conference on language, learning & culture

CONFERENCE ON LANGUAGE, LEARNING & CULTURE

4401 Village Drive Fairfax, VA 22030

(703) 591-7042 [email protected]

www.viu.edu/sed @SEDatVIU

Reimagining International Education:

MARCH 25-26, 2016

Interdisciplinary Approaches to Language, Learning, and Culture

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1www.viu.edu/sed Virginia International University

Dear Conference Participants,

Welcome to CLLC 2016! As emerging technologies and globalization conspire to make education more international and affect the ways in which we live our daily lives, this years Conference on Language, Learning, and Cultureseeks to explore how we may be able to shape these developments in productive and exciting ways.

Our goal in proposing the theme of Reimagining International Education was to bring internationally minded educators, researchers, students, and community stakeholders together to advance interdisciplinary approaches to addressing these trends, sharing innovations related to reimagining educational access and communities; reimagining curriculum, pedagogy, and assessment; and reimagining teacher education.

To this end, our Call for Proposals asked prospective presenters to consider, among other questions, how we can encourage multilingualism and multiliteracies; increase the vitality of international student and educator networks; improve pedagogical practices to foster inclusivity and facilitate the development of language proficiency, intercultural communication, and 21st-century career skills; promote global citizenship and international development; ensure fair and valid uses of gatekeeping exams with implications for global student mobility; support the development of teachers professional identities and feelings of empowerment; and bridge gaps between classrooms and communities worldwide.

Through the sharing of best practices and emerging trends in these areas, our intention is to spark a thought-provoking, perspective-widening, solutions-oriented dialogue on the future of international education that acknowledges and embraces the interactions between language, learning, and culture.

We hope that you find the conference to be engaging professionally, academically, and personally, and that you are able to use what you learn from the presentations and your interactions with colleagues to stay ahead of the curve and continue to make a meaningful impact on international education, wherever in the world you may be doing your work.

Very best,

Conference on Language, Learning, and Culture Organizers

Welcome!

Rebecca Sachs

Professor, School of Education

Kevin J. Martin

Associate Dean, School of Education

2 Virginia International University www.viu.edu/sed

The Conference on Language, Learning, and Culture must take a moment to thank those who made the conference possible. We are truly grateful for the contributions of the following individuals:

Acknowledgements

Volunteers

We would also like to thank our many volunteers who have lent their time and talents to ensuring the success of the conference. CLLC would not have been able to take place without you!

Special Thanks

We are incredibly indebted to our amazing IT team (those behind-the-scenes people who do all of the technology support!), who went above and beyond to help develop our website and conference systems. THANK YOU!

Thank you to Virginia International Universitys president, Dr. Isa Sarac, for allowing this vision to become reality and for fully supporting the efforts of the School of Education.

Dr. Suleyman Bahceci Executive Vice President, VIU

Bayarjargal BJ Battugle Operations and Facilities & Property Manager, VIU

Erica Bethel Graphic Designer, VIU

Dr. Marietta Bradinova TESOL Professor, VIU

Dr. Kimberley Daly Faculty, George Mason University

Yoko Gursen Registrar, VIU

Dr. Justin Kelly Test Development Manager, Center for Applied Linguistics

Piyawut Ken Kidmungtangdee Management Analyst/Facilitates and Property Coordinator, VIU

Emily Leighty Web Content & Print Editor, VIU

Allison Millward Adjunct Faculty & Writing, Research, and Media Center Writing Coach,VIU

Dr. Michael Perini General Education and Faculty Development & Research Coordinator, VIU

Nitesh Pradhan Information Technology Manager, VIU

Justin Rosen Video Camera Operator and Editor, VIU

Pranab Shrestha Student Account Supervisor, VIU

Idris Ulas Dean, VIU School of Online Education


Table of Contents

Getting Started 4

Exhibitors and Sponsors 5

Schedule at a Glance 6

Conference Floor Plan 7

Schedule of Presentations 8

Conference Strands 12

Morning Plenary 13

Friday Morning Sessions 14

Midday Plenary 17

Poster Session 18

Friday Afternoon Sessions 20

Evening Plenary 24

Saturday Workshops 27

Saturday Practice-Oriented Sessions 28

Speaker Contact Information 30

Conference Notes 32


Getting Started

The name badges are intended to help you meet new people and network with colleagues from the various institutions present. Please wear your name badge throughout the event, as this will grant you access to conference activities.

Check us out on Twitter:

If you tweet about the conference, please include the hashtag #CLLC2016.

Should you need any assistance during the conference, please visit the information desk or find someone with a Volunteer badge. You will recognize volunteers by their green ribbons.

Network SSID: VIU_GuestNetwork Passphrase: None

(just accept the terms of use)

NAME BADGES

NEED ASSISTANCE?

STAY CONNECTED

WIRELESS ACCESS

@SEDatVIU @TESOLVIU

i

i

PLACES

See the Conference Floor Plan on page 7 for detailed diagrams of the building.

The Information Desk is located near the entrance to room VD 102 (the plenary room) and can be accessed throughout the conference.

A Prayer Room is available on the second floor, across from room 200.

A Nursing Room can be provided upon request.

RECORDING IN PROGRESS

Portions of the conference, both during and between sessions, may be recorded or photographed.

EVALUATION AND FEEDBACK

Please give us feedback! We value your opinions and will take your comments into consideration for next year! You will find a Conference Feedback link on the navigation menu of your CLLC web account, where you can provide overall comments about the conference. You can also give feedback on individual talks by clicking on the Feedback link for the talks that you have seen.


Exhibitors and Sponsors

The conference organizers would like to thank the following exhibitors and sponsors of CLLC 2016:

SCHOOL OFLANGUAGESTUDIES

VIRGINIA INTERNATIONAL UNIVERSITY

SCHOOL OFONLINEEDUCATION


CLLC Partner:

Friends of SED:

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The Mango team is made up of amazing people from all corners of the globe: linguists, programmers, teachers, beatboxers, librarians, writers, artists, and even a rocket scientist. What brings us all together: our love for language and culture learning and sharing that love with the world.

