2019 WITESOL Fall Conference

Principles for Outstanding Teaching of

English Learners

Saturday, November 16, 2019

Oshkosh, Wisconsin

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The 2019 WITESOL Board

President: Dr. Sheryl Slocum, Alverno College

President-Elect: Kathy Stamos, Northcentral Technical College

Treasurer: Leeanna Shultz, Stateline Literacy Council

Secretary: Lori Menning, CESA 6

Members-at-Large: Liz Browning, Marquette University

Dr. Susan Huss-Lederman, UW-Whitewater

Kari Johnson, School District of Fort Atkinson

Yoko Mogi-Hein, UW-Oshkosh

Committee Chairs:

Advocacy: Lori Menning, CESA 6

Membership: Dr. Sheryl Slocum, Alverno College

Social Media, Website, Publicity: Kari Johnson, School District of Fort Atkinson

Writing & Art Contest: Anjie Kokan, UW-Whitewater

Acknowledgements:

Session Presenters:

Thank you for volunteering to share your knowledge and expertise in order to make this

conference a success. We are privileged to learn from you.

Sponsors and Commercial Partners:

Burlington English Pearson K12 Learning CESA 6 Renaissance Learning Cambridge University Press TESOL International Association Confianza English Central Fox Valley Technical College National Geographic Learning

US Department of State English Language Program WIDA

Follow us on online:

Website: www.witesol.com

Twitter: @WITESOL

Instagram: witesol

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Schedule of Events 8:30 – 9:30 Registration / Book Displays / Commercial Exhibits

9:30 – 10:45

Welcome &

KEYNOTE

Welcome – Sheryl Slocum (WITESOL President) in Leander Choate

Dr. Brenda Cárdenas, Dr. Nicholas Gulig, Dr. Pilar Melero - Three Poets: Insights for Outstanding Teaching of English Learners

Moderated by Dr. Don Hones, UW-Oshkosh

Room: John Lynch Lefevre Dixie Thistle Henrietta

SESSION 1

11:00 – 11:45

Katherine Warncke

Building an Effective ELL

Program – Through Staff

AND Students

COMMERCIAL SESSION: Mari Bodensteiner,

English Language

Program

The World is Your

Classroom: Teach

Abroad with the English

Language Fellow Program

Jean Richie

Use Google Apps to

Become an Exemplary

Digital Literacy Teacher

Heidi Evans, Angela

Alexander, & Andrea

Poulos

How Student Perceptions

of Good Teaching Align

with TESOL’s 6

Principles

Michael Ziadat

6 Principles to Navigate

Your ESL Career

12:00 – 1:00 Lunch and Business Meeting

Leander Choate

SESSION 2

1:15 – 2:00

Dr. Melanie Schneider

(Going Beyond)

Translanguaging 101

COMMERCIAL SESSION: Marisa Nathan -

Confianza

Creating Rich Classroom

Environments through

Vocabulary Development

Lindsey Hill, Jacklyn

Ryan, & Nicole Ludmer

To correct or not to

correct? That is an

excellent question.

Cassandra Pilarski &

Marie Simpson

Teaching Diverse Adult

ELL Populations Skills

for Workforce Readiness

Jeannine Geiger

Student-Led Discussions

2:00 – 2:15 Snack Available in Leander Choate

SESSION 3

2:15 – 3:00

*Please note

the Q&A

Session

happening at

this time

Dr. Amitha Gone

Sheltering and

Differentiating: Two Key

Principles for Outstanding

Teaching of English

Learners

COMMERCIAL SESSION: Natalie Cornelison -

Cambridge University

Press

From insights to results:

an introduction to Evolve

Julie Anderson

Adult Students and

Special Learning Needs –

1st Aid for Teachers: the 4

Ps

Mark Sullivan

Tips, Tricks, & Activities:

Teaching Math to English

Language Learners

Dr. Heather Linville

Linguistic Ideologies:

Developing the Principles

for Outstanding Teachers

of English Learners

*2:15- 3:00: Informal Q&A Session with Audrey Lesondak from DPI in Leander Choate

3:15 – 4:00

CLOSING

PLENARY

Dr. Daniella Molle (WIDA) – Supporting Multilingual Students’ Meaning-Making in the Content Area Leander Choate

4:00 – 4:15 Closing / Prize Drawing (Leander Choate)

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Best Western Premier Waterfront Hotel & Convention Center

