2016 witesol fall conference · 2016 witesol fall conference words matter: empowering learners and...

2016 WITESOL Fall Conference

Words Matter: Empowering Learners

and Teachers (in Challenging Times)

Saturday, November 5th, 2016

Oshkosh Convention Center

Oshkosh, WI

2016 WITESOL Fall Conference 2 | P a g e


Schedule of Events

7:30 – 8:30 Registration / Breakfast / Book Displays / Commercial Exhibits

8:45 – 9:00 Welcome Address (Paul L. Ballroom)

9:00 – 9:50 Keynote Speaker: Deborah Crusan, Wright State University. (Paul L. Ballroom)

8:00 – 1:00 Poster Presentation: Supporting Students in College Reading with Kurzweil 3000 and Rewordify (Concourse Area) Haley Baltes, UW-Whitewater

Room: Henrietta KM Hutchinson BF Carter Thistle Evelyn

SESSION 1

10:15 – 11:00

Sustainability as

Thematic Content:

Empowering Students

to Solve Real-World

Challenges

Sam Herrington, UW-

River Falls

COMMERCIAL SESSION

Get This Write: Sentence-

Writing Practice Builds

Confidence Through

Competence

JoEllen Christians, Get This

Write, LLC

Powerful Words: Three

Poetry Writing

Exercises Accessible to

ELLs

Rossitza Ivanova, Anjie

Kokan, UW-Whitewater

A Conversation about

Culturally Responsive

Teaching: What Does it

Really Mean?

Heather Linville, UW-La

Crosse

World English:

Fostering Dialogues

about Language and

Culture Through a

TESOL Certificate

Don Hones, UW-Oshkosh

SESSION 2

11:15 – 12:00

Improving Practice

Through a Reading

Group on Race

Tracy Iftikar, UW-

Madison

FEATURED SESSION

ESSA, CCRS, and

Academic Language

Development

Tim Boals, WIDA

Training Students for

Successful Peer

Response in Writing

Classes

Gail Ibele, UW-Madison

Empowering English

Learners for Impromptu

Essay Writing

Xiaoqi Wang, UW-River

Falls

Five Strategies for the

First Time English

Teacher in Taiwan

Alex Hatheway, UW-

River Falls

12:00 – 1:15 Lunch / Membership Meeting (Paul L. Ballroom)

SESSION 3

1:15 – 2:00

Preparing Students for

the Challenges of

Reading College (and

Beyond) Texts

Sheryl Slocum, Alverno

College

COMMERCIAL SESSION

The Power of Chunks

Christine Marks, Ladybug

Literacy

Designing Effective

Scoring Rubrics for Any

Assignment

Heidi Evans, UW-

Madison

Developing Academic

Writing Through

Sentence Strategies

Cecile Despres-Berry,

Lawrence University

The Transition to ESSA:

What does it mean for

English Learners in

Wisconsin?

Audrey Lesondak,

Wisconsin Department of

Public Instruction

SESSION 4

2:15 – 3:00

FEATURED SESSION: (K.M. Hutchinson)

The Next Generation of Teacher Supports from WIDA

Tim Boals, WIDA

FEATURED SESSION: (Paul L. Ballroom)

Writing Assessment Literacy: What Teachers Need to Know

Deborah Crusan, Wright State University

3:00 – 3:30 Closing Ceremony / Door Prizes / Afternoon Snacks (Paul L. Ballroom)


Welcome to the 2016

WITESOL Conference! The WITESOL Board:

President Lori Menning School District of New London, Silver Lake College

President Elect Tim Dalby, UW-Madison Past President Melanie Schneider, UW-Whitewater Treasurer Maureen Garry, Milwaukee Area Technical College (retired) Secretary Karen Wislocky, UW-Parkside Membership Sheryl Slocum, Alverno College Members-at-Large Kari Johnson, School District of Fort Atkinson

Kathy Stamos, Northcentral Technical College

Katie Vernezze, MSOE University

Committee Chairs:

Advocacy Lori Menning

Marketing Johnna Knoke Newsletter,

Webpage & Social Media

Kari Johnson TESOL Complimentary

Membership Awards

Sheryl Slocum TESOL Travel Awards M. Maureen Garry Writing & Art Contest Anjie Kokan

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 work with and learn from you.

