This document provides information about an upcoming conference on project-based learning and reading fluency to be held September 27-28 at the University of Utah campus. It includes a schedule of events for both days, with breakout session topics. On Friday there will be registration in the morning, followed by multiple concurrent breakout sessions throughout the day on various topics related to the theme. In the evening there will be a dinner and plenary presentation on project-based learning. Saturday will follow a similar schedule, with registration in the morning, concurrent breakout sessions, and a plenary on reading fluency. The document provides contact information for the conference organizers and directions for parking on campus.

1. Project-based Learning and Reading Fluency
Date: September 27-28
Location: University of Utah Campus, Union Building

3. Schedule at a Glance
Friday
Start Time End Time Event
8:00 AM 5:00 PM Registration
9:00 AM 9:45 AM Break-out Sessions
10:00 AM 10:45 AM Break-out Sessions
11:00 AM 11:45 AM Break-out Sessions
12:00 PM 1:00 PM Lunch Break (On your own)
1:00 PM 1:45 PM Break-out Sessions
2:00 PM 2:45 PM Break-out Sessions
3:00 PM 3:45 PM Break-out Sessions
4:00 PM 4:45 PM Break-out Sessions
5:30 PM 7:00 PM Dinner and Plenary—Project-based Learning—Dr. Fredricka L. Stoller
Saturday
Start Time End Time Event
8:00 AM 11:00 AM Registration
8:00 AM 8:45 AM Break-out Sessions
9:00 AM 9:45 AM Plenary—Reading Fluency—Dr. Fredricka L. Stoller
10:00 AM 10:45 AM Break-out Sessions
11:00 AM 12:00 PM Interest Section Meetings
12:15 PM 1:45 PM Lunch and Business Meeting
2:00 PM 2:45 PM Break-out Sessions

4. President ..........................................................................................................................Jim Pettersson
First Vice President..................................................................................................................Amy Delis
Second Vice President .......................................................................................................Ben McMurry
.......................................................................................................................Past President Brent Green
Secretary .................................................................................................................................Heidi Hyte
Treasurer ................................................................................................................................Marisa Lee
TESOL Liaison ....................................................................................................................Brent Jensen
Member-at-Large ................................................................................................................Carrie Drake
Newsletter Editor ...................................................................................................................Heidi Hyte
Display Chair ...........................................................................................................................Erin Shaw
Drawing/Awards Committee Chair .....................................................................................Amy Barlow
.........................................................................................................................Webmaster Ben McMurry
..........................................................................................................................Program Editor Troy Cox
Higher Ed/Applied Linguistics Interest Section Chair ....................................................Caprice Bailey
Higher Ed/Applied Linguistics Interest Section Chair...................................................Kendon Kurzer
K-12/Bilingual Ed. Interest Section Chair..........................................................................Ben Johnson
K-12/Bilingual Ed. Interest Section Vice Chair .................................................................Jodi Nicholas
Adult Ed Interest Section Chair........................................................................................Jamie Paskins
Adult Ed Interest Section Co-Vice Chair .........................................................................Holly Andrews
Adult Ed Interest Section Co-Vice Chair ........................................................................Afsheen Fatemi
Sociopolitical/Advocacy Chair (UT Rep) .......................................................................Monica Hilding
Sociopolitical/Advocacy (ID Rep).......................................................................................Steve Rainey
2013 I-TESOL Board of Directors

5. Become a Member of the Board!
There are many benefits to becoming an I-TESOL Board Member
• You will receive re-licensure points for participating at the board meetings.
• Meet and work with great individuals to help teachers in the ESOL field.
• Let your voice be heard for issues concerning the ESOL field.
• Help to plan the upcoming conferences.
I-TESOL Elections
Nominate yourself or a colleague!
Give information to Tim Conrad at tconrad@weber.edu or to your Interest Section Chair
*Interest Section Vice-Chairs will be elected in the Interest Section Business Meeting
Elected Positions Open:
• Second Vice President
o 1 year position, with a 4 year commitment to move on to First Vice President,
President and Past President, voting member who will help plan and implement I-
TESOL Conferences
* Member-at-Large
o 1 year position, voting member who will promote I-TESOL through other
organization in K-12, AE, and HE.
• Higher Ed, Interest Section Vice Chair*
o 1 year position with a two year commitment to move on to Higher Ed IS Chair,
voting member who will help IS Chair to find presenters, market, advocate and
plan.
• Adult Ed Interest Section Chair
o 1 year position that is taking over for the current vice chair who is resigning. A
voting member who advocates for the IS by finding presenters, marketing,
advocating and planning.
Adult Ed Interest Section Vice Chair*
o 1 year position with a two year commitment to move on to Adult Ed IS Chair,
voting member who will help IS Chair to find presenters, market, advocate and
plan.
• K-12 Interest Section Vice Chair*
o 1 year position with a two year commitment to move on to K-12 IS Chair, voting
member who will help IS Chair to find presenters, market, advocate and plan.
Other Positions Open:
•
• o

6. !!
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University of Utah Directions
Parking Information:
The conference will be held at the University of
Utah Union Building. The closest visitor parking
lot is just east of the Union building. On Friday,
it will cost $10 for a day pass. On Saturday, it is
free. For more information, go to the Parking on
Campus: Visitor Parking section of
http://commuterservices.utah.edu.