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Dr. Brenda Cárdenas, UW-Milwaukee Dr. Brenda Cárdenas is the author of Boomerang (Bilingual Press) and the

chapbooks Bread of the Earth / The Last Colors with Roberto Harrison

(Decentralized Publications); Achiote Seeds/Semillas de Achiote with Cristtina

García, Emmy Pérez, and Gabriela Erandi Rico (Achiote Seeds); and From the

Tongues of Brick and Stone (Momotombo Press). She also co-edited Resist

Much/Obey Little: Inaugural Poems to the Resistance (Spuyten Duyvil Press) and

Between the Heart and the Land: Latina Poets in the Midwest (MARCH/Abrazo

Press). Cárdenas’ poems and essays have appeared or are forthcoming in Latino

Poetics: The Art of Poetry, Grabbed: Take Back the Narrative, Fifth Wednesday

Journal, Ghost Fishing: An Eco-Justice Anthology, The Golden Shovel Anthology,

POETRY, City Creatures: Animal Encounters in the Chicago Wilderness, the Library of Congress’ Spotlight on

U.S. Hispanic Writers, The Wind Shifts: New Latino Poetry, and many others. Cárdenas has served as the

Milwaukee Poet Laureate and co-taught the inaugural master workshop for Pintura:Palabra: A Project in

Ekphrasis at the Smithsonian American Art Museum. Other inter-arts projects include Chicano, Illnoize: The Blue

Island Sessions, a spoken word and music CD with the ensemble Sonido Ink(quieto), and a poem-print

collaboration with Sara Parr in the Mind the Gap portfolio (SGS International Conference, 2013). She teaches

Creative Writing and U. S. Latinx Literature at the University of Wisconsin-Milwaukee.

Dr. Nicholas Gulig, UW-Whitewater Dr. Nicholas Gulig is a Thai-American poet from Wisconsin. Educated at the University of

Montana (BA), the Iowa Writer’s Workshop (MFA), and the University of Denver (PhD), his

work has been published over thirty times in various print and on-line journals such as

the Colombia Poetry Review, the Black Warrior Review, The Los Angeles Review,

and Cutbank. The author of two book-length poems, “North of Order” (YesYes Books,

2015) and “Book of Lake” (Cutbank Press, 2016), his work has also received numerous

national awards. The recipient of the Grist Pro-Forma Prize, the Black Warrior Review

Poetry Prize, the Cutbank prize for Prose Poetry, the Dorothy Sargent Rosenberg Prize,

The Red Hen Press Poetry Award, the Camber Press Chapbook Award, and the Wisconsin

Academy of Sciences, Arts, and Letters Poetry Prize, his most recent book, “ORIENT,” received the 2018 CSU

Open Book Poetry Award. He has also served in an editorial capacity at both the Iowa Review and the Denver

Quarterly. Since receiving a Fulbright Fellowship in 2010-2011, Gulig’s creative and critical work has focused

primarily on binary (mis)constructions of “eastern” and “western” cultural ideals as they occur in both popular

and academic mediums. Of his writing, the poet Graham Foust has written that Gulig’s poems are “a record of

someone struggling to find the vital combinations for the words with which he’s both struck and stuck, an

essaying that succeeds in creating for us—in lines and stanzas and sentences—something akin to a new

vocabulary. Here is language “hungered into,” which is to say “verse,” that strangest of nourishments.”

Currently, he lives in Fort Atkinson, WI with his wife and two daughters and teaches creative writing and poetics

at the University of Wisconsin-Whitewater.

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Dr. Pilar Melero, UW-Whitewater Dr. Pilar Melero is a professor of Spanish and Latin American/Latinx literature at

the University of Wisconsin-Whitewater. She has published three

books: Mythological Constructs of Mexican Femininity (New York,

Palgrave/Macmillan, 2015), La casa de Esperanza: A History (NCLA/LA Casa de

Esperanza, 2011), and From Mythic Rocks.Voces del Malpáis (LA&GO Ediciones,

Monterrey, Mexico, 2010). A fourth book, Discover Waukesha—a third-grade history

book, is pending publication. Recent publications include three entries in

the Encyclopedia of Milwaukee, on the history of Waukesha County, the City of

Waukesha, and the Town of Waukesha (Ed. Amanda Seligman, UW-Milwaukee,

online publication and University of Illinois Press.) Her peer-reviewed publications

on Latina, Latin American literary criticism and cultural studies, have been published in the U.S., Mexico, and

Puerto Rico. Her poetry, short stories, plays, and photography have appeared in anthologies in the U.S., Mexico,

Puerto Rico, and Spain. Her poem, “And Sometimes Even in English”, is pending publication on The Anthology

of Immigrant and First-Generation American Poetry, an anthology that benefits RAICES, the non-profit helping

Central American Refugees and their children detained in the U.S. Mexico border. A former journalist, Dr.

