak es it clear how English handles any combination of: Simple / Perfect / Progressive / Passive plus Declarative / Interrogative / Negative / Emphatic / Contractions plus American / British in each of the Present / Past / Future / Conditional / Modal tenses.

Audio Portfolios using Garage Band by LeNaye Pearson • Wednesday Pre-Conference Session C Salon G • Friday Session V Memphis

Need a way to increase interest in reading, writing, and speaking, but also need to prove improvements being made in the classroom? Bring your Mac and come to the session. You will be amazed how easy it is to incorporate recordings into your program!

Being a part of the Puzzle Solution: Autism and ELL by Dr. Shawn Stewart • Saturday Session XIII Salon F

What's so puzzling about autism spectrum disorders? How does if affect an ELL student? Many ELL teachers are often not equipped with the knowledge and tools to address special needs students who are in the ELL programs. Knowledge about ASD and ho w it can affect a child’s learning ability is important for ELL & ASD students to achieve academic success.

Bringing Latin to Life Through TPR by Jason Simpson • Saturday Session XI Salon B

This session is a glance at the Latin program being taught at R ichland High School in Lynnville, Tennessee. In this program, students step into an alternate reality where Latin and the Roman Empire never died. The course shifts focus from a traditional grammar -based curriculum to a hands-on TPR-, TPRS- and CI-based approach that brings the language, culture and mythology back to life in an exciting and accessible learning environment.

Building a Model Parent

What are the components of a model parent outreach program? Join Mr. Dan Schlafer,

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

Outreach Program - How TransACT Can Strengthen Communications by Hilary Shirey and Dan Schlafer • Friday Session IV Salon H

Federal Programs Director, Monroe County School District and Hilary Shirey of TransACT for a look how the TransACT collections can assist your district to ensure effective parental communication and meet federal and state Title III monitoring requirements.

The Rights of Immigrant Children and English Language Learners in the Tennessee Public Schools by Roger C. Rosenthal • Thursday 8:00-10:00 Salons D, E, F, G and H

Immigrant children and English Language Learners often face barriers in gaining entry to public schools and participating in school activities. This session will discuss what public schools can and cannot require of immigrant children and ELLs. Topics to be discussed include Social Security numbers, immigration documents, birth certificates, and immunization records; and access to school lunch and breakfast programs. The session will also cover at some length the rights of English Language Learners and their parents in the public schools. Additional topics will include Special Education and English Language Learners; Supplement, not Supplant Requirements; and Access to Post-Secondary Education for immigrant students.

Characteristics of Nashville’ Foreign-born Households and Impact on Children’s Education by Abdelphani Barra • Saturday Session XIV Salon G

This presentation will cover the following: · Length of time in the United States · Income and poverty · Linguistically isolation · Cross cultural communication · Determinants of parent participation level in the education of their children

Co-teaching in the Content Classroom: Collaborating to Meet the Academic Needs of English Learners by Elizabeth Choi and Byron Booker • Saturday Session X Salon G

Teaching English Learners is a dynamic field. Participants in this session will understand how the co-teaching model is a successful way of making content accessible to Middle and High School ELs.

Common Core or Extraordinary Core? Understanding and Applying the New Standards by Teresa Dalle, Emily Thrush and Angela Thevenot • Friday Sessions IV Salon G

Linking Common Core standards to ESL, the presenters share specific guidelines, strategies and techniques they developed with ESL teachers. When teachers see the implications of Common Core, they may realize that it is actually an Extraordinary Core of standards.

Creating a Private Virtual Classroom with Glogster.edu by Isabella Scaramucci • Saturday Session X Memphis

Have you ever had the bell ring in the middle of your instructions? Has the literacy block evaporated and your students are still confused? No need to sever the pedagogical umbilical cord when there’s Glogster.edu! Come and learn how to create multi -media posters to foster student learning beyond the 7-3-work day.

Culture Exchange featuring Nepali Speakers from Bhutan by Sarah Russ • Friday Sessions IX Salon H

Do you have Nepali students? Or wait, are they Bhutanese? What’s the difference? What was school like before they came to the United States? What is a refugee camp like? Why didn’t they go back to Bhutan if they love it so much? And how in the world did they end up here? What do Bhutanese parents expect of me, and how can we communicate if they don’t speak much English? Come and listen to one speaker’s story, and ask the questions that are on your mind as you get to know one of Tennessee’s newest refugee populations.

Die Sonne und der Mond: Instructional Strategies in Grammar for Germanspeaking ELs by Jennifer Meyer • Saturday Session X Salon F Differentiating Content Literacy Instruction for All Learners

German and English are neighbors on the Indo -European language tree. Although they share similarities, they also have grammatical differences which can cause German-speaking ELs difficulties. This session will demonstrate how these differences can create stumbling blocks to learning and offer opportunities for collaboration with other participants in the development of instructional activities and strategies for helping bridge the gap for German -speaking ELs. How do you meet grade level content expectations and the diverse needs of all of your students in grades 3-6? This session will focus on ways to develop academic content

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

by Keith Pruitt • Saturday Session XIII Salon A

vocabulary, increase comprehension, and differentiate instruction while addressing a variety of reading levels for students reading on, above, or below grade level. Particular emphasis will include supporting the needs of English Language Learners in the regular literacy or content area classroom.

Ditching Dumbing Down for Elementary: Giving Beginner English Learners Access to Rigorous Content through SIOP® by Terri Stephenson and Nzinga Teamer • Friday Session VIII Salon C

Many elementary teachers may find it difficult to teach with high rigor to students who have limited language proficiency. However, the SIOP® Model (Sheltered Instruction Observation Protocol) allows educators to “ditch” the traditional way of teaching and guide beginner English learners to meaningful content. Attendees will examine this model and discover how the eight components provide opportunities for teachers and beginner English learners to succeed.

Edmodo.com - The Base of a Flipped Classroom by Ryan Longnecker • Wednesday Pre-Conference Session D Salon G

Social networking allows teachers to exercise much more control over their students' learning. The idea of a "Flipped Classroom" allows students to learn basic concepts on their own at home in a digital environment which gives the teacher more time in the classroom to focus on application and practice.

Effective Family Outreach by John Mann • Friday Sessions VI Salon C

This session will focus on parent workshops and provide a step-by-step procedure for organization and implementation. The session will discuss both the content and the logistics of the workshops.

ELL and SPED: Moving From Parallel Programs to a Web of Support by Carolyn Miller • Thursday Session III Salon H

Correctly identifying students who need both English language support and special education services is challenging, but the work doesn’t end with identification. It is imperative that SPED teachers, ELL teachers, and classroom teachers collaborate and share information and teaching methods to best meet the needs of these dual identified students. This presentation will look at three models for teacher collaboration, as well as ideas for combining ELL and special education teaching techniques. These will be discussed along with case studies demonstrating how the information and techniques shared can enhance student learning.

Emergency Sheltered Instruction: Adapting to a Sudden Influx of Students with Unique Needs

Over the past four years, there has been a sudden increase in the refugee population at Smyrna High School. This population has little educational background, but they are placed into high school content courses immediately and only have four years to graduate. In order to meet the needs of this population, Smyrna High School has designed sheltered instruction in all four content areas. The presenters will discuss how their sheltered courses have develo ped over time and provide practical information on how to design sheltered courses at other schools.

Empowering the Saudi Newcomer in the Academic Classroom: Successful Characteristics in the IEP & Beyond

Saudi Arabian students aiming to stu dy at American universities dominate IEPs. The students able to balance their educational norms and new expectations in the U.S. are successful learners. As ESL teachers, we have a responsibility to help students bridge these difficulties. Assuming characteristics of successful Saudi learners are the same as others, regardless of demographic, we hope a survey exploring common barriers to learning, perceived roles in the classroom, and response to the target culture will validate the descriptors of successful Saudi learners and reveal applications so all students facing these challenges have the chance to be successful learners.

Engage them…They will learn: Techo language resources and activities for ELL Millennials and Gen-Yers

This fast-paced session shares a plethora of internet-accessible, teacher-friendly resources and tools to create student-focused activities that will both challenge and delight today’s ELLs, from ELDA pre-functional to proficient levels.

by Collin Olson and Robert Drake • Friday Session VII Salon G

by Elise Brittain and Beth Thomas • Friday Session VIII Salon H

by Dr. Patti Davis-Wiley • Saturday Session XI Salon H

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

Enhancing Students’ ESL and Motivation Using E-Learning with Web 2.0 Tools by Betsy Norris and Teresa Gill • Wednesday Pre-Conference Session B Salon H • Saturday Session XI Memphis

E-Learning can greatly impact ESL learners. Information and communication technologies are useful to instructors and students. Web 2.0 allows for an online community to experience learning through collaboration, hands-on learning, and personalization of experiences. Google apps combined with other online tools such as Moodle, which is an open source online learning platform, can help with cost, design, flexibility, and customizability of student learning. Hybrid, blended, online learning, or just incorporating technology tools can improve instruction in a myriad of ways.

ESL Collaborative Practice: 10 Pathways to Success & ESL Co-Teaching: 7 Models of Collaboration by Dr. Andrea Honigsfeld and Dr. Maria Dove • Friday Sessions VIII and IX (90 minutes) Salon E

This workshop will offer key information on how to create an integrated service delivery model for ELLs. More specifically, we will explore ten instructional and non-instructional collaborative practices that enhance differentiated instruction and help meet the Common Core Standards for ELLs and seven co-teaching models for the instruction of ELLs.

ESL Workshop in a Box Save Time. Make a Difference by Angela Thevenot, Teresa Dalle and Emily Thrush • Saturday Session XII Salon H

This “classroom teacher-tested” hands-on workshop is ideal for ESL teachers. Participants share materials and learn effective strategies designed for conducting group workshops or one-to-one sessions for content teachers. The ready-to-go multi-media “Workshop in a Box” covers methods and techniques, use of technological tools, authentic assessment, classroom strategies, and cultural issues. Extensive workshop materials, handouts and PowerPoint presentation are provided.

Exploring Communities to Learn about Students by Dr. Sandra Hancock • POSTER SESSION Saturday 11:00-11:45

Many factors influence a child's development and performance. Exploring the community where a student lives gives educators insights about the resources available and t he challenges they may face regarding safety and other issues. This poster session shares "neighborhood maps" that teacher education students created based on their community explorations of students in their field placement classrooms.

Fa-la-la-la-language Acquisition: The Intersection of Music and Literacy by Dr. Rob Bowen • Saturday Session XIII Salon C

This session shares the tools and methods used in a three year study that saw significant results for EL kindergarten students with sight words, matching sounds, and sounding out simple words. As knowledgeable practitioners know, there is no single program, product or solution to the challenges they face. Participants will receive materials and information that can be used in the classroom immediately. The research based and standards correlated information is best suited for early elementary classrooms.