Sponsors and Commercial Partners:

Burlington English Books del Sur

Cambridge University Press Easy English News

English Central Get This Write

GSG Educational Services Imagine Learning

Ladybug Literacy Pearson ELT

Renaissance Learning

Special Thanks:

TESOL International Association for providing the Affiliate Grant sponsoring speaker Deborah Crusan

University of Wisconsin-Oshkosh Project Estrella Grant for sponsoring the venue

WIDA for sponsoring speaker Tim Boals

For updates visit WITESOL

anytime/anyplace:

Visit our website: www.witesol.com

Like us on Facebook:

WITESOL Facebook Page

Follow us on Twitter:

@WITESOL


The Oshkosh Convention

Center


Deborah Crusan, Wright State University Deborah Crusan is professor of TESOL/Applied Linguistics at Wright State

University, Dayton, OH. At Wright State, she teaches introductory

linguistics, assessment, and grammar in the MATESOL program, preparing

teachers for the language classroom, and writing assessment in the English

graduate program. Additionally, she teaches an L2 writing section of the

required composition course. Her work has appeared in academic

publications including Across the Disciplines, Assessing Writing, The

Companion to Language Assessment, The Encyclopedia of Applied

Linguistics, English for Specific Purposes, International Journal of TESOL

and Learning, Language Testing, TESOL Quarterly, The Norton Field

Guide, and edited collections about second language writing. Her latest

article, Writing assessment literacy: Surveying second language teachers’

knowledge, beliefs, and practices with Lia Plakans and Atta Gebril

(Assessing Writing, 28) uncovers some of the issues in teaching training in

writing assessment around the world. Her research interests include writing

assessment particularly for placement of second language writers, writing

teacher education, directed self-placement and its consequences for second language writers, and the politics of

assessment. Her book, Assessment in the Second Language Writing Classroom, was published by University of

Michigan Press. She serves as an elected member of the Board of Directors of TESOL International Association

(2016-2019).

Tim Boals, WIDA Tim Boals is executive director of WIDA. He holds a Ph.D. in curriculum

from the University of Wisconsin-Madison with an emphasis in the education

of English language learners (ELLs). His background includes language

education, educational policy for ELLs, and Spanish language and literature.

As executive director, Tim oversees operations, long range planning,

research, professional learning and consortium outreach efforts. He recently

co-published two books, Formative Language Assessment for English

Learners and Multilingual Learners and Academic Literacies: Sociocultural

Contexts of Literacy Development in Adolescents. Other recent publications

include a chapter on how Latinos’ school success is influenced by cultural

perceptions and an AERA article on trends in language assessment. Tim

frequently presents at conferences in the US and internationally on the

challenges facing linguistically and culturally diverse learners. WIDA

projects he is particularly excited about include WIDA’s Spanish Academic

Language Standards, Early Years Standards and Language Assessment

Portrait, WIDA International Standards and the new digital MODEL,

professional development efforts around formative assessment, and the data-

driven school improvement materials and coaching processes within the WIDA LADDER project.


Session Details

Keynote Speaker: 9:00 – 9:50

Language Matters: Empowering Teachers (and Learners) Through Language Acquisition and Writing Assessment Knowledge

Deborah Crusan, Wright State University

Room: Paul L.

Abstract: Assessment is a perennial issue in the teaching of writing. Teachers dread it, and many are not well trained in the methodology regarding reliable and ethical assessment. However, informed assessment of student writing remains an important component of the classroom and of a teacher’s repertoire. Further complicating writing assessment are issues involving language acquisition, which English language learners bring to the classroom. Second language writers, however, are not alone in their need for rhetorical and language skills. Native speakers of English bring their own set of language issues to the writing classroom. As students progress from grade school to high school to college, they encounter more complex discipline-specific genres ridden with difficult language. These heavy linguistic demands sometimes seem to obstruct progress, and students may struggle with tasks, not because of cognition but because of these issues with language. As de Oliveira (2016) reminds us, “All students are language learners. All teachers are language teachers.” This presentation explores the importance of recognizing all teachers as language teachers, introduces strategies for supporting English language learners, and reviews principles for promoting student success in writing through teaching and assessment regardless of their status as native speaker or English language learner.

