We are excited to say that the conference is SOLD OUT. Thank you for your interest and we look forward to seeing registrants on Oct. 19th!

 

 

BC TESOL 2018 Conference Registration

Empowering Diversity


Date: 
Friday, October 19, 2018

Time: 8:30 am to 3:30 pm
*Onsite registration starts at 7:30 am

Location:
Burnaby Mountain Secondary

8800 Eastlake Drive, Burnaby, V3J 7X5


BC TESOL thanks the Coast Salish people and the Musqueam, Squamish and Tsleil-Waututh Nations for the use of their traditional, shared, unceded territories in presenting our conference.

 

Keynote: Practices that Empower English Learners
 

Tan Huynh (@TanELLclassroom) is an English teacher specializing in English language acquisition. Tan currently teaches at the elementary level at Saigon South International School in Ho Chi Minh City. Prior to this he taught at the secondary level at Vientiane International School, an IB World School, in Vientiane, Laos.

 

Tan blogs at Empowering ELLs.com in order to share research-based strategies that help all educators become teachers of language. His work has been featured on Larry Ferlazzo’s Education Week blog and in Globally Informed. Tan has also provided professional development training internationally at schools and conferences. Additionally, Tan is the co-founder of #ellchat_bkclub, which offers EAL teachers a community to read and talk about EAL-related books. Tan also co-founded #VirtuEL, a virtual conference for EAL teachers to learn from leading experts in the field. Tan is currently developing online course related to EAL instruction so that more teachers can learn remotely.

 

Tan loves meeting new colleagues. Please find time to introduce yourself and chat with while at the conference, or send him a tweet to start the conversation.

 


Getting There:

If you travel by Skytrain, you’ll get off at the Production Way-University station, then walk 8 minutes. Walk east on Lougheed and cross Gaglardi Way at the lights. Then turn left and walk up Gaglardi. Don’t walk up the path before Gaglardi, or you’ll end up in a business park, the sidewalk will end, and you’ll have to cross Gaglardi with no crosswalk…

Some buses stop at the intersection of Gaglardi and Lougheed Hwy, so check Translink if you want to reduce your walk to 5 minutes.

There is no vehicle access to the school from Gaglardi, or Lougheed Hwy. You must access the school off Eastlake Drive. Get there via Production Way to the west, or Bell Avenue then Beaverbrook to the East.

Limited parking is available on school property. There is also limited parking available on Eastlake Dr, Beaverbook Dr and Centaurus Drive near the school. Please obey the street parking signs!


Overview of the Day - Friday, October 19, 2018


 

7:45 am – 8:45 am        Pre-registration pick-up and On-site registration

8:00 am - 4:00 pm         Publishers’ Display

8:45 am                   Official Conference Welcome in the Gym

9:00 - 10:45         Keynote Presentation

11:00 - 11:45          Breakout Session A

11:45 - 12:45         Annual General Meeting and Lunch

12:45 - 1:30            Breakout Session B 

1:45 - 2:30              Breakout Session C

  

** Please read the program carefully and notice that some sessions are 45 minutes in length (one breakout session time-slot) and some sessions are 90 minutes in length. These sessions happen over 2 consecutive break-out session time-slots (cont.)  Some 45 min sessions are repeated twice (repeat)

Room #

Multi

 

201

202

203

204

210

211

212

213

214

Session A

 

11:00 – 11:45

 

#1

Tier 2 Vocab

 

Tan Huynh

#3

Talk Read Talk Write

 

Ross Powell

#4

Criteria-Based Assessmt

 

Chris Brown

#5

Supporting Refugee students through

Trauma informed Practice

 

Kris Hull

#8

Oral Language Develop-ment with Talking tables

 

Kristi Clifton

and

Cathy McCubbin

#13

Accessing Academic Language

through Genre.

