Learning autonomy and getting better at English at the same time (Talk T6)
Presenter: Stacey Vye, Saitama University, Japan
When learners take control of their own learning, the phenomenon helps increase meaningful engagement in the language while reducing a need for tight reigns of control by the advisor. However, what about the learners’ language improvement? Will there be language proficiency gains along with increased learner autonomy? This one year study in progress is made possible by a grant provided by The Japanese Ministry of Education and Technology (MEXT) that attempts to clarify how 20 students at Saitama University’s English Language Center (ERC) learn and improve in English autonomously with collaborative support from peers and the advisor. Subsequently, the pre and post test scores of the International English Language Testing System (IELTS) will be correlated with an illuminative evaluation revealing data about how, when, and what the students do to learn English. In addition, how they choose to involve their peers and advisor in their study plans will be explained.
Time is of the essence: Making the most of what you've gotPeter Levrai
This presentation considered the motivation for redeveloping an EAP course and provided an overview of the development of the course, which was influenced by the concept of Backward Design. In line with the theme of the conference the relationship between materials and teacher motivation was also considered.
Assessing ‘functional English’ in Vietnam, India and Ethiopia
by Rhiannon Moore, young Lives, Univeristy of Oxford
at
New Directions in English Language Assessment
Annual conference organised by the British Council in East Asia, providing perspectives and insight on trends and approaches in English language assessment locally and internationally.
Districts and schools devote much time, energy and resources to establishing elementary-level immersion programs. However, effective K–12 articulation necessitates long-term planning with backward design and a continuous learning model that ensures high-level outcomes and sustainability. Reflecting upon 13 years of experience in building a K–12 Mandarin immersion program in collaboration with the University of Oregon’s Chinese Flagship Program, a panel of immersion specialists will share their experiences. With its rich experience, the Oregon Chinese Flagship Program seeks to engage colleagues in a national dialogue and collaboration in building quality and sustainable K–12 Mandarin immersion. Participants will discuss setting proficiency based outcomes, using data to drive decisions, and building a developmentally and linguistically appropriate secondary-level continuation.
Learning autonomy and getting better at English at the same time (Talk T6)
Presenter: Stacey Vye, Saitama University, Japan
When learners take control of their own learning, the phenomenon helps increase meaningful engagement in the language while reducing a need for tight reigns of control by the advisor. However, what about the learners’ language improvement? Will there be language proficiency gains along with increased learner autonomy? This one year study in progress is made possible by a grant provided by The Japanese Ministry of Education and Technology (MEXT) that attempts to clarify how 20 students at Saitama University’s English Language Center (ERC) learn and improve in English autonomously with collaborative support from peers and the advisor. Subsequently, the pre and post test scores of the International English Language Testing System (IELTS) will be correlated with an illuminative evaluation revealing data about how, when, and what the students do to learn English. In addition, how they choose to involve their peers and advisor in their study plans will be explained.
Time is of the essence: Making the most of what you've gotPeter Levrai
This presentation considered the motivation for redeveloping an EAP course and provided an overview of the development of the course, which was influenced by the concept of Backward Design. In line with the theme of the conference the relationship between materials and teacher motivation was also considered.
Assessing ‘functional English’ in Vietnam, India and Ethiopia
by Rhiannon Moore, young Lives, Univeristy of Oxford
at
New Directions in English Language Assessment
Annual conference organised by the British Council in East Asia, providing perspectives and insight on trends and approaches in English language assessment locally and internationally.
Districts and schools devote much time, energy and resources to establishing elementary-level immersion programs. However, effective K–12 articulation necessitates long-term planning with backward design and a continuous learning model that ensures high-level outcomes and sustainability. Reflecting upon 13 years of experience in building a K–12 Mandarin immersion program in collaboration with the University of Oregon’s Chinese Flagship Program, a panel of immersion specialists will share their experiences. With its rich experience, the Oregon Chinese Flagship Program seeks to engage colleagues in a national dialogue and collaboration in building quality and sustainable K–12 Mandarin immersion. Participants will discuss setting proficiency based outcomes, using data to drive decisions, and building a developmentally and linguistically appropriate secondary-level continuation.