Poster Presentation Session: 8:00 – 1:00

Supporting Students in College Reading with Kurzweil 3000 and Rewordify

Room: Concourse Area

Abstract: This poster presents results of a study examining how 18 international students in a first-year, ESL college composition course used the web-based tools Kurzweil 3000 and Rewordify over the course of one semester to read and summarize sources in preparing a research essay.

Lead Presenter: Ms. Haley Baltes, UW-Whitewater Co-Presenter: Prof. Susan Huss-Lederman, UW-Whitewater Session Type: Poster Audience: K-12 Education, Higher Education Primary Topic: Technology and language learning

Secondary Topic: Literacy / Reading


Concurrent Session 1: 10:15 – 11:00

Sustainability as Thematic content: Empowering Students to Solve Real-World Challenges

Room: Henrietta

Abstract: With guidance, ESL students can contribute to discussions of sustainability—both the global challenges and local solutions. This session provides the rationale, objectives, and steps for a sustainability module in a university-level ESL academic grammar course. Participants will also discuss how to adapt this module or create their own.

Lead Presenter: Mr. Samuel Herrington, UW-River Falls Session Type: Workshop Audience: K-12 Education, Adult Education, Higher Education, Program Design / Administration Primary Topic: Global issues in the classroom

Secondary Topic: Task-/Project-based instruction

Get This Write: Sentence-Writing Practice Builds Confidence Through Competence

Room: K.M. Hutchinson

Abstract: Do your middle school, high school, university, or adult learners speak better than they write? Get This Write® offers them a unique self-checking online program with clear grammar explanations and controlled sentence-writing practice. Learners gain skill and confidence through this self-paced practice so teachers can focus on other writing activities.

Lead Presenter: Ms. JoEllen Christians, Get This Write, LLC Session Type: Workshop Audience: K-12 Education, Adult Education, Higher Education, Migrants / Refugees Primary Topic: Grammar

Secondary Topic: Writing

Powerful Words: Three Poetry Writing Exercises Accessible to ELLs

Room: B.F. Carter

Abstract: Participants will learn about poems ELLs can write to explore identity, connect with the environment, and learn vocabulary. Presenters will share how they successfully implemented poetry in an intensive English program. Participants will engage in a hands-on activity, view student examples, and learn why poetry writing is useful.

Lead Presenters: Dr. Rossitza Ivanova, UW-Whitewater, Ms. Anjie Kokan, UW-Whitewater Session Type: Workshop Audience: K-12 Education, Adult Education, Higher Education, Migrants / Refugees Primary Topic: Multiple / Integrated skills

Secondary Topic: Writing


A Conversation about Culturally Responsive Teaching: What Does it Really Mean?

Room: Thistle

Abstract: Have you ever wondered how to bring ELLs’ culture into the classroom in ways that go beyond holidays, food, and clothing (“big C” cultural elements)? In this research-based discussion of culturally responsive teaching, learn how to incorporate “little c” cultural elements (values, beliefs, and ways of knowing) into classroom teaching.

Lead Presenter: Dr. Heather Linville, UW-La Crosse Session Type: Research-Oriented Presentation Audience: K-12 Education Primary Topic: Cross-cultural / Intercultural communication

Secondary Topic: Content-based instruction

World English: Fostering Dialogues about Language and Culture through a TESOL Certificate

Room: Evelyn

Abstract: This session shares aspects of a TESOL certificate program at our university. Providing perspectives on this program and its potential value will be an American undergraduate, two Korean teachers working on a graduate program, and the program’s director. The panel welcomes questions and comments from the audience.