 

Catherine

Humphries

#16

Language and Play in K

 

Ann Thorup

and

Kiran Basran

#10

ELL Family Charac-teristics

 

Dr Li

#18

Refugee Experience

 

SD36 Welcome Centre

#7

Storybooks Canada

 

Dr Bonny Norton &

Michelle Gilman

Lunch

11:45 – 12:45

 

AGM in the Library

Session B

 

12:45 -

1:30

 

 

#1

Tier 2 Vocab

 

(cont)

 

Tan Huynh

#15

Spelling Pronun-ciation link

 

Laura Blumenthal

 

#4

Criteria Based Assmt

 

(cont)

 

Chris B

 

#5

Trauma Informed Practice

 

(cont)

 

Kris Hull

 

#8

Talking Tables

 

(cont)

 

Kristi and Cathy

#13 Access Academic Language & Genre

 

(cont)

 

Catherine

Humphries

#11

Engaging

Reluctant

Learners

 

Jeff Trap

 

#10

ELL Family Charac-teristics

 

Dr Li

(cont)

#9

Refugee Families

 

Le Van Chu

#17

SLP & ELL

 

Grace Chan and Rubeena Singh

Session C

 

1:45 -

2:30

 

 

#2

They Read It but do they Get It?

 

Dr Sylvia Helmer

#15

The

Spelling Pronun-ciation link

 

Laura

Blumenthal

(repeat)

#6

Inclusive Pedagogy

 

Analisa Feuz and Becky Wilson

#7

Storybooks Canada ()

 

Dr Bonny Norton &

Michelle Gilman

 

(repeat)

#19

Onenote for Planning and Assessing

 

Rebeka dela Morandiere

#3

Talk Read Talk Write

 

Ross Powell

 

(repeat)

#11

Engaging

Reluctant

Learners

 

(cont)

 

Jeff Trap

 

#14

Inter- cultural Under-standing

 

Kathleen Weinkam

#9

Refugee Families

 

(cont)

 

Le Van Chu

 

#17

SLP & ELL

 

(cont)

 

Grace Chan and Rubeena Singh

 

 

Breakout Sessions

 

Academic Vocabulary: Teaching Tier Two Words

#1 90 minute session

Sessions A and B  (11:00 – 11: 45 and 12:45 – 1:30)

Multi-Purpose room

Tan Huynh

Description: Vocabulary is not like visiting a bank and depositing words into a vault. Rather, it’s like tending a garden over time. Learn how to teach specific Tier Two words that empower students to access academic content in all areas. Participants will learn to use a structure that facilitates learning academic vocabulary.

 

Talk Read Talk Write with ELLs

#3 45 minutes (repeated twice)

Session A in Room 201, then again in Session C in room 210

Ross Powell 

Target Audience: grades 4-12

Description: Talk Read Talk Write is a teaching strategy developed by Nancy Motley that is easy to adapt for second language learners working in a regular classroom. If you’re teaching content in a classroom of diverse learners, this strategy and inclusive scaffolds will help.

Presenter: Ross has taught grades 7-12, has been a district helping teacher in Learner Support, and a Faculty Associate in SFU’s teacher education PDP.

 

CEFR and Criteria-Based Assessment

#4 90 minutes

Sessions A and B

Room 202

Chris Brown

Criteria-Based Assessment model for ELL teachers and subject teachers alike. This strategy is based on the CEFR (common European Framework of Reference) model of assessment but is targeted towards young learners. It is formative and summative.

The session will be a workshop-style experience where participants will learn a bit of background about the strategy, then have achance to try it out on various writing samples. The workshop will also provide valuable and up-to-date links and resources for immediate use.

Chris Brown is an ELL specialist and BC TESOL executive member. He has taught high school ELLs for over 10 years. Chris is passionate about all aspects of international students in BC.

 

Supporting the Refugee Student with Trauma Informed Practices

#5 90 minutes

Sessions A and B

Room 203

Kris Hull 

Description: Participants will learn the history/situation of students from refugee and trauma backgrounds and gain practical tools for supporting them and helping them in the classroom, whether in a designated ELL classroom or integrated into mainstream classes. From behaviour challenges, to cultural differences to learning challenges resulting from gaps in formal schooling, insights and learning from the past 12 years will be shared with guests. Our classroom has had students from a wide variety of cultures and refugee backgrounds and we've learned some things along the way to pass on to teachers, who are wondering the best way to support the student from a trauma and/or refugee background in their classroom. Participants will also leave with a list of resources, tools, teaching ideas and websites that they can use in the classroom tomorrow. 

