„The best thing about the future is that it comes only one day at a time.“

1. „The best thing about the future is that it comes only one day at a time.“ Abraham Lincoln (1809-1865) Thursday, 23 • Flights • Lansing-Detroit (12.00p.m.) • Detroit-Boston (8.00p.m.)

2. Boston, Massachusets, USA Downtown Here comes your footer  Page 2

3. Club Quarters Hotel, Boston A comfortable room. Here comes your footer  Page 3

4. Convention And Exhibition Center, Boston The new Boston Convention and Exhibition Center is centrally located facilities right in the heart of Boston - easily accessible from the airport, Boston hotels, and major highways and roads. Here comes your footer  Page 4

5. Boston, Massachusetts USA Teachers of English to Speakers of Other Languages. www.tesol.org

6. My Time-schedule Wednesday, 24 • 10.00-11.15 a.m. Multiple Intelligences and Portfolios: A Window into the Language Learners Mind. Presenters: Evangeline Harris Stefanakis, Boston University, USA • 11.30-12.15 p.m. Academic Language in Science and Mathematics: More than Vocabulary! Presenters: Luciana de Oliveira, Purdue University, USA. • 12.30-13.00 Lunch • 1.15-2.15 p.m. Afternoon Keynote. Inspirational Pedagogy for English Language Learners. Presenters: Jim Cummins, OISE, University of Toronto, Canada. • 2.30-3.45 p.m. Creating leadership development for ELL students through authentic learning experiences. Presenters: Oscar Santos, Kate Finkesteadt, Christian Diaz, Claudia Bell. • 4.00-4.45 p.m. A Radical Transition in Afghanistan. Presenter: Suzanne Griffin, COP Afghan eQuality Alliances, Washington State University, Afghanistan. • 5.30-7.00 p.m. Five minds for the Future. Presenter: Howard Gardner, Harvard University, USA Here comes your footer  Page 6

7. Sessions Wednesday, 24 Enter your subtitle here • Portfolio content • Data Format • Experience to Share. An inventory in Kindergarten. Training student technology Team. • Samples of Digital Portfolios. Purposes of assessment. • The text here is meaningless as it is used to fill this slide. Multiple Intelligences and Portfolios: A Window into the Language Learners Mind Academic Language in Science and Mathematics: More than Vocabulary! • Study conducted in 4th grade class, which was composed of English speakers. • Design and implementation of five language-focused science lesons based on science textbooks, focused on ways of talking about language to help students analyze the patterns of verbs, nouns, conjunctions, and other language features while reading science content. Here comes your footer  Page 7

8. Inspirational Pedagogy for English Language Learners Wednesday, 24 Jim Cummins • What is the most motivational things in Education? • “The effect of the act “No Child Left Behind”. How we locate ourselves? Standardized tests is not a solution. • Literacy attainment and literacy engagement. How engage students in learning process? Change the rules of the “game”. Show students their skills and potential for growth. • Why we are in the classroom? What we are doing there? We make a choice each day when we are in the classroom. • Articulate changes that we have as educators. • Who ignored the voices of teachers and students? • “Just do it, get score”-Is it about engagement? Motivate students in their learning and teachers in their working process. Here comes your footer  Page 8

9. Creating leadership development for ELL students through authentic learning experiences. Wednesday, 24 Oscar Santos, Kate Finkesteadt, Christian Diaz, Claudia Bell. • Boston International School. • The organization of the school process. • Extra-curricular activities. • Engagement in the work with community. Community-service trip to Africa. • Internship opportunities and works by the projects. To learn from the community. • Improving English language skills for International students. • Personal reactions and feelings to record in the Journal. • The learning environment at school. Here comes your footer  Page 9

10. A Radical Transition in AfghanistanWednesday, 24 Suzanne Griffin • Pedagogical Practices before the project and after(USAID).The 5 year project is implemented in collaboration with five national and two international non-governmental organizations in the provinces in Afghanistan. • Teacher-directed activities. Lecture based on textbooks. Use of Choral repetition. Minimal use of Teaching aids. Use of corporal punishment. . • Changes after two years of training. • Student work on walls in the classroom. More interaction between students and teachers in the classroom. More interaction among students in the class. More observation of classes by school managers. • Next step is Continuation of Teacher Learning Circles. Here comes your footer  Page 10

11. The ceremony of Awards Wednesday, 24 • The Award was presented to the Director of Peace Corpus for the input of organization in “spreading” English in the World. • The role of Language in Education, and Opportunity to Learn English in the World. Here comes your footer  Page 11

12. Five minds for the Future Wednesday, 24 • The synthesizing Mind: Scads of Information, especially on the web. Largely undigested and unevaluated. The synthesizing imperative. Good, bad, and ‘so-so” syntheses. We need to develop “Synthesis 101” for teachers and students. • The Creating Mind: Mastering one or more discipline-10 year rule. Synthesizing what is known(the box itself). Going beyond the known-thinking outside the box. Good questions, new questions. Robust, iconoclastic temperament. The ultimate judgment of the “field” Here comes your footer  Page 12