Visit: https://www.mangolanguages.com/

Visit: http://online.viu.edu/Visit: http://viu.edu/sels


DAY 1 Friday, March 25, 2016

7:30am-8:30am Registration and Light Breakfast

8:30am-8:45am Welcome and Conference Opening

8:45am-9:45am Morning Plenary: Dr. Guilbert C. Hentschke

10:00am-11:05am Paper Presentations and Practice-Oriented Sessions

11:15am-12:15pm Midday Plenary: Mr. Brock Brady

12:15pm-1:15pm Lunch Break

1:15pm-2:15pm Poster Presentations

2:20pm-4:35pm Paper Presentations and Practice-Oriented Sessions

4:45pm-5:45pm Evening Plenary: Dr. Beverly D. Shaklee

5:45pm-6:00pm Concluding Remarks

NOTE: Many conference participants will be meeting for dinner after the concluding remarks Friday evening. If you wish to attend but have not RSVPd online, please contact one of the conference organizers before lunch and visit the CLLC website for information on the venue.

DAY 2 Saturday, March 26, 2016

8:00am-8:45am Registration and Light Breakfast

8:45am-10:45am Workshops

10:45am-11:00am Coffee Break

11:00am-12:00pm Practice-Oriented Sessions I

12:00pm-1:00pm Practice-Oriented Sessions II

Schedule at a Glance


Conference Floor Plan

V D 1 0 2 V D 1 0 1

KITCHEN

STAI

RSEL

EV.

FRONT DESK

MAIN ENTRANCE

STAI

RSEL

EV.PRAYER

ROOM

KITCHEN

V D 2 1 6

V D 2 0 4 V D 2 0 3

LIBRARY

EXIT/BACK PATIO

SECOND FLOOR

FIRST FLOOR

REGISTRATION DESK


Schedule of Presentations

Morning Plenary (8:45-9:45am)

V D 1 0 2

8:45-9:45am Higher Education in Todays Global ContextGuilbert C. Hentschke, Ph.D.(Executive Advisor, Parthenon-EY; Stoops Dean and Cooper Chair Emeritus, USC Rossier School of Education)

Morning Sessions (10:00-11:05am)

V D 1 0 1 V D 1 0 2 V D 2 1 6

10:00-10:30am Interculturality in EFL- Nancy Grande

Using a multilingual approach and a translingual orientation to teach Academic English to international students - Rashi Jain

Third space English language learner identity - Sumera Umrani & Natasha Memon

10:35-11:05am Using immigrant interviews to increase Critical Cultural Awareness - Christine Giacalone & Karen Meteyer

Saudi parents language planning and practices toward their childrens home language - Ahmed Alahmadi

Miday Plenary (11:15-12:15pm)

V D 1 0 2

11:15-12:15pm Working Across Pedagogies in EFL Environments: Realistic Expectations, Goals, Roles, and Strategies for Teaching and LearningBrock Brady(Programming & Training Education Specialist, US Peace Corps)

12:15-1:15pm Lunch Break

Poster Session (1:15-2:15pm)

V D 1 0 2

1:15-2:15pm The Boren Awards: A report of oral language proficiency gains during academic study abroad - Leah Mason, Christopher Powers, & Seamus Donnelly

Integrating international mindedness in Saudi English language teaching programs - Abeer Alhuthaif

Linguistic imperialism of English: What is it? Different notions about it - Khalid Albishi

Similarities and differences between Americans and Saudis when making requests (politeness theory) - Omar Alkhonini

Is CLIL subject content tested in L1 or L2? - Mei Yin

The impact of intensive reading in adult Saudi English learners - Talal Daweli & Mohammad Assiri

DAY 1 Friday, March 25, 2016


Afternoon Sessions (2:20-4:35pm)

V D 1 0 1 V D 1 0 2 V D 2 1 6

2:20-2:50pm Beyond assimilation: Teaching instructors the new cultural rules of engagement - Christine Bobal & Janna Schaeffer

Cross-national, multi-language professional development for teachers of adult immigrants with limited education and literacy - Joy Peyton, Martha Young-Scholten, & Nancy Faux

Internationalizing psychology through education and research: Inclusivity and global applicability - Emma Grace

2:55-3:25pm The professional identity development of alternatively certified English language teachers (ACELTs) - Mehmet Durmaz & Nur Yiitolu

Online tutoring: A proven formula for success - Glen Penrod

3:30-4:00pm Communication across cultures in global education - Raja Nasr

Motivation and course factors in shaping student teaching outcomes - Sherry Steeley

Interdisciplinary activities/classes to facilitate acquisition of vernacular language between ESOL students and Spanish language learners - Joe LaValle

4:05-4:35pm Gelao ethnic cultural curriculum in kindergarten: An exploratory case study in China - Yongtao Gan & Lijun Meng

Reimagining international ESL instructional practice from the "shadows" - Nicholas Santavicca

English as a means of communication between an L2 writer and an L1 reader: A sociolinguistic and pragmatic perspective - Mahmoud Al-Khatib

Evening Plenary (4:45-5:45pm)

V D 1 0 2

4:45-5:45pm Leading Change: Internationalizing Teacher Education Across Content DomainsBeverly Shaklee, Ed.D.(Director, Center for International Education; Professor, George Mason University)



DAY 2 Saturday, March 26, 2016

Workshops (8:45-10:45am)

V D 1 0 1 V D 2 0 3 V D 2 0 4

8:45-10:45am Telecollaboration for international education: How to create a virtual space for learning a foreign language and culture - Yuka Akiyama

Teaching fluency using picture books to Arabic speakers - Hanadi AlShogiran, Latifa Alsaleh, & Ana Lado

Taking advantage of free digital resources at VOA Learning English - Jill Robbins, Catherine Kelly Weaver, & Dustin Stephenson-Reynolds

10:45-11:00am Coffee Break

Practice-Oriented Sessions (11:00am-1:00pm)

11:00-12:00pm Real life language learning: A dynamic demonstration interacting with a native speaker to develop proficiency - Elizabeth Barbour & Nancy Rhodes

Third culture kids in the ESL classroom in U.S. schools - Maria Mercedes Oetge

Teaching new literacies through multimodal texts - Marietta Bradinova

12:00-1:00pm Student verbal participation in higher education ESL classrooms: Data and teaching practices - John Niblett

Fostering a global mind in the ESL classroom: Meeting the challenges - Deniz Gokcora

Computerized speech assessment on a shoestring - Paul Daniels


POST-CONFERENCE THINGS TO DO

CLLC occurs at the height of the Cherry Blossom Festival. Saturday is the day of the concluding Festival Parade and Sakura Matsuri, a Japanese street festival. For more information, please visit the festivals website: http://www.nationalcherryblossomfestival.org/

Please explore the Venue and Travel section of the CLLC website for other things to do in the area: http://cllc.viu.edu/content/venue-travel


School of Education Graduates 2015-2016

The School of Education would like to congratulate our 2015-2016 graduates!