Melero’s articles and other newspaper work has appeared in The Waukesha Freeman, The Milwaukee Journal

Sentinel, and The El Paso Herald Post. Dr. Melero has presented her work at more than 50 regional, national,

and international conferences, and has given more than 30 invited talks at universities and in other venues

throughout the United States.

Dr. Daniella Molle, WIDA Dr. Daniella Molle conducts qualitative research that can inform professional learning

initiatives specifically designed for teachers of multilingual students. She is interested in

designing and exploring different approaches to working with educators to support the

academic success of multilingual students. She is involved in investigations of what

educators learn during professional development, how they put that knowledge into

practice, and how their practice facilitates the academic literacy development of

multilingual students. She earned her doctoral degree from the Department of Curriculum

and Instruction at the University of Wisconsin-Madison.

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KEYNOTE SPEAKER – Leander Choate, 9:30 – 10:45

Three Poets: Insights for Outstanding Teaching of English Learners

Dr. Brenda Cárdenas - UW-Milwaukee, Dr. Nicholas Gulig – UW-Whitewater, Dr. Pilar

Melero – UW-Whitewater, Moderated by Dr. Don Hones – UW-Oshkosh Abstract: Three multi-lingual/cultural authors share their work and describe how language, culture, and schooling intersect for them. After engaging the authors in discussion of the interplay of language, culture, and creativity, the moderator will open the session for questions from the audience. The authors will be available immediately after the keynote to sell and sign their books.

CLOSING PLENARY – Leander Choate, 3:15 – 4:00

Supporting Multilingual Students' Meaning-Making in the Content Area

Dr. Daniella Molle, WIDA

Abstract: This closing session will give participants an opportunity to tie together some of their learning

during the WITESOL conference. Using the conference theme as an anchor, the presenter will ask participants

to reflect on what they have learned at the conference about the importance of integrating reading, writing,

and discussion when they work with multilingual students. The presenter will introduce participants to a way

of thinking about this integration that WIDA is currently using as a foundation for some of its instruction-

focused resources.

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Concurrent Session 1. 11:00 – 11:45

John Lynch Building an Effective ELL Program – Through Staff AND Students

Katherine Warncke – North Fond du Lac – Bessie Allen Middle School

Abstract: This workshop is designed to give educators tools on valuable and quick feedback for ELLs, how to

provide the skills ELLs need to take ownership of their learning, and what an ELL program can look like for

proficiency to be met in 4-5 years.

Lefevre

Commercial Presentation: The World is Your Classroom: Teach Abroad with the English

Language Fellow Program

Mari Bodensteiner – English Language Program

Abstract: Learn how you can enhance English language teaching capacity abroad through 10-month paid

teaching fellowships designed by U.S. Embassies for experienced U.S. TESOL professionals. As an English

Language Fellow, you can provide English language instruction, conduct teacher training, and develop

resources. Join us to hear from program staff and alumni.

Dixie

Use Google Apps to Become an Exemplary Digital Literacy Teacher

Jean Richie – Milwaukee Area Technical College

Abstract: Participants will learn to become exemplary teachers of digital literacy through the use of Google

apps. They will learn about Google apps, see sample digital literacy activities that use Google apps to engage

beginning adult ELLs students, and explore additional ways to incorporate Google apps into their own teaching

context.

Thistle

How Student Perceptions of Good Teaching Align with TESOL’s 6 Principles

Heidi Evans, Angela Alexander, and Andrea Poulos – University of Wisconsin-Madison

Abstract: Presenters share results from an exploratory survey conducted in a university ESL program on

student perceptions of effective teaching and discuss how their views align with TESOL’s 6 Principles, a set of

guidelines underpinning excellence in teaching. Participants will explore how the Principles and survey results

can inform their teaching.

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Henrietta 6 Principles to Navigate Your ESL Career

Michael Ziadat – University of St. Francis

Abstract: Every job is temporary. This is the new reality. ELT professionals and prospects face challenges in

employment and career growth – from low wages, to part-time work, and to lack of opportunity and

development. This presentation will engage the audience with symptoms of a “gig economy” and disruptive

remedies for it.

Concurrent Session 2. 1:15 – 2:00

John Lynch (Going Beyond) Translanguaging 101

Dr. Melanie Schneider – University of Wisconsin – Whitewater

Abstract: Pedagogical translanguaging supports multilinguals who access content and maintain

multilingualism and their multilingual identities while learning English. For many language teachers,

pedagogical translanguaging is theoretical. This presentation provides both an accessible theoretical

framework for understanding translanguaging and multiple examples of its use for teachers and teacher

educators.