Family Literacy Nights Create Partnerships for Progress by Tiffany Wilson-Mobley and JuliAnn Cottone • Saturday Session XII Salon C

Family Literacy Nights have helped to create positive and progressive partnerships between ELL families and schools in all types of communities. Presenters will explain the benefits of Family Literacy Nights and the impact they have had on the schools and the community in which they teach. Furthermore, presenters will give participants practical ways to set up their own Family Literacy programs through an interactive demonstration, power point and take home art/ESL lessons.

Faster, Higher and More! … Accelerating the Academic English Reading Ability of Level I ELLs by Dr. Joe Lockavitch • Saturday Session X Salon H

There is a huge difference between being skilled in conversational English and having Academic English reading ability. Chronic Level I ELLs lack this reading ability. Good news! They can be quickly taught to read fluently, with full comprehension, after mastering a core body of Academic English words designed to promote functional English fluency.

Freedom to Teach – Doceri and the iPad in the Classroom by Steve James • Thursday Session I Memphis

Step away from the computer and away from the whiteboard. Connect with your students and teach in visual, engaging, dynamic ways anywhere in the classroom using Doceri and the iPad. SP Controls changed AV control technology with its innovative and easy-to-use solutions for the classroom. With Apple’s release of the iPad, we immediately saw an ideal complement to our solutions. Bringing Interactive Whiteboard functionality and more to today’s classroom at a fraction of the cost – that’s Doceri!

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

From Practice to Publication: Preparing a Manuscript for TNTESOL Journal by Dr. Dorothy Craig and Johanna Paraiso • Friday Session VII Salon D

Each year practicing teachers generate ideas for meeting the needs of second lan guage learners. In most cases, the ideas, strategies, and methods are grounded in expertise and knowledge gained from classroom practice. The valuable planning and preparation that goes into individualized lessons as well as successful implementation is critical to ESL student success. In addition, many ESL professionals engage in a type of classroom action research on a daily basis. The information gained is utilized in lesson implementation as well as curriculum planning. Why not share these with col leagues across the state? This workshop will provide tips for converting classroom practice, research, and ideas into a manuscript for publication in TNTESOL Journal. Participants will engage in a discussion of what types of information they might share based on experiences, research, and classroom practice. The workshop will provide an opportunity for participants to practice converting ideas and research into a publishable manuscript. A set of step-by-step suggestions for preparing a possible publication will be provided.

FUTURE: The Perfect Pathwa y to Careers by Keith Pruitt • Thursday Session III Salon G

What is the most important element of literacy to the ESOL student? Survival! This interactive presentation examines methods of instruction in Future: English for Results, Pearson Longman’s new 21st century skills based literacy program. See how building schema, vocabulary and using multiple-modality instruction promote student achievement.

Get Your Students on the Computers and Watch Them Grow! by Lori Likens • Saturday Session XII Memphis

Are you nervous about time lost when your students use the computers? This session will help you get your students working on computers. It will be most beneficial to K -2 teachers, especially special education and EL teachers. Computer assisted learning has long been used to enhance and/or supplement direct instruction across content areas. This session will address some of the practical issues of getting students on computers as well as explore which sites are most supportive of EL and special needs students. It will demonstrate how computers can be used to differentiate instruction and support all learners.

Getting Them There: Parental Involvement Activities for Language Learners and Their Families by Debbie Vaughn • Friday Session V Salon G

Come with us to explore strategies that work in getting your Language Learners and their families actively participating in the school experience. We will examine the "Community Involvement through Literacy Organization": a model for the state of Tennessee's initiative to increase and improve the home/school/community connection!

Glog Your Learning by Rebekah Reed • Wednesday Pre-Conference Session D Salon H • Friday Session IV Memphis

Glogster EDU is a collaborative online learning platform for teachers and students to express their creativity, knowledge, ideas and skills in the classroom. Teachers are able to tap into learners' interest, offer appropriate challenges, and increase motivation all while differentiating for multiple levels of instruction. Students are able to make interactive online posters to go along with any classroom assignment from vocabulary practice to research projects. Examples of student glogs will be shown as well as p articipants will be given the opportunity make their very own Glogster poster! Bring your laptops!!!!!

Google and the Self-Grading Quiz: A Love Story by Michelle Newcomb • Wednesday Pre-Conference Session B Salon C

Would you like a paperless assessment option, but you don't have "clickers"? If your students have access to computers, use Google Forms to create your own self -grading quizzes! Multiple choice and short answer questions can easily be graded, even if you choose to include constructed response in your test. The bonus: a savable record of your students' performance that can be used to build assessment data that counts. Bring your laptop and sign up for a Google account, and we will build your first self -graded assessment today!

Google for Administrators by Dr. Chris Marczak • Wednesday Pre-Conference Session A Salon H

Can you and your colleagues collaborate on a letter without email? Can your school parents check your calendar without calling you? Do you have web-based checklists for classroom walkthroughs or to gather information without trees (paper and pencil)? Google Apps for School Leadership Productivity cov ers the coolest Google applications that you can use right now to increase your productivity and communication skills five-fold.

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

Grammar Graphics - The Manipulative Language Program by Rebecca Callaway • Saturday Session XI Salon G

Grammar Graphics is an innovative language program which taps the proven effectiveness of manipulatives in order to teach English language patterns, sentence structure, and parts of speech. Color-coded symbols and their stories give students a deeper understanding of the parts of speech and their roles as they interact to form written language. An interactive higher level questioning method actively engages both students and teachers while promoting independence and achievement. When used daily, Grammar Graphics gives students increased confidence and a solid foundation in sentence composition resul ting in improved writing skills and the ability to use language for self-expression. Grammar Graphics is a highly visual hands-on activity which engages students and makes learning fun and is very effective with EL and Deaf Ed students.

Grammar Rules for Adult ESL Learners: One Size Does Not Fit All by Dr. Shoba Bandi-Rao • Saturday Session XIV Salon C

Adult ESL learner errors have been classified as developmental, interference and unique (Dulay & Burt, 1974) and induced errors (Stenson 1974). The percentage of transfer errors among adult learners (i.e., when the grammar of the first language interferes with the grammar of English) varies depending on the structural proximity between the first and second language; from 28% (Gonzales 1987) to 63% (Zvolsky 1996). Thus the significance of transfer errors cannot be overlooked. Adult learners in a typical ESL class come from various language backgrounds. Thus the types and percentage of transfer errors made also differ. For instance, when Spanish and Chinese speakers of English do not affix the –ed on the past tense or past participle of the verb, the reasons for the errors are not the same (in the case of Spanish speakers of English, the reason is a phonological one, however, in the case of Chinese s peakers, the reason is morphological). Yet, for the most part, ESL materials explain grammar rules in much the same way to learners from all linguistic backgrounds. The primary focus of this presentation is to emphasize that “one size does not fit all” and that explanation of grammar rules in ESL materials and instruction should also take into consideration the linguistic background of the speaker. When ESL grammar rules are tailored, the rules not only make more sense, but they also empower the learners by helping them become meta-linguistically aware of transfer errors.

Help or Teach Your Students from Anywhere on Globe from Home at Your Convenience by Kallacha Odaa • Wednesday Pre-Conference Session A Salon F • Friday Session VI Memphis

The current presenter has a plan to share personal experience about online virtual classroom he is using. It is a real virtual classroom that enables to teach up to 2000 students at a time, whether to help students or conduct real lessons. A teac her lacks nothing except he/she is not physically in the building. The presenter demonstrates the how part of it. Just come to the session and plan to engage your students both in the building and wireless from home.

Help! I’ve been asked to give an ESL In-Service! What do I do? by Cindy Bush and Laura Anderson • Friday Session IX Salon C

Come enjoy a prepackaged take-home power-point in a “modified” Jeopardy game format. This fun-fast moving audience participation game covers important aspects of the ESL program designed to inform your school how to better serve ELs. This is an enjoyable and entertaining way to communicate and inform ESL teachers, principals, instructional coaches, classroom teachers, student teachers, practicum students, and paraprofessionals on topics concerning legal issues, research, cross-cultural issues, second language acquisition, and classroom strategies.

Helping ELs with Content Formative Assessment by Kevin Stacy and Jan Polka • Saturday Session XI Salon A

As we embark to close the achievement gap among English Learner (ELs) and Non-English Learners, it is important to focus on what the content standards are asking and how we provide the language support needed for our ELs to meet the gains expected for college and career readiness. The approach of the seminar will define formative assessment, outline the process of how formative targets are attained and assessed in perspective of newcomer EL proficiency levels.

How to Apply Classic TPR for Best Results by Dr. James Asher and Todd McKay • TICKETED EVENT Wednesday PreConference 8:30-4:00 Salon E

30 states have abandoned a foreign language for high school graduation. Parents would be thrilled if their children could acquire languages, but from their own disappointing experience in school, they concluded that it is enormous work for a meager gain. Here is how we can turn it around. You will witness a “live” demonstration in Arabic, Spanish, and Japanese. I will show that students of all ages including adults can move on the fast-track with zero stress to acquire multiple languages. Then a Q and A session to answer all your questions about TPR.

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

How to Build an EL Family Engagement Program for Maximum Capacity by Dr. Nina Morel • Saturday Session XI Salon F

Building strong home-school connections are important to students’ success in their classrooms. Often, however, the vast capacities of students and families are left unrealized because of ineffective traditional “parent involvement” methods that ignore adult lea rning theory, cultural diversity, and partnership approaches.

I have an iPad.....now What? by Michelle Newcomb • Wednesday Pre-Conference Session A Salon C

This session is designed for teachers who have an iPad of their own, but none for students. What can you really do with one iPad? You'd be surprised! We will take a look at many low cost and free apps that make a single iPad a great tool for student engagement and teacher organization. Bring your iPad to check out and down load new apps as we go!

Ignite Vocabulary Learning with a Multi-media Approach by Keith Pruitt • TICKETED EVENT Friday Sessions VIII and IX Salon D

In every school, it is the same story: students don't have background knowledge and lack vocabulary. So what can be done to change that? Experience! In this workshop, vocabulary researcher Keith Pruitt will explore with participants the nature of vocabulary and how to build virtual experiences in the classroom using a variety of multi -media tools. Come thirsty and leave filled!

iPad in Education by Jim Eden (Apple) • Wednesday Pre-Conference Session B Knoxville

iPad inspires creativity and hands-on learning with features you won’t find in any other educational tool — on a device that students really want to use. Powerful built -in apps and apps from the App Store let students engage with content in interactive ways, find information in an instant, and access an entire library wherever they go. And now, with the introduction of Multi-Touch textbooks, iPad takes learning to a whole new level.