8. Plenary Speaker
Fredricka L. Stoller is a Professor of English at Northern Arizona
University, where she teaches in the MA-TESL and Ph.D. in Applied
Linguistics programs. She is co-author of Teaching and Researching
Reading (2nd ed., 2011, with W. Grabe, Pearson Longman); co-
editor of A Handbook for Language Program Administrators (2nd
ed., 2012, with M.A. Christison,Alta Book Center Publishers); and
co-author of Write Like a Chemist (2008, with M. Robinson et al.,
Oxford University Press). Her professional areas of interest include
project-based learning, L2 reading, disciplinary writing, content-based instruction, language teaching
methodology, and curriculum design.
Achieving Language and Content Objectives with
Project-based Learning
Project-based learning has been billed as an effective means for promoting purposeful language and
content learning for well over two decades in second language (L2) settings. During this time, projects
have been successfully incorporated into language classrooms with young, adolescent, and adult learners,
as well as classrooms with general, vocational, academic, and specific language aims. Reported benefits of
project-based learning include improved language abilities, extended content learning, mastery of real-
life skills, and sustained student motivation, engagement, participation, enjoyment, and creativity. In this
presentation, I will (a) provide a rationale for incorporating project-based learning into our classrooms,
(b) summarize the benefits of project work, (c) outline different types of project work, (d) introduce
successfully implemented projects that can be adapted for other instructional contexts, and (e) present an
easy-to-use 7-step process for implementing project-based learning in our L2 classrooms.
Giving Reading Fluency the Attention It Deserves
Second language (L2) reading is a complex skill that requires main idea comprehension, discourse
awareness, vocabulary learning, reading strategies, reading for different purposes, motivation, and
fluency. Sadly, fluency training is often neglected in our L2 classrooms, even though research has
demonstrated that fluency contributes to students’ reading comprehension abilities.Teachers sometimes
believe that they lack the time to devote to fluency training in their classes; others assume that students
will develop fluency on their own, over time; and many are simply unaware of the many activities that can
be easily integrated into their classrooms to promote reading fluency. In this presentation, participants
will be introduced to the key elements of reading fluency (e.g., automaticity, accuracy, reading rate, word-
and passage-reading fluency) and then explore various ways in which reading fluency can be addressed in
L2 classroom with existing reading materials.

9. My Schedule
Use the space below to write in the sessions you’d like to attend.
Friday
Start Time End Time Event Room
9:00 AM 9:45 AM
10:00 AM 10:45 AM
11:00 AM 11:45 AM
1:00 PM 1:45 PM
2:00 PM 2:45 PM
3:00 PM 3:45 PM
4:00 PM 4:45 PM
5:30 PM 7:00 PM Dinner and Plenary Crimson View
Saturday
Start Time End Time My Events Room
8:00 AM 8:45 AM
9:00 AM 9:45 AM Plenary Center Ballroom
10:00 AM 10:45 AM
11:00 AM 12:00 PM Interest Section Meetings
12:15 PM 1:45 PM Luncheon, Awards, Open Business Meeting Center Ballroom
2:00 PM 2:45 PM
All the meetings of the conference will take place in the Union Building.

10. All the meetings of the conference will take place in the Union Building.
Fall 2013 I-TESOL Breakout Sessions
9/27/2013Friday
8:00 AM to 5:45 PM
RegistrationUnion

11. Lobby
9:00 AM to 9:45 AM
Nick

12. David The Outcomes- and Objectives-Based Instructional
Paradigm's Impact on TESOL
East

13. Ballroom
Marisa

14. Recinos,

15. Norm
Evans,

16. Amy

17. Barlow,
Deborah

18. De

19. Hoyos,

20. Jessica
Motivating Students to Expect Excellence in their English
Use
Panorama

21. East
Neil

22. J

23. Anderson Building Reading FluencyWest

24. Ballroom
10:00 AM to 10:45 AM
Deborah

25. De

26. Hoyos Sparking Metacognition: Contextualizing Reading
Strategies for Low-Proficient ESL Readers
East

27. Ballroom
Chad

28. Bramble,

29. Rus

30. Wilson Quantifying Participation in Meaningful Ways: Behavior
and Classroom Apps
Panorama

31. East
Thomas

32. Cunningham Update on Measuring Ethnocultural Empathy of
Candidates for ESL Endorsment
West

33. Ballroom

34. All the meetings of the conference will take place in the Union Building.
Fall 2013 I-TESOL Breakout Sessions
11:00 AM to 11:45 AM
Steven