Presenter: Kris Hull has been teaching the ELL Bridge Program in the Surrey School District, at the ELL Welcome Centre, for the past 12 years. The program is designed to support students with minimal English ability, 13-19 years old, and mostly from refugee and trauma backgrounds. The program is comprised of a teacher, counselor and settlement workers from a wide variety of cultures and languages. The program has worked with students from a wide variety of cultures and nationalities. Kris has his Masters of Education from SFU, specializing in Diverse Learners, specifically focusing on how to better serve students from trauma and refugee backgrounds. He is a presenter with a passion to better equip teachers and educators to serve our refugee and trauma affected students.

 

Working and Communicating with Parents of ELLs

#10 90 minutes

Sessions A and B

Room 212 

Dr. Goufang Li

Description: This workshop provides practical solutions to the challenges of parental involvement with ELL families.

The objectives of this workshop are to help teachers understand the characteristics of ELL families and develop more strategies to engage ELL families in their children’s learning in and out of school. The workshop will begin with an overview of immigrant families’ cultural perspectives toward teaching methods, homework, academic achievement, and socioemotional development, followed by a summary of immigrant parents’ patterns and styles of involvement in the home and school settings, their preferred strategies when negotiating with teachers and schools, and a list of common strategies for promoting more effective parental involvement. The next part of the workshop will focus on problem solving and application of strategies by using videos with real parents from different cultural backgrounds. The workshop will conclude with reflections on learning with participants.

Presenter: Guofang Li is a Professor and Canada Research Chair (Tier 1) in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth in the Department of Language and Literacy Education, Faculty of Education, University of British Columbia, Canada. Her recent research interests are longitudinal studies of immigrant children’s bicultural and bi-literacy development through the educational systems, immigrant children’s new literacies practices in and out of school, technology-infused ESL/EFL instructional approaches, diversity and equity issues, and teacher education and professional development for culturally and linguistically diverse children and youth. As one of the leading scholars in the field of second language and literacy education, Li has published 12 books and over 100 journal articles and book chapters in English and Chinese, and presented over 100 papers worldwide. Li is the recipient of numerous national and international awards including the 2013 and 2006 Ed Fry Book Award of the Literary Research Association (LRA) (formerly the National Reading Conference), the 2011 Publication Award from ACPSS, the 2010 Early Career Award at American Educational Research Association (AERA), and the 2008 Division G Early Career Award of AERA.

 

Don’t Kids Just Play All Day in K?

How to support language development in Kindergarten

#16 45 minutes  

Session A (11:00 – 11:45)

Room 211 

Ann Thorup and Kiran Basran 

Target Audience: K-3

Description: This session will examine the importance of supporting ELL students in Kindergarten. A look at trends regarding percentage of Ks presenting as ELL will be examined as well as strategies and methods for meaningful in-class support. The goal is for participants to leave with a greater sense of confidence and understanding around the need to provide ELL support in K as well as ways in which to achieve that.

Presenters: Ann is the Consultant for English Language Learners for Burnaby schools. She oversees ELL programs from K-12 and supports teachers with their professional development. She has a particular passion for co-teaching and collaboration. She has taught ELL for 22 years.

Kiran is the ELL Helping Teacher for Burnaby Schools. She conducts intake ELL assessments for newcomers to the district and provides support for K-12 ELL teachers. She has taught ELL for the past 7 years in Burnaby.

 

Accessing Academic Language: Introducing Students to Genre

#13 90 minute session

Sessions A and B

Room: 210

Catherine Humphries

Target Audience: Intermediate through Secondary

Description: While many students, particularly ELL learners, struggle to comprehend and construct academic text, many teachers find it difficult to provide explicit instruction to guide acquisition of academic language skills. This session will introduce teachers to systemic functional linguistics, a linguistic theory that provides a detailed description of how language functions to construct meaning across all learning areas.  A central concept of this theory is the notion of genre, the patterned predictable ways that language is used to construct knowledge.