It's Not the Same: Considerations in Planning Instruction for ELs by Dr. Sandra Hancock • Friday Session V Salon C

Many teachers believe that teaching an ELL is no diffe rent from teaching any student, as evidenced by teachers in my research (Hancock, 2010). After all, graphic organizers and other "ESL strategies" are generic strategies that are commonly used. While strategies may be the same, how and why they are used with an ELL is unique. Experience a lesson planning framework (adapted from Gibbons, 2002) that considers the proficiency and cultural backgrounds of ELLs in relationship to the cultural and linguistic demands of the curriculum so that instructional strategies are used to support academic language and content learning.

iTunes App Store, iBookstore & Volume Purchase Program by Jim Eden (Apple) • Wednesday Pre-Conference Session C Knoxville

If you’re an educator at a K-12 district, now you have an easy way to design and distribute complete courses featuring audio, video, books, and other content. And students and lifelong learners can experience your courses for free through a powerful new app for iPad, iPhone, and iPod touch.

Language Impaired ELs? Contradictions, Concerns and Conundrums by Jennifer Meyer • Friday Session VI Salon F

What is a language impaired EL? Aren’t all ELs “language impaired” to a certain extent? Actually, language impairment is a disorder which can affect receptive and expressive communication. What are the typical signs of language impairment? How do I distinguish these from typical language development in ELs? How can I teach a language impaired EL? If you find yourself facing the same questions or even know some of the answers, please join us for a collaborative conversation.

Learning Strategies for the Dual Language Learner by Betty Thomason • POSTER SESSION Saturday 11:00-11:45

Discover learning strategies that dual language learners use ins ide and outside the classroom. Good dual language learners use a variety of metacognitive, cognitive, and social learning strategies to gain language and knowledge. This poster and handout present an array of learning strategies that can be explicitly taught to DLL's to enhance the educational experience and raise students to higher levels of academic success.

This session will examine the emotional and intellectual needs of families and then take you step by step through the process of developing an effective partnership with EL families that will realize the capacities of all members of your school community.

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

Make it HOT: Addressing Higher Order Thinking with K-12 English Learners by Deana Conn and Judy Edwards • Thursday Sessions I and II (90 minutes) Salon E

Teachers ask students hundreds of questions a day. Research indicates that about seventy percent of those questions focus on the lowest levels of Bloom’s taxonomy. English Learners at all proficiency levels must be engaged in higher order thinki ng to develop the academic language skills they need to be successful at school and in the wider world. Learn how to implement effective, higher order thinking (HOT) questions when planning instruction, and explore critical ways to develop higher order thi nking skills in all proficiency levels of English learners.

Mapco: Community and School Connections! by Tony Miller • Saturday Session XII Salon B

Mapco is a neighborhood filing station who caters to the local communities. This session will discuss possible partnerships with schools in Mapco neighborhoods.

Meet the New Kid on the BrainPop Block by Joseph Whinery • Wednesday Pre-Conference Session C Salon H • Saturday Session XIV Memphis

Most likely you have already come across t he wealth of resources available through BrainPOP and BrainPOP Junior: curriculum-based content aligned to Tennessee academic standards, highly engaging animations, interactive as well as print support. Now there is a new kid on the BrainPOP block! Moby and friends bring the same high-quality content into the world of the English language learner with BrainPOP ESL. Two levels of animated story lines provide context for enhancing vocabulary, grammar and all modalities (listening, speaking, reading, writing) of English fluency. Explore the entire range of BrainPOP resources – and learn a little Beepish along the way!

Migrant ELs: Who are they? by Paula Gaddis • Thursday Session II Salon H

This session will begin with a review of who qualifies for migrant sta tus and how that status is determined in TN. Next, information will be shared regarding the migrant EL population in TN and tips for serving this population. Finally, information will be shared regarding State and district supports available for migrant students.

Mission Impossible? Meaningful Grammar Instruction for ELLs by Alice Weber • Thursday Session III Salon E

Grammar instruction for ELLs is often overly scrutinized or unnecessarily neglected. Why? Often, because of misconceptions of what can be expected, grammatically speaking, from a second language learner. This session will be investigative in its approach as it integrates effective and meaningful approaches to teaching grammar to ELLs in the language arts content area.

My (Ever-Evolving) Evernote.com: Experimental Data Management in an EL Classroom by Melody Jennings-Bowers • POSTER SESSION Saturday 11:00-11:45

Evernote.com is a new application found on the web and mobile devices. It's tag line boasts that it will help you remember everything, capture anything, find things fast, and that all of your data is accessible anywhere. There is a growing need for effective data management strategies for educators and students alike. How does a teacher begin to use Evernote to develop a usable digital databank? Can this skill be transferred to EL students for implementation?

NPT Neighbors Next Door Series by Kathy Edson • Thursday Sessions II and III (90 minutes) Salon F

Nashville Public Television’s goal for Next Door Neighbors workshop is to build bridges between the dominant cultural landscape of Middle Tennessee and its immigrant community by using Next Door Neighbors documentaries to tie it together. This workshop aims to increase understanding of the unfamiliar immigrant culture and traditions, highlight the experiences and successes of the immigrant and refugee population and the impact on education and the classroom. In this workshop you will come away with a much greater understanding of our newest neighbors and have a broader appreciation for the process of integration into a new society and Tennessee. Join us for a roundtable discussion on the challenges and solutions in the classroom.

Nurturing listening comprehension in ESL classes by Martha Michieka • Friday Session VII Salon H

Listening is an often overlooked skill in second language instruction. In this presentation, I discuss some of the key benefits of listening and explore ways to teach listening skills and strategies.

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

Ojalá Que Llueva Café: Content-Based ESOL Instruction Using the Multifaceted Topic of Coffee by Jennifer Meyer • Friday Session VII Salon F

Coffee lovers unite and let it rain coffee in your EL classrooms! Coffee is not only delicious, it also offers health benefits and provides an excellent source of content-based instructional topics for EL instruction for children and adults alike. Come on a coffee journey that will excite your senses and your classroom: from Hawaii to Ethiopia, from Indonesia to Guatemala, join our exploration of topics from economics to ecology, from geography to meteorology. Bring your cup and your notebook and get ready for some fascinating lesson ideas.

Opportunities for TPR/TPRS Training, Research, and Partnerships at MTSU by Dr. Shelley Thomas • Thursday Session I Salon D

Dr. Thomas will talk about the opportunities for training, research, and partnerships that are currently going on at MTSU. Through her MTSU graduate class during the spring and her Center for Accelerated Language Acquisition [CA LA] during the summer, students get handson experience /coaching in TPR, TPRS, and brain -based strategies for developing comprehensible input. She will show clips of teaching English via TPR/TPRS to tribal children in India as well as refugees from Burma. She will show standardized test results of the 2 year partnership between CALA and The Department of Children's services, where hundreds of social workers learned Spanish via her 5-day language institute. Participants will leave with information on training dates, research, and partnerships that will enable them to learn more and connect with others.

Overcoming Literacy Obstacles Across Borders Overcoming Literacy Obstacles Across Borders by Katie Clark • Thursday Session II Salon G

The presentation covers the factors that are faced by a non native speaker when he or she comes into the target country. External factors, internal factors, and other issues the non native English speaker may encounter upon arrival in the target language country.

Performance! Building confidence in English Learners K-12 using Puppetry, Readers Theatre, Story Theatre, and Choral Reading by Norma Yoos, Alice Weber and Mathew Portell • Friday Session VIII Salon G

Puppetry and Readers Theatre are used to enhance student learning and effectively use Krashen's theory of second language acquisition at grade levels Kindergarten to twelve.

Pre-Service Teachers' Perceptions of Teaching ELLs by Dr. Sharon Hixon and Dr. Clare Hite • Saturday Session XI Salon C

This qualitative study is part of a larger study in which pre -service teachers, at various stages of their teacher education program, completed open-ended surveys addressing various perceptions about the development of English skills for ELLs and the best practices for teaching ELLs. This study surveyed pre-service teachers at the beginning of their programs. What themes were found in the perceptions of these pre-service teachers? What influenced their attitudes and perceptions? What biases did they hold as they entered the program? What misconceptions did they have about ELLs and second language acquisition? What understandings did they have about E LLs and second language acquisition?

Preparing Pre-Service Teachers to Use SIOP® with InquiryBased Lessons by Dr. Sharon Hixon, Karol Stroud and Ginny Johnson • Friday Sessions IV Salon C

Two pre-service teachers worked with their ESOL methods professor to perfect using the SIOP® in their internship placement classrooms. The students participated in focus groups interviews during the semester. This qualitative research project was jointly designed by the interns and the researcher. This project focused on using SIOP® in direct instruction lessons in math and reading and inquiry-based lessons in science. What are the successes and difficulties the interns faced as they learned to create inquiry-based science lessons at the same time t hey were learning to incorporate SIOP® elements into all their observed lessons?

Putumayo’s World Playground: Using World Music as a Springboard For ContentBased EL Instruction by Jennifer Meyer • Saturday Session XII Salon F

Join me on a musical journey across the continents and delve into content areas of science, social studies, fine arts, language arts and as many more as our collective expertise allows. This session will introduce participants to world music and how to utilize this area as a springboard to incorporating content areas into EL instruction. Participants will be encouraged to collaborate in group discussions to share content area expertise, as well as develop lesson plan ideas. Finally, participants will receive access to all sources and lesson plans utilized in the session to inform their instruction back in the classroom.

These performance-based tools allow educators to implement the Core Curriculum Standards in a student-centered environment that is at once academically rigorous and highly motivating to students. Students' creativity and skills and topics across the curriculum are naturally included in puppetry and Readers Theatre. Technology is a viable adjunct to these performance mediums.

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

Reaching Newcomers: How Assessing the Well-Being of Refugee Families Can Impact Your Classroom by Amy Richardson, Dr. Julia Lydon, Cathy Dunn and Cheryl Jolley • Friday Session VI Salon G

Partners from the International Newcomer Academy (INA), the English Learners (EL) Office of Metro Nashville Public Schools, and the Vanderbilt Institute for Global Health (VIGH) will share about assessing the well-being of vulnerable refugee groups and the influence of such an assessment in the classroom. Presenters will use a case study of an academic/service partnership to understand and address needs of Karenni Burmese refugees. Session participants will discuss challenges related to newcomer families, particularly how family experiences outside the classroom can affect the learning environment, and will collectively brainstorm ways to address them.