35. Rainey Trauma Informed Pedagogy: The Best Practice for Adult
ESL
East

36. Ballroom
Randall

37. Davis,

38. Rus

39. Wilson You can do THAT with apps?Panorama

40. East
Al

41. Tiyb

42. Al

43. Khaiyali ESL Elementary Teachers' Use of Children's Picture Books to
Initiate Explicit Instruction of Reading Comprehension
Strategies
West

44. Ballroom
12:00 PM to 1:00 PM
Lunch

45. Break
1:00 PM to 1:45 PM
Jennifer

46. Christenson ABC English: ABCs and ESOL for Literacy Level StudentsEast

47. Ballroom
Lynn

48. Henrichsen,

49. Ee

50. Wen
Ting
An Online Learner's Dictionary of Unorthodox Oral
Expressions in English
Panorama

51. East
Hulkaroy

52. Kayumova Blending Two Cultures Through TechnologyWest

53. Ballroom

54. All the meetings of the conference will take place in the Union Building.
Fall 2013 I-TESOL Breakout Sessions
2:00 PM to 2:45 PM
Stephen

55. Peridore Pathways to Academic Success in Reading, Writing, &
Critical Thinking
East

56. Ballroom
Eric

57. Sims Face it-We're All Projects: Twitter as a Professional
Learning Network
Panorama

58. East
Frederick

59. Poole Ideas on Integrating Reading into the Communicative
Classroom
West

60. Ballroom
3:00 PM to 3:45 PM
Mark

61. Brady Round Robin WritingEast

62. Ballroom
Jennifer

63. Ritter Strategies to Scaffold Academic WritingPanorama

64. East
Monica

65. Hilding,

66. Kate
Brainerd,

67. Kate

68. Diggins,
Heidi

69. Hyte,

70. Mark

71. Mataya
How Can We Realistically Assess, Measure, and Document
the Progress and Transitions of Adult Emergent Readers?
West

72. Ballroom
z

73. All the meetings of the conference will take place in the Union Building.
Fall 2013 I-TESOL Breakout Sessions
4:00 PM to 4:45 PM
Karen

74. Marsh

75. Schaeffer Learning and Memory: What Teachers Need to Know
About the Human Brain
East

76. Ballroom
Beniko

77. Mason The Nuts & Bolts of Starting and Maintaining an
Extensive Reading Program-Before You Start an ER
Program
Panorama

78. East
George

79. Plautz,

80. Korrin

81. Ebira Helping ESL Teachers Maintain the Joy of TeachingWest

82. Ballroom
6:00 PM to 8:00 PM Plenary
Dinner

83. and

84. Plenary,
Dr.

85. Fredricka

86. L.

87. Stoller
Achieving Language and Content Objectives with Project-
based Learning
Crimson

88. View
Room

89. All the meetings of the conference will take place in the Union Building.
Fall 2013 I-TESOL Breakout Sessions
9/28/2013Saturday
8:00 AM to 2:00 PM
RegistrationUnion

90. Lobby
8:00 AM to 8:45 AM
Tammy

91. Wik Teach Abroad with the English Language Fellow ProgramCenter
Ballroom
Ben

92. McMurry,

93. Jim
Pettersson
Tightening Up an IEPEast

94. Ballroom
Shelby

95. Thayne Facilitating Language Learner Motivation in the ESL
Classroom
Panorama

96. East
Lindsay

97. Hansen Assessing the L2 Student Experience Using a Library
Instruction Curriculum
West

98. Ballroom
9:00 AM to 9:45 AM
Plenary,

99. Dr.

100. Fredricka

101. L.
Stoller
Giving Reading Fluency the Attention It DeservesCenter
Ballroom

102. All the meetings of the conference will take place in the Union Building.
Fall 2013 I-TESOL Breakout Sessions
10:00 AM to 10:45 AM
Heidi

103. Healy,

104. Erin

105. Shaw
Hernandez,

106. Becca

107. Stone
Meeting Individual Learner Needs in IEPsCenter
Ballroom
Jim

108. Pettersson,

109. Kevin
Eyraud
The Pleasures, Pitfalls and Problems of Soft FundingEast

110. Ballroom
Chalise

111. Eyre Projects In and Out of the ClassroomPanorama

112. East
Christina

113. Yong,

114. Wendy
Coyle
Spreading the Wealth Around: Classroom Management
Strategies to Promote Student Autonomy
West

115. Ballroom
11:00 AM to 11:45 AM Interest Section Speakers
Interest

116. Sections
TBA K-12: TBACenter
Ballroom
Troy

117. Cox Higher Education: Making a Computer Adaptive Test
(CAT): What Shirts, Tunnels, and Hurdles Teach Us
East

118. Ballroom

119. All the meetings of the conference will take place in the Union Building.
Fall 2013 I-TESOL Breakout Sessions
Rachel

120. Blackmer Adult Education: Latest Research on Effective Methods of
Instruction for Teaching Adult Emergent Readers
West