Presenter: Catherine retired as the program consultant for English language learners in the Burnaby school district in 2014.  She has experience as an ELL teacher K-12 and has had the opportunity to work as an adjunct professor at the University of British Columbia.  Catherine is licenced tutor for How Language Works, an Australian teacher development course that supports the use of systemic functional linguistics in language and content classrooms

  

Storybooks Canada and the BC Curriculum:

A Digital Innovation for Multilingual Children

#7 45 minutes (repeated twice)

Room 214 in session A, then in room 203 in session C

 Dr. Bonnie Norton and Michelle Gilman

Target Audience: K - Gr. 7

Description:  We demonstrate Storybooks Canada, a free multilingual digital resource customized to the BC Curriculum: http://www.storybookscanada.ca/

Storybooks Canada (storybookscanada.ca) is an open access digital website developed by a UBC team to help promote multilingual literacy for children in homes, schools, and communities across Canada. It makes 40 stories from the African Storybook available with text and audio in English, French, and the most widely spoken immigrant and refugee languages of Canada. This workshop focuses on the diverse ways Storybooks Canada can help promote English language learning, heritage language maintenance, home/school connections, and awareness of Canada’s Indigenous history. We will focus in particular on the ways Storybooks Canada can be used to meet the objectives outlined in the BC Curriculum, as well as how it can serve as a valuable resource for ELL students ranging from kindergarten through high school. We will also introduce workshop participants to Indigenous Storybooks and the Global Storybooks literacy portal.

Since knowledge of the mother tongue is a helpful foundation for the learning of English as an additional language, Storybooks Canada provides both text and audio recordings of many languages spoken in BC classrooms, including Mandarin, Cantonese, Punjabi, Tagalog, and Spanish. This multilingual resource is particularly helpful for teachers, since teachers are seldom able to draw on the students’ home languages as a resource. By bringing students’ own languages into the classroom, Storybooks Canada helps teachers value and acknowledge the languages that students speak at home. Participants will be encouraged to experiment with the website on their cellphones and laptop.

Understanding Refugee Experiences

#18    45 minutes

Room 213

Session A

Barbara Jackson, Morteza Neeki, Candy Marvel

Target audience: Teachers working with students from refugee backgrounds and anyone interested in learning about refugee backgrounds

Description: Participants will learn through first person stories, the personal journey and settlement into Canada through refugee experiences. Participants will also learn the history/situation of students from refugee trauma backgrounds and gain resources for supporting them and helping them in the school. Insights and learning from settlement workers will be shared.

Presenters:

Barbara Jackson has mentored youth and assisted families in need since high school and continues to assist newcomer families as a Settlement Worker in Surrey Schools (SD36 ELL Welcome Centre). She has been connecting youth and families to academic and community resources within Surrey Schools since 1995. She continues to work closely with the Somali, Rohingya and other refugee communities in school programs and facilitates workshops that assist teachers and other school staff in understanding the complex needs of students who have experienced trauma.

Morteza Neeki is a Settlement Worker in Schools at the Surrey Schools ELL Welcome Centre. A former teacher from Iran, he immigrated to Canada in 1989. Coming from an ethnically mixed society, he effectively works with a variety of immigrants/refugee organizations with a rich understanding of the challenges refugees are facing on a daily basis, while supporting the lives of newcomers to Surrey.

Candy Marvel is a Settlement Worker in Schools at the Surrey School District English Language Learner Welcome Centre. She is originally from Burma and came to Canada in 2004 as a refugee student sponsored by World University Service of Canada, after being stateless in Thailand and India where she took refuge for 21 years.

  

Engaging Reluctant Students

#11 90 minutes

Sessions B and C

Room: 211

Jeffrey Trapp

Description: At the School for International Training, mastering the theory and practice of ELL methodologies to create one’s own methodology was a key process and takeaway for me. After I took a position at Lester B. Pearson College, I was confronted with several ELL students of varying learning needs, a blind South American student, a partially deaf European student, and a Middle-Eastern refugee with little formal learning, to name a few. These challenges gave rise to strategies on how to incorporate students more actively in the learning process.  It would be a pleasure to share some of these strategies and techniques on how to engage learners more actively, while helping your learners create more independence and confidence.

This workshop will be a hands-on experiential learning of many different techniques that teachers can incorporate quickly and meaningfully into their classrooms to address engagement issues in reluctant students. 