Lead Presenter: Dr. Don Hones, UW-Oshkosh Co-Presenter: Ms. Suyeong Jo, UW-Oshkosh Co-Presenter: Mr. Jongho Kang, UW-Oshkosh Co-Presenter: Ms. Caitlin Cobb, UW-Oshkosh Session Type: Panel Audience: Adult Education, Migrants / Refugees, International Education Primary Topic: Cross-cultural / Intercultural communication

Secondary Topic: Sociolinguistics / Language Policy / World Englishes

Come and see our session at

10:15 in K.M. Hutchinson



Improving Practice Through a Reading Group on Race

Room: Henrietta

Abstract: Research indicates one-time professional development workshops are limited in their effectiveness compared with ongoing discussion groups. We will share our experiences with a practitioner-inspired and led reading group focused on race and its role in ESOL classrooms. Participants will explore possibilities for a reading group on race at their institutions.

Lead Presenter: Ms. Tracy Iftikar, UW-Madison Co-Presenter: Ms. Andrea Poulos, UW-Madison Co-Presenter: Ms. Parthy Schachter, UW-Madison Session Type: Workshop Audience: K-12 Education, Adult Education, Higher Education, Migrants / Refugees, Program Design / Administration Primary Topic: Reflective teaching practice

ESSA, CCRS, and Academic Language Development

Room: K.M. Hutchinson Abstract: In this session, Tim will discuss how the new federal authorization, the Every Student Succeeds Act (ESSA), and the College and Career-Ready Standards (CCRS) movement provide the context for enhancing academic language and literacy development throughout school.

Lead Presenter: Tim Boals, PhD, WIDA Executive Director Session Type: Featured Audience: K-12 Education, Program Design / Administration Primary Topic: English Learner policies and practice

Secondary Topic: Teacher Education / Leadership

Training Students for Successful Peer Response in Writing Classes

Room: B.F. Carter

Abstract: By providing students with clear procedures and training, instructors can facilitate effective peer response in the writing classroom. Tips for forming peer groups and clarifying expectations, along with role-play, modeling, and practice tasks to help students identify what to comment on and how to frame their comments will be demonstrated.

Lead Presenter: Ms. Gail Ibele, UW-Madison Co-Presenter: Ms. Heidi Evans, UW-Madison Session Type: Workshop Audience: Higher Education Primary Topic: Writing

Secondary Topic: Materials / Course design


Empowering English Learners for Impromptu Essay Writing

Room: Thistle Abstract: This presentation reports research that investigated 42 in-class essay exams to identify strengths, weaknesses, and progress trajectories of advanced level English learners. In addition to the research findings, participants will walk away with strategies and techniques for empowering learners’ impromptu essay writing.

Lead Presenter: Ms. Xiaoqi Wang, UW-River Falls Co-Presenter: Dr. Douglas Margolis, UW-River Falls Session Type: Research-Oriented Presentation Audience: K-12 Education, Higher Education Primary Topic: Writing

Secondary Topic: Discourse and pragmatics

Five Strategies for the First Time English Teacher in Taiwan

Room: Evelyn

Abstract: Are you planning to teach English in the Chinese-speaking world? Want to prepare yourself? Come listen to a panel discussion on the Taiwan Teach Abroad Program, a cross-cultural program in which student teachers developed teaching strategies and techniques to get Chinese-speaking students to engage in spontaneous, natural English conversation.

Lead Presenter: Mr. Alex Hatheway, UW-River Falls Co-Presenter: Ms. Mary Van Galen, UW-River Falls Co-Presenter: Mr. Andrew Nelson, UW-River Falls Co-Presenter: Ms. Caitlin Barrett, UW-River Falls Co-Presenter: Ms. Olivia Wannarka, UW-River Falls Session Type: Panel Audience: Higher Education Primary Topic: Cross-cultural / Intercultural communication



Preparing Students for the Challenges of Reading College (and Beyond) Texts

Room: Henrietta

Abstract: Many students feel overwhelmed by the reading they must do in college. While there are no quick fixes for improving reading speed and comprehension, teachers can model and provide opportunities to practice various reading strategies. This presentation looks at strategies for previewing for comprehension, building vocabulary, and decoding dense prose.

