PROGRAMME
THURSDAY, 19th MARCH.
International Conference for Educational Leaders
04:00 pm Registration
04:30 - 05:45pm (Bilingual) Presentation on Effective Bilingual Programs.
04:30 - 05:00 Introduction of all presentations. Presentation: Bilingual Learning Advantages by Dr. Patricia Martínez-Álvarez
Abstract: This presentation will summarize the findings from the research on learning differences among bilinguals. Emphasis will be made in how the researchers operationalize the constructs of their studies.
05:00 - 05:45 Educational Designs for Multilingualism and Their Effectiveness, by Dr. María Torres-Guzmán
Abstract: This presentation will describe the different educational designs available to support the role of multilingualism in schools. It will report the research on the effectiveness of the different models.
05:45 - 06:00pm Break
06:00 - 07:15 pm Second Conference on Effective Bilingual Programs.
06:00 - 06:25 Bilingual Education: Indicators of Good Practice, by Dr. Sharon Chang Abstract: This presentation will draw on the research on indicators of good practice for dual language programs.
06:25 - 06:50 Teaching Strategies in Bilingual Classrooms by Dr. Ya-Ning Hsu
Abstract: Collaborative learning facilitates student-centered learning where students, through interaction, internalize, advnace, and deepen their learning. Collaborative learning is particularly important for bilingual or second language setting where students’ participation is critical in the learning process. However, successful collaborative learning needs careful planning. This presentation provides practical strategies in collaborative learning in language teaching and learning.
06:50 - 07:1 How to Promote Authentic Communicative Lessons, by Dr. Guadalupe Ruiz-Fajardo
Abstract: This presentation will discuss some of the communicative language teaching principles and the actual practice of some text books
self-described as communicative. We will see how the communicative intentions are not always communicative executions.
FRIDAY, 20th MARCH
International Seminar for Language Teachers (Day 1)
04:00 pm Registration
04:30 pm Opening Ceremony
04:45 - 05:45 p.m. Plenary by LADO specialist (video conference).
05:45 pm Break
06:00 - 06:45 pm Simultaneous case studies in Bicultural education.
1. Bilingual Teacher Research Projects:
a. Construyendo el Ser: Una exploración de la identidad de un estudiante bilingüe y tri-cultural en dos contextos diferentes- Un Estudio de Un Caso, by Laura Pantin
Abstrac: My teacher inquiry project aims to discover how a specific bilingual, tri-cultural student defines his identity in two different settings and through different modalities. The purpose is to learn about ways in which we can support student’s journeys in developing, constructing and negotiating their identities. Therefore, my presentation will discuss the major findings and the ways in which knowing that information can help enhance the multicultural learning environment that is of dual language classrooms.
b. White Anglo Teachers, Latino Students: Sociolinguistics of Variation in Spanish in a Dual-Language Classroom, by Margaret Woodman-Russell.
Abstrac: My teacher inquiry project aims to discover how a specific bilingual, tri-cultural student defines his identity in two different settings and through different modalities. The purpose is to learn about ways in which we can support student’s journeys in developing, constructing and negotiating their identities. Therefore, my presentation will discuss the major findings and the ways in which knowing that information can help enhance the multicultural learning environment that is of dual language classrooms.
2. Chinese Language and Culture Presentation, by Yanting Hou, Shuyuan Liu, Xinrui Lu, Yiqun Wang and Yutong Zhao
Abstrac: This presentation aims to introduce the diversity in the Chinese language and culture, the linguistic attributes of the Chinese language and strategies for building and supporting multicultural classrooms. The audience will learn about the geographical, linguistic and cultural richness within the Chinese community. The phonology, morphology and syntax of Chinese language will be presented to facilitate the understanding/learning/teaching of the language. Finally, strategies will be suggested for building and supporting multicultural learning.