13. Five minds for the Future Wednesday, 24 Howard Gardner • The Respectful Mind: Diversity as a fact of life, at home and abroad. Beyond mere tolerance. Ned to understand others-perspectives. Motivation-emotional and interpersonal intelligence. Inappropriateness of “corporate, top-down model” for schools and for corporations! • Ethical Mind: Higher level of abstraction than respectful mind. Conceptualizing oneself as a (good) worker) and a (good) citizen. Acting appropriately in both roles. Here comes your footer  Page 13

14. My Time-schedule Thursday, 25 • 8.30-11.30 Exhibition, books. • 11.45-12.15 Lunch • 12.30-13.45 Poster sessions • 15.00-17.00 Volunteering • 17.00-18.00 Reading to Write: Actively Teaching Grammar and Style Through Reading. Presenter: Kate Spike, Bowling Green State University, USA. Here comes your footer  Page 14

15. ExhibitorPresentation PavilionThursday, 25 • The new series of Dictionaries, materials to prepare for the Tests, and textbooks to teach Subject‘s area in English were presented by Leading Publisher Companies In the Exbition Pavilion. There were large numbers of boothes that you want to come, to discuss, to look, and to sign the form on the books of your interests. Here comes your footer  Page 15

16. Poster sessions Thursday, 25 Listen, discuss, write, and read.... Here comes your footer  Page 16

17. A trade Show: Practicing Business English Skills. Affective Factors Contributing to Intrinsic Motivation for Learning English. Reflective Learning as a Professional Practice. Re-Imagining Motivational Strategies in Language Learning: Student Teachers’ Beliefs. Poster Sessions Thursday, 25 Choose the presentations to listen... • Identifying Strategies for Addressing Student Stressors at School and Beyond. • Native and Nonnative English Speakers‘ Attitudes Toward Accent. • What ESL Student Teachers Tell Us Through Reflective Journals. • Strategies for Successful Oral Participation in Content-Area Courses. Here comes your footer  Page 17

18. Reading to Write: Actively Teaching Grammar and Style Through Reading Thursday, 25 Kate Spike, Bowling Green State University, USA • Reading is often neglected in ESL, perceived as the lesser counterpart of writing. • However, research exists demonstrating that reading can be effective tool for teaching grammar and style within the context of writing. • This session offer to discuss the details of several techniques for using reading materials in meaningful grammatical instruction. Reading to Write: Actively Teaching Grammar and Style Through Reading Here comes your footer  Page 18

19. My Time-schedule Friday, 26 • 10.00-11.45 Using Technology Not just for Technology’s Sake. Presenters: Rob Jenkins, Staci Johnson, Santa Ana College, USA . • 12.00-13.00 Volunteering • 13.00-13.30 Lunch • 13.30-14.00 Exhibition center • 14.00-14.45 Getting your students into the Movies. Presenters: Linda Chu, Chuck Phillips, The University of Arizona, USA. • 15.00-15.45 Integrating Research Projects and Poster Presentations in ESL Writing Classes. Presenters: Anna Fichman, University of Utah, USA Here comes your footer  Page 19

20. Using Technology Not just for Technology’s Sake Friday, 26 Rob Jenkins, Staci Johnson, • How to incorporate technology without making them in a focus? How to use a time effectively? • What is the role of technology? The goal is to give students challenging opportunities to be successful in their language-learning experience, so they develop self-confidence, and getting to be independent. • Lesson Planning: Good Lesson Planning is an often invisible but absolutely essential part of all good teaching-especially effective language teaching. • Steps for effective lesson: warm-up, Introduction, Presentation, Practice, Evaluation, Application. • Technology should not change the content of the material, because they are only the tools that help us teach better. Here comes your footer  Page 20

21. Sessions Friday, 26 • Using movies into the classroom enhances listening skills, understanding of current idioms, and self-confidence in speaking English. This presentation demonstrated a system of using a movie paired with dramatic script readings over an extended period to engage students in active learning use. Presenters used a role –game at the session, so participants could play the roles, and then watch the same play by the movie. Getting your students into the Movies, Linda Chu, Chuck Phillips Integrating Research Projects and Poster Presentations in ESL Writing Classes. • Teaching academic writing have to be exciting. The presenter showed how engaging students in research projects and poster presentations related to their interests can motivate them to get involved in class activities and enhance their writing. Here comes your footer  Page 21

22. Re-Union with Host-Family after 10 years Friday, 26 Billerica city. Presentation of Kyrgyz Republic. • I could have chance to meet with the host family who hosted me in 2000 in Billerica city which is close to Boston. I lived at their house during one month and we had contacts and e-mail to each other since 2000. • Thus, I was lucky to meet with them, and present my country by the Power Point Presentation. It was fun! Here comes your footer  Page 22

