TESL Niagara Fall Conference Nov. 14, 2014, International Centre, Brock University, St. Catharines, ON
8:30 Registration Opens
8:30 - 9:00 Publishers' Displays
8:30 - 9:00 Publishers' Displays
9:00 - 9:50 am
10:00- 10:50 am
Faith Marcel teaches EAP at Niagara College, and she serves as an online curriculum developer and teacher trainer for Colleges Ontario. Her research interests include mobile, blended and online language learning technologies, and curriculum development and design. She has worked with various post secondary institutions across Ontario to design, develop and enhance blended and online language training programs.
James Papple is an Academic Coordinator with ESL Services at Brock University.
John Sivell teaches in the TESL Certificate and MA programs at Brock. He has over 40 years of practical experience with ESL/EFL students, in Canada and abroad.
Eldon Friesen is currently Academic Coordinator for Writing with Brock University’s ESL Services. He has taught ESL/EFL in various parts of the world, most recently in the United Arab Emirates. His interests involve writing pedagogy, curriculum development, assessment oversight, and language program data management.
Hedy McGarrell & Donna Pearce
Hedy McGarrell is a professor of Applied Linguistics at Brock University. Her research focuses on ESL writing and technology in language learning and teaching.
Donna Pearce has an MA in Applied Linguistics/TESL from Brock University. She currently works as the Writing Mentor for the bridged entry graduate students in Applied Linguistics/TESL, in addition to being an ESL instructor and TA at Brock. Her research interests include cohesion and coherence in writing and L2 writing development.
Alex MacGregor & Frank Bieri
Alex MacGregor’s career has spanned 35 years and four countries. He is currently curriculum coordinator at Niagara College where he develops materials in his areas of interest: vocabulary, pronunciation, and task-based learning.
Frank Bieri is currently academic coordinator for the EAP program at Niagara College. He has been teaching English as a second language for over 13 years and his specific areas of interest include classroom design innovations, engagement technology, audio/visual tools, software, and new education technology initiatives.
Refreshments, Publishers’ Displays, Poster Presentations
Aliye Grant & Kelsey Queen
Aliye Grant teaches in the Enhanced Language Training for Employment program at Niagara College, and is also a newcomer advisor there. She holds an MSc in Education and a TESL certificate from the University of Saskatchewan. She recently completed a MEd Specialist degree in Teaching English as an Additional Language at the University of Calgary.
Kelsey Queen has worked in various positions at Niagara College, and currently teaches in its EAP program. She gained international teaching experience as an English Professor at Konyang University in South Korea. Kelsey completed her BA and MA in Applied Linguistics/TESL at Brock University, with her master’s research focusing on written feedback.
Pamela Barkwell is the Academic Coordinator of Reading in Brock's ESL Services. She has extensive experience teaching international students, developing and modifying curricula, and mentoring beginning and experienced instructors. She has worked at Brock for 26 years.
Jackie Angi-Dobos has been teaching ESL for over 20 years in 4 different countries. Currently, she is the Director of International Education at Niagara Christian Collegiate.
END OF CONFERENCE
Mobile Tools for Language Teaching & Learning
In this interactive and collaborative technology presentation, participants will explore a number of mobile applications and resources to use with learners for creative face-to-face and online learning activities. Participants will have an opportunity to examine, share and discuss applications, ideas and resources to enhance their own teaching practice. Participants are encouraged to bring their own mobile devices with them.
Using a Strategies-Based Approach to Teaching Speaking (FULL)
This workshop will provide sample materials for using a variety of learning strategies in the speaking class. Incorporating an awareness of strategies in speaking materials can be an effective approach to helping students develop their learning.
Teaching Students to Write from Academic Sources
Appropriate use of academic sources is more a linguistic than a cultural challenge. Whatever their background, students can benefit from instruction addressing the inherent lexical, grammatical and rhetorical complexity of this task. However, best practices should also include an academic integrity policy that accommodates the full range of what we know about the process of writing from sources.
Research Essay Pedagogy
Second language learners preparing for university must cope not only with the academic L2 burden, but also with the practice of conducting academic research. By compartmentalizing and systematically delineating the process of writing a university research essay, students can alleviate unnecessary stress and actually enjoy the journey to that final draft. The presenter will outline Michael O’Brien Moran’s and Karen Soiferman’s IDDL methodology, which informs research and writing by way of a series of questions mapped onto each stage of the research essay writing process. The audience will gain an appreciation for the benefits that a staged dynamic can bring to novice L2 writers.
“Moreover, but on the other hand … ”: Challenges of Transitions (FULL)
The purpose of this session is to raise teachers’ awareness of the use of transitions in native and non-native English speaking writers’ academic texts. After a brief overview of transitions and recent research, participants will have opportunities to examine actual sample texts and discuss classroom techniques they might use in their own teaching of transitions in academic writing.
Bringing Content to Life with iBooks Author (FULL)
As students become more engaged with interactive technology and more comfortable with eLearning, Alex and Frank have enhanced an intermediate integrated speaking/listening course by replacing its coursepack with an interactive iBook that will help students navigate the course, engage in assignments and practice their language skills. They will share their experience building the iBook and provide iPads for participants to explore it. Before the conference go to:
Giving Written Corrective Feedback (FULL)
This presentation will be on written feedback with a focus on strategies for giving feedback on written work and how to encourage students to use these comments in their writing. In this workshop-style presentation, we plan to address some issues that arise in providing feedback, ways to overcome these issues and provide insight into some in-class practice that we have implemented.
Making the Most of Your Reading Textbook
This presentation will explore ways that instructors can maximize the content of their reading textbooks so that teachers and students feel as though the textbook is a comprehensive and worthwhile reading tool and resource.
70 Ways to Keep Them Talking (FULL)
This is an interactive workshop focusing on some of the 70 ideas. Be prepared to get involved, have fun, pick up some new ideas, and share your ideas to get students talking. Handouts will be provided.