To register for the conference, click here!
***If you are registering as a publisher, please click here.
Date: November 3, 2018
Location: University of New Hampshire, Durham Campus, Hamilton-Smith Building
For a map, please see the following link: University of New Hampshire Map Link
- CLASSROOMS & TECHNOLOGY: All rooms will have a projector, but you will need to bring your own technology (laptop). The rooms do not have computers. If you use a MAC, please make sure that you bring an adapter with you.
- TECHNOLOGY PERSON: We will have a technology person on call for the whole conference. Each room will have (1) the steps to help you connect your technology to the room and (2) the contact information for our technology person. If you need anything else, you can go to the registration area and find an NNETESOL board member.
- CERTIFICATE FOR PRESENTING: Presenters will receive a certificate for presenting. These will be printed and waiting at registration. After you present, you can grab your certificate from an NNETESOL board member at registration.
For Attendees & Presenters:
- SCHEDULE & PROGRAM: We will have printed copies of our conference schedule, but we will not be printing copies of our conference program. We encourage you to download it to your device prior to the conference.
- Here is a link to our schedule: https://docs.google.com/
document/d/ 19yswHPy1WkVp8FNP3Oe6EtaC_ 9aQE9ogDoCqro3rTFg/edit
- Here is a link to our program: https://docs.google.com/
document/d/1mGXhHrlW351lm-_ gNrqkfiFnvmrWKTVsM6VLC5CpN88/ edit
- Here is a link to our schedule: https://docs.google.com/
- CERTIFICATE OF ATTENDANCE: All attendees will receive a certificate of attendance; however, this will not be given in physical form. Like last year, NNETESOL will send out a post-conference online survey. Upon completion of this online survey, conference participate will receive an electronic certificate. You will be able to print this out yourself. Please look for an email from NNETESOL after the conference.
- YOU WILL RECEIVE AN EMAIL AFTER THE CONFERENCE BY NOVEMBER 4th. YOU HAVE ONE MONTH TO COMPLETE THIS. THE SURVEY MUST BE COMPLETED BY DECEMBER 4, 2018!
- PARKING: Parking will be free on the day of the conference. Conference attendees, presenter, and vendors must park in Parking Lot B. Please following the signs. Here is a map of the UNH campus: https://drive.google.com/file/
d/ 1FfyPSrHTxilZvrDh9tdZKLpaVmG1Z FhP/view
- REGISTRATION & BUILDING: Our conference will be in the Hamilton-Smith building. Registration will be on the first floor. This is also were all of the sessions, coffee, and publishers will be. The keynote is on the second floor.
- KEYNOTE: There are two places to watch the keynote. These can be found in the program and schedule. You have the choice of watching the keynote live or watching a livestream of the keynote address. Each room will be labeled.
- WIFI: To use the WIFI, you will need to sign up using the following link: https://cloudpath.unh.
edu/enroll/unh/secure/process It should only take a few minutes to sign up.
Attendees of our annual conference have the option of joining a Round Table discussion during/following lunch in one of the presentation rooms. These are semi-structured conversations that offer you a chance to ask questions of colleagues, exchange information with other participants, and hopefully walk away with some valuable reflections and insights on topics of your choice. Each room will be hosted/facilitated by a NNETESOL representative, however, the discussions are up to you! Please take a moment to vote on which topics are most important to you right now by following this link.
The Canadian Delegation:
The Canadian delegation is representing fellow TESOL affiliate member organization TESL Nova
Scotia. This exchange between TESOL affiliates will be reciprocated in 2019 when a delegation
from NNETESOL will be invited to attend the Atlantic Canada Conference in Halifax. All four
presenters currently work in Dalhousie University’s ESLP Programs.
Chris Kelly (firstname.lastname@example.org) has taught high-school through university for over 25 years and
holds a MEd in Adult Education. He has specialized in university preparation and curriculum
design for 10 years at schools in Vancouver, Montreal, and Halifax.