We wish you the best in your new careers!

Congratulations!

We wish you the best in your new careers!

Mete BayramIslom BoynazarovTugba CihanAhmet DokurClaire GimbleDorothy GudgelEleni MathianakiSomprach Ray Nawaruan

Guleser Ozturkler Ferhat OzyarimIrfan PiskinHaider SemaisimSihui ShaoKaewkhwan Kaew SrisangMauge Tapia EscobarHuey-Jing Elyssa Yang


Conference Strands

Plenary addresses, paper presentations, posters, workshops, and practice-oriented sessions will be given in several of the following areas invited by our Call for Proposals:

Reimagining educational access and communities Campus internationalization, global student and scholar mobility Virtual classrooms, MOOCs, and online communities of inquiry Telecollaboration, teletandem language learning Education for international development Underrepresented students in advanced academics, gifted programs, higher education,

and study abroad International students cultural adaptation, third-culture kids and cross-cultural kids International peer mentoring Diversity, inclusivity, and cultural responsiveness in the classroom Bridging gaps between classrooms and communities

Reimagining curriculum, pedagogy, and assessment Multilingualism, multiliteracies, and international mindedness World languages, lingua francas, English as an international language Digital literacy, integration of mobile technologies into teaching and learning Transnational curricula Integration of civic and global engagement into curricula Experiential and inquiry-based learning College pathways and career readiness Multimodal and multilingual assessment Consequences of tests worldwide

Reimagining teacher education Collaborations among stakeholders in teacher education Internationalizing teacher training Establishment and promotion of educator networks and teacher exchange programs Teacher induction programs, team teaching, and peer observation Development of professional identities and agency Empowerment of non-native speaking teachers (NNSTs) as experts and professionals Action research as professional development and service


Morning Plenary 8:45-9:45am

ABSTRACT : The focus of this conference Reimagining International Education: Interdisciplinary Approaches to Language, Learning, and Culture contains an unstated premise: reimagining will, by and large, take place in and through the worlds colleges and universities. Todays tertiary education institutions are where reimagining takes place; they are the venues for the aspirations reflected in this conference, but these institutions also have their own capacities, resources, constraints, traditions, trends, and circumstances. They are the context for our reimagining, and, as such, they shape the ways in which we can realistically reimagine. Today I would like to touch, first, on what are, arguably, five dualities that characterize this context of todays tertiary institutions, and then discuss with you some of the possible implications of these dualities for your priorities, as reflected in the three subthemes of the conference: educational access and communities; curriculum, pedagogy, and assessment; and teacher education.

Five dualities characterize tertiary education in the world today. (1) Massification and its limitations traces widespread growth which is dramatically uneven across gender, location, and income groups. (2) Homogenization and differentiation characterizes increasing standardization across institutions coupled with omni-present goals of differentiation across those same institutions. (3) Local and global refers to the pursuit of global presence without loss of local roots. (4) Academic and business model evolution refers to simultaneous, fundamental re-engineering of academic programs and business models. Finally, (5) coherent direction and opportunistic innovation addresses the dueling imperatives to pursue a coherent institutional strategy while retaining capacity for seizing unanticipated, material opportunities. These dualities have somewhat different implications for each of the three themes addressed at this conference. After suggesting a few of these implications, I would seek here more fully to engage the audience in a discussion of those implications and of the five dualities.

BIO: Gib is concurrently Executive Advisor, Parthenon-EY, and Stoops Dean and Cooper Chair Emeritus at the University of Southern Californias Rossier School of Education, where he served as dean from 1988 to 2000. Prior to his tenure at USC, Hentschke served as dean of the University of Rochesters Graduate School of Education and Human Development. He has also served in administrative and faculty positions at King Saud University, University of Hull, Teachers College, Columbia University, the Chicago Public Schools, and the East Side Union High School District (CA).

His research, advising, and writing focus on issues of finance and governance of public, non-profit, and for-profit education organizations. Throughout his academic career he has served on non-profit and for-profit boards associated with K-12 and post-secondary education. His current board positions include the California Credit Union, Excellent Education Development, WestEd Regional Educational Laboratory, Accord Institute of Educational Research, Mosaica Online Academy of Los Angeles and Mosaica Online Academy of Southern California (chair). He earned his bachelors degree in history and economics at Princeton University and his masters and doctorate in education and business at Stanford University.

Guilbert C. Hentschke, Ph.D. Stoops Dean and Cooper Chair in Public School Administration, EmeritusRossier School of Education, University of Southern CaliforniaExecutive Advisor, Parthenon-EY

Higher Education in Todays Global Context


Friday Morning Session #1 10:00-10:30am

VD

10

1 Interculturality in EFL EAC

Nancy Grande, Universidad de La Sabana, Colombia

Using immigrant interviews to increase Critical Cultural Awareness EAC

Christine Giacalone, Rivier University Karen Meteyer, Rivier University

VD

10

1

This presentation is addressed to ESL and EFL communities, taking into account how interculturality is playing an essential role in the language classroom. On one hand, Colombias Caribbean topics will be presented as an exotic means to appeal other cultures. On the other, it will be argued how culture in general terms serves for the purpose of better language learning, given that it awakens students interests while they are learning a second language. Finally, this presentation will introduce further educational research in regards to cultural studies.

This study examines how self-awareness, understanding and valuing others (Howard-Hamilton et al., 1998) are incremental steps in the acquisition of Critical Cultural Awareness. After students completed multiple immigrant interviews,paired samples t-tests showed apositive increase over time on their response to the item Im interested in the ideas and beliefs of people who dont think and believe as I do [t(23) = -2.460, p = 0.022]. There was also a near significant trend which suggested that students felt they had increased knowledge of other cultural groups[t(23) = -1.813, p = .083].

VD

10

2 Using a multilingual approach and a translingual orientation to teach Academic English to international students TE

Rashi Jain, George Mason University *Practice-oriented session (1 hour)*

Using a multilingual approach and a translingual orientation to teach Academic English to international students TE


VD

10

2

Translingualism in TESOL is emerging as a new paradigm, and the advances being made in theorization about translingual practices need to be supplemented with discussions around translingual practices and pedagogies in actual teacher education courses. A practitioner case-study of one such ESL course for adult learnersbridging the theory-practice gap is presented here, along with strategies for teaching multilingual international students from a translingual orientation.