Lead Presenter: Dr. Sheryl Slocum, Alverno College Session Type: Workshop Audience: Higher Education Primary Topic: Literacy / Reading


The Power of Chunks

Room: K.M. Hutchinson Abstract: The Chunk Reading Program is a research-based phonics curriculum that is fun, effective, and easy to teach. This complete program teaches ALL stages of reading development. The program's analogy-based approach and strong visuals make learning phonics patterns easy, with proven results for the ELL population. Students make quick progress!

Lead Presenter: Ms. Christine Marks, Ladybug Literacy Session Type: Research-Oriented Presentation Audience: K-12 Education, Adult Education, Migrants / Refugees Primary Topic: Literacy / Reading


Designing Effective Scoring Rubrics for Any Assignment

Room: B.F. Carter

Abstract: Rubrics are scoring tools that facilitate accurate, efficient assessment of student work and support classroom instruction by making teacher expectations and levels of performance explicit for the learner. Participants will examine example rubrics, identify the components of an effective rubric, and learn how to adapt rubric templates for various assignments.

Lead Presenter: Ms. Heidi Evans, UW-Madison Co-Presenter: Ms. Kristin Dalby, UW-Madison Session Type: Workshop Audience: Higher Education Primary Topic: Materials / Course design

Secondary Topic: Assessment / Testing

Developing Academic Writing Through Sentence Strategies

Room: Thistle

Abstract: English language learners often struggle to develop the academic language that will help them write clearly and effectively in school. This session presents strategies and materials for empowering ESL writers to use sentence structures that will help them improve the overall accuracy and clarity of their academic writing.

Lead Presenter: Ms. Cecile Despres-Berry, Lawrence University Session Type: Research-Oriented Presentation Audience: K-12 Education, Higher Education Primary Topic: Writing



The Transition to ESSA: What Does It Mean for English Learners in Wisconsin?

Room: Evelyn Abstract: With the passage of Every Student Succeeds Act (ESSA) last December comes some significant changes with regard to English Learners (ELs). In this session, representative/s from Wisconsin’s Department of Public Instruction (DPI) will provide both questions and answers with regard to how schools need to identify ELs and are held accountable for students’ growth and attainment of English language proficiency and academic content knowledge. The presenter/s will outline key elements of the legislation impacting ELs and layout some opportunities and challenges for educators to think about.

Lead Presenter: Ms. Audrey Lesondak, WI DPI with Dr. Melanie Schneider, UW-Whitewater Session Type: Panel Audience: K-12 Education, Program Design / Administration Primary Topic: English Learner policies and practice



Writing Assessment Literacy: What Teachers Need to Know

Room: Paul L.

Abstract: In the quest for accountability in writing assessment, teachers might sometimes overlook those to whom we should first be accountable: our students. Providing students with clear, accessible, and understandable writing assessment materials promotes accountability. Teachers, therefore, need to develop assessment literacy. This presentation will outline the necessary assessment knowledge and tools that second language writing teachers must acquire and offers ways in which teachers can capably serve students via best practices in writing assessment.

Presenter: Dr. Deborah Crusan, Wright State University Session Type: Featured Audience: Higher Education Primary Topic: Materials / Course design

Secondary Topic: Assessment / Testing

The Next Generation of Teacher Supports from WIDA

Room: K.M. Hutchinson

Abstract: In this session, Tim will provide a snapshot of the latest resources at WIDA for assisting with academic language and literacy development throughout school.

Presenter: Tim Boals, PhD, WIDA Executive Director Session Type: Featured Audience: K-12 Education, Program Design / Administration Primary Topic: English Learner policies and practice Secondary Topic: Teacher Education / Leadership


Wisconsin TESOL

Writing and Art Contest 2016 - 2017

Theme: What does the world need more

of?