Reading: Bridging Cultures for Newcomers by Melissa Burka and Jacquelyn McKinley • Saturday Session XII Salon A

This session will explore some ways to differentiate instruction for secondary English Learners in the regular classroom. Special emphasis will be given to strategies for helping newcomers find meaning in grade level reading assignments by focusing on key vocabulary, using peer tutors, and using modified assignments. A brief overview of factors that affect English Learners’ success will lead into a demonstration of ways the classroom teacher can help the student with specific material and interactive practice of some strategies.

Response to Instruction & Intervention and RTI for Diverse Learners by Dr. Catherine Collier • Friday Sessions V and VI (90 minutes) Salon E

So what do you do with limited English proficient students during instructional intervention, response to instruction and intervention (RTII) and response to intervention (RTI)? Here is research based information on identifying specific baseline concerns for LEP/ELL students with learning and behavior problems and how to monitor student response to intervention in these areas. This workshop addresses the development of instructional intervention for language minority students with learning and behavior problems. We provide an introduction to the assessment, intervention, identification strategies that are most effective in identifying difference issues at the RTI and RTII stage. Specific strategies & interventions to implement during RTI will be demonstrated. Participants will receive copies of screening tools and information on best practice.

Separating Difference from Disability by Catherine Collier • TICKETED EVENT Wednesday PreConference 8:30-4:00 Salon D

There remain great challenges facing education professionals working with culturally and linguistically diverse, including limited English proficient and standard English learners with learning and behavior problems, especially while addressing disproportionality issues under state and federal guidelines. This workshop will highlight specific issues an d screening strategies that are most effective in separating difference from disability especially in the context of response to intervention and instruction. Participants will receive copies of screening tools and information on best practice.

Such Audacity! Tips to Use Voice Recording to Improve the Speaking Confidence of ELs by Joseph Whinery • Saturday Session XIII Memphis

Many ELs dream of the day when they can sound "normal" and feel confident to make oral presentations in front of their peers. However, they may perceive their speaking ability as less than adequate and remain reluctant to speak aloud. Can voice recording help students to improve their fluency and gain the confidence to speak at length in front of others? Quick and easy tips about free recording software (such as Audacity) show teachers how to record, edit, and package the students' own voices for presentations with pleasantly unexpected results. Participants are encouraged (but not required) to bring a laptop.

Teacher and Student Stories: Connecting and Learning Through Personal Experiences in the EL World by Dr. Suzie Cater and Pallu Reddy • Friday Session VIII Salon F

According to Campano (2007) current research disregards the stories of teachers. Presenters Carter and Reddy will share qualitative research as to why it is essential for teachers and students to reflect and have a place to share their stories within their community of EL colleagues. In collaboration with Nashville Public Television, the Story Corps National Teachers Initiative, and the American Folklife Center at the Library of Congress, teacher and student stories will be shared. The presentation will include an open forum, allowing teachers to share their experiences. The presenters will also provide access to the educational blog they have created.

Teaching and Assessing Thematically by Sarah Bilbrey, Shelley Archuleta Smith and Jami Warren • Thursday Sessions II and III (90 minutes) Salon D

This session should particularly benefit K-4 teachers who are interested in learning how to create, teach and assess thematically. Our session will focus on the benefits of thematic teaching and assessing. Teachers will leave the session with the beginning plan for a thematic unit.

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

Teaching English in North Korea: A Look into the Unknown by Dr. Danny Hinson and Jan Hinson • Friday Session V Salon H

The presenters taught English in a month-long intensive English program in Pyongyang, North Korea in July 2011. The session will provide a look into teaching Engli sh in a country unknown to much of the western world.

Teaching English on a Shoestring by Jessica Pryor and Dr. Kandi Ellis • Saturday Session XIII Salon H

Ever feel tangled between lower budgets and higher expectations? Using free and re purposed materials, tie-up loose ends while tightening the purse-strings. Meet English language needs of ELs with online resources, library literature, and community resources. We will focus on reading and listening skills and discuss how differentiated assessments allow students at every proficiency level to participate. We will not only demonstrate and give examples of student work and resources, but participants will have the opportunity to interact and try some of the materials and techniques. Bring your jump -drive. Door prizes will be offered! No strings attached!

Teaching for Academic Success by Targeting Vocabulary Instruction by Keith Pruitt • Friday Session V Salon F

This session focuses on ways to develop vocabulary in Science, Social Studies and Math. Particular emphasis is placed on selecting key terms/concepts, teaching vocabulary in context with nonfiction texts, mini-lessons that support vocabulary strategies, word awareness, word knowledge, and differentiated questioning strategies that build conceptual understandings.

Technological Solutions for EL Formative Assessment by Erica Cain and Dr. Lisa Pray • Wednesday Pre-Conference Session D Salon F • Friday Session VII Memphis

In this presentation, we argue that using technology to systematically evaluate EL language use in the classroom is more efficient, saves time, and provides for more meaning evaluation of student data than traditional paper laden forms of classroom assessment. Through Google docs, we provide step-by-step instructions about how to incorporate simple, free, yet powerful technological applications into everyday classroom assessment.

Technology Made Simple for You and Amazing for Your Students by Selena Lawrence, Derenda Silence and Adrian Burnett • Thursday Session II Memphis • Tennessee’s ESL Plan by Jan Lanier • Friday Session IV Salon E

Technology may be intimidating, but it is essential for today’s teachers and part of the evaluation rubric. Come learn various strategies to incorporate technology in your classroom from making videos to taking virtual fieldtrips. The students will love the interaction and feeling like a star, and you will look like a star with these simple resources you can utilize. A demonstration of making a video will be part of the presentation as well.

The Dream Act by Tom Negri • Saturday Session XI Salon E

Let's stop blaming the children, our children, for the sins of their parents. New arrivals (Immigrants) and citizens working shoulder to shoulder; a system that works for all is what should be our vision for a stronger United States of America.

The Integrated Classroom: A Differentiated Instructional Approach for Literacy Centers By Erin Johnson and Rebekah Chase • Friday Session IV Salon F

What is differentiated instruction? Kathy Bigo defines differentiation as "the right of each pupil to be taught in a way specifically tailored to their individual learning needs." What are literacy centers? Literacy centers are any activities that include reading, writing, listening, speaking, viewing, or visual representation. In addition, literacy centers should reinforce skills taught and allow students to work independently at their own rate and level. How do I create differentiated literacy centers? You will learn how to use your standards to create rigorous literacy centers that are differentiated to meet your students on their lev el and maximize their potential.

Tennessee is leading the nation in the Race to the Top. Tennessee was the first to approach the federal government with a waiver for federal requirements. We are actively involved in no fewer than three national assessment consortia. Tennessee has developed a comprehensive teacher evaluation system. With change comes fear and stress. Change can be and will be a positive movement in our districts and schools.

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

The Missing Ingredient for Academic Success: Writing to Learn with Long-term English Learners by Janna McClain • Saturday Session X Salon A

Struggles with reading, writing, and comprehension of academic vocabulary can kee p longterm English learners "stuck" at an intermediate level for years. In his book, Content Area Writing, Harvey Daniels suggests that Writing to Learn (WTL) is a key ingredient teachers often omit in their recipe for academic success. Come learn how int egrating informal writing in content area lessons encourages students to interact more deeply with the material they are learning, promotes acquisition of academic vocabulary, and increases comprehension with intermediate level English learners. Student samples are from grades 4-6, but the strategies discussed are appropriate for grades 4-12.

The More Hands the Better: An Inclusive Reading Model for EL Students by Christine Thompson and Tiffany Strange • Saturday Session X Salon C

This presentation will provide an overview of how to effectively incorporate collaboration and push-in teaching strategies to increase EL students' success in the classroom, on the ELDA examination, and on other standardized tests. The Triple Rotation Inclusive (TRI) Reading Model demonstrates effective use of school personnel to increase achievement of all students including EL students.

There Just Aren’t Enough Hours in the Day…The Plan for Finding More Instruction Time by Rebecca Tomes • Saturday Session XII Salon G

Every year it is more challenging to keep students on -task. As teachers, we strive to do our best to help our students to succeed. However, we often lack the tools to accomplish this daunting task!

TPR Demonstration in French by Dr. Shelley Thomas • Friday Sessions IV Salon D

In this session, Dr. Thomas will teach a beginning TPR lesson in French to participants. Teachers who have had NO background in French are encouraged to attend in order to feel how quickly and effortlessly language acquisition occurs when kinesthetic methods are used. Those who have had French from traditional methods will benefit from watching the difference between how they learned and how the participants are learning. Participants will be able to join in activities that naturally lead them to have not only a limited ability to understand both spoken and written French, but also to produce some meaningful 1 word responses. Everyone will leave with information on resources to download for help with lessonplanning.

TPRS Demonstration in French by Dr. Shelley Thomas • Saturday Session XIII Salon D

In this session, Dr. Thomas will teach a beginning TPRS lesson in French to participants. Teachers who have had NO background in French are encouraged to attend in order to feel how quickly and effortlessly language acquisition occurs when storytelling methods are used. Those who have had French from traditional methods will benefit from watching the difference between how they learned and how the participants are learning. Participants will be able to join in activities that naturally lead them to have not only a limited ability to understand both spoken and written French, but also to produce meaningful responses, many times consisting of whole sentences. Everyone will leave with information on resources to download for help with lesson-planning.

Translation as Reading Comprehension Strategy: Case Study of a "Struggling Reader" by Sam David • POSTER SESSION Saturday 11:00-11:45

To examine how student background conditioned participation in group translation work, I investigated the out-of-school language practices of a participant in the Project TRANSLATE (Teaching Reading And New Strategic Language Approaches to English Learners) pilot study. Methods included home visits and ethnographic interviews with the student, her mother and her Language Arts teacher. These data, combined with videos of partner translation activity, were analyzed using qualitative methods. I found that, although labels assigned to the student (“ELL” and “Struggling Reader”) were highly problematic, she was able to adapt repertoires from home and school to participate successfully in the translation activity.

In this jam-packed session, you will learn time-tested, research based strategies and techniques designed to: · Decrease teacher and student frustration · Improve student focus · Systematically teach appropriate, on-task behavior · Drastically reduce problem behavior Increase instruction time ·

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

Twitter and Other Social Media with EL Students by Adam Taylor • Wednesday Pre-Conference Session A Salon G • Wednesday Pre-Conference Session B Salon G

EL students need many opportunities for English practice. In some classrooms it is difficult to provide writing that requires thought. Using social media in class helps give students a chance to think and respond in English instead of coping answers from a book. We will explore the social media options and how to use them effectively and safely in class.