23. My Time-schedule Saturday, 27 • 10.00-10.45 Integrating ePortfolios into a Professional English Course. Presenter: Lillian L.C.Wong. The University of Hong Kong, Hong Kong. • 11.00-11.45 Making a Difference in the Community. Presenter: Lori Howard, CASAS,USA. • 12.00-12.30 Lunch • 12.30-13.00 Exhibition center • 13.00-13.45 Poster Sessions • 14.00-14.45 What I have learned about Language Learning. Presenter: Steven J.Molinsky, Boston University, USA. • 15.00-15.45 Storytelling Re-Imagined with Microsoft PhotoStory. Presenters: Denise Maduli-Williams, City College of San Francisco, USA. • 16.00-16.45 Strategies for Watching Movies and Learning English. Presenter: Rob Hirschel, Kanda University of International Studies, Japan. Here comes your footer  Page 23

24. Integrating e-Portfolios into a Professional English CourseSaturday, 27 Lillian L.C.Wong. • E-Portfolio-definition. English learning e-portfolios. Sample student e-portfolios. Key elements: selection of items, reflection on learning. Students’ and teachers’ feedback. Advantages of e-portfolio. E-portfolio assessment. • Required items-determined by course requirements. Individual items-selected to proved students’ own evidence of what best reflects their ability. • Reflection drives an e-portfolio: stimulates changes and personal growth. Demonstrates: self-awareness, critical thinking, self-direction, an ability to set goals, to work through problems and to evaluate performance. • Reflection on learning guidelines: Include relevant examples or illustrations to support comments, summarize overall learning experience in final entry, including self-assessment of English and future learning goals. Here comes your footer  Page 24

25. Making a Difference in the Community Saturday, 27 Lori Howard • What is EL Civics? To participate effectively in the education, employment, and civic opportunities of the United States, adult English language learners must: master English, navigate American institutions such as: government, education, workplace, banking, health care. • EL Civics Objectives: Objective 37: Identify and demonstrate qualities of an effective employee in the American workplace in order to get a job, keep a job or get a better job. • Objective 28: Access the health care system and be able to interact with the providers. • www.casas.or/elc Here comes your footer  Page 25

26. A multilevel Approach to using Community resources. Can‘t stop reading: Interactive lesson for Low-Level Learners. Defining the Gap: Teacher Expectations and Parent Practices in Literacy. Did you get my message? Culture’s impact on Communication. Poster Sessions Saturday, 27 Choose the presentations to listen... • Challenges in Teaching Advanced Language Skils to Foreign-Born Physician Residents. • Critical Reading and Imagination Reflected in Graphic Organizers. • Independence Journals: Combating Student Dependency. • Pedagogical Resources for Teachers of English Language Learners. Here comes your footer  Page 26

27. What I have learned about Language Learning Saturday, 27 Steven J.Molinsky • The Professor started to learn Spanish and identified that the ways of learning looked very boring. According his experience , he wrote the textbook how teach Spanish effectively. There are some of the conclusions that he makes during his studying. • Control over contextualization of language practice. Recycling structures and vocabulary. • Importance of vocabulary story. The importance of listening conversation. • Focus grammar practice. Teach discourse markers. • The “energy” factory of pronunciation. You are never too old to learn a new language. Here comes your footer  Page 27

28. Storytelling Re-Imagined with Microsoft Photo-Story Saturday, 27 Denise Maduli-Williams, • http://sites.google.com/site/tesolphotostory • Free download Microsoft Software. Create movies from photos. Add text, record voice, and music. Easy as Word, Easier than PowerPoint. • How to Use Photo story: • Begin a new story. Import Pictures. Add Text. Record your Voice. Select Music. • Save your Project. Here comes your footer  Page 28

29. Strategies for Watching Movies and Learning English Saturday, 27 Rob Hirschel • The Presenter showed the video with trainer who provided the lesson for nonnative speakers in Japan. He demonstrated how to write story, how to choose, and watch the movies for language learning through the Internet database.How can you use the news to learn English? • Go to a computer and explore some new websites. After you try, come back and watch the last Chapter. The DVD provides opportunities for viewers to have similar interaction with a partner. • Students’ lack of a principled approach to mining such material for language learning opportunities limits the value of watching. The filmed learner training workshop offered movie-watching strategies for independent language learning. Here comes your footer  Page 29

30. My Experience Enter your subtitle here • What I have taken from the conference: • The new ways of teaching and learning. • More ideas: how to learn English for nonnative speakers. • New ideas and thoughts about using technologies in the classroom. • The new way (for me) of organizing the conference. • Books and textbooks from the exhibition. • I have learned how to be a self-directed learner, and to organize my time and schedule. • A network connection. • Challenges: • It was not easy to choose the sessions from many of them. I did not have orientation time, so I was trying to figure out what does it mean to be a participant at the conference with the number of 7000 people. I could be “lost” at the beginning in thousands of sessions and thousands of people there…. • The distance between one room and another was huge! (It was a great physical exercise to run there… and to get to the session on time.) Here comes your footer  Page 30

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32. Enter your title here Sunday, 28 • Flights • Boston-Detroit • Detroit-Lansing Here comes your footer  Page 32