Presenter: After leaving the financial industry in 1989, I travelled to Japan to work with GEOS Language School. The four years I spent with GEOS gave me the opportunity to work in the extremely competitive ESL industry. I spent time as a teacher, trainer, and regional manager. I got to open 13 new schools across Japan, and in doing so, interviewed hundreds of prospective students. I got to ask children, teens, and adults about their learning and what helped them engage in learning, and through these interactions was inspired to take my Master’s in Teaching English as a Second Language at the School for International Training. It was my desire to gain further insight into the methods and theory behind those stories.

 

Innovative Activities to Build Intercultural Understanding

#14 45 minutes

Session C

Room 212

Kathleen Weinkam

Target Audience:  Usually secondary

Participants will learn practical strategies and lessons based on the core concepts of cultural competence. 

Description: Building on the core concepts related to the field of intercultural communication, participants will learn practical strategies and classroom activities to facilitate the building of intercultural communication skills in students and in themselves.

This workshop builds on the 2017 BC TESOL sponsored Superconference workshop with all new content. Activities presented are based on the book Building Cultural Competence: Innovative Activities and Models by Kate Bernardo and Darla K. Deardorff. The target audience is anyone who is interested in becoming a more effective communicator across cultures. It is also for those who are interested in facilitating the development of intercultural competencies in students.

Presenter: In 2018, I completed the Award of Achievement in Intercultural Education Program at UBC as well as the Queen’s University Certificate for International Education professionals. My workshop will be based on current information from these programs.

 Max. Number of Participants Desired: 25


Oral Language Development though Talking Tables

#8 90 minutes

Sessions A and B

Room 204

Kristi Clifton & Cathy McCubbin

Target Audience: Primary teachers, Kindergarten teachers

Description: Talking Tables Kindergarten Program is rooted in the recognition that talk is central to learning and that through talking and listening, the capacity to gain literacy skills is enhanced.  The six theme-based units of the program blend together ideas gathered from second language methodology, early language interventions, phonological awareness, and practical knowledge of what interests and engages children. All the activities are designed for a small group format that ensures plenty of talking practice for each child.

During the workshop participants experience first-hand the activity sequence that is at the core of the program and learn the key strategies to foster growth in these language areas. The five strands of activities are:

  • Chant
  • Auditory Activities
  • Vocabulary Activities
  • Phonological Awareness
  • Oral fluency

Presenters: Kristi Clifton is a former principal, teacher and ELL coordinator.  She currently provides Literacy Support to the Nisga’a School District.

Cathy McCubbin is a former principal, teacher, First Nations Literacy Coordinator and Primary Helping Teacher.  She currently provides Literacy Support to the Nisga’a School District.

 

The Pronunciation-Spelling Connection: Is English So Crazy? 

#15  45 minutes repeated twice

Session B then again in Session C

Room 201

Laura Blumenthal

Description: As we know, the English spelling system is not phonetic – there is no one-to-one correlation between English spelling and its pronunciation.  However, an awareness of the spelling “rules” can be very beneficial for students.  In this workshop, participants will learn how to present these rules to their students and give them tools for dealing with the myriad exceptions. 

Participants will receive several hand-outs that have proven useful for giving students some measure of confidence with pronouncing unfamiliar words and getting a feel for the spelling "system" of English.  Participants will be encouraged to discuss how they would use the materials in their teaching situations. 

Presenter:  Laura Blumenthal, MA/TEFL, currently works as a TESL and ESL instructor at Douglas College, and was coordinator of the TESL program from 2013-2018. She has been teaching ELLearners for longer than she can remember, in Canada, the U.S., and Turkey, and training ELTeachers since 2000 here in the Lower Mainland.  She loves helping others to expand their horizons and learning from them at the same time.  Her presentations are generally more on the practical side and less on the theoretical.


 

They Read It But Did They Get It?

#2 45 mins

Room : Multi Purpose room

Session C

Dr Sylvia Helmer

Target Audience: Teachers of Grades 4-8

Description: Too many students are quite fluent decoders but do not comprehend well, nor integrate what they read with what they already know. One way to monitor comprehension is with short authentic tools that reflect classroom topics across the curriculum. Such tools give you an accurate snapshot of how well each learner is comprehending and, over time, how well knowledge is being integrated with prior learning. This session demonstrates how you can create your own set of short but pithy quizzes, ones to use with learner groups over the school year.