121. Ballroom
12:15 PM to 1:45 PM
Lunch/Business
Meeting
Center
Ballroom
2:00 PM to 2:45 PM
Shawna

122. K.

123. Brown Teaching Adults to Read: FluencyCenter
Ballroom
Julie

124. Bruch Grammar DynamicsEast

125. Ballroom
Kevin

126. Eyraud,

127. Juan

128. Carlos
Fuentes,

129. Kiri

130. Manookin
The Pedagogy of Experience: Problem-based Learning in
Utah's Canyonlands
West

131. Ballroom

132. Presentation Abstracts and Biographies of Presenters
Al Tiyb Al Khaiyali
aalkhaiyali@wsu.edu
Friday, 9/27/2013, 11:00am-11:45am, West Ballroom
ESL Elementary Teachers’Use of Children’s Picture Books to Initiate Explicit Instruction of
Reading Comprehension Strategies
Providing explicit and flexible means to guide comprehension strategy instruction was
considered a challenge facing a considerable numbers of researchers and teachers, particularly in
language learning classrooms. Therefore, this study explores the views and perceptions of using
picture books to initiate explicit instruction of comprehension strategies in language learning
classrooms.
Al Tiyb Al Khaiyali is a PhD candidate in the Department of Teaching and Learning, Washington
State University. Interests: incorporating picture books in ESL classrooms.
Neil J. Anderson
neil_anderson@byu.edu
Friday, 9/27/2013, 9:00am-9:45am, West Ballroom
Building Reading Fluency
Reading fluency is defined as reading at an appropriate rate with adequate comprehension. This
workshop will focus on a pedagogical rationale for building reading fluency and introduce ten
activities that can be implemented in classrooms at all levels of instruction.
Neil J Anderson teaches at Brigham Young University. His research interests include second
language reading, language learner strategies, and motivation in language teaching and learning.
Rachel Blackmer
r.blackmer@eslcenter.org
Saturday, 9/27/2013, 11:00am-11:45am, West Ballroom
Latest Research on Effective Methods of Instruction for Teaching Adult Emergent Readers
Adult Emergent Readers are students who are not literate in any language or who are literate in a
language that does not use the Roman alphabet. These students are learning literacy in a foreign
language at the same time as they are trying to acquire oral skills in English. Adult Emergent
Readers present educators with unprecedented challenges. This session will describe the results
of a research project conducted by the English Skills Learning Center in Salt Lake City and the
University of Utah Department of Linguistics to determine the most effective methods of
instruction for teaching Adult Emergent Readers.

133. Rachel Blackmer is a Workplace English Instructor at the English Skills Learning Center.
Rachel has been teaching languages for over 8 years and has a bachelor's degree in English and
a certificate in Teaching English as a Foreign Language. She has been working with Adult
Emergent Readers since 2008 when she started working for the English Skills Learning Center
in Salt Lake City. She recently oversaw the research project mentioned above and is currently
developing curriculum based on the findings of the research project. An article describing this
research project is expected to be published in a peer-reviewed journal later this year.
Mark Brady
mark.brady@utah.edu
Friday, 9/27/2013, 3:00pm-3:45pm, East Ballroom
Round Robin Writing
This is a writing activity to practice conjunctions, transitions and sentence structure. Students
are given one minute to write part of a sentence, and then they pass the paper to another student
who completes the sentence with a given conjunction. Another version involves full sentences
with transitions.
Mark Brady is an instructor at the English Language Institute. He has taught in public schools
and universities for over 10 years.
Chad Bramble
chad.bramble@utah.edu
Friday, 9/27/2013, 10:00am-10:45am, Panorama East
Behavior and Using Apps in the Classroom
Free apps (for mobile device or PC) can help with classroom management and promote quality
participation. Through immediate positive reinforcement, such apps can turn “fluffy”
participation points into meaningful feedback. The presenters describe such applications in their
IEP courses, and how their implementation can benefit any educator seeking quality
participation.
Currently teaching at the U of U ELI program, Chad has experience teaching in Zimbabwe,
New York, and Japan.
Shauna K. Brown
shauna@project-read.com
Saturday, 9/28/2013, 2:00pm-2:45pm, Center Ballroom
Teaching Adults to Read: Fluency

