Invited Syposia

Invited Symposium: Preparing and Developing Language Teachers for Content-Based Instruction
Saturday, June 2, 1:00 pm, Room: Faculty
Tara Fortune, University of Minnesota
Diane Tedick, University of Minnesota
Laurent Cammarata, University of Georgia
Jodi Crandall, University of Maryland, Baltimore County
Philip Hoare, Hong Kong Institute of Education
Stella Kong, Hong Kong Institute of Education

This symposium offers the perspectives of language teacher educators from ESL, foreign language, and dual language contexts who are working with pre-service and in-service teachers in content-based instructional settings. Based on their context-specific research, presenters will identify challenges, successful practices that address the challenges, and specific implications for teacher educators across the disciplines and suggest new areas for future research initiatives in the field. Collectively we will engage in meaningful dialogue among symposium presenters and attendees.

Laurent Cammarata (University of Georgia)
"Foreign Language Context "
Findings of recent phenomenological research reveal that learning CBI is an experience of struggle for practicing foreign language teachers as they must confront their own teaching identity. The difficulties they experience underscore the need for professional development programs to create instructional scaffolds supportive of the teacher as explorer metaphor.

JoAnn (Jodi) Crandall (University of Maryland Baltimore County)
"ESL Context "
Adult ELLs have a range of backgrounds and goals, but limited time. This presentation offers some ways adult ESL teachers have integrated instruction with Adult Basic Education (ABE), vocational training, workforce preparation, and academic courses to help ELLs achieve their goals. It also discusses implications for teacher education and research.

Philip Hoare and Stella Kong (Hong Kong Institute of Education)
"Late English Immersion in Hong Kong"
Our research into contrasting approaches in Hong Kong and China towards CBI shows that balancing language and content, and teaching the language of the content constitute the major challenges in both contexts. Teacher education for both content background and language background teachers must focus on how language makes content meaning.

Diane Tedick and Tara Fortune (University of Minnesota)
"One-way and Two-way Immersion Contexts in the U.S."
A major challenge that dual language teachers face is balancing language and content instruction; they often resist giving attention to language for fear that it will detract from content. Presenters share ways that they have addressed this challenge and offer implications for teacher educators and directions for future research.

Invited Symposium: The Native/Non-Native Speaking Teacher: Realities, Challenges and Implications for Language Teacher Education
Saturday, June 2, 9:15 am, Room: Faculty
Kimberly Johnson, Hamline University
Lía D. Kamhi-Stein, California State University, Los Angeles
Keiki Kawai‘ae‘a, University of Hawai'i at Hilo
Jennifer Leeman, George Mason University
Gloria Park, University of Maryland, College Park
Keiko Samimy, Ohio State University

Much of the current research in issues for non-native speaking teachers comes out of TESOL, with a primary focus on students from international backgrounds. Yet issues of native and non-native speaking teachers are relevant to the many contexts of language teacher education. To broaden the discussion and to make connections, this symposium brings together teacher educators from TESOL, foreign language and indigenous immersion to share research and insights to disrupt and enhance our understanding of the realities and challenges for native/non-native speaking teacher candidates and teacher education programs. All explore implications for language teacher education, and ample time will be left for discussion.

Kimberly A. Johnson (Hamline University) - Symposium Organizer

Keiki Kawai‘ae‘a (University of Hawai‘i at Hilo) "Preparing Mauli Ola Educators for Native Language Medium Education"
The challenges of revitalizing the Hawaiian language through the preparation of non-native speaking teachers will be discussed through the efforts of the Kahuawaiola Teacher Education Program—a native culture-based teacher preservice program.

Keiko K Samimy (Ohio State University)
"Mentoring Non-Native English speaking (NNES) Graduate Students: Beliefs among Faculty in a College of Education"
While literature exists on academic acculturation of NNES students, little is known about faculty's beliefs about mentoring NNES graduate students to facilitate their academic acculturation process. This presentation is based on a study which examined TESOL as well as non-TESOL faculty's beliefs about mentoring NNES graduate students and their experiences in working with them.

Gloria Park (University of Maryland, College Park)
"Pedagogy of Empowerment and Possibilities in TESOL: East Asian Women's Teaching Journeys"
This presentation will discuss one thread of a larger qualitative inquiry of East Asian women in U.S. TESOL programs. Specifically, the study focuses on how the women's diverse teaching experiences served to heighten their identities as burgeoning language teachers as well as NNESs. The presentation concludes with teacher education implications.

Jennifer Leeman (George Mason University)
"Ethnolinguistic discrimination and the native-speaker teacher: The case of Spanish"
Linguistic discrimination towards non-native teachers of English is often framed as a common-sense issue of "qualifications." This presentation reviews the historical and contemporary marginalization of native and heritage teachers of Spanish in the US, demonstrating the ideological nature of ethnolinguistic preferences in language teaching. Teacher education must critically examine language ideologies.

Lía D. Kamhi-Stein (California State University, Los Angeles)
"The Professional Identity Construction of Generation 1.5 Latinas"
While much of the work on nonnative English speakers has focused on teachers-in-preparation form international backgrounds, little is known about Generation 1.5 teachers. This study looks at the process of professional identity construction of five Generation 1.5 bilingual/biliterate Latinas enrolled in an MA in TESOL Program. Implications for language teacher preparation will be discussed.

Invited Symposium: The Pedagogy of (Re)presenting Culture in Foreign Language Classes
Friday, June 1, 10:15 am, Room: Faculty
Martha Bigelow, University of Minnesota
Francine Klein, University of Wisconsin, La Crosse
Lora Opsahl, Breck School, Minnesota
Lies Sercu, University of Leuven, Belgium
Pamela Wesely, University of Minnesota, Breck School, Minnesota

The papers in this symposium will present data about how teachers treat and teach culture in their classes. Issues about if and how teachers transform, empower and challenge their students to think about culture through critical, personal and local lenses will be explored. The purpose of the symposium is to envision practices in teacher education that work against essentializing or objectifying cultures and for the development of students’ ability to understand and explore difference and social justice outside the classroom.

Lies Sercu (University of Leuven, Belgium)
"Scaffolding intercultural learning: Do EFL teachers make it happen?"
This paper focuses on EFL teachers’ beliefs regarding culture teaching and the extent to which teachers’ perceptions of their practice reflect constructivist teaching approaches. Data will be presented about teachers’ perceptions of their students’ understanding of foreign cultures and teaching approaches that contribute to independent culture learning skills.

Martha Bigelow (University of Minnesota, Minnesota, USA), Pamela Wesely (University of Minnesota and Breck School, Minnesota, USA), Lora Opsahl (Breck School, Minnesota, USA)
"Teaching culture for social justice in K-12 foreign languages classes"
This paper explores how teachers in a K-12 language department experience a school-wide, sustained professional development program designed to integrate multicultural curriculum across all disciplines. Data reveal that the initiative challenged and affirmed teachers in multiple ways, particularly in terms of what “culture” can be in a FL curriculum

Francine Klein (University of Wisconsin, La Crosse, USA)
"Culture learning in the foreign language classroom: A path towards social awareness and understanding"
Students are typically taught about cultural differences without being provided with a means to process difference or develop critical cultural awareness. Data from a study of FL classrooms will identify beliefs and practices crucial to making the FL classroom a place where culture learning can lead to empowerment and action.