*Session already in progress*

VD

21

6 Third space English language learner identity EAC

Sumera Umrani, University of Edinburgh Natasha Memon, Mehran University of Engineering and Technology

Saudi parents language planning and practices toward their childrens home language EAC

Ahmed Alahmadi, University of Memphis

VD

21

6

This paper portrays the key findings of a PhD study which suggest that English language learners in Pakistan tend to develop a particular identity (English Language Learner Identity) which is dynamic, fluid and multifaceted formed at a Third Space. This study mainly focused on how learners of English constructed and negotiated their identities in different social and academic contexts. Utilising the methodology of an instrumental case study, this project gathered the data through multiple instruments such as interviews, observations, diaries and focus group discussions involving three cohorts of participants.

Research in the area of Family Language Policy is mainly conducted on families who are considered to be permanent immigrants. Few studies have examined language policy and planning of Saudisas temporary residents. This research attempts to shift the emphasis to this gap in the literature by presenting data that could potentially help with understanding the uniqueness of Saudis language policies.

Note: Practice-oriented sessions are 1 hour in length.

EAC Educational Access and Communities CPA Curriculum, Pedagogy, and Assessment TE Teacher Education


Friday Morning Session #2 10:35-11:05am

V

D 1

01 Interculturality in EFL EAC

Nancy Grande, Universidad de La Sabana, Colombia

Using immigrant interviews to increase Critical Cultural Awareness EAC

Christine Giacalone, Rivier University Karen Meteyer, Rivier University

VD

10

1

This presentation is addressed to ESL and EFL communities, taking into account how interculturality is playing an essential role in the language classroom. On one hand, Colombias Caribbean topics will be presented as an exotic means to appeal other cultures. On the other, it will be argued how culture in general terms serves for the purpose of better language learning, given that it awakens students interests while they are learning a second language. Finally, this presentation will introduce further educational research in regards to cultural studies.

This study examines how self-awareness, understanding and valuing others (Howard-Hamilton et al., 1998) are incremental steps in the acquisition of Critical Cultural Awareness. After students completed multiple immigrant interviews,paired samples t-tests showed apositive increase over time on their response to the item Im interested in the ideas and beliefs of people who dont think and believe as I do [t(23) = -2.460, p = 0.022]. There was also a near significant trend which suggested that students felt they had increased knowledge of other cultural groups[t(23) = -1.813, p = .083].

VD

10

2 Using a multilingual approach and a translingual orientation to teach Academic English to international students TE


Using a multilingual approach and a translingual orientation to teach Academic English to international students TE


VD

10

2

Translingualism in TESOL is emerging as a new paradigm, and the advances being made in theorization about translingual practices need to be supplemented with discussions around translingual practices and pedagogies in actual teacher education courses. A practitioner case-study of one such ESL course for adult learnersbridging the theory-practice gap is presented here, along with strategies for teaching multilingual international students from a translingual orientation.


VD

21

6 Third space English language learner identity EAC

Sumera Umrani, University of Edinburgh Natasha Memon, Mehran University of Engineering and Technology

Saudi parents language planning and practices toward their childrens home language EAC

Ahmed Alahmadi, University of Memphis

VD

21

6

This paper portrays the key findings of a PhD study which suggest that English language learners in Pakistan tend to develop a particular identity (English Language Learner Identity) which is dynamic, fluid and multifaceted formed at a Third Space. This study mainly focused on how learners of English constructed and negotiated their identities in different social and academic contexts. Utilising the methodology of an instrumental case study, this project gathered the data through multiple instruments such as interviews, observations, diaries and focus group discussions involving three cohorts of participants.

Research in the area of Family Language Policy is mainly conducted on families who are considered to be permanent immigrants. Few studies have examined language policy and planning of Saudisas temporary residents. This research attempts to shift the emphasis to this gap in the literature by presenting data that could potentially help with understanding the uniqueness of Saudis language policies.



MASTER OF EDUCATION Math Education Science Education ESOL Education

MASTER OF SCIENCE IN APPLIED LINGUISTICS Program Management Multilingual Education Educational Technology

MASTER OF ARTS IN TESOLGRADUATE CERTIFICATE OF TESOL

WORLD-CLA

SS

FACULTY

HANDS-

ON

LEARNI

NG

PRACTICAL

EXPERIENCE

PERSONALIZ

ED,

ENGAGING,

AND FUN


Midday Plenary 11:15-12:15pm

ABSTRACT : Ministries of Education in countries where English is taught as a foreign language often expect that by the time of leaving school most students will be functional in English across a wide spectrum of contexts. However, it has long been established that even ESL students in immersion environments need 5-7 years to attain Cognitive Academic Language Proficiency (CALP). On top of this, many countries are unable to make the resource commitments necessary for students to achieve wide-spectrum English proficiency. Too often, teachers receive insufficient training and have limited English themselves, and too often the time devoted to English instruction is no more than a few hours a week, often in large classes. Consequently such expectations are highly unrealistic.In light of these challenges, discussions need to occur regarding what levels and types of English proficiency (CALP or BICS: Basic Interpersonal Communication Skills) can reasonably be sought and achieved, and what teaching approaches will likely do the most to support this. We must also consider how best to improve the capacity of EFL teachers who have been trained in their home countries within traditional transmissionist, teacher-centered approaches to teaching.

Great potential exists for English teachers trained in English-dominant countries (be they native or nonnative speakers) to contribute to building teaching capacity in EFL contexts and thereby helping to improve student learning outcomes. However, to achieve this, we must ask: How can we blend pedagogiesthat is, respectfully combine traditional and new ways of teachingto help students and governments achieve proficiency goals using more communicative and student-centered practices without pushing students or teachers too fast or too far beyond their comfort zones in ways that might result in failure?How can we show respect for EFL teachers at all levels of training, achieve their buy-in, and take full advantage of their perspectives and experiences while trying at the same time to advocate for change?The goal of this plenary is to start those conversations here.

BIO: Brock Brady is the Programming and Training Education Specialist for the U.S. Peace Corps, a volunteer development agency. He served three years as President-Elect, President, and Past President of the TESOL International Association and was recently awarded the Washington Area TESOL Associations Lifetime Service Award. Before coming to the Peace Corps, Brady served as Coordinator and then Co-Director of the American University TESOL Program in Washington, D.C., for 12 years. Brady also directed English Language Programs for the State Department in Burkina Faso and Benin, lectured at Pohang University of Science and Technology (POSTECH) in Korea for two years, served as a Fulbright Scholar in France, and as a Peace Corps Volunteer in Togo, West Africa. He has also taught English or engaged in educational consulting in Angola, Australia, Brazil, China, Colombia, Costa Rica, Cte dIvoire, Egypt, France, Gambia, Guatemala, Israel, Mali, Mexico, Moldova, Panama, the Philippines, Portugal, Sierra Leone, Singapore, South Africa, and Spain. Bradys research interests include English language planning and policy, program and course design, pronunciation, and strategies for building teacher communities of practice.