134. In this segment, we’ll define fluency, discuss why it’s important and who needs fluency
instruction. We’ll discuss fluency research and fluency assessment and instruction, specifically,
the finding that the instructional practice called guided, repeated, oral reading is a research-
based practice recommended to address many different fluency issues.
Shauna Brown is executive director, trainer, and training coordinator for Project Read, and a
certified trainer through ProLiteracy America and a LINCS national literacy trainer.
Julie Bruch
jbruch@coloradomesa.edu
Saturday, 9/28/2013, 2:00pm-2:45pm, East Ballroom
Grammar Dynamics
Native speaker English grammar is changing rapidly and dramatically. How can ESL grammars
keep up with these changes? Which grammar forms should we be teaching? What are the
implications of grammatical change for ESL, and how should the field of ESL meet these
evolving forms of “standard” English?
Julie Bruch currently teaches linguistics and foreign languages at Colorado Mesa University.
She has taught ESL internationally and in intensive university programs in the U.S.
Jennifer Christenson
jchristenson@graniteschools.org
Friday, 9/27/2013, 1:00pm-1:45pm, East Ballroom
ABC English: ABCs and ESOL for Literacy Level Students
Jennifer will be demonstrating activities, games, and new published materials for Literacy Level
students. Come learn and share ideas for engaging learners at the lowest ESOL and Literacy
Levels in speaking, listening, vocabulary, reading, and spelling. Information about Jennifer’s
self-published book series for Literacy Level students is available at www.teachabcenglish.com.
Jennifer Christenson has been teaching Literacy Level students since 2000, primarily through
Granite Peaks programs in Salt Lake City, UT. She currently teaches at the Humanitarian Center,
a unique Workplace ESL program.
Troy Cox
troy_cox@byu.edu
Saturday, 9/28/2013, 11:00am-11:45am, East Ballroom
Making a Computer Adaptive Test (CAT): What Shirts, Tunnels, and Hurdles Teach Us
Computer adaptive tests (CAT) have many advantages to traditional test methods. CATs can be
tailored to the examinees providing more information to the test administrators while being
shorter and having increased test security. In a CAT, the test adapts to the ability level of the
examinees. Their correct responses result in getting a more difficult items and incorrect

135. responses result getting in an easier items and the test finally ends when the examinee has
answered enough items to be confident about their ability level. Advances in technology have
made it easy to create adaptive, personalized language tests, and many language practitioners are
tempted without considering the negative outcomes that can occur when a test is not based on
sound measurement principles. "There is nothing more practical than a good theory" Lewin
(1952, p. 169). The choice of the measurement theory has huge implications for the ability to
successfully create CATs. Rasch measurement is one of the theories that makes CATs possible.
Specifically, the presentation will discuss unidimensionality (shirts), conjoint measurement
(tunnels), and local independance (hurdles) and their role in creating CATs.
Troy L. Cox has a background in ESL having worked at Brigham Young University's (BYU)
English Language Center for over 17 years as the Technology and Assessment Coordinator. He
recently accepted an Assistant Professorship (Professional) of Linguistics and English Language
and is the Associate Director of Research and Assessment at Brigham Young University's Center
for Language Studies.
Thomas H. Cunningham
cunningham@suu.edu
Friday, 9/27/2013, 10:00am-10:45am, West Ballroom
Update on Measuring Ethnocultural Empathy of Candidates for ESL Endorsement
Presenter investigated effects of ethnocultural case-based instruction on ethnocultural empathy
of ESL endorsement candidates in a course for preservice/inservice teachers about parent,
family, and community involvement in ESL education. At I-TESOL 2012, only pre-treatment
survey results were available. This year, the pre-post comparison results will be shared.
Tom Cunningham, Professor of Education, Southern Utah University, teaches undergraduate/
graduate ESL Endorsement. Holds BA: Linguistics & Spanish, and MA: TESOL (BYU); PhD:
Instructional Technology (USU).
Nick David
nicholaselidavid@gmail.com
Friday, 9/27/2013, 9:00am-9:45am, East Ballroom
The Outcomes- and Objectives-Based Instructional Paradigm's Impact on TESOL
Outcomes and objectives play a central role in ESL program design and assessment. However,
the underlying assumptions of an outcomes-and objectives-based instructional paradigm could
inhibit the language acquisition process if not understood and addressed. This presentation
analyzes six such assumptions, their impact, and implications for instruction and assessment.
Nick David received his MA in TESOL from BYU in 2009, and currently works on the English
Language Center Executive Council at Brigham Young University.

136. Randall Davis, Rus Wilson
rdavis@aoce.utah.edu
Friday, 9/27/2013, 11:00am-11:45am, Panorama East
You can do THAT with apps?
Dream big and come prepared to learn about ten apps for Apple and/or Android devices that can
transform language instruction and learning at all levels. Primary focus of the apps will be on
vocabulary development, speaking fluency, assessment, and self-access learning tasks.
Randall Davis and Rus Wilson are instructors at the English Language Institute at the University
of Utah.
Deborah De Hoyos
deborahpratt8@gmail.com
Friday, 9/27/2013, 10:00am-10:45am, East Ballroom
Sparking Metacognition: Contextualizing Reading Strategies for Low-Proficient ESL Readers
This presentation outlines the creation of a new survey, the Contextualized Inventory of
Metacognitive Awareness for low-proficient L2 readers. Unlike other instruments, this survey
contextualizes pre-, during-, and post-reading strategy deployment with the use of simplified,
narrative reading passages. This creates a scenario where learners reflect on their strategy use.
Deborah De Hoyos received her MA in TESOL from Brigham Young University. She is
currently teaching at BYU’s and UVU’s Intensive English Programs.
Kevin Eyraud, Juan Carlos Fuentes, Kiri Manookin
Kevin.Eyraud@uvu.edu
Saturday, 9/28/2013, 2:00pm-2:45pm, West Ballroom
The Pedagogy of Experience: Problem-based Learning in Utah’s Canyonlands
Students are intrinsically and extrinsically motivated by curricular approaches that focus on
engaging with the target language in real world contexts. This presentation features the lived
knowledge of piloting and refining advanced Content-based Instruction courses and then
learning that a challenging transition to Problem-based Learning is a natural outcome.
Kevin Eyraud teaches at Utah Valley University (UVU). His interests include curriculum and
intersections of language and religion. Juan Carlos Fuentes studies accounting at UVU. He has
participated in the ESL Program as a student and employee. Kiri Manookin teaches at UVU. Her
expertise includes composition pedagogy and materials development.
Chalise Eyre
ceyre@mtnstatesgroup.org
Saturday, 9/28/2013, 10:00am-10:45am, Panorama East