Unlocking Informational Text through Thinking Maps By Chris Yeager • TICKETED EVENT Friday Sessions V and VI Salon D

This interactive session will guide participants in understanding how to unlock informational text through use of Thinking Maps. Participants will leave with an understanding of how to move students at all readiness levels from a basic level of understanding when reading informational text to understanding how to see the Thinking embedded in complex informational text. Strategies used will include using Thinking Maps to get students to understand how to recognize organizational patterns, understand text features, preview text and visualize prediction.

Using Blogs (and other digital tools) to Motivate and Engage ELLs by Dr. Susan Seay and Jan Renfro • Friday Session IX Memphis

This presentation will show how one adult ELL class is using a classroom blog, along with other easily accessed digital tools, to engage learners in authentic literacy tasks. Participants will be given information and tips about how to set up a blog that students (from elementary through adult learners) will actually want to use. Participants will learn advantages of using blogs to engage and motivate English learners and their f amilies to read, write, speak and listen in English.

Using Children's Literature to Promote Cultural and Linguistic Sensitivity and a Community of Learners by Michelle Feller, Cliff Nelson, Kevin Gilbert, and Dr. Sandra Hancock • Thursday Session I Salon G

According to Jabari (2011), "Classroom communities consist of warm, caring, and positive climates...[where] students feel supported, valued, and committed to each other." One way to help develop such a community is through the use of multicultural children’s literature. Students can develop empathy through the use of narrative imagination and take social action based on the inequities that are depicted or imagined. In this session, children’s literature that can be used will be shared and a lesson modeled. In addition, participants will be given the opportunity to develop some of their own plans using books that are provided.

Using Technology to Improve Test Scores of EL Students by Jeremy Riggs • Wednesday Pre-Conference Session C Salon C • Wednesday Pre-Conference Session D Salon C

Technology can be used in several ways to enhance learning for EL learning. Some advances are particularly useful for improving vocabulary.

Using Total Physical Response Through a Shock Language by Berty Segal Cook • Thursday Session III Salon C

Using a shock language , I will have participants EXPERIENCE what the language learning (classroom experience) is like from the STUDENTS' POINT OF VIEW. As a result of this experience, you ( teachers) will have a better understanding of which strategies and approaches to use and which to avoid. You will be able to return with new ideas, a new perspective, and proceed with greater confidence in your classes.

Using Voice Thread in an ESL Classroom by Christine Patti, Natalia Ward and Amber Warren • Thursday Session III Memphis

The presenters will demonstrate how Voice Thread can be effectively used to increase peer to-peer collaboration, motivate students and engage them in the l earning process. Presentation includes a description of how the tool was effectively integrated within thematic units. Successes and ideas for improvement will also be shared.

Alphabetical Index of TNTESOL 2012 Presentations and Abstracts

Using Writer’s Workshop in Primary Grades to Develop Written Language Proficiency of All Students by Molly Martin • Friday Session VI Salon H

The Writer’s Workshop model can be used in all classrooms to teach students how to model their writing after what great authors do. Children build confidence in themselves as writers through experimenting and sharing. They have numerous opportunities for choice as they write at their ability level. Individual writing conferences, an essential component of the model, help teachers gain insight into each student’s abilities and where to move th em next. Daily, weekly, and monthly writing samples show student growth and allow students to put new learning into practice as they experiment with different things great writers do.

Voicethread - A Communication Tool that Inspires by Derek Sanborn • Wednesday Pre-Conference Session B Salon F

A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate slides and leave comments in 5 ways - using voice (with a mic or telephone), text, audio file, or video (via a webcam). There is no software to install and it is FREE to use. During the 90 minute session you will learn to effectively use voicethread in your classroom and will create your own account and make your own Voicethreads to take back to your classroom.

What All Teachers Should Know About Brained Based Learning by Dr. Carolyn Hopper • Thursday Sessions I and II (90 minutes) Salon C

Brain research has added a great deal to what we know about how students l earn. This 90 minute session will explore some of the practical applications that brain based learning offers to all teachers. The presenter, a learning specialist who teaches a college learning strategies course, will offer strategies that apply to all st udents. The approach may be one that has not been fully explored by Teachers of English to Speakers of Other Languages. Come join the fun as we examine practical strategies for learning how to learn.

What's Easy? What's Hard? and What Helps? Voices of English Language Learners by Dr. Betty Ansin Smallwood • Saturday Session XII (10:00-11:15) Salon E

To serve English language learners (ELLs) effectively, it is important to hear their voices. What do they think makes it easy or hard to learn English? And critically, what strategies do they think help? In this session, participants will watch and analyze new videos featuring authentic ELL student voices in Grades 3-8, as they answer these questions in focus groups and interviews, plus commentary from the principal. The findings confirm other research data and can inform your instructional plans for English language learners. Handout includes video observation guides, key research findings, classroom application activity, and online resources.

What's the big puzzle?: Everything you wanted to know about Autism Spectrum Disorders, but were afraid to ask by Dr. Shawn Stewart • Saturday Session XIV Salon F

What does it mean to be on the spectrum? There is a lot of confusion about Autism Spectrum Disorders (ASD) and often ELL teachers encounter students on the spectrum and may not know it and are not able to fulfill the educational goals because of the ASD. Learn the nuts and bolts of ASD to help ELL students with ASD achieve their educational goals.

Wrenching Common Sense from the Jaws of Absurdity: Committing to Meaningful Classroom-Based Assessment in Spite of Standardized Testing by Phillip Ryan • Saturday Session X Salon B

This presentation addresses the key components to an integrative approach to meaningful classroom-based assessment in the language classroom. Classroom-based assessment, unlike standardized testing, provides language teachers and learners with more realistic, ethically informed, and contextually relevant insights into learners' gains and needs. In this presentation, language educators will be given a practical set of guidelines and considerations for analyzing and innovating their existing classroom - based assessment approaches.

Writer's Workshop for English Come and learn how the simple act of writing and thinking aloud in your classroom will transform Learners: Writing Aloud your writer's workshop for all English learners! Writing aloud builds students' confidence, reduces by Janet Turner -McDonald anxiety, and fosters the growth of writers at all proficiency levels. • TICKETED EVENT Saturday Session X and XI Salon D Yikes! What Do I Do With the New Student? Pre-Production Students in the Elementary by Molly Stovall and Karissa Sorrell • Thursday Session I • Salon F

Elementary teachers are often faced with the challenge of meeting the needs of pre-production English Learners. Where can teachers start with these students? What teaching strategies and activities can be implemented to help pre-production students achieve linguistic and academic success? How can teachers accurately assess pre-production students? Participants will learn how to best address the instructional needs of these students.

TNTESOL 2012 Presenter Biographies Anderson, Laura

No information available.

Andrews, Barbara

Barbara Andrews has been a classroom teacher, Reading Recovery teacher, and Literacy Facilitator for 27 years. Barbara worked extensively with bilingual students and English language learners during her entire teaching career. As a retired teacher, Barbara is now an author of childrenâ&#x20AC;&#x2122;s books and a national literacy consultant.

Archuleta Smith, Shelley

Shelley Archuleta Smith is the Literacy Coach at Andrew Jackson Elementary.

Asher, James

Dr. James J. Asher originated the stress-free Total Physical Response approach to second language acquisition which is known internationally as TPR. Dr. Asher developed the approach in 30 years of research in the laboratory. This research has resulted in TPR being used successfully in thousands of classrooms with children and adults learning languages such as English, Spanish, French, German, Chinese, Korean, Japanese, Arabic, Hebrew, and even the sign language of the deaf! He is a emeritus Professor of Psychology and former Associate Dean at San Jose State University, the first public institution of higher learning in California, founded in 1857. His undergraduate work was completed at the University of New Mexico, a masters degree and doctorate at the University of Houston, and postdoctoral training at the University of Washington (linguistics), Stanford University (educational research), and the Defense Language Institute in Monterey, California (Arabic).

Bandi-Rao, Dr. Shoba

Shoba Bandi-Rao received her Ph. D. in Teaching English to Speakers of Other Languages (TESOL)/Applied Linguistics from New York University. Currently, she is ESOL Specialist/Writing Instructor at St. Peterâ&#x20AC;&#x2122;s College. Shoba is interested in the origin of human language. In her free

time, she dabbles in amateur astronomy. Baranoski, Lisa

Lisa Baranoski is a District Data Coach with Metropolitan Nashville Public Schools. She works with eight middle schools to meet their data needs and to teach school staff how to analyze and interpret data for student achievement and school improvement.

Barra, Abdelghani

No information available.

Betsy Norris

Betsy Norris is the ESL Supervisor for Bedford County Schools in Shelbyville, Tennessee. An educator for 35 years, Betsy has taught at every level K-9, served as an adult educator in GED preparation and computer training, and has worked as the system health coordinator and as the system E-learning Supervisor. Betsy has published several articles and lesson plans for PBS. Over the past five years, Betsy has brought in over a million dollars of grant money to Bedford County schools. Bedford County Schools norrisb@bedfordk12tn.net Sarah Bilbrey is currently in her 9th year of teaching in Metro Nashville Public Schools. Within her 9 years, Sarah has served as a K &1st grade teacher, Literacy Coach, and Reading Specialist. She is currently a Kindergarten EL teacher at Goodlettsville Elementary.

Bilbrey, Sarah

Booker, Byron A.

Byron A. Booker teaches at Knox Central High School and Carson-Newman College. He has taught EFL in Japan, China, and Russia. Booker is a TNTESOL board member, chairs the 2012 SETESOL Conference, and is the 2012 Tennessee Teacher of the Year.

Bowen, Dr. Rob

Rob Bowen, Ed.D earned a M.Ed in Reading from MTSU and Administrative certification from TNU. Bowen has taught grades pre-K- 12th for 27 years and has been at an EL center since 2007.

TNTESOL 2012 Presenter Biographies Bowers, Melody Jennings

Melody Jennings Bowers teaches English Language Development to 6th graders at McMurray Middle School. This is her second year of teaching in Metropolitan Nashville Public Schools and she has a Master of Arts in Teaching English Language Learners.

Brittain, Elise

Elise Brittain teaches at the International English Institute (IEI) in Nashville, TN. She has interests in current needs of IEPs and values opportunities to develop professionally and share ideas.

Bryant, Dr. Kenneth

Burka, Melissa

Kenneth Bryant has taught Spanish language and literature for over thirty-five years. He is chairman emeritus of the Department of Modern Languages at Southern Nazarene University. He is the developer of the Univisor (a computer-assisted academic advising system for universities), the Spanish Dial-A-Verb, and recently developed www.verb.com, the interactive conjugator and flow chart generator for English. Melissa Burka has extensive teaching experience working with all levels of EL students in the Metro Nashville school district. She earned her M.Ed. from Tennessee State University.