3. Case Study of a Bilingual Reader Using Miscue Analysis, by Rebekah Kang, Annabelle Maroney and Kimberley Rodriquez
Abstract: This case study examines the reading process of a Spanish-English bilingual 2nd grade student using Miscue Analysis. In this presentation, we will discuss the process of identifying and classifying reading miscues. We will also outline how conducting miscue analyses can help both teachers and students focus on specific reading strategies that promote the students' process of constructing meaning from a text. 6:45-7:30 pm Simultaneous case studies in Bicultural education.
1. Bilingual Teacher Research Projects:
a. Construyendo el Ser: Una exploración de la identidad de un estudiante bilingüe y tri-cultural en dos contextos diferentes- Un Estudio de Un Caso, by Laura Pantin
Abstrac: My teacher inquiry project aims to discover how a specific bilingual, tri-cultural student defines his identity in two different settings and through different modalities. The purpose is to learn about ways in which we can support student’s journeys in developing, constructing and negotiating their identities. Therefore, my presentation will discuss the major findings and the ways in which knowing that information can help enhance the multicultural learning environment that is of dual language classrooms.
b. White Anglo Teachers, Latino Students: Sociolinguistics of Variation in Spanish in a Dual-Language Classroom, by Margaret Woodman-Russell.
Abstrac: My teacher inquiry project aims to discover how a specific bilingual, tri-cultural student defines his identity in two different settings and through different modalities. The purpose is to learn about ways in which we can support student’s journeys in developing, constructing and negotiating their identities. Therefore, my presentation will discuss the major findings and the ways in which
knowing that information can help enhance the multicultural learning environment that is of dual language classrooms.
2. Chinese Language and Culture Presentation, by Yanting Hou, Shuyuan Liu, Xinrui Lu, Yiqun Wang and Yutong Zhao
Abstrac: This presentation aims to introduce the diversity in the Chinese language and culture, the linguistic attributes of the Chinese language and strategies for building and supporting multicultural classrooms. The audience will learn about the geographical, linguistic and cultural richness within the Chinese community. The phonology, morphology and syntax of Chinese language will be presented to facilitate the understanding/learning/teaching of the language. Finally, strategies will be suggested for building and supporting multicultural learning.
3. Case Study of a Bilingual Reader Using Miscue Analysis, by Rebekah Kang, Annabelle Maroney and Kimberley Rodriquez
Abstract: This case study examines the reading process of a Spanish-English bilingual 2nd grade student using Miscue Analysis. In this presentation, we will discuss the process of identifying and classifying reading miscues. We will also outline how conducting miscue analyses can help both teachers and students focus on specific reading strategies that promote the students' process of constructing meaning from a text.
SATURDAY, 21th MARCH
International Seminar for Language Teachers (Day 2)
08:30 am Registration
09:00-10:00 am Simultaneous Workshops.
1. Fulbright programs, by Augusto Lescano
Abstrac: The Fulbright Commission is a prestigious organization that promotes internationalism through its variety of scholarships. The purpose of the workshop is to describe the characteristics, benefits and application process of the Fulbright programs. It will also be a valuable opportunity for the participants to share their interests and concerns about the programs and to open up their worlds to intercultural mindedness.
2. Cambridge professional development programs, by Juan Valenzuela. Abstrac: Supporting teachers in their professional development leads to improved outcomes for learners. Good –quality training and reflective professional development are essential parts of a teacher’s professional life. Cambridge English language assessment supports teachers to
become confident, responsible, reflective, innovative and engaged by offering professional development and training. So, looking to develop your career? Come and meet the programmes and qualifications that are the ideal route into the English language teaching profession.
3. The IB World
a. Ponencia en Español por Miluska Challco
Abstract: La mentalidad internacional es una actitud de apertura e interés corresponsable por el mundo y sus diferentes culturas. Por ello, nuestras comunidades de aprendizaje tienen como objetivo comprender la complejidad, las causas y la diversidad subyacentes en las relaciones culturales de la humanidad.
La tecnología ha permitido la ruptura de fronteras geográficas y ha dado lugar a la “aldea global”, con impactos importantes: el entendimiento y la cooperación interculturales. ¿Cuál es nuestra postura al respecto?