137. Projects In and Out of the Classroom
At the English Language Center in Boise, we strive to assist students in building life skills. One
way we do this is through projects based in and out of the classroom. In this presentation I will
talk about why we use projects, give examples of projects we’ve done in our classrooms and in
the community, and have you complete a brief project together.
Chalise Eyre has taught at the English Language Center for 8 years. Her special interests include
elders, refugees, aging issues, language acquisition, and community involvement.
Lindsay Hansen
lindsayhansen1181@gmail.com
Saturday, 9/28/2013, 8:00am-8:45am, West Ballroom
Assessing the L2 Student Experience Using a Library Instruction Curriculum
This presentation will discuss the results of a study examining L2 student perceptions of their
own academic research needs and abilities. Discussion focuses on the role of this student input in
the development of a CBI curriculum designed to strengthen student academic research skills.
Lindsay Hansen is the International & ESL Library Instructor at University of Utah. Her
research interests include L2 writing, CBI, library instruction, and teacher education.
Heidi Healy, Erin Shaw Hernandez, Becca Stone
hhealy@live.com; erin_shaw@byu.edu; rjbecca@gmail.com
Saturday, 9/28/2013, 10:00am-10:45am, Center Ballroom
Meeting individual learner needs in IEPs
Students at IEPs can often be stuck in a cohort of students with differing strengths and
weaknesses. How can programs and teachers still meet individual learner needs with such
varying skill levels? The presenters will share their results and describe how goals, language
learning plans, and community based projects have helped students to improve upon their own
weaknesses in a joint effort with their teachers at an IEP.
Heidi Healy, Erin Shaw Hernandez and Becca Stone teach at the English Language Center at
Brigham Young University.
Lynn Henrichsen
Lynn_Henrichsen@byu.edu
Friday, 9/27/2013, 1:00pm-1:45pm, Panorama East
An Online Learner’s Dictionary of Unorthodox Oral Expressions in English
Unorthodox oral expressions (UOEs), such as uh-oh, aha, and psst, are frequent in spoken
English, often overlooked by teachers and textbooks, and puzzling to many English language

138. learners. This presentation provides background regarding UOEs in speech, dictionaries, and
textbooks. It then introduces a recently developed online UOE dictionary.
Lynn Henrichsen teaches TESOL methods, materials, and research courses at Brigham Young
University. Ee Wen Ting is a recent graduate of BYU's TESOL MA program.
Monica Hilding, Kate Diggins, Kate and Mark Mataya
mhilding@graniteschools.org
Friday, 9/27/2013, 3:00pm-3:45pm, West Ballroom
How can we realistically assess, measure, and document the progress and transitions of Adult
Emergent Readers?
This panel was put together to open the discussion and search for the resources and know how in
our community to develop an assessment tool that could be utilized by both the state and federal
government to recognize and reward the progress of the growing number of Adult Emergent
Readers in our Adult Education Programs.
After teaching for the Peace Corps in the Ivory Coast, Monica Hilding came to Utah for the
greatest snow on earth. While working and skiing at Snowbird, she earned a MA in Linguistics
and TESOL from the University of Utah. In Hangzhou, China, she taught at Zhejiang University
as a foreign expert. Since returning, she has taught all different levels of ESL at the University of
Utah and for Granite School District. In 2006 she began to learn the joys and challenges of
working with Adult Emergent Readers.
Kate Brainerd began her teaching career as a Peace Corps volunteer in Poland from 1990-1992.
She has a BA in English from St. Olaf Collage, Northfield, MN. After moving to Salt Lake, she
earned her MA in Applied Linguistics/TESL from University of Utah. She is Director of Adult
Education at Guadalupe Schools, where she has loved her work for twenty-one years.
Hulkaroy Kayumova
hulkaroy76@gmail.com
Friday, 9/27/2013, 1:00pm-1:45pm, West Ballroom
Blending two cultures through technology
Presenter will share how her students used technology and created an international club, where
students from Nebraska and Andijan have collaboratively implemented service learning projects
within each others’ countries. This friendship across the globe made real change in the lives of
students on both lands.
Hulkaroy Kayumova is an international student from Uzbekistan, sponsored by US Department
of State, with a strong commitment to make a change in the education area for the children with