Burnett, Adrian

No information available.

Bush, Cindy

Cindy Bush has taught twenty years in the classroom and nine years as an ESL teacher in the Jackson-Madison County Schools. She has an E.D.S. degree from Union University and has also taught in Texas and England.

Cain, Erica

Currently, I am a Master's Candidate at Vanderbilt University, completing my Master's of Education this coming May. As a novice teacher, I am beginning to embark on my teaching career, and I am excited about the possibilities of teaching English Learners full time. Because of my experiences with technology as a graduate student and teacher, I foresee its increasing role in our

educational community. Callaway, Rebecca

Rebecca Callaway, M.Ed., has been on the “front lines” teaching reading and language for over 25 years. She has been listed in Who’s Who of American Teachers multiple times and is the author of Grammar Graphics—The Manipulative Language Program as well as Survival Spanish for Teachers.

Carter, Dr. Suzie

Suzie Carter teaches Kindergarten Blended EL at Eakin Elementary in Metro Nashville. She is a graduate of Trevecca Nazarene University (Ed.D, 2011).

Chase, Rebekah

No information available.

Choi, Elizabeth

Elizabeth Choi teaches English Learners at Wright Middle School in Nashville, TN. Prior to receiving her Masters from Carson Newman College, she taught English for two years at HwaWon Middle School in Seoul, South Korea.

Clark, Katie

M.A. TESOL Murray State University B.A. Criminal Justice English Language InstructorUniversity of TN @ Martin (present) English Language Instructor/Freshman Composition Professor-Murray State University Livingston County Schools ELL Consultant West KY Community and Technical College Adult Education ESL Instructor

Collier, Catherine

Dr. Catherine Collier has over 45 years experience in equity, cross-cultural, bilingual, and special education beginning with Civil Rights voter registration in 1964. She completed her Ph.D. with research into the referral of Latino/Hispanic students to special education programs. For eight years, she was a classroom bilingual/ESL teacher,

TNTESOL 2012 Presenter Biographies Collier continued

special education resource room teacher, and diagnostician for the Bureau of Indian Affairs in Arizona and Alaska. She established and directed the Chinle Valley School, Dine Bitsiis Baa Aha Yaa, bilingual services for Navajo students with severe and multiple disabilities for the Navajo Nation. She was the director of a teacher-training program, Ikayurikiit Unatet for the University of Alaska for seven years, preparing Yupâ&#x20AC;&#x2122;ik Eskimo paraprofessionals for certification as bilingual preschool, elementary, and special educators. She was an itinerant (diagnostician/special education) for Child Find in remote villages in Alaska. For eight years, Dr. Collier worked with the BUENO Center for Multicultural Education, Research, and Evaluation at the University of Colorado, Boulder, where she created and directed the Bilingual Special Education curriculum/Training project (BISECT), a nationally recognized effort. She was the Director of Resource and Program Development for the American Indian Science and Engineering Society and is a Sequoyah Fellow.

Conn, Deana

Deana Conn has a masterâ&#x20AC;&#x2122;s degree in Teaching English Learners and has been teaching language for 15 years. She currently works for Metro Nashville Public Schools as an English Language Development Specialist.

Cottone, JuliAnn

In 1981, JuliAnn Cottone completed her Art Education degree at Montclair State College. She has been teaching art for Williamson County Schools since 2007.

Craig, Dr. Dorothy

Dorothy Valcarcel Craig is a professor of education at Middle Tennessee State University. She is the program director for the Masters in ESL and add-on endorsement program. Dr. Craig designs and teaches online courses in ESL methods, technology, and research. She is currently

serving as the assistant editor for TNTESOL Journal. Dalle, Teresa

Teresa Dalle is an associate professor of Applied Linguistics at the University of Memphis.

David, Sam

Sam David, Doctoral student in Language, Literacy, and Culture, at Vanderbilt University, is interested in bilingualism, educational equity, and literacy instruction for English learners. Prior to beginning doctoral work, he spent 6 years teaching bilingual Special Education in Brooklyn, New York.

Davis-Wiley, Dr. Pattie

Dr. Pattie Davis-Wiley, Professor of WL and ESL Education at The University of Tennessee, Knoxville, teaches L2 methods and research classes. She has been a TNTESOL member since the early 80s and was a recent TNTESOL Board member.

Dove, Dr. Maria

Maria Dove, EdD, is an assistant professor in the Division of Education at Molloy College, in Rockville Centre, New York. Employing her extensive experience as an ESL specialist and TESOL teacher educator, she has published articles and book chapters concerning the education of ELLs. She frequently provides professional development regarding teacher collaboration and inclusive approaches for instruction. Her coauthored book Collaboration and Coteaching: Strategies for English Learners was published by Corwin in 2010. Her coedited research volume Co-teaching and Other Collaborative Practices in the ESL /EFL Classroom: Rationale, Research, Reflections and Recommendations will be published in 2012. Robert Drake teaches Sheltered Algebra 1 and 2 at Smyrna High School and is a student pastor in Manchester.

Drake, Robert

Dunn, Cathy

Cathy Dunn, nurse, works with the EL Office in Metro Nashville Public Schools.

Eden, Jim

No information available.

TNTESOL 2012 Presenter Biographies Edson, Kathy

Edwards, Judy

Kathy Edson, Emmy nominated Community Engagement Manager at Nashville Public Television is a passionate liaison that develops and promotes effective, innovative engagement strategies in the community. Her educational outreach in includes exemplary organizational acumen with well developed multi-tasking project management, experience in curriculum development and implementation, grant writing, marketing and public speaking. With over twelve years of parent and student engagement experience, she serves as the link between families and schools, working with parents, guardians, teachers, and other community members to ensure all students reach their full academic potential. She is very active in the refugee and immigrant community in Nashville. Kathy is the President of the Board of Directors of Nashville International Center for Empowerment, serves on the Operating Board of Alignment Nashville, Vice Chair of Alignment Nashvilleâ&#x20AC;&#x2122;s Parent University, serves on the Alignment Refugee and Immigrant Support Services Committee, Nashville Area Hispanic Chamber of Commerce member, Nashville Task Force for Immigrants and Refugees member, Knowles Senior Center Accreditation Committee, National Education Telecommunications Association member and on the Advisory Board of Nashville Area Alliance for Educating the Young Child. She is professionally trained Community Engagement Facilitator by the Harwood Foundation for Public Innovation. Kathy can be reached at Nashville Public Television via email kedson@wnpt.org or telephone 615-259-9325. Judy Edwards has a masterâ&#x20AC;&#x2122;s in English Language Development. She has been teaching for 38 years, and working with English Learners for

14 years. Currently she works for Metro Nashville Public Schools as an English Language Development Specialist. Elkins, Stacey

Stacey Elkins is the Literacy Coach at McGavock Elementary in Nashville. She is a doctoral candidate at Trevecca Nazarene University.

Ellis, Dr. Kandi

Lauded Middle School English teacher, Dr. Kandi Ellis, currently teaches in a Title I school with 84% free-and-reduced lunch. She has 15 years of experience teaching grades 7-12 and freshman college composition. Her M.A, is in Literacy Learning.

Feller, Michelle

Michelle Feller is an elementary education major in Tennessee Tech's 2+2 Program located at Motlow State Community College near Tullahoma. She is supported by her instructor, Dr. Sandra Hancock.

Gaddis, Paula

Paula Gaddis is Director of Migrant Education with the Tennessee Department of Education. She also administers Title VI, (Rural and Low Income) and Private School Participation in Federal Programs. Ms. Gaddis has also served as ESL Test Coordinator for Tennessee.

Gilbert, Kevin

Kevin Gilbert is an elementary education major in Tennessee Tech's 2+2 Program located at Motlow State Community College near Tullahoma. He is supported by his instructor, Dr. Sandra Hancock.

Gill, Teresa

No information available.

Hancock, Dr. Sandra

Sandra Hancock is Assistant Professor of Curriculum & Instruction at Tennessee Tech. She is joined by some of her students who created and implemented lessons that promote cultural and linguistic sensitivity and, thus, a community of learners.

Hentz, Celeste

Celeste Hentz has been a Secondary EL Consultant in MNPS for one year. She brings eleven years of experience from Georgia including four years as a district EL Specialist for the Office of Federal

TNTESOL 2012 Presenter Biographies Strategies, in its 6 th edition published by Cengage Learning. Her website, The Study Skills Help Page<http://www.mtsu.edu/~st udskl> has gotten well over 2 million hits.

Programs. Additionally, she has served on the board of GATESOL. Hinson, Dr. Danny H.

Dr. Danny W. Hinson is Dean of Global Education and Associate Professor of TESL at Carson-Newman College. He is also a past president of TNTESOL.

Hinson, Jan

Jan Hinson is an instructor in the English Language Institute at Carson-Newman College.

Hite, Dr. Clare

Dr. Clare Hite is a former tenured Associate Professor at Dalton State College where she taught ESOL and literacy courses. Prior to her years at Dalton State, she was an Assistant Professor at the University of South Florida in Lakeland, where she taught similar courses.

Hixon, Dr. Sharon L.

Honigsfeld, Dr. Andrea

Hopper, Dr. Carolyn

Dr. Sharon L. Hixon, an Associate Professor of Education at Dalton State College, teaches ESOL linguistics, methods, and culture courses. Andrea Honigsfeld, EdD is a professor in the Division of Education at Molloy College, in Rockville Centre, New York. Employing her extensive experience as an ESL specialist and TESOL teacher educator, she has published articles and book chapters concerning the education of ELLs. She frequently provides professional development regarding teacher collaboration and inclusive approaches for instruction. Her coauthored book Collaboration and Coteaching: Strategies for English Learners was published by Corwin in 2010. Her coedited research volume Co-teaching and Other Collaborative Practices in the ESL /EFL Classroom: Rationale, Research, Reflections and Recommendations will be published in 2012. Dr. Carolyn Hopper is the Learning Strategies coordinator at Middle Tennessee State University and author of Practice College Learning

Irwin, Carol

Carol Irwin has been with Metropolitan Nashville Public Schools for 6 years. Prior to that, she worked for the TNDOE as the Title III Consultant. She is currently an EL Secondary Consultant working with 22 middle and high schools.

James, Steven

No information available.

Johnson, Erin

Erin Johnson has taught five years in Metropolitan Nashville Public Schools. She taught EL 1 st grade for three years, and is beginning her second year as an EL Literacy Instructional Coach and has a Master of Education in English Language Learning.