Se requiere una experiencia educativa “holística” centrada en la reflexión, indagación y acción, como parte de una respuesta al contexto global del Siglo XXI.
b. English speech, by Karina Chicoma
Abstrac: The IB aspires to help schools develop well-rounded students with character who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join with others in celebrating our common humanity and are prepared to apply what they learn in real-world, complex and unpredictable situations. The IB offers high-quality programmes of international education that share a powerful vision.
4. Pedagogy of Social Imagination in Language Learning/Teaching: A Collaborative Project on Expansive Teaching and Learning, by Dr. María Torres-Guzman and Dr. Patricia Martínez-Álvarez
Abstrac: A main concern in the field of teacher education and multilingualism is how to better prepare teacher candidates to address the challenges of teaching in ethnolinguistic classrooms. In this presentation, we will share findings from the research conducted on The Pedagogy of Social Imagination in Language Learning/Teaching (PSILLT), a Title III–Professional Development Project, in which an interdisciplinary team of faculty members and teacher candidates developed an expanded curriculum to support bilingual primary students as they engaged in learning/teaching the content of STEM (focused on Science and Technology) fields in multilingual afterschool settings.
10:15-11:15 am Simultaneous Workshops.
1. Fulbright programs, by Augusto Lescano
Abstrac: The Fulbright Commission is a prestigious organization that promotes internationalism through its variety of scholarships. The purpose of the workshop is to describe the characteristics, benefits and application process of the Fulbright programs. It will also be a valuable opportunity for the participants to share their interests and concerns about the programs and to open up their worlds to intercultural mindedness.
2. Cambridge professional development programs, by Juan Valenzuela. Abstrac: Supporting teachers in their professional development leads to improved outcomes for learners. Good –quality training and reflective professional development are essential parts of a teacher’s professional life. Cambridge English language assessment supports teachers to become confident, responsible, reflective, innovative and engaged by offering professional development and training. So, looking to develop your career? Come and meet the programmes and qualifications that are the ideal route into the English language teaching profession.
3. The IB World
a. Ponencia en Español por Miluska Challco
Abstract: La mentalidad internacional es una actitud de apertura e interés corresponsable por el mundo y sus diferentes culturas. Por ello, nuestras comunidades de aprendizaje tienen como objetivo comprender la complejidad, las causas y la diversidad subyacentes en las relaciones culturales de la humanidad.
La tecnología ha permitido la ruptura de fronteras geográficas y ha dado lugar a la “aldea global”, con impactos importantes: el entendimiento y la cooperación interculturales. ¿Cuál es nuestra postura al respecto?
Se requiere una experiencia educativa “holística” centrada en la reflexión, indagación y acción, como parte de una respuesta al contexto global del Siglo XXI.
b. English speech, by Karina Chicoma
Abstrac: The IB aspires to help schools develop well-rounded students with character who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join with others in celebrating our common humanity and are prepared to apply what they learn in real-world, complex and unpredictable situations. The IB offers high-quality programmes of international education that share a powerful vision.
4. Pedagogy of Social Imagination in Language Learning/Teaching: A Collaborative Project on Expansive Teaching and Learning, by Dr. María Torres-Guzman and Dr. Patricia Martínez-Álvarez
Abstrac: A main concern in the field of teacher education and multilingualism is how to better prepare teacher candidates to address the challenges of teaching in ethnolinguistic classrooms. In this presentation, we will share findings from the research conducted on The Pedagogy of Social Imagination in Language Learning/Teaching (PSILLT), a Title III–Professional Development Project, in which an interdisciplinary team of faculty members and teacher candidates developed an expanded curriculum to support bilingual primary students as they engaged in learning/teaching the content of STEM (focused on Science and Technology) fields in multilingual afterschool settings.
11:20-12:20 pm Closing Plenary. LADO video conference. 12:30 m. Closing ceremony and delivery of certificates.