Brock Brady Programming and Training Education Specialist, U.S. Peace CorpsFormer President of the TESOL International Association

Working Across Pedagogies in EFL Environments: Realistic Expectations, Goals, Roles, and Strategies for Teaching and Learning


Poster Session 1:15-2:15 PMVD

102

The Boren Awards: A report of oral language proficiency gains during academic study abroad CPA

Leah Mason, Institute of International Education Christopher Powers, Institute of International Education Seamus Donnelly, The Graduate Center, CUNY

The impact of intensive reading in adult Saudi English learners CPA

Talal Daweli, Arkansas Tech University Mohammad Assiri, King Abdulaziz University

VD 102

This paper highlights the value of longer-term (six months or more) study abroad in improving the oral language proficiency of U.S. citizen undergraduate and graduate students. The findings are drawn from assessment data for 2,466 Boren Awards recipients in over 50 languages over a 15 year period.

This study discusses the difficulties of intensive reading that adult Saudi English learners face. A questionnaire survey was distributed to the students to understand their difficulties in intensive English reading. After scrutinizing the result of the survey, it showed that most students concerns related to the lack of background knowledge. To address this issue, adding an extensive reading program to the current program and creating homemadereading materials may be a suitable solution to overcome the problem.

VD 1

02

Integrating international mindedness in Saudi English language teaching programs CPA

Abeer Alhuthaif, George Washington University

Linguistic imperialism of English: What is it? Different notions about it EAC

Khalid Albishi, Bisha College of Technology, TVTC

VD 102

The purpose of this study will be to investigate the extent to which Saudi English language teaching programs incorporate international perspectives in their higher education programs, particularly to develop international mindedness in the curriculum of an English language teaching program at Princess Nora University.

The paper presents the status of English in the world. It discusses the historical and current position of English and its spread. Thisleads to see the advantages and disadvantages of this spread and actions taken. Some suggestions mentioned attempting in balancing between the world and individuals' needs and the importance of maintaining diversity of cultures and languages.

VD 1

02

Is CLIL subject content tested in L1 or L2? CPA

Mei Yin, Vrije Universiteit Brussel

Similarities and differences between Americans and Saudis when making requests (politeness theory) EAC

Omar Alkhonini, George Mason University

VD 102

Content tests given in L2 as the medium of instruction more benefit SLA and subject performance and students motivations toward and confidence in CLIL learning over an extended period of time. However, content tests given in L1 may achieve better performance over a short period of time.Additionally, this presentation suggests that four L2 skills (listening, speaking, reading and writing) should be simultaneously taught to initial CLIL students at age six during the same learning period.

This study explores the different methods Americans and Saudis use when making requests with respect to politeness theory. The study is based on 1) the researchers personal observations and 2) a questionnaire. This study proposes that each of these languages communities has its own way of perceiving politeness norms involving requests. What is polite in one language can be impolite in another. With respect to polite requests, Arabic and English show some differences between each other.



Poster Session 1:15-2:15 PM

VD 1

02

The Boren Awards: A report of oral language proficiency gains during academic study abroad CPA

Leah Mason, Institute of International Education Christopher Powers, Institute of International Education Seamus Donnelly, The Graduate Center, CUNY

The impact of intensive reading in adult Saudi English learners CPA

Talal Daweli, Arkansas Tech University Mohammad Assiri, King Abdulaziz University

VD 102

This paper highlights the value of longer-term (six months or more) study abroad in improving the oral language proficiency of U.S. citizen undergraduate and graduate students. The findings are drawn from assessment data for 2,466 Boren Awards recipients in over 50 languages over a 15 year period.

This study discusses the difficulties of intensive reading that adult Saudi English learners face. A questionnaire survey was distributed to the students to understand their difficulties in intensive English reading. After scrutinizing the result of the survey, it showed that most students concerns related to the lack of background knowledge. To address this issue, adding an extensive reading program to the current program and creating homemadereading materials may be a suitable solution to overcome the problem.

VD 1

02

Integrating international mindedness in Saudi English language teaching programs CPA

Abeer Alhuthaif, George Washington University

Linguistic imperialism of English: What is it? Different notions about it EAC

Khalid Albishi, Bisha College of Technology, TVTC

VD 102

The purpose of this study will be to investigate the extent to which Saudi English language teaching programs incorporate international perspectives in their higher education programs, particularly to develop international mindedness in the curriculum of an English language teaching program at Princess Nora University.

The paper presents the status of English in the world. It discusses the historical and current position of English and its spread. Thisleads to see the advantages and disadvantages of this spread and actions taken. Some suggestions mentioned attempting in balancing between the world and individuals' needs and the importance of maintaining diversity of cultures and languages.

VD 1

02

Is CLIL subject content tested in L1 or L2? CPA

Mei Yin, Vrije Universiteit Brussel

Similarities and differences between Americans and Saudis when making requests (politeness theory) EAC

Omar Alkhonini, George Mason University

VD 102

Content tests given in L2 as the medium of instruction more benefit SLA and subject performance and students motivations toward and confidence in CLIL learning over an extended period of time. However, content tests given in L1 may achieve better performance over a short period of time.Additionally, this presentation suggests that four L2 skills (listening, speaking, reading and writing) should be simultaneously taught to initial CLIL students at age six during the same learning period.

This study explores the different methods Americans and Saudis use when making requests with respect to politeness theory. The study is based on 1) the researchers personal observations and 2) a questionnaire. This study proposes that each of these languages communities has its own way of perceiving politeness norms involving requests. What is polite in one language can be impolite in another. With respect to polite requests, Arabic and English show some differences between each other.



Friday Afternoon Session #1 2:20-2:50pm


VD

10

1 Beyond assimilation: Teaching instructors the new cultural rules of engagement TE

Christine Bobal, Virginia Tech Language and Culture Institute Janna Schaeffer, Virginia Tech Language and Culture Institute

*Practice-oriented session (1 hour)*

Beyond assimilation: Teaching instructors the new cultural rules of engagement TE



V

D 1

01

Assimilation is no longer the goal of language classes; rather, teachers and learners analyze and appreciate cultural differences. The presenters use cultural orientation models to equip participants with tools for effective teacher training which raises awareness of cultural complexity, promotes understanding students backgrounds, and encourages analysis of cultural experiences.