139. special needs in her country. She has over 13 years of experience in teaching English as a foreign
language
Beniko Mason
benikomason@hotmail.com
Friday, 9/27/2013, 4:00pm-4:45pm, Panorama East
The Nuts & Bolts of Starting & Maintaining an Extensive Reading Program - Before You Start
an ER Program
Extensive Reading (ER) is an indispensable part of a language program. Research shows that
acquiring English through ER has a positive effect not only on language acquisition but also on
TOEFL and TOEIC scores. This workshop will show the participants how to start and maintain a
successful ER program.
Beniko Mason is a professor at Shitennoji University in Osaka, Japan. She has been interested in
the Comprehension Hypothesis and investigating its effects and efficiency in her classrooms.
She has worked not only with college students, but also with children of all ages and older
adults. Her papers are found at www.benikomason.net
Ben McMurry, Jim Pettersson
ben.mcmurry@uvu.edu, Jim.Pettersson@uvu.edu
Saturday, 9/28/2013, 8:00am-8:45am, East Ballroom
Tightening Up an IEP
As students from various cultural and socioeconomic backgrounds continue to enter universities
around the United States, it becomes increasingly more important to make sure that students and
faculty are aware of what is expected of them. This presentation reviews various measures,
policies, and procedures that the ESL Program at Utah Valley University has undertaken to make
sure that students and faculty are on the same page as well as clearly outline student
expectations.
Ben McMurry has a BA in Linguistics, a MA in TESOL, and a Ph.D. in Instructional Psychology
and Technology. He has taught ESL for 10 years. His scholarly interests include computer-
assisted language learning (CALL), qualitative research in TESOL, and formal and informal
evaluation of language teaching and learning. Jim Pettersson, has a PhD in Adult and
Postsecondary Education for the University of Wyoming, an M.A. from BYU in TESL with a
focus on teaching and program administration, and a B.A. from the University of Utah. He has
taught ESL for twenty-nine years at universities in the United States.
Stephen Peridore
stephen.peridore@cox.net
Friday, 9/27/2013, 2:00pm-2:45pm, East Ballroom
Pathways to Academic Success in Reading, Writing, & Critical Thinking

140. This presentation will highlight the importance of providing high-interest, real, and relevant
context to reading and writing instruction. In addition, a rationale for integrating reading and
writing instruction will be discussed and how Cengage-National Geographic learning’s
Pathways: Reading, Writing, and Critical Thinking follows this research-driven pedagogical
approach.
Stephen Peridore is an Educational Consultant for National Geographic Learning and is
currently an ESL professor and Lead Faculty at the College of Southern Nevada.
Jim Pettersson, and Kevin Eyraud
petterji@uvu.edu
Saturday, 9/28/2013, 10:00am-10:45am, East Ballroom
The Pleasures, Pitfalls and Problems of Soft Funding
Does changing to a self-supporting model help an IEP achieve financial stability? This
presentation discusses the impact on a university IEP which transitioned from state appropriated
funding to self-funding. The presentation addresses the impetus for the change, the resulting
challenges and opportunities and the outlook for the future.
Jim Pettersson, has a PhD in Adult and Postsecondary Education for the University of Wyoming,
an M.A. from BYU in TESL with a focus on teaching and program administration, and a B.A.
from the University of Utah. He has taught ESL for twenty-nine years at universities in the
United States. Kevin Eyraud teaches at Utah Valley University (UVU). His interests include
curriculum and intersections of language and religion.
George Plautz, Korrin Ebira
gplautz@aoce.utah.edu
Friday, 9/27/2013, 4:00pm-4:45pm, West Ballroom
Helping ESL Teachers Maintain the Joy of Teaching
ESL instructors dealing with new teaching situations can adopt survival behaviors which may
actually lead to feelings of inadequacy or burnout. Presenters profile such self-damaging
behaviors and provide suggestions on how teachers can reform themselves and renew their joy
of teaching.
George and Korrin work at the English Language Institute at the University of Utah.
Frederick Poole
frdbrick@gmail.com
Friday, 9/27/2013, 2:00pm-2:45pm, West Ballroom
Ideas on Integrating Reading into the Communicative Classroom

