Lighthouse Summer Symposium 2013

Bridges to Academic Success
A symposium on meeting ESL students where they are
and leading them to success.

Monday, July 22 and Wednesday, July 24, 2013
Big Rapids, Michigan

The first annual Lighthouse Summer Symposium at Ferris State University was designed to provide a unique, hands-on, professional development opportunity for practitioners in the field of TESOL. The symposium will be an intimate experience that focuses on the depth rather than breadth of relevant themes and issues that professionals encounter day-to-day. Another distinctive feature of the Lighthouse Summer Symposium is that participants from around the world will have the chance to work together to form a close network as colleagues with whom to share innovative ideas and solutions that lead to success in our classrooms. We will welcome guests from North America, Europe, and Asia to be a part of what I believe will be an amazing opportunity. I sincerely hope that you will join us to share your experience and talents while you enjoy a refreshing Michigan summer.

Tired of flitting from one session to another?

If you think TESOL conferences are all about flitting from session to session with hardly a moment to reflect, think again.

The Lighthouse Summer Symposium breaks the pattern and offers you something collegial, practical, and focused. In the tranquil setting of Ferris State, rub shoulders with a select group of your fellow professionals and internationally renowned presenters to confront the challenges second language learners pose.

Frustrated by your ESL students’ lack of readiness for university studies? Wondering if the L1 is interfering with the L2? Stymied by your students’ lack of progress despite your dedicated efforts? This Summer Symposium aims to shed light on some of the pertinent issues of the day. This modest-yet-aspiring symposium will focus intensively on these select questions ESL teachers grapple with daily:

• How are the deficiencies in my students’ L1 mastery impacting their L2 acquisition? And what can we do about it?
• Are the digital natives feeling restless with the printed word? How can we accommodate their preferred modes of learning?
• How do we motivate students who simply lack the requisite study skills?
• How can we beef up our students’ basic and academic vocabulary to get them ready for their academic studies?
• How do improving students’ spoken and reading fluency motivate them to excel in all other skill areas?

In workshop-style sessions, you will actively engage with the presenters and your colleagues in exploring ESL pedagogy and innovative best practices. Whether at the break time, or the tea time, or the evening activities, you’ll have plenty of time to professionally network with your symposium colleagues. As a finishing touch to our fruitful sessions, we’ll gather for a picnic and enjoy the Lakeside ambiance of West Michigan.

Keynote Speakers

Dr. Keith Folse
Keith Folse, a frequent conference presenter worldwide, is Professor of TESOL at the University of Central Florida, where he teaches in the MA TESOL, PhD TESOL, and Undergraduate TEFL programs. He has many years of teaching experience with ESL in the US and EFL in Saudi Arabia, Malaysia, Kuwait, and Japan. His main research interests are in best practices in teaching vocabulary, writing, grammar, and reading. Dr. Folse is extremely interested in materials development. He is the author of more than 55 books on various aspects of English language teaching and learning. His most recent teacher book is Keys to Teaching Grammar to English Language Learners (University of Michigan Press). His most recent student books include the fourth and fifth editions of the widely used composition books Great Writing (National Geographic Cengage). His main research area is second language vocabulary acquisition. He is currently researching new word lists using corpus linguistics.

Keynote Abstract: Teaching Vocabulary in 2013: Research Findings and Practical Classroom Considerations
In the last two decades, we have seen a great deal of research on the teaching and learning of vocabulary in a second language. This research has important practical implications for our classes in terms of how our curriculum is arranged, what our textbooks could look like, and what teachers should (and should not) do in class with regard to new vocabulary. In this talk, we will consider three concrete research findings and three practical classroom limitations. Vocabulary is so important for our students’ success that we really need to give a great deal of thought to our current practices and how we can improve them for 2013 and beyond.

Dr. Neil Anderson
Neil J. Anderson, a much-sought-after conference presenter worldwide, is a Professor of Linguistics and English Language at Brigham Young University, Provo, Utah. His research interests include second language reading, motivation in language teaching and learning, language learner strategies, learner self-assessment, and ELT leadership development. Professor Anderson served as President of Teachers of English to Speakers of Other Languages, Inc. from 2001-2002. He was also a member of the Board of Trustees of The International Research Foundation (TIRF) from 2002-2008, serving as the President of the Board from 2004-2006. He has been a Fulbright Teaching and Research Scholar in Costa Rica (2002-2003) and in Guatemala (2009-2010). He has taught and presented papers and workshops in over 40 countries. He is the author, co-author, or co-editor of over 50 books, book chapters, and professional articles on Second Language Reading Research and Instruction, among other issues.