V

D 1

02

Cross-national, multi-language professional development for teachers of adult immigrants with limited education and literacy TE

Joy Peyton, Center for Applied Linguistics Martha Young-Scholten, Newcastle University Nancy Faux, Virginia Commonwealth University

The professional identity development of alternatively certified English language teachers (ACELTs) TE

Mehmet Durmaz, Middle East Technical University, Northern Cyprus Campus Nur Yiitolu, Middle East Technical University, Northern Cyprus Campus

VD

10

2

Presenters describe a set of cross-national, multi-language online study circles for teachers of adult immigrants who are learning the language of the country in their second or third language and have limited education and literacy in their native language. Participants learn about opportunities and challenges with this professional development.

This study investigates the professional identity development of alternatively certified English language teachers (ACELTs) in a Turkish higher education context. It aims to inform policy makers about alternative teacher training programs by providing needs-based analysis and pedagogical suggestions. Implications for teacher education certificate programs will be discussed.

VD

21

6 Internationalizing psychology through education and research: Inclusivity and global applicability EAC

Emma Grace, The Chicago School of Professional Psychology

Online tutoring: A proven formula for success TE

Glen Penrod, Georgetown University

VD

21

6

Based on the results of meta-analysis, this presentation will discuss inclusivity and global applicability in internationalizing psychology through education and research.Best practices, implications, and future directions for undergraduate and graduate international psychology education will be outlined.

Most language skills can be taught or practiced online, but when it comes to speaking, teachers aren't always able to find good methods and materials. This presentation will examine a formula for online tutoring that gives students productive talking time, leaving the teacher to focus on reinforcement and feedback.

Note: Practice-oriented sessions are 1 hour in length.



VD

10

1 Beyond assimilation: Teaching instructors the new cultural rules of engagement TE



Beyond assimilation: Teaching instructors the new cultural rules of engagement TE



V

D 1

01

Assimilation is no longer the goal of language classes; rather, teachers and learners analyze and appreciate cultural differences. The presenters use cultural orientation models to equip participants with tools for effective teacher training which raises awareness of cultural complexity, promotes understanding students backgrounds, and encourages analysis of cultural experiences.


V

D 1

02

Cross-national, multi-language professional development for teachers of adult immigrants with limited education and literacy TE

Joy Peyton, Center for Applied Linguistics Martha Young-Scholten, Newcastle University Nancy Faux, Virginia Commonwealth University

The professional identity development of alternatively certified English language teachers (ACELTs) TE

Mehmet Durmaz, Middle East Technical University, Northern Cyprus Campus Nur Yiitolu, Middle East Technical University, Northern Cyprus Campus

VD

10

2

Presenters describe a set of cross-national, multi-language online study circles for teachers of adult immigrants who are learning the language of the country in their second or third language and have limited education and literacy in their native language. Participants learn about opportunities and challenges with this professional development.

This study investigates the professional identity development of alternatively certified English language teachers (ACELTs) in a Turkish higher education context. It aims to inform policy makers about alternative teacher training programs by providing needs-based analysis and pedagogical suggestions. Implications for teacher education certificate programs will be discussed.

VD

21

6 Internationalizing psychology through education and research: Inclusivity and global applicability EAC

Emma Grace, The Chicago School of Professional Psychology

Online tutoring: A proven formula for success TE

Glen Penrod, Georgetown University

VD

21

6

Based on the results of meta-analysis, this presentation will discuss inclusivity and global applicability in internationalizing psychology through education and research.Best practices, implications, and future directions for undergraduate and graduate international psychology education will be outlined.

Most language skills can be taught or practiced online, but when it comes to speaking, teachers aren't always able to find good methods and materials. This presentation will examine a formula for online tutoring that gives students productive talking time, leaving the teacher to focus on reinforcement and feedback.





VD

10

1 Communication across cultures in global education TE

Raja Nasr, Marymount University

Gelao Ethnic Cultural Curriculum in Kindergarten: An exploratory case study in China CPA

Yongtao Gan, South-Central University for Nationalities Lijun Meng, South-Central University for Nationalities

V

D 1

01

With greater population mobility and advanced technology, it becomes crucial for trainers of in-service and future teachers to equip them with the right knowledge, skills, and wholesome attitudes to bridge the ever-growing communication gaps around the world. This presentation includes examples of communication problems resulting from differences in language usage and use, non-verbal (semiotic) behaviors, cultural traits, and value systems, and discusses how to train teachers in the development of strategies to handle these communication gaps.

In order to preserve cultural diversity in the process of globalization, ethnic cultural curriculum has been implementedin some kindergartens in Guizhou province since 2002. Based on a survey of the Gelao Ethnic Cultural Curriculum in Wuchuan Center Kindergarten (WCK) in Guizhou Province, China, this article presents the development, characteristics, and implementation of Gelao ethnic cultural curriculum, as well as teachers perceptions. These findings demonstrate the opportunities and challenges that ethnic minorities face in a globalizing China.

V

D 1

02

Motivation and course factors in shaping student teaching outcomes TE

Sherry Steeley, Georgetown University

Reimagining international ESL instructional practice from the "Shadows" EAC

Nicholas Santavicca, University of Massachusetts Dartmouth

VD

10

2

Based on an initial credential program for ESL/EFL teachers, this study examines the role of motivation to teach and engagement with coursework in shaping classroom effectiveness. Data include performance based assessments and student teaching evaluations; results suggest the need for direct engagement of motivation as a critical factor in teaching.

The purpose of this presentation is to glean knowledge from a study in an International ESL program, where 6ESL trained instructors engaged in an ESL Shadowing Protocol. Instructors witnessed the academic-language experiences of students in non-ESL courses, and gained insights into the diversity and sociocultural practices.

VD

21

6 Interdisciplinary activities/classes to facilitate acquisition of vernacular language between ESOL students and Spanish language learners CPA

Joe LaValle, University of North Georgia

English as a means of communication between an L2 writer and an L1 reader: A sociolinguistic and pragmatic perspective CPA

Mahmoud Al-Khatib, University Preparatory Program, Dar Al Uloom University

VD

21

6

Academic language or classroom Spanish is insufficient to empower students for todays marketplace. Real Language interdisciplinary activities create genuine exchanges of vernacular language and culture between intermediate Spanish students and native speakers. Students are asked to utilize their life skills in interactive, interdisciplinary activity for the acquisition of vernacular language and cultural understanding. The concept is validated by the voice of the students involved reflecting their experiences in Real Language lab sessions.

