Presenter, Tech in Ten, a New York Region Workshop
Tech in Ten workshops are sponsored by NYS TESOL. Each presenter has ten minutes to demonstrate a tech tool for ESL education. In November 2016, I was asked to present a novel idea for incorporating technology into the classroom.
Description: In ten minutes, teachers will learn 2 activities they can use to incorporate podcasts into their curriculum: Extensive Listening Projects and Student-Produced Podcasts. Teachers will be provided with some resources they can use to listen to and record podcasts with their students.
Presenter, NYS TESOL Annual Conference
I was selected to conduct a workshop at the 2015 NYS TESOL Annual Conference in White Plains, New York on using podcasts in L2 instruction.
Description: Podcasts are a powerful and effective language learning technology, but few teachers are using them. This workshop details how podcasts can be used to improve L2 listening, speaking, pronunciation, vocabulary, and grammar. Participants will be introduced to podcast resources and activities they can incorporate into their lessons. Specifically, participants will learn best practices for selecting and using podcasts with their students as well as how to create a class podcasting project, where their students work in groups to write, record, and publish their own podcasts.
Consuming and creating digital media such as podcasts can not only help our students improve their L2 proficiencies, it can also expand their global literacies. Hundreds of thousands of stories from around the world are available for download directly to their iPods. Just as easily, our students can record and share their own voices. More teachers should be using podcasts in their classrooms. This workshop aims to show teachers how to do it.
Winner, APPLE Award for Excellence
My master's thesis entitled Second Language Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts was selected by the Department of Applied Linguistics & TESOL at Teachers College, Columbia University for the Applied Linguistics and Language Education (APPLE) Award for Excellence. This honor is awarded yearly to recognize the most outstanding master's thesis within the department.
Presenter, Applied Linguistics Winter Conference
I was selected to present my research at the 2015 NYS TESOL Applied Linguistics Winter Conference (ALWC).
Abstract: How do L2 learners infer the meaning of unknown words? Which knowledge sources are the most successful for inferencing? This presentation reports on an introspective study that was conducted to investigate the potential relationship between lexical inferencing success and the knowledge sources L2 learners use when confronted with unknown words in a text. Data were collected through introspective think-aloud protocols of four advanced ESL learners who attempted to infer new word meanings from context. The results of this study show that L2 learners use a variety of knowledge sources when inferring the meaning of unknown words while reading. Contrary to previous research, participants did not cite background knowledge of the topic as helping them infer the meaning of unknown words. The results also show that word morphology was used most often in correct lexical inferencing and that participants were more likely to use a single knowledge source while inferencing rather than a combination of knowledge sources. This presentation discusses the pedagogical implications for lexical inferencing strategy instruction.
TESOL Methods Workshop : Trends in Curriculum Design
During this workshop, my group and I collaborated to design a curriculum for a course we would likely teach in the future. The result of our efforts was a flipped classroom curriculum for a university-level English for academic purposes (EAP) course.
Over the course of two days, we successfully designed a curriculum, created a course website, syllabus, student needs analysis, as well as a sample lesson plan to showcase our vision. You can view the curriculum we designed and our final project here: Academic English Course
About the workshop: Teachers College, Columbia University two-day workshop focused on curriculum and course design for adult learners. Participants are introduced to factors in course development such as context, needs, goals and objectives, materials and evaluation, course organization and content conceptualization. They also explore, discuss, and create resources and materials for their target student population.
TESOL Methods Workshop : Trends in Online Teaching
During this workshop, I had the chance to examine different ways of employing and integrating online teaching with face-to-face instruction. As part of my final project, I produced a sample course introduction Vialogue and designed an online quiz.
About the workshop: Teachers College, Columbia University two-week workshop introduced participants to the basics and best practices of online teaching. The workshop simulated an online class, so that students got a chance to experience the class from the online learner's perspective. Different workshop modules focused on fostering a collaborative online environment, addressing student concerns, evaluating online materials, and providing substantive feedback. The class was conducted on Moodle.
New York State Teaching English to Speakers of Other Languages (NYS TESOL)
I am a member of NYS TESOL and Operations Chair for the 2015 TESOL Applied Linguistics Winter Conference (ALWC) at Teachers College, Columbia University.
NYS TESOL supports professional educators concerned with the education of English language learners at all levels of public and private education in New York State. The interests of NYS TESOL include classroom practices, research, program and curriculum development, funding, and legislation. - Adapted from the NYS TESOL website