This year’s theme tackles a very important question, and students have a lot of options when it

comes to giving an answer. Students can take an environmental spin or explore social avenues

for a better world. Teachers can encourage thoughtfulness and creativity to approach this theme

any way they see fit.

WITESOL will be accepting submissions from December 16, 2016 until February 17, 2017. Any

Wisconsin teacher who is a WITESOL member can enter up to 3 ELL entries per category. Student work

from the 2016-2017 school year is eligible. We look forward to viewing artwork and reading personal

essays and poems from students of all ages.

For more information and to see winning pieces from last year’s contest, please visit our

website at WITESOL.com.


Presenter Biographies (in alphabetical order by family name)

Haley Baltes is a senior at the University of Wisconsin-Whitewater, majoring in Spanish Education and minoring in Teaching English

as a Second Language. She has worked for two years as an ESL tutor for the university's English Language Academy. Haley is

interested in language and identity, as well as in learner autonomy in language learning. Haley has worked as a counselor at a

language camp for children in Quito, Ecuador. Contact: [email protected]

Caitlin Barrett studies Elementary Education, TESOL and Music at the University of Wisconsin River Falls. She has tutored

international students. Contact: [email protected]

Caitlin Cobb is an undergraduate student majoring in English and Spanish at UW Oshkosh. Contact: [email protected]

JoEllen Christians, co-founder of Get This Write, earned a bachelor’s degree in English as a second language and Spanish, and a

master’s degree in psycholinguistics and bilingual education at the University of Northern Iowa. She has taught learners of English at

all levels, most recently at Milwaukee Area Technical College in Wisconsin. She is a member of TESOL International, and a member

and past president of WITESOL. She has extensive experience in program administration, testing, teacher training, and curriculum

development. Contact: [email protected]

Kristin Dalby began her English Language Teaching career in South Korea in 2000. The English language classroom was a good fit

and she has enjoyed teaching many different kinds of English since then. She has taught business English in the Czech Republic and

general English in New Zealand. She has taught English for academic purposes in a variety of settings including Korean and

American universities. In addition to teaching students, Kristin has been a teacher trainer and has even dabbled in the management of

English language programs. She helped set up a new branch of a private language school in New Zealand and a new intensive English

program at an American university. She earned a Master's in Applied Linguistics and Teaching English to Speakers of Other

Languages from Leicester University in the UK and currently works in the ESL Program at University of Wisconsin-Madison.

Contact: [email protected]

Cecile Despres-Berry is the Director of ESL and Waseda at Lawrence University in Appleton, WI, where she teaches courses in

English for academic purposes and education. Her EAP courses focus on helping non-native speakers of English adapt to both the

linguistic challenges and academic culture of college. Courses include the study of academic writing, pragmatics, pronunciation, and

an introduction to liberal learning that students take in the summer before their freshman year. She has taught English language

learners in the Appleton public schools, in a conversation school in Chiba, Japan, and in a refugee center in Texas. She has a BA in

Japanese Studies from Earlham College and an MA in Foreign Language Education with a focus on English from the University of

Texas at Austin. Contact: [email protected]

Heidi Evans has been teaching ESL at the UW-Madison since 2008. She previously taught EFL at the university level in Japan for

several years and also taught at WESLI in Madison. She teaches academic and intensive ESL classes, as well as teacher training

courses, and enjoys serving as a mentor to new instructors. Contact: [email protected]

Alex Hatheway earned his MA in TESOL from the University of Wisconsin, River Falls where he is now an English as a second

language instructor. For the past two years he has lead the university’s Taiwan Teach Abroad Program. He is proficient in Mandarin

Chinese. Contact: [email protected]

Sam Herrington is an ESL instructor and Sustainability Faculty Fellow at the University of Wisconsin-River Falls. He holds MAs in

TESL and French, both from Bowling Green State University. In addition to ESL, he has taught courses in French, English

Composition, and Linguistics. His current pedagogical interests are in finding ways to integrate the principles of place-based

education into his language teaching. Contact: [email protected]