This study examinespersonal letter-writing as a means of communication between an L2 writer and an L1 reader from a socio-pragmatic point of view. The main objective of the study is to examine the corpus of letters collected from 150 university students (learning English as a second language at Jordan University of Science and Technology) in terms of the sociocultural background of the writers.


Evening Plenary 4:45-5:45pm

ABSTRACT:Oftentimes at our universities and in our classrooms we are called to prepare our students as global citizens; a laudable and needed objective. One of the dilemmas associated with this goal is how are our faculty prepared to evaluate and teach from an international or global perspective? Focusing our attention on not only the importance of internationalization, but also the contemporary views of why we need to engage across boundaries, this presentation will examine the dilemmas of internationalization, share potential solutions and discuss next steps.

BIO:

Beverly Shaklee has had a long and abiding interest in the development of educational opportunities worldwide working as a teacher and teacher educator for some thirty years. In 2003, she helped to create the Center for International Education (CIE). Since its inception CIE has been actively involved in research and development programs; advocacy for our international academic programs; and providing professional development opportunities for educators worldwide. She has authored a number of books, chapters, and articles on gifted child education, teacher education, teacher development, and international schools. She has also given presentations worldwide. Her most recent endeavor, along with colleague Supriya Baily, has been the edited book Internationalizing Teacher Education in the United States (Rowman-Littlefield). She also serves as a member of the Board of Directors for the Association for the Advancement of International Education (AAIE) and a member of the Research & Development Committee for Council for International Schools (CIS).

Beverly Shaklee, Ed.D. Director, Center for International EducationDirector, Advanced Professional Development and International EducationProfessor of Curriculum and Instruction, George Mason University

Leading Change: Internationalizing Teacher Education Across Content Domains


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Saturday Workshops 8:45-10:45am

Telecollaboration for international education: How to create a virtual space for learning a foreign language and culture CPA

Yuka Akiyama, Georgetown University

VD

10

1

Telecollaboration is a type of intercultural communication where geographically distal groups of language learners meet online to learn each others languages and cultures. In this workshop, participants will discuss various telecollaborative set-ups and online tools and will come up with the most appropriate project that accommodates their own needs.

Teaching fluency using picture books to Arabic speakers CPA

Hanadi AlShogiran, Marymount University Latifa Alsaleh, Marymount University Ana Lado, Marymount University

VD

20

3

Experience picture books that maximize oral and written vocabulary learning because they match specific communicative teaching strategies. The books have tellability (Labov, 1972) in that they have features prompting successful instructional conversations, such as guessing games, visualizing, retelling, substitution, and projects. Obtain a booklist of great books for teaching vocabulary.

Taking advantage of free digital resources at VOA Learning English TE

Jill Robbins, Voice of America Learning English Catherine Kelly Weaver, Voice of America Dustin Stephenson-Reynolds, Voice of America

VD

20

4

Teachers around the world have access to free materials, workshops,and lesson plans from Voice of America Learning English. Using them effectively in the classroom is not as simple or transparent as it may seem.This workshop demonstrates VOAs eLearning resources and asks, "how can they enhance your teaching?"



VD

10

1 Real life language learning: A dynamic demonstration interacting with a native speaker to develop proficiency CPA

Elizabeth Barbour, Global SKILLs Nancy Rhodes, Center for Applied Linguistics

Student verbal participation in higher education ESL classrooms: Data and teaching practices TE

John Niblett, James Madison University and Study Group

VD

10

1

This dynamic demonstration of language learning through interacting with a native speaker illustrates best practices and strategies for communicative language learning. Participants will be inspired and challenged as they learn basic vocabulary and grammar of an uncommon languageand reflect on how they can adapt these practices into their classrooms.

The session begins with slides showing maps of classrooms derived from lesson observations in a higher education pathway program for ESL students. The slides show student placement and data on student verbalparticipation.The data is followed by an overview and modeling of specific methods of increasing verbal participation.

VD

20

3

Third culture kids in the ESL classroom in U.S. schools EAC

Maria Mercedes Oetgen, Marymount University

Fostering a global mind in the ESL classroom: Meeting the challenges CPA

Deniz Gokcora, Borough of Manhattan Community College

VD

20

3

There has been much research done about practices to help ESL students learn English. However, what about third culture kids? We need to help these children learn English and feel like they belong. In my presentation I will introduce different books for elementary school-aged children that we can integrate in our classroom to successfully teach them English and make them feel welcomed.

Due to changing world politics, world population, approaches to education, and the influence of technology, university faculty reexamine the role of higher education to prepare students to an increasingly global setting. In this demo session, specific examples of global competencies of cultural understanding and integrated reasoning practices will be demonstrated using an intensive ESL writing course.

VD

20

4 Teaching new literacies through multimodal texts CPA

Marietta Bradinova, Virginia International University

Computerized speech assessment on a shoestring CPA

Paul Daniels, Kochi University of Technology

VD

20

4

We live in an era where multimodal texts combining words, sounds, and images place different demands on the receiver and producer of these texts, requiring a redefinition of what it means to be literate. This sessions explores some ways in which visuals, both static and moving images, can be used to support English language learning.

This presentation will provide an overview of the Googles Web Speech API and how it can be used to administer computerized speech assessment activities for language practice. The presenter will demonstrate a GNU licensed computerized speech assessment tool that was developed for Moodle which captures, transcribes and analyzes student speech.

Saturday Practice-Oriented Sessions #1 11:00-12:00pm



Saturday Practice-Oriented Sessions #2 12:00-1:00pm

VD

10

1 Real life language learning: A dynamic demonstration interacting with a native speaker to develop proficiency CPA

Elizabeth Barbour, Global SKILLs Nancy Rhodes, Center for Applied Linguistics

Student verbal participation in higher education ESL classrooms: Data and teaching practices TE

John Niblett, James Madison University and Study Group

VD

10

1

This dynamic demonstration of language learning through interacting with a native speaker illustrates best practices and strategies for communicative language learning. Participants will be inspired and challenged as they learn basic vocabulary and grammar of an uncommon languageand reflect on how they can adapt these practices into their classrooms.

The session begins with slides showing maps of classrooms derived from lesson observations in a higher education pathway program for ESL students. The slides show student placement and data on student verbalparticipation.The data is followed by an overview and modeling of specific methods of increasing verbal participation.