Free IELTS Academic upper intermediate course - week 1. This course is free. Participants may start at any time. This course develops participant's reading, writing, listening and speaking skills for the IELTS Academic exam.
International millennials: Language learners’ needs for successLearningandTeaching
In these slides, Ibtesam Hussein and Katie Schiffelbein share results from a survey conducted with University of Idaho faculty. The survey was designed to understand the challenges faculty face when working with international students and language learners, and their perceptions of students’ learning needs. Ibtesam and Katie investigated common teaching and learning strategies faculty used in their classes. Aligning faculty reported challenges and needs with findings from the literature and their own experience teaching English language learners, they share key strategies, making a distinction between faculty reporting and researched best practices.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
Free IELTS Academic upper intermediate course - week 1. This course is free. Participants may start at any time. This course develops participant's reading, writing, listening and speaking skills for the IELTS Academic exam.
International millennials: Language learners’ needs for successLearningandTeaching
In these slides, Ibtesam Hussein and Katie Schiffelbein share results from a survey conducted with University of Idaho faculty. The survey was designed to understand the challenges faculty face when working with international students and language learners, and their perceptions of students’ learning needs. Ibtesam and Katie investigated common teaching and learning strategies faculty used in their classes. Aligning faculty reported challenges and needs with findings from the literature and their own experience teaching English language learners, they share key strategies, making a distinction between faculty reporting and researched best practices.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
1. Pre-1 Students:
Balancing Needs of
Students, Teachers, and
Programs
*Ms. Nancy Baum, Reading Coordinator
*Dr. Kent D. McLeod, Listening/Speaking Coordinator
*Dr. Cynthia Walker, Grammar/Writing Coordinator
English Language Institute
The University of Texas at Arlington
March 31, 2012
2. Outline
• Introduction
• Responding to the influx
• ELI Overview
• Placement, Skills, Levels
• Hours, Length, Target Population
• Pre-1 Learners
• Readiness
• Cognitive
• Affective
• Impact
• Students
• Teachers
• Institute
• ELI Response
• Spring II, Summer, and Fall
2011 & Spring 2012
• Placement
• Curriculum/Materials
• Instruction
• Assessment
• Tracking
• Future (Fall 2012 and
Beyond)
• Cost: Financial and
Intellectual
• Application Addendum
• Other IEP Responses
• Audience Questions
3. Introduction
• How do we serve the needs of this pre-1 population
in an ethical, consistent, and effective manner when
many of our programs are not currently set up to
provide for them?
4. ELI Overview
Placement Skills Levels Hours Length
Target
Population
Tested in 3
skill areas
upon arrival
Reading
Listening/Sp
eaking
Grammar/Wr
iting
6
20 total
6
6
8
16 weeks
Fall and
Spring
10 weeks
Summer
Students and
professionals
18 and above
6. ELI Response
• Spring II, Summer, and Fall 2011 & Spring 2012
• Placement
• Curriculum/Materials
• Instruction
• Assessment
7. ELI Response
• Spring II, Summer, and Fall 2011 & Spring 2012
• Tracking through Fall 2011
• 14 total students
• 4 are no longer enrolled
• 10 have progressed one level each semester in each of the three
skill areas (although 3 Arabic speakers are struggling in Reading)
1st Language
Semester
Arabic Chinese Korean Portuguese
Spring II 2011 3 0 0 0
Summer 2011 7 0 0 0
Fall I 2011 2 1 1 0
Fall II 2011 0 0 0 0
Total Fall 2011 2 1 1 0
Spring I 2012 2 1 0 0
Spring II 2012 2 0 0 1
Total Spring 2012 4 1 0 1
Grand Total 16 2 1 1
8. ELI Response
• Future (Fall 2012 and Beyond)
• Cost: Financial and Intellectual
• Application Addendum (englishapp.fall.pdf)
9. Responses: Other IEPs
University Blend Bar Pre-One
Georgia State ✔
Indiana ✔
Lewis & Clark ✔
Texas Christian ✔
Delaware ✔
Denver ✔ ✔
Kansas ✔
North Texas ✔
Pittsburgh ✔