Donald F. Hones is chair of the Teaching and Learning department at UW Oshkosh. He had his first English teaching job in Spain in

1984 and since then had taught, researched and prepared teachers on four continents. He is the author of two books and over two

dozen journal articles, and is blessed with university classes that often include a rich mixture of languages and cultures. Contact:

[email protected]


Susan Huss-Lederman has been a faculty member at the University of Wisconsin-Whitewater since the fall of 1995. She has taught

academic ESL, applied linguistics and TESL/TEFL methodology courses in the U.S. and in Mexico. Dr. Huss-Lederman enjoys

mentoring students as they engage in undergraduate research. Additionally, she advises a developing program to prepare English

teachers in Ecuador. Contact: [email protected].

Gail Ibele has been teaching ESL at the UW-Madison since 1994. She previously taught on a Navajo Reservation in Arizona, with the

Peace Corps in Afghanistan, at the university level in Germany, and at the University of Minnesota. At the UW, Gail serves as the

Associate Director of the Program in ESL, and teaches a variety of classes including academic writing, teacher training courses, and

special courses for international students in the Law School. Contact: [email protected]

Tracy Iftikar teaches academic writing in the ESL Program at UW-Madison. She has been teaching ESOL since 1998 and previously

taught in California, Massachusetts and Japan. She has worked with various populations, including adult immigrants, hospitality

workers and international students. Contact: [email protected]

Rossitza Ivanova has taught English composition and English as a Second Language for nearly 25 years at universities in Bulgaria,

the UK and the US; she also taught as a Fulbright scholar in Bulgaria. Her own education is equally international – Rossitza earned a

Master’s degree in ESL in Bulgaria, and a Ph.D. degree in English in the UK after a research fellowship in the US. Currently, she is an

Assistant Professor at University of Wisconsin-Whitewater where she teaches both in the Languages and Literatures Department and

in the English Language Academy. Contact: [email protected]

Suyeong Jo is a Korean teacher working on a master's degree in Educational Leadership at UW Oshkosh. Contact:

[email protected]

Jongho Kang is a Korean teacher who is working on a Masters degree in Educational Leadership at UW Oshkosh. Contact:

[email protected]

Anjie Kokan has been teaching ELLs in various settings since 1994 when she started her career in South Korea. She earned her

Master’s of Science in TESOL in 2010 from Shenandoah University. Currently, she teaches in the English Language Academy at the

University of Wisconsin-Whitewater. In addition, she enjoys serving as a co-chair for WITESOL’s Student Writing and Art Contest

and helping adult ELLs in the Whitewater community prepare for the US citizenship test. Anjie is also an award-winning poet and

creator of the blog, Creative Writing Prompts for Writers. Contact: [email protected]

Audrey Lesondak is an education consultant at the Wisconsin Department of Public Instruction (DPI), where she managed

assessments for ELs in the Office of Student Assessment, and now coordinates Bilingual/ESL - Title III initiatives. Prior to her work

at DPI, Ms. Lesondak worked with diverse populations in Chicago, advocating in the areas of housing and homelessness, and then

served for a decade as a teacher of English learners. Her assessment-related work at DPI encompassed providing state review and

workgroup support for English learner translations and accommodations in the new, online consortia-developed tests. Ms. Lesondak

received her BA with a concentration in German and her MA in Urban Planning and Policy from the University of Illinois at Chicago,

as well as her post-Baccalaureate teaching licensure from Concordia University. She was a Fulbright-Hays travel abroad fellow, and

has served as board president for the Wisconsin Teachers of Speakers of Other Languages (WITESOL). Contact:

[email protected]

Heather A. Linville is Assistant Professor and Director of TESOL at the University of Wisconsin, La Crosse. Heather holds a PhD in

Language, Literacy and Culture from the University of Maryland, Baltimore County. Her research explores how public school ESL

teachers in the United States act as advocates for English language learners and how teachers’ personal, experiential, and contextual

factors influence their advocacy actions. Heather’s on-going research interests include language teacher education, critical language

awareness, and advocacy for English language learners. Heather was an English Language Fellow for the Department of State, serving

as an EFL teacher and teacher educator in Panama and Indonesia. She occasionally works as an English Language Specialist for the

Department of State. Heather currently serves on the standards team and the Nominating Committee for TESOL International.