Keynote Abstract: Weaving Motivational Moments into a Reading Curriculum
Teachers play a powerful role in motivating readers. To facilitate learner motivation, each teacher must explicitly weave motivational moments into language teaching. This session provides the opportunity to learn the fundamental principles of motivational teaching practices and to rehearse the delivery of motivational moments in language teaching. Examples will be provided from ACTIVE Skills for Reading (3rd edition).

Lisa Levine
Lisa Levine is an ESL Instructor in the English Language Center at Michigan State University. Her research interests include Content-Based Instruction and student motivation. Ms. Levine worked in South Korea from 2007-2011, where she trained English as a Foreign Language K-12 teachers, taught EFL to undergraduate and graduate students, and served on the board of the Seoul chapter of Korea TESOL (KOTESOL). She and Dr. Paula Winke co-presented "Motivation in a Homogeneous IEP: The Big Picture," a survey research project focusing on correlations between students’ self-reports of motivation and demographic factors, at the TESOL International Convention in March, 2013. Originally from New York City, she began her ESL career in 1991, teaching immigrants and refugees. Ms. Levine received her B.A. from the University of California, Berkeley and her M.A. from Teachers College, Columbia University.

Keynote Abstract: Meeting ESL students where we all are: using American popular culture in the classroom
Using the American musical television series, Glee, Ms. Levine designed a course around this TV series that proved to be successful in motivating Korean undergraduate learners to actively participate and apply themselves in class. This keynote will introduce you to using popular culture in content-based instruction.

Workshop Presentations

Curricularizing Reading Fluency – Dr. Neil Anderson
This presentation introduces a pedagogical framework for reading fluency in L2 reading. The ACTIVE reading framework suggests that six components can be part of reading instruction. The presentation will focus specifically on ways that teachers can curricularize reading fluency by building readers’ comprehension skills and reading rate. Participants will have the opportunity to consider how these elements can be integrated into their philosophy of teaching L2 reading.

Best Practices in Teaching Beginning and Intermediate ESL Writing Classes – Dr. Keith Folse
What should happen in an ESL writing class? What does the teacher do? What should learners be doing? In this presentation, we will talk about best practices in the use of model writings, the role of grammar, the need for vocabulary instruction, and different types of classroom writing activities.

Motivation Among IEP Students: The Big Picture – Lisa Levine
Have you ever wondered why some ESL students seem to be more motivated to learn English than others? Have you noticed differences in motivational attitudes among students from different backgrounds or living in different circumstances here in Michigan? Using a 2012 research project on motivational attitudes among IEP students at the English Language Center of Michigan State University as a jumping off point, the presenter and the attendees will explore together the implications for classroom practice.

Using Literature Across Curriculum – Aubrey Adrianson and Bijaya Acharya
Learn how to incorporate novels and poetry into your ESL classes. This workshop covers how to use literature in all skill areas and all levels. Research in this area will be presented as well as a workshop-style demonstration of lesson plans and ideas.

Using Musical Notes to Teach Suprasegmentals Accuracy and Fluency – Jieqiong Wang and Vickie Craig
Recent studies have proved or implied a positive correlation between musical talents and speaking and listening ability in L2; furthermore, the use of music education is proving to be a great method in teaching L2 speaking and listening, and as a motivational tool in language teaching.

Critical Thinking: An Essential Skill L2 Learners’ University Experience – Lisa vonRiechbauer and Louis Arokiasamy
Helping our students develop the language skills that are necessary to gain the most from a university experience can be challenging. By designing lessons that require students to engage in higher order thinking, we can provide meaningful learning experiences that will increase language acquisition and as well as critical thinking skills. This workshop will demonstrate how to use the stages of higher order thinking as a basis for lesson and activity design.

Implementing Effective Instructional Strategies for Teaching L2 Arab Students – Ghada Mahdi and Angela Brown
Most Arabic ESL students attending American universities, like other international students, struggle in terms of understanding lectures, taking notes, skimming, scanning, and writing essays. This workshop aims to help teachers adopt and incorporate the best instructional methods and strategies that can help students develop positive attitudes toward learning English.

Showcasing MyPLACE: Program for Language and Cultural Exchange – Maria McNeel and Dan Goldner

Engaging Today's Generation in the Classroom – Todd Stanislav and Brooke Moore (Faculty Center for Teaching and Learning)
In this session, we will consider the research that examines millennial students' preferred modes of learning. We will explore how instructional technology can help instructors meet students' learning needs and discuss the limitations of various instructional technology tools.