VD

20

3

Third culture kids in the ESL classroom in U.S. schools EAC

Maria Mercedes Oetgen, Marymount University

Fostering a global mind in the ESL classroom: Meeting the challenges CPA

Deniz Gokcora, Borough of Manhattan Community College

VD

20

3

There has been much research done about practices to help ESL students learn English. However, what about third culture kids? We need to help these children learn English and feel like they belong. In my presentation I will introduce different books for elementary school-aged children that we can integrate in our classroom to successfully teach them English and make them feel welcomed.

Due to changing world politics, world population, approaches to education, and the influence of technology, university faculty reexamine the role of higher education to prepare students to an increasingly global setting. In this demo session, specific examples of global competencies of cultural understanding and integrated reasoning practices will be demonstrated using an intensive ESL writing course.

VD

20

4 Teaching new literacies through multimodal texts CPA

Marietta Bradinova, Virginia International University

Computerized speech assessment on a shoestring CPA

Paul Daniels, Kochi University of Technology

VD

20

4

We live in an era where multimodal texts combining words, sounds, and images place different demands on the receiver and producer of these texts, requiring a redefinition of what it means to be literate. This sessions explores some ways in which visuals, both static and moving images, can be used to support English language learning.

This presentation will provide an overview of the Googles Web Speech API and how it can be used to administer computerized speech assessment activities for language practice. The presenter will demonstrate a GNU licensed computerized speech assessment tool that was developed for Moodle which captures, transcribes and analyzes student speech.



Speaker Contact Information

Last Name First Name Title Affiliation Email

Akiyama Yuka PhD Candidate Georgetown University [email protected]

Alahmadi Ahmed PhD Student University of Memphis [email protected]

Albishi Khalid Chair of General Studies DepartmentBisha College of Technology,TVTC [email protected]

Alhuthaif Abeer Doctoral Student George Washington University [email protected]

Al-Khatib Mahmoud Director University Preparatory Program [email protected]

Alkhonini Omar PhD Student George Mason University [email protected]

Alsaleh Latifa Graduate Student Marymount University [email protected]

AlShogiran Hanadi Graduate Student Marymount University [email protected]

Assiri Mohammad Teaching Assistant King Abdulaziz University [email protected]

Barbour Elizabeth Consultant Global SKILLs [email protected]

Bobal Christine Instructor Virginia Tech Language and Culture Institute [email protected]

Bradinova Marietta MA in TESOL Adjunct Professor Virginia International [email protected]

Brady Brock Program & Training Education Specialist US Peace Corps [email protected]

Daniels Paul Professor Kochi University of Technology [email protected]

Daweli Talal Teaching Assistant Arkansas Tech University [email protected]

Donnelly Seamus Research Assistant The Graduate Center, CUNY

Durmaz Mehmet InstructorMiddle East Technical University, Northern Cyprus Campus

[email protected]

Faux Nancy ESOL Specialist Virginia Commonwealth University [email protected]

Gan Yongtao Associate Professor South-Central University for Nationalities [email protected]

Giacalone Christine Assistant Professor Rivier University [email protected]

Gokcora Deniz Assistant Professor Borough of Manhattan Community College [email protected]

Grace Emma Department Faculty The Chicago School of Professional Psychology [email protected]

Grande Nancy English Teacher Universidad de La Sabana, Colombia [email protected]

Hentschke Guilbert Executive Advisor; Stoops Dean and Cooper Chair Emeritus

Parthenon-EY; University of Southern California Rossier School of Education

[email protected]

Jain Rashi Term Assistant Professor of English George Mason University [email protected]


Speaker Contact Information

Last Name First Name Title Affiliation EmailLado Ana Professor Marymount University [email protected]

LaValle Joe Assistant Professor in Spanish University of North Georgia [email protected]

Mason Leah Assistant Director, Education Abroad ProgramsInstitute of International Education [email protected]

Memon Natasha Assistant Professor Mehran University of Engineering and Technology [email protected]

Meng Lijun Professor South-Central University for Nationalities [email protected]

Meteyer Karen Assistant Professor Rivier University [email protected]

Nasr Raja ESL Director Marymount University [email protected]

Niblett John Head of Content James Madison University and Study Group [email protected]

Oetgen Maria Mercedes M.Ed in ESL Education PK-12 Marymount University [email protected]

Penrod Glen Assistant Teaching Professor Georgetown University [email protected]

Peyton Joy Senior Fellow Center for Applied Linguistics [email protected]

Powers Christopher Director, Education Abroad ProgramsInstitute of International Education [email protected]

Rhodes Nancy Senior Foreign Language Education Consultant Center for Applied Linguistics [email protected]

Robbins Jill Multimedia eLearning Teacher Voice of America Learning English [email protected]

Santavicca Nicholas

Director, American Language & Cultures Institute; Assistant Professor of ESL/Bilingual Education

University of Massachusetts Dartmouth [email protected]

Schaeffer Janna Instructor Virginia Tech Language and Culture Institute [email protected]

Shaklee Beverly Director; ProfessorCenter for International Education; George Mason University

[email protected]

Steeley Sherry Associate Teaching Professor Georgetown University [email protected]

Stephenson-Reynolds Dustin Bilingual Producer Voice of America [email protected]

Umrani Sumera Student University of Edinburgh [email protected]

Weaver Catherine Kelly International Broadcaster Voice of America [email protected]

Yiitolu Nur InstructorMiddle East Technical University, Northern Cyprus Campus

[email protected]

Yin Mei PhD Candidate Vrije Universiteit Brussel [email protected]

Young-Scholten Martha

Professor, Second Language Acquisition Newcastle University

[email protected]


Conference Notes

Enhancing and Advancing Teacher Education:

Professional identities, communities, beliefs, and practices

April 7-8, 20174401 Village Drive, Fairfax, VA 22030

For more details, please visit cllc.viu.edu

CONFERENCE ON LANGUAGE, LEARNING & CULTURE

Abstract Submission: December 5, 2016Notification of Acceptance: Week of January 9, 2017Early Registration Ends: March 5, 2017Regular Registration Ends: April 2, 2017Late Registration: April 3-8, 2017Proceedings Submission: July 7, 2017

The School of Education offers convenient study options to fit your busy lifestyle. Study with us either on-ground or online!

MASTER OF SCIENCE IN APPLIED LINGUISTICS MASTER OF EDUCATION MASTER OF ARTS IN TESOL

CONFERENCE ON

LANGUAGE, LEARNING & CULTURE

conference on language, learning & culture

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