141. “Reading is boring, I’m never going to use this!” This phrase is heard all too often in the
language classroom. This presentation will offer practical ideas on how to get students interested
in reading while developing reading strategies at the same time.
Currently pursuing Master's of Second Language Teaching at Utah State University. Taught ESL
last seven years in Chile, Spain, and China.
Steven Rainey
srainey@mtnstatesgroup.org
Friday, 9/27/2013, 9:00am-9:45am, East Ballroom
Trauma Informed Pedagogy: The Best Practice for Adult ESL
Recognition of how trauma affects the brain and learning is growing. Concurrently awareness
about the numbers of adults who have experienced traumatic events is dramatically increasing.
This session will cover a basic overview of trauma, how it affects the brain, and what it means to
become trauma informed.
Director of MSG ELC in Boise since 2001, Mr. Rainey has a degree in Linguistics from BYU
and a Certificate in Refugee Services from BSU.
Marisa Recinos, Norm Evans, Amy Barlow, Deborah De Hoyos, Jessica McGovern
marisa_lee@byu.edu
Friday, 9/27/2013, 9:00am-9:45am, Panorama East
Motivating Students to Expect Excellence in their English Use
Who does not struggle with the task of getting students to speak more in English? Through
semesters of research, our IEP has developed a sustainable English use plan to motivate students.
Workshop participants explore components of this plan and gain specific techniques to tackle the
problem of encouraging English use.
The presenters are teachers and administrators at the English Language Center in Provo, Utah.
Jennifer Ritter
jritter@westminstercollege.edu
Friday, 9/27/2013, 3:00pm-3:45pm, Panorama East
Strategies to Scaffold Academic Writing
The workshop introduces techniques to help multilingual writers learn the foundational skills to
develop as academic writers. Topics include formal and information writing assignments,
backward design, and Information Literacy Competency Standards.
Jennifer Ritter teaches academic writing and research at Westminster College, where she directs
the English for International Students program.

142. Karen Marsh Schaeffer
karen.marsh@utah.edu
Friday, 9/27/2013, 4:00pm-4:45pm, East Ballroom
Learning and Memory: What Teachers need to know about the Human Brain
Researchers have learned a great deal about how the human brain works, and not surprisingly,
there are some clear applications for education. Attend this session to take a tour of the mind of a
learner, and come away with some practical tips for improving classroom instruction based on
how we actually learn.
Karen Marsh Schaeffer is an Associate Instructor at the University of Utah and Program
Supervisor for the ESL Program.
Eric Sims
eric.sims@usu.edu
Friday, 9/27/2013, 2:00pm-2:45pm, Panorama East
Face It – We’re All Projects: Twitter as a Professional Learning Network
In this session we will use Twitter to build a Professional Learning Network. Starting from the
basics (what’s a hashtag anyway?), participants will learn how to tweet, follow each other, and
connect with prominent language teachers. We’ll also see popular discussion hashtags and join in
conversations to share and access new resources for language teaching.
Eric Sims is a Master of Second Language Teaching student and international program
coordinator at Utah State University. He’s interested in bringing technology into classrooms.
Shelby Thayne
shelby.thayne@gmail.com
Saturday, 9/28/2013, 8:00am-8:30am, Panorama East
Shelby Thayne is currently teaching at USU’s Intensive English Language Institute. She is
particularly interested in L2 motivation and teacher motivational practices.
Facilitating Language Learner Motivation in the ESL Classroom
Whose responsibility is it to motivate language learners? This session discusses results of a
classroom-oriented investigation focused on (1) the teacher's role in facilitating learner
motivation and (2) how to train teachers to be more proficient motivators. Responses from
teacher participants indicate several guiding principles for implementing motivation-related
teacher training modules.
Tammy Wik
elfp@miis.edu
Saturday, 9/28/2013, 8:00am-8:45am, Center Ballroom
Teach Abroad with the English Language Fellow Program

143. The English Language Fellow (ELF) Program is the U.S. Department of State's teach abroad
program for professional TESOL educators. Fellows must have a Master's degree in TESOL or a
related field and a minimum of two years TESOL experience. Positions for all levels of
experience!
Tammy Wik is the regional recruiter for the Department of State's ELF Program. She is a
graduate from the Monterey Institute of International Studies.
Christina Yong & Wendy Coyle
c.m.yong@utah.edu
Saturday, 9/28/2013, 10:00am-10:45am, West Ballroom
Spreading the Wealth Around: Classroom Management Strategies to Promote Student Autonomy
The sharing of power in the classroom between a teacher and students promotes learner
autonomy, responsibility and motivation. This presentation will demonstrate a teacher-learner
partnership process that fosters collaboration and learner-centeredness, along with classroom
management strategies. Participants will leave prepared to implement power-sharing strategies in
their classes.
Christina Yong is a Linguistics MA candidate. Wendy Coyle has a MA in Linguistics. Both teach
ESL at the University of Utah.

144. Notes
All the meetings of the conference will take place in the Union Building.

145. Notes

146. Notes

147. Notes

148. Notes

149. The Number One Fellowship for TESOL Professionals
nglish
anguage
ellowProgram
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Enhance your
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US embassy coordinated placements at universities,
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Exciting variety of responsibilities in addition to
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Ten-month fellowships funded by the U.S.
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Fellowships available worldwide.
For more information please contact:
English Language Fellow Program
Tel: (202) 687-2608
Fax: (202) 687-2555
Email: info@elfellowprogram.org
Website: ELFellowProgram.org
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