Jennifer MacDonald (email@example.com) is Head Teacher of ESL Programs at Dalhousie
University and doctoral candidate in education at University College London (UCL) Institute of
Education, researching language policy and practice in higher education.
Charlene Rockwell (firstname.lastname@example.org) is currently an English instructor and assessor,
holds an MEd in TESL, and uses her background in theatre to inform her teaching practices.
Tony Rusinak (email@example.com) is an EAP researcher, instructor, and IELTS expert with
experience teaching in ten countries. He holds a DELTA, RCIC, and is an MEd Technology
Abstract: Canadian Perspectives on English for Academic Purposes
This session will look at four different aspects of EAP in Canada: a comparative overview of the
teaching and learning of academic English in higher education in the US and Canada, an
introduction to the Canadian Academic English Language (CAEL) test, an overview of credit-
bearing international foundation programs at Canadian universities for ELLs, and perspective on
balancing affect and professionalism in the EAP classroom.
Raichle ‘Rai’ Farrelly
Department of Applied Linguistics
St. Michael’s College
Raichle Farrelly is an Assistant Professor in the Applied Linguistics Department at St. Michael’s College in Vermont, USA. She earned her Ph.D. in Linguistics from the University of Utah. For several years she taught English as an additional language (EAL) to international students in an Academic English Language Program. For the past decade, she has been teaching community-based EAL courses for adult refugee-background and immigrant populations. She recently worked as an Assistant Professor in the MA TEFL Program at the American University of Armenia. Her professional interests include second language teacher education, reflective teaching, curriculum design, internationalization of higher education, and second language acquisition by adult emergent readers. She has presented extensively on a range of pedagogical topics at national and international conferences. She has published work in peer-reviewed journals and co-authored the book Fostering International Student Success. She is the co-editor of a new book, Educating Refugee Background Students: Critical Issues and Dynamic Contexts, which is being published by Multilingual Matters in 2018.
Implementing a Growth Mindset with Students as a Tool for Teacher Development
Implementing a growth mindset to foster learner success not only cultivates a sense of determination and resilience (e.g., grit) among our students, but it teaches us something about ourselves. In this talk, we’ll consider how taking on a growth mindset with our students will help us grow as teachers.
Designing and Implementing Inquiry-based, Teacher-Led Professional Development
This workshop introduces a teacher-led professional development program for TESOL educators who are seeking to come together in a community of practice with others. The presenter introduces a facilitator’s guide, which includes procedures, readings, discussion questions, and teachers’ tasks. Participants will be prepared to implement the study circle and adapt it for their unique contexts.
Teacher learning is a reflection of the process that takes place when teachers are developing their beliefs, attitudes, sense of self, and various types of knowledge (Johnson & Golombek, 2002). Teacher learning involves the sense-making that teachers employ when mapping their knowledge to their practice. Teacher learning is not a process that ends with the culmination of a teacher education program or training session but is an on-going endeavor that spans the length of a teacher’s career.
For many English language teachers, opportunities to reflect on practice with colleagues are infrequent. The ensuing sense of isolation can result in teachers losing motivation or the desire to innovate. One promising approach to professional development (PD) for teachers is to engage in ongoing, teacher-directed PD with peers who are grappling with similar issues (e.g., Vinogradov, 2012). Johnson (2009) promotes an inquiry-based approach to PD that gives teachers the chance to interact with both theory and practice. Inquiry-based PD creates opportunities for teachers to examine their teaching and learning experiences, promoting a deeper understanding of practice (Richards & Farrell, 2005).
This workshop presents a PD program that participants can adapt and implement in their respective contexts. After describing the three guiding inquiry-based approaches for the PD program (i.e., study circle, lesson study, and peer coaching), participants will be involved in discussions about the potential impact on stakeholders and the feasibility of implementation in various contexts. Attendees will receive a link to existing study circle facilitator guides, which include procedures for meetings, readings, discussion questions, and tasks.