Presenter: Sylvia has taught K to adult learners, in both rural and urban areas, in BC and various places around the world. After decades in the classroom, she taught at UBC, where she helped prepare Teacher Candidates for the classroom realities of working with additional language learners of English.

  

Preparing Refugee Families with Early Years’ Learners For Success In School

#9 90 minutes

Sessions B and C

Room 213

Le Van Chu

Target Audience: Admins, Teachers, Support staff and other professionals who are working with the refugee population, especially those with preschool and primary aged children

Description:Preparing Refugee Families with early years’ learners For Success In School” is a two-year pilot program designed to reach out and support the refugee families with preschool and primary aged children to work toward school readiness both for the parents and their children. The program also aims at developing a strong support network for schools in welcoming refugee children and families. 

The following are the two essential steps to achieve the two main goals mentioned above:

  1. Bringing the school home
  2. Connecting the refugee parents to the school community

Presenter: Le Van Chu started his professional career as the Vietnamese Youth Worker in Vancouver in 1989. He has a profound background in working with the immigrant families and their children. He joined VSB in 2004 and has been with the board in different capacities including Youth and Families Worker, Multicultural Liaison Worker and SWIS worker. In the last two years, Le Van Chu was responsible for serving the refugee families in a program called “Preparing Refugee Families with early years’ learners For Success In School”.

He is well-known for his positive and holistic approach when working with immigrant families. The two key words which can summarize his professional philosophy are Confidence and Empowerment.

  

Inclusive Pedagogy for Beginner ELLs (Beyond ‘The Binder’)

#6 45 minute session

Session C (1:45 – 2:30)

Room 202

Becky Wilson and Analisa Feuz 

Target Audience: Teachers of beginner ELLs

Description: This session will focus on ways that teachers can support ELLs at the earliest levels of proficiency in accessing the curriculum. Practical examples of ways to engage beginner ELLs in classroom learning experiences will be shared.

Presenters: Both Analisa and Becky are awesome, but shy. Both are currently on the BC TESOL executive. Becky teaches in Vernon, and Analisa is an LST program coordinator and consultant in Surrey. 

 

Let’s Celebrate Multilingualism, and Talk About Typical and Atypical Language Development.

#17 90 minutes

Sessions B and C

Room 214

Grace Chan, Rubeena Singh

Target Audience: K-12 Teachers, Learner Support Teachers, Education Assistants, English Language Learner Teachers, School Administrators

Description: Let’s celebrate multilingualism, and talk about typical and atypical language development. We will then dive into intervention strategies for supporting students with language learning differences.

Join us to discuss how the brain learns languages, and how bilingualism can affect academic and social skills. Presented by two multilingual Speech-Language Pathologists.

Presenters: Grace Chan is a Speech-Language Pathologist who graduated from New York. She enjoys learning new languages and is fascinated by the diversity of languages in Vancouver. Currently, Grace works with a variety of multilingual students in a school district.

Rubeena Singh is a multilingual Speech-Language Pathologist who trained at the University of Toronto, with a background in neuroscience. She enjoys working with students to improve social communication, and to connect to the curriculum.

 

Using the “OneNote” app for lesson planning and instruction

#18 45 minutes

Room 204

Rebeka delaMorandiere

 Description: OneNote is one of the organizational tools from Office 365. For teachers, it is a simple tool that can be used lesson plan, organize and record oral assessments, as well as distribute and receive notes and assignments in the class. This session is a workshop style. Teachers will see examples of OneNote in use as well as have an opportunity to set up their own Notebooks for their own classroom.

Rebeka is the full time ELL specialist at Langley Fundamental Secondary School. She has an MA TESOL and much of her work focused on pronunciation research. Although Rebeka has worked with adult newcomers, children, and refugee settlement, the majority of her experience is with high school international students. 

Target Audience: all teachers who have access to the Onenote in Office 365



 


There will be some computers set up for this purpose. Please be sure to bring your credit card so you can register on the morning of the conference.

Onsite registration will begin at 7:30 am and close at 9:30 am on Friday October 19, 2018.

Please contact Liz Seitz, Conference Registrar at [email protected] for more information.