Lefevre

Creating Rich Classroom Environments through Vocabulary Development

Marisa Nathan – Confianza

Abstract: In this session, participants will connect, learn, and reflect in order to walk away with practical ways to

support student’s vocabulary growth in the content classroom. Participants will learn about vocabulary

strategies and scaffolds through discussion, concrete examples and video examples.

Dixie

To correct or not to correct? That is an excellent question.

Lindsey Hill, Jacklyn Ryan, and Nicole Ludmer – University of Wisconsin-Milwaukee

Abstract: In this session we explore how the quality and quantity of teacher and student involvement affects

ELL’s grammatical improvement. The argument for or against grammar correction presented here is based on

research studies that analyzed EFL students’ abilities to improve writing performance based on various types of

corrective feedback.

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Thistle

Teaching Diverse Adult ELL Populations Skills for Workforce Readiness

Cassandra Pilarski and Marie Simpson – Literacy Network

Abstract: Immigrants starting work in the U.S. not only have to learn procedures specific to their workplace,

but also perform in a multicultural environment where the most common language is not their native tongue.

This session includes strategies to prepare diverse classrooms for success in the workplace.

Henrietta Student-Led Discussions

Jeannine Geiger – Chippewa Falls High School and Middle School

Abstract: Want to get your students involved in directing their own learning? Learn how to use student-led

discussions in your classroom. Students choose and research their own topic; then they lead a discussion with

their classmates. A planning sheet, rubric for grading, self-reflection, and participation scoring guide will be

shared.

Concurrent Session 3. 2:15 – 3:00

Leander Choate Informal Q&A Session with DPI

Audrey Lesondak – Wisconsin Department of Public Instruction

Abstract: Audrey will be available to answer any questions or chat with those who would like to talk with a

representative from DPI. Please note that there will be no formal presentation. John Lynch Sheltering and Differentiating: Two Key Principles for Outstanding Teaching of English Learners

Dr. Amitha Gone – MPS

Abstract: This workshop will explore ways of encapsulating the key principles of ‘sheltered’ and ‘differentiated’

instruction ESL contexts. An examination of the ELD standards for developing Language and Content objectives

via required cognitive strategies for different Content areas is demonstrated. Can-Do descriptors are used to

design activities for developing LSRW.

WITESOL Writing and Art Contest 2019-2020

We are currently accepting submissions for this year’s contest! This year’s theme is Animals. Students can write

or create art about any animal they wish. Students may choose to write a personal essay or poem about a

favorite animal (domestic or wild) or reflect on how they might be like a certain animal. International students

might want to reflect on animals that are symbols of their countries. We are open to all perspectives. Only

English Learners currently enrolled in a class or program taught by a teacher who is a current WITESOL member

are eligible. Learn more at https://www.witesol.com/contests-and-awards/contests/

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Lefevre

From insights to results: an introduction to Evolve

Natalie Cornelison – Cambridge University Press

Abstract: In this workshop, participants will learn about Evolve: a six-level English course that gets students

speaking with confidence. Insights from language teaching experts and real students will be presented

together with examples on efficient ways to make progress in English.

Dixie

Adult Students and Special Learning Needs – 1st Aid for Teachers: the 4 Ps

Julie Anderson – The College of Lake County, Grayslake, Illinois

Abstract: Enable students with possible hidden learning disabilities to achieve success. An overview of learning

challenges and possible reasons for special learning disabilities will be presented. The “4 Ps – 1st Aid for

Teachers” gives teachers practical tips that will help students form new neural pathways (neuroplasticity at

work).

Thistle

Tips, Tricks, & Activities: Teaching Math to English Language Learners

Mark Sullivan – University of Wisconsin-Milwaukee

Abstract: The need to teach English for Specific Purposes (ESP), specifically in the STEM fields, is increasing

among international students pursuing undergraduate and graduate programs. However, many teachers feel

under-prepared to teach specialized content, specifically in the STEM field. This workshop presents how one

teacher, who was not necessarily an “expert” in math, taught a Math Elective at an Intensive English Program.

The presenter will elicit the experiences of workshop participants who have taught Math or ESP, and then guide

them through engaging activities to allow students to communicate about math. The presenter will also

provide some “tips & tricks” for designing a course and instructing it effectively.

Henrietta Linguistic Ideologies: Developing the Principles for Outstanding Teachers of English Learners

Dr. Heather Linville – University of Wisconsin, La Crosse

Abstract: What are the connections between language ideologies (“common sense” beliefs held about

languages) and the disposition to teach English learners well? This presentation explores that question by

sharing the results of research on a course designed to improve future teachers’ attitudes toward linguistic

diversity as foundational for advocacy for ELs.

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