Douglas Paul Margolis earned his doctorate in second language acquisition from the University of Hawaii at Manoa after teaching

English in South Korea for nine years. He currently teaches methodology, phonology, language acquisition, and assessment courses

for the UWRF TESOL Program. He has published research on learning strategies, error feedback, and pronunciation assessment.



Christine Marks has a Master's in Education from Hamline University. She has taught for over 30 years, 16 as a classroom teacher,

and 16 as Reading Specialist. Her background as a Reading Recovery teacher was instrumental in her developing an analogy-based

phonics curriculum called the Chunk Reading Program. Since 2006, Christine has field-tested this program working with ELL, LD,

struggling students as well as mainstream classrooms. Contact: [email protected]

Andrew Nelson is a graduate student of TESOL at UWRF and was a participant in TTAP 2015.

Andrea Poulos has been involved in teaching and administration in ESOL for over twenty years, including at the UW- Madison ESL

Program since 2008, and prior to that in Minneapolis, MN and Buenos Aires, Argentina. She has worked with international students,

immigrant/refugee populations, business people, and a variety of workforce English settings. She enjoys teaching all skill areas, from

literacy instruction on. Contact: [email protected]

Parthy Schachter holds an M.A. in ESL from the University of Minnesota-Twin Cities. She has taught in Israel, Minneapolis,

Chicago, and Madison at public, private, and non-profit institutions. She currently teaches ESL academic writing at UW-Madison.


Melanie Schneider is an Associate Professor in the College of Education and Professional Studies at UW Whitewater, where she

coordinates the ESL licensure program and advises the Student Teaching in Mexico Program. Her interests include the integration of

science and literacy learning in bilingual learners, the development of teacher identity, and coteaching in the classroom. Contact:

[email protected]

Sheryl Slocum coordinates the support for ESL students at Alverno College. She has taught EFL and ESL in middle school, adult,

and college programs. She has also prepared future teachers in ESL methods and materials at Mount Mary University and the

University of Wisconsin-Milwaukee. Sheryl obtained her doctorate in second language composition from UW-Milwaukee. Contact:

[email protected]

Mary Van Galen holds a Master of Science degree in Nursing, is a graduate student in TESOL at UWRF, and was a participant in

TTAP 2015. Contact: [email protected]

Xiaoqi Wang won a University of Wisconsin-River Falls undergraduate research and scholarly activity summer scholar award to

conduct this research. In addition to this project, she is the vice president of the UWRF TESOL Club, the president of UWRF Chinese

Culture Club, the program coordinator of UWRF Global Programming Society as well as a Chancellor Student Ambassador. In order

to further develop her teaching skills, she was a teaching assistant for the TESOL assessment course on campus. Since beginning her

studies at UWRF, she has consistently been on the Dean’s List and she was also accepted as a member of the honor society of Phi

Kappa Phi and the international English honor society of Sigma Tau Delta. She is interested in bilingual education and language

learning strategies. Contact: [email protected]

Olivia Wannarka is an undergraduate student of TESOL at UWRF and was a participant in TTAP 2015.

Did you enjoy the conference?

Do you have feedback for us?

You can complete a conference evaluation survey on

paper at the conference, or take our online version at:

witesol.com/fall-conference/evaluation/

mailto:[email protected]

http://witesol.com/fall-conference/evaluation/

http://witesol.com/fall-conference/evaluation/


Notes

Are you interested in joining the WITESOL Board?

Is there a Professional Development session you would

like to organize in your area?

Would you like to help organize the 2017 WITESOL Conference?

Is there some other way you would like to be more

involved?

Contact: [email protected] For more details

2016 witesol fall conference · 2016 witesol fall conference words matter: empowering learners and...

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