Johnson, Ginny

Ms. Ginny Johnson is an intern in her third semester of the Early Childhood Education program at Dalton State College.

Jolley, Cheryl

Cheryl Jolley is lead teacher at the International Newcomer Academy at Overton High School in Metro Nashville.

Jung, Sumi

Sumi Jung currently teaches ESL to k-12 students in Maryville City Schools. Join the wikipage teachESLtn from MCS to discuss ideas and share ESL resources.

Lanier, Jan

Jan Lanier is the State ESL Coordinator/Title III Consultant. She has been working in ESL since 1979. Her most precious achievement is the President's Award from TNTESOL in 2007.

Lawrence, Selena

She presently teaches K-5 ESL for Knox County Schools.

LeBlanc, Sonia

Sonia LeBlanc is the Numeracy Coach/Model Classroom teacher at McGavock in Metro Nashville. She has a mastersâ&#x20AC;&#x2122; degree in EL from Trevecca.

TNTESOL 2012 Presenter Biographies Likins, Lori

Lockavitch, Dr. Joe

Ms. Lori Likins is an EL teacher and has worked with Metro Nashville Public Schools for the past 9 years. She has a Masters degree in special education. She loves working with her students and empowers them to take responsibility for their growing and learning. Ms. Likins helps her students become passionate about learning. A former classroom teacher, special education director, school psychologist and university professor. Dr. Lockavitch , a nationally recognized applied researcher , specializes in accelerating Academic English Reading Ability. Dr Lockavitch has published over a dozen articles in educational journals. He is listed in Outstanding Teachers in Exceptional Education and Whoâ&#x20AC;&#x2122;s Who in American Education.

Lodari, Channing

Channing Lodari currently teaches ESL to k-12 students in Maryville City Schools. Join the wikipage teachESLtn from MCS to discuss ideas and share ESL resources.

Longnecker, Ryan

Ryan has been teaching middle school technology for the past three years. He is currently pursuing his Ed.D. at Trevecca Nazarene University. He spends his spare time hacking away at his computer, playing golf, and finding new websites to use with his students. He is available for other workshops at your school and can be reached at mrlongnecker@gmail.com.

Love Thompson, Dr. Christine

Christine Love Thompson, Ed.D. (cthompsonedd@comcast.net) is currently a 5th grade teacher for Sumner County Schools. She has worked as a Literacy Consultant for the past two years specializing in the area of integrating reading and writing. Dr. Thompson is also employed as a graduate adjunct professor for the University of Phoenix. She recently completed her National Board Certification in Early and Middle Literacy and is presently serving as the Vice

President of the North Central Reading Association. Lydon, Dr. Julia

Julia Lydon is the Refugee and Community Liaison in the EL Office in Metro Nashville Public Schools.

Mann, John

John is the Newcomer and Parent Empowerment Coordinator for the Office of English Learners in MNPS. He has served as an Elementary EL Teacher, Coordinator of the International Newcomer Academy, and now works to inform and involve NELB families throughout the school district.

Marczak, Dr. Chris

Dr. Marczak is the principal at McGavock Elementary in Nashville, TN. Dr. Marczak is also an adjunct professor, teaching at both the masters and doctoral level, at both Trevecca Nazarene University and David Lipscomb University. Dr. Marczak's work, with teachers and administrators, is an extension of his doctoral dissertation where he endeavored to find a connection between practical training on technology and the educators' use in the classroom.

Martin, Molly

Molly Martin teaches first grade in MNPS. She has 6 years teaching experience, an EL endorsement, and an M. Ed. in Curriculum & Instruction: Reading. She will complete portfolio and exam requirements for National Board Certification (Early Childhood) this year.

McClain, Janna

Janna McClain, M.Ed, teaches English Language Development and reading intervention at Hobgood Elementary, a Nationally Distinguished Title One Blue Ribbon School, in the Murfreesboro City Schools District. She is also a teacher consultant with the Middle Tennessee Writing Project.

McKay, Todd

Todd McKay is an international presenter and author of TPR Storytelling (TPRS) and the TPR Index Cards published by Sky Oaks Productions. Todd has taught students from

TNTESOL 2012 Presenter Biographies McKay continued

McKinley, Jacquelyn

Meyer, Jennifer

elementary through college. He currently teaches Spanish to middle school students in Pennsylvania. Todd has presented to numerous groups ranging from the American Councils of Washington, DC to the First Nations of Canada. He resides in Downingtown, PA where he and his native Spanish-speaking wife share their love of languages with their three children.

Negri, Tom

Jacquelyn McKinley has extensive teaching experience working with all levels of EL students in the Metro Nashville school district. She earned her M.Ed. from Tennessee State University.

With more than 35 years of experience in Loews Hotels since his graduation from the New York Hotel School in 1976, Negri is Managing Director of Loews Vanderbilt Hotel, responsible for managing dayto-day operations and development of the hotel, and Office Building Complex.

Nelson, Cliff

Cliff Nelson is an elementary education major in Tennessee Tech's 2+2 Program located at Motlow State Community College near Tullahoma. He is supported by his instructor, Dr. Sandra Hancock.

Newcomb, Michelle

I serve as an 8th grade U.S. history teacher and Technology Coach at Thurgood Marshall Middle School. Currently in my 18th year of teaching, I have chased down every bit of technology I could get my hands on since my very first day! My focus on technology comes from two concerns: maximizing student engagement, and helping teachers to better manage valuable time and energy. Davidson County Schools mhnewcomb@me.com

Newcomb, Michelle

I serve as an 8th grade U.S. history teacher and Technology Coach at Thurgood Marshall Middle School in Metro Nashville. Currently in my 18th year of teaching, I have chased down every bit of technology I could get my hands on since my very first day! My focus on technology comes from two concerns: maximizing student engagement, and helping teachers to better manage valuable time and energy.

Norris, Betsy

Betsy Norris is the ESL Supervisor for Bedford County Schools in Shelbyville, Tennessee. An educator for 35 years, Betsy has taught at every level K9, served as an adult educator in GED preparation and computer training, and has

Jennifer Meyer, an ESL teacher in Rutherford County, has been teaching ESOL in the USA and Germany for 20 years. She completed her Erste Staatsexamen in EFL at the UniversitĂ¤t Hamburg and an Ed.S. in Curriculum and Instruction at MTSU.

Michieka, Martha

Martha Michieka is an Assistant Professor at East Tennessee State University where she teaches courses in ESL and linguistics.

Miller, Carolyn

Carolyn Miller has been working in ESL since 1990, and has had the opportunity to work with students from all over the world, including Japan, Germany, Mexico, Spain, Brazil, India, and Pakistan. Ms Miller has worked as an instructor, curriculum coordinator, trainer, writer, and editor at various times in her career. Currently she is teaching in Clarksville-Montgomery County and is available to run training sessions for teachers and support staff.

Miller, Tony

Mapcoâ&#x20AC;&#x2122;s Vice President of Sales and Merchandising.

Morel, Dr. Nina

Nina Jones Morel, Ed.D. is associate professor of education and director of masters programs at Lipscomb University. She was a 2005 winner of the Milken National Educator Award and the author of "How to Build an Instructional

Coaching Program for Maximum Capacity" (Corwin, April 2012). She is the past ELL and Title 3 director of Sumner County.

TNTESOL 2012 Presenter Biographies Norris continued

worked as the system health coordinator and as the system E-learning Supervisor. Betsy has published several articles and lesson plans for PBS. Over the past five years, Betsy has brought in over a million dollars of grant money to Bedford County schools.

Odaa, Kallacha

No information available.

Olsen, Collin

Collin Olson teaches ESL and Biology at Smyrna High School and English at MTSU.

Paraiso, Johnna

Johnna Paraiso is currently a technology coach and ESL teacher with Rutherford County Schools. Her experience and research in ESL includes examining art in the second language classroom and using technology in language learning. Johnna is a doctoral candidate at Tennessee State University and is the upcoming editor for TNTESOL Journal.

Patti, Christine

Christine Patti is an ESL teacher in Knox County and a graduate student at the University of Tennessee. She promotes usage of technology in her classroom within a meaningful academic context.

Pearson, LeNaye

Ms. Pearson has been teaching for 20+ years. Her educational path was Undergrad / Lee University, Masters / University of Tennessee at Chattanooga, Additional studies / David Lipscomb University. When she is not in the classroom, she enjoys traveling and hiking with her family.

Polka, Jan

Jan Polka holds a M.Ed. degree. She is certified in Early Childhood, Special Education, and ESL. She has experience in grades Pre-K through 4th. She is currently an EL Consultant for Metro Nashville Schools.

Portell, Mathew

Mathew Portell is a reading specialist at Cole Elementary and founder of Ride for Reading, promoting literacy and health for low-income children.

Pray, Dr. Lisa

Lisa Pray is an associate professor of the practice of

teaching English language learners at Vanderbilt University, Peabody College Language, Literacy and Culture Program where she teaches courses in the ELL M.Ed. and endorsement program. She received her M.Ed. and Ph.D. from Arizona State University and was an ESL teacher and private tutor in Phoenix, Arizona. Dr. Pray’s research interests include analysis of language assessments given to English language learners, appropriate classroom pedagogy for English language learners, and curriculum and program development for teachers of English language learners. Pruitt, Keith

Keith Pruitt’s multifaceted educational career spans more than three decades. His passion is infectious and his presentations are high octane. A noted literacy researcher, Pruitt speaks at many national and state conferences. He has authored numerous works including It’s All about Words and is currently working on a historical fiction novel, a professional book on teaching history, and a book on working with struggling readers. He is founder of Words of Wisdom Educational Consulting, is an adjunct at Trevecca, minister, father, and grandfather.

Pryor, Jessica

In her seventh year of teaching, Jessica Pryor currently teaches ELL in four schools (K-12) in Henry County. She has an IB diploma and has taught in South America.

Reddy, Pallu

Pallu Reddy teaches pullout/push-in EL at Eakin Elementary in Metro Nashville. She is a graduate of Vanderbilt University (M.Ed., 2004).

Reed, Rebekah

Rebekah graduated from the University of Tennessee at Chattanooga with a Bachelors in Secondary Education with a concentration in History. She has taught for three years in an urban middle school in Hamilton County. She is near completion of her Masters degree in Reading and is researching the

TNTESOL 2012 Presenter Biographies Reed continued

implications of complex language on high stakes mathematics achievement tests for English language learners. Currently, Rebekah is teaching SIOP based mathematics for grades 6th through 8th in a culturally-mixed ESOL classroom.

Renfro, Jan

Jan Renfro is an ESL Family Literacy teacher, and has been a classroom and an ESL teacher for many years.

Richardson, Amy

Amy Richardson is Program Manager with the Vanderbilt Institute for Global Health.

Riggs, Jeremy

Jeremy has been teaching for eight years. He has experience in both private and public school, middle and elementary, and rural and urban. He recently completed his Ed.S. and is finishing doctoral classwork this summer. Jeremy enjoys exploring how all technology can be used in the classroom.

Rosenthal, Roger C.

Roger C. Rosenthal is the Executive Director of the Migrant Legal Action Program (MLAP), a national non-profit support and advocacy center located in Washington, D.C. MLAP works with an extensive network of service providers, including migrant education, migrant health, migrant legal services, job training programs, and other groups, on issues regarding the living and working conditions of migrant and seasonal farmworkers. Mr. Rosenthal is an attorney and has worked with MLAP since 1980, serving as Executive Director since 1985. He is considered the foremost legal expert regarding the Title I migrant education program outside of government and he is recognized as one of this countryâ&#x20AC;&#x2122;s leading experts on the rights of immigrant children and English Language Learners in the public schools. He has also significant experience working on Capitol Hill on behalf of migrant children.

Russ, Sarah

Sarah Russ has taught and coordinated education

programs for English language learners of all backgrounds, ages 3 to 79. She currently serves as Outreach and Youth Education Specialist with the Nashville International Center for Empowerment. Ryan, Phillip

Phillip Ryan is lead faculty for the Teaching English as a Second Language (TESL) and Applied Linguistics programs at Union University in Jackson, Tennessee. He also teaches research methods in the MA in Intercultural Studies at Union.

Sanborn, Derek

Derek has been in education for over 12 years. He taught kindergarten, third grade, and has been a School-Based Technology Specialist in Rutherford County for 7 years. He has worked with Elementary, Middle, and High Schools as a technology specialist and is currently serving 130 teachers and over 2000 students at La Vergne High School.

Scaramucci, Isabella

Isabella Scaramucci Ed.S., currently teaches 4 th and 5th Grade ESL at Oakhaven Elementary in Memphis, Tennessee.

Schlafer, Dan

Mr. Dan Schlafer has been the Federal Programs Director for the Monroe County, Tennessee School System since 2006, and a professional educator since 1974. As the Federal Programs Director, he manages all Title Programs and almost 2.5M in Federal money.

Seay, Dr. Susan

Susan Seay, PhD is an Assistant Professor at UAB teaching graduate level ESL and Reading courses, and before coming to UAB was an ESL Family Literacy teacher.

Segal Cook, Berty

Berty Segal Cook has a Master's Degree in Bilingual, Multicultural Education. She's been a classroom ESL and Foreign Language teacher, a district Resource teacher, an Orange County ESL trainer/ Resource Specialist... has presented across the U.S. and 20 other countries.

TNTESOL 2012 Presenter Biographies Shirey, Hillary

Hilary has worked for TransACT since 2006 in an account management role, consulting, assisting and training districts in the implementation of the TransACT compliance system. Hilary has been helping the company identify opportunities for content development and championing the needs of TransACT clients.

Silence, Derenda

Derenda Silence presently teaches K-5 ESL for Knox County Schools, which she has for almost 8 years. She has taught in other districts for a composite of 16 years.

Simpson, Jason

Jason Simpson, M.A.T., began using TPR while teaching as an adjunct at MTSU and has given numerous demonstrations throughout the southeast. Jason currently teaches French and Latin in Giles County, where he was named 2010 Teacher of the Year.

Smallwood, Dr. Betty Ansin

Dr. Betty Ansin Smallwood is the Director of CAL Solutions, Pre-K12 ELL Education at the Center for Applied Linguistics. She has over 35 years experience in the education of PK-12 ELLs, including 17 years as an ESL teacher.

Sorrell, Karissa

Karissa Sorrell has twelve years of teaching experience, including teaching EL in both elementary and high schools. She has a masterâ&#x20AC;&#x2122;s degree in Curriculum and Instruction with an emphasis in teaching EL. She is currently an elementary EL Consultant in Metro Nashville Public Schools.

Stacy, Kevin

Kevin Stacy holds a M.A. degree and a M.Ed. He has taught ESL in China, worked at the International English Institute in Nashville and taught EL at high school level. He is the ELD Secondary Curriculum Coordinator for Metro Nashville.

Stephenson, Terri

Terri Stephenson (M.A., Early Childhood Education) is EL Certified and currently works as an Elementary EL Consultant for Metro Nashville Public Schools.

Stewart,

Dr. Shawn Stewart is a licensed

Dr. Shawn

psychologist with a private psychotherapy practice and consults with corporations and schools. He is a recognized behavioral specialist working for the State of Tennessee specializing in Autism Spectrum and other Developmental Disabilities.

Stewart, Emily

Emily Stewart is a Product Marketing Manager at National Geographic Learning.

Stovall, Molly

Molly Stovall has teaching experience in elementary EL and general education. She has a masterâ&#x20AC;&#x2122;s degree in Early Childhood Education and additional endorsements in EL and Educational Leadership. She is currently an elementary EL Consultant in Metro Nashville Public Schools.

Strange, Tiffany

Tiffany J. Strange, M.Ed (mstiffanystrange@gmail.com) received her bachelors in Applied Linguistics: TESOL from the City University of New York at Queens College and recently completed her Masters in Educational Administration at Tennessee State University. She has been teaching K-12 English Learners in the Sumner County School District since 2006 and is currently teaching at Guild Elementary School.

Stroud, Karol

Ms. Karol Stroud is an intern in her third semester of the Early Childhood Education program at Dalton State College.

Taylor, Adam

Hello, I have been teaching for 8 years, all at Overton High School. Graduated from Brigham Young University in 2003 with a BS in Biology and Secondary Education. I love family, backpacking, ultimate frisbee, and technology with students. Technology is not the answer in education, engagement is. Technology is just one way to engage students.

Teamer, Nzinga

Nzinga Teamer (M.A., Curriculum & Instruction; M.A., Teaching & Learning) is EL Certified and currently works as an Elementary EL Consultant for Metro Nashville Public Schools.

TNTESOL 2012 Presenter Biographies

Thevenot, Angela

Thomas, Dr. Shelley

Angela Thevenot is a PhD candidate, Applied Linguistics, at The University of Memphis. She teaches TESL, has taught EFL in the Czech Republic and Mexico and provides ESL workshops in the Memphis area. Interests include teacher development, EAP, and SLA. Dr. Shelley Thomas received her PhD in French from Purdue University and has been teaching at MTSU since 1990. She is the founder of the Center for Accelerated Language Acquisition, a center for the research/ application of brain-based learning.

Thomas, Beth

Beth Thomas teaches at the International English Institute (IEI) in Nashville, TN. She has interests in current needs of IEPs and values opportunities to develop professionally and share ideas.

Thomason, Betty

Betty Thomason currently teaches ESL to k-12 students in Maryville City Schools. Join the wikipage teachESLtn from MCS to discuss ideas and share ESL resources.

Thrush, Emily

Emily Thrush is a professor of Professional Writing and ESL at the University of Memphis.

Tomes, Rebecca

TurnerMcDonald, Janet

Vaughn, Debbie

Rebecca Tomes has been an educator in Metropolitan Nashville Public Schools for seven years, with her first career training teachers in a corporate setting for eleven years. She holds a master’s degree in English as a Second Language and has taught Pre-K through 5th grade. Janet Turner-McDonald taught reading and writing for English Learners in grades 5-8 for over 20 years. She is currently serving as literacy coach at Antioch Middle in Nashville, Tennessee. Debbie Vaughn, C.I.E.L.O. Program Designer and Faciltitator, and ESL Specialist, teaches kindergarten-fifth grade for Lebanon Special School District. She is nationally certified in English as a New Language (Adolescent-Young

Adult) by the Board of Professional Teaching Standards. Ward, Natalia

No information available.

Warren, Amber

No information available.

Warren, Jami

Jami Warren is in her 7th year of teaching for Metro Nashville Public Schools. Within her 7 years, Jami has served as a K & 1st grade teacher and as an ELD Coach. She is currently a Kindergarten EL teacher at Goodlettsville Elementary in Metro Nashville.

Weber, Alice

Alice Weber is a 4th grade teacher at Glencliff Elementary School. She is the founder of Kick It Up, a summer enrichment/soccer camp and provides instruction for first year ELL teachers as part of an alternative licensure program.

Whinery, Joseph

Joseph enjoys teaching the K-5 ELs at Kenrose Elementary School. Multimedia aspects of teaching and learning fascinate him. In a previous life, he was able to speak Japanese, Cebuano, and German although not at the same time.

Wilson-Mobley, Tiffany

Tiffany Wilson-Mobley recently received National Board Certification. She serves ELL students K-12 (and their parents) in Fairview, Tennessee

Wilson, Wendy

Wendy Wilson has been an ESL teacher for Williamson County Schools for five years. Before that, she taught ESL for two years for Jackson-Madison County Schools. She has experience teaching ESL to students of all ages, including adults. She also has been an adjunct instructor at the college level, teaching ESL and Spanish.

Yeager, Chris

Chris Yeager is the Director of Consulting for Thinking Maps, Inc. in Cary, North Carolina. She combines her experience as a veteran high school English teacher with her fifteen years of experience as a staff developer to add humor and reality to her message about “Effective Instruction” in the classroom.

TNTESOL 2012 Presenter Biographies Chris grounds her beliefs about “Effective Instruction” and staff development in the current Brain Research. Trained as a trainer by Pat Wolfe, Chris has presented at numerous conferences about the connection between the Brain Research and how it applies to the classroom. Chris was a keynote speaker at the 2008 National Thinking Maps Conference in Las Vegas, Nevada, and the California Reading Association Conference in 2002 and 2003. She was also a featured speaker at Eric Jensen’s “Brain Conference” in San Antonio in 2002 and spoke at the Association for Supervision and Curriculum Development Conference in Boston in 2001. In 2007 Chris co-authored the new Thinking Maps manual, A Language for Learning, and the new Trainer’s manual. She also designed the training activities that accompany these manuals. Her most recent work includes co-authoring Thinking Maps: A Language for Leadership which is scheduled to be released in early 2012. As lead consultant for Thinking Maps Inc., Chris travels across the country to train central office personnel, administrators, staff development specialists, and teachers, Pre-K through 12 th grade. She specializes in training educators at the state and local level in the use of Thinking Maps® for critical thinking and interactive student learning. Yoos, Norma

Norma Yoos teaches Kindergarten at Whitsitt Elementary in Metro Nashville Public Schools.

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