NYS TESOL 46th Annual Conference
Nov 4 & 5, 2016- Crowne Plaza Syracuse
Collaboration in the Classroom and Beyond

Plenary Speakers

Friday November 4th Breakfast Plenary: Tatyana Kleyn

Tatyana Kleyn is an associate professor in the Bilingual Education and TESOL programs at The City College of New York. In 2007 she received an Ed.D. in international educational development from Teachers College, Columbia University. Tatyana was a Fulbright scholar in Oaxaca, Mexico and Past President of the New York State Association for Bilingual Education. She served as acting co-PI and an associate investigator for the CUNY New York State Initiative on Emergent Bilinguals. Tatyana is co-editor of "Translanguaging with Multilingual Students: Learning from Classroom Moments" with Ofelia Garcia (Routledge, 2017), author of "Immigration: The Ultimate Teen Guide" (Scarecrow Press, 2011), co-author of "Teaching in Two Languages: A Guide for K-12 Bilingual Educators" with Adelman Reyes (Corwin Press, 2010). She is the co-producer and director of the short documentaries "Living Undocumented: High School, College and Beyond," and "Una Vida, Dos Paises [One Life, Two Countries]: Children and Youth (Back) in Mexico." Tatyana has also published about the cultural, linguistic and educational needs of the Garifuna people in Honduras, long-term English learners (with Kate Menken) in NYC and the edTPA assessment for future teachers of bilingual students. Tatyana was an elementary school teacher in San Pedro Sula, Honduras and Atlanta, Georgia. In 2016 she received the early career award from the Bilingual Research SIG from the American Educational Research Association (AERA).

Friday November 4th Lunch Plenary: Diane Staehr Fenner

Diane Staehr Fenner, Ph.D. is the President of DSF Consulting, LLC, a New York State certified Women's Business Enterprise based in the Washington, DC metro area. DSF provides professional development (PD), technical assistance, and research expertise to support the achievement of English learners (ELs). DSF's projects in NY State include providing ongoing technical assistance and PD to the Syracuse Central School District, scaffolding engageNY curriculum for ELs in partnership with the American Institutes of Research, providing PD to the American Museum of Natural History's Earth Science teacher education program, and developing formative assessments and a suite of supporting materials for ELs in New York City Schools in partnership with Council for Aid to Education. DSF has provided ongoing PD to support ELs in several RBERNs and districts in the state. Prior to forming DSF Consulting, Dr. Staehr Fenner gained research and EL policy experience at George Washington University's Center for Excellence and Equity in Education. Her instructional background includes a decade as an ESOL teacher, dual language assessment teacher, and ESOL assessment specialist in Fairfax County Public Schools, VA. She writes a blog that provides practical information and strategies for teachers of ELs for the Colorin Colorado website. She is the author of several books, including Advocating for English learners: A Guide for Educators (2014). Diane grew up on a dairy farm near Cayuga Lake and still considers Central New York to be her home.

Friday November 4th Special Session: Angelica M. Infante-Green

Angelica M. Infante-Green is the Deputy Commissioner of the New York State Education Department's Office of Instructional Support. Her portfolio includes overseeing the Office of Bilingual Education and World Languages; the Data Systems and Educational Technology Office; the Office of Assessment, Standards, and Curriculum; the Office of Special Education; and the Office of District and School Review. In her previous role as the Associate Commissioner for Bilingual Education and World Languages, she spearheaded the release of the nationally-recognized Blueprint for English Language Learners' Success, a statewide framework that establishes clear expectations for administrators, policymakers, and practitioners to prepare English Language Learners (ELLs) for academic success. In addition, while she was leading this work, the Board of Regents adopted Commissioner's Regulations Part 154, the foundation for progressive statewide policies governing ELL education. Ms. Infante-Green is an education visionary and a proven leader of change. Prior to her position with the New York State Education Department, she was the Chief Executive Officer of the New York City Department of Education's Office of English Language Learners in the Division of Students with Disabilities and ELLs, setting policies and implementing programs that have an impact on more than 150,000 ELLs each year. She also served the Department in a variety of instructional leadership positions, including Deputy Director in the Office of ELLs and Region 10 ELL Regional Instructional Specialist in professional development, instruction, and compliance. Under her leadership more than 100 bilingual programs were opened in New York City.

Ms. Infante-Green began her career as a bilingual classroom teacher in the South Bronx before moving to Community School District 6 in the heart of Washington Heights in 1995. As a Dual Language Program teacher, she worked to maintain and expand students' native language and culture. As a Dual Language Program project director, she worked to create a curriculum in two languages that met the specialized learning needs of the Dominican community. She has also served as Director of the Early Childhood Center located at The George Washington High School Campus, where she was also Assistant Principal and Bilingual Coordinator. Ms. Infante-Green created a middle school for SIFE and newly arrived ELLs in NYC. Ms. Infante-Green has also served as an adjunct professor, and she also holds an M.A. in Education and in School Administration & Supervision from Mercy College. She currently serves on Stanford University's Understanding Language Committee, which guides the work on ELLs and the Common Core.

Friday November 4th Special Session: Lisette M Colon Collins

Lisette M Colon Collins is the Assistant Commissioner for Bilingual Education and World Languages at the New York State Education Department. Her office provides guidance to over 625 districts, Charter Schools, and Non-Public Schools and implements educational programs and services for over 300,000 English Language Learner (ELL) students in New York State. In her previous role as Senior Fellow with the University of the State of New York, Regents Research Fund Fellows Program she supported the implementation of statewide policy for ELLs. Prior to this position, she served the New York City Department of Education (NYCDOE) in a variety of leadership roles that afforded her the opportunity to work closely with senior leadership developing and implementing policies that impacted more than 150,000 ELLs and new immigrants citywide. She served as the Chief of Staff of the NYCDOE's Office of English Language Learners, Director of Parent Support, and Dual Language Instructional Support Specialist in August 2003 when she joined the Office of ELLs. Ms. Colon has been able to reach thousands of families of ELLs yearly through citywide conferences providing them with information about their rights and responsibilities in order to ensure they can participate more fully in their children's education. She began her career as an educator at the William J. Gaynor Intermediate School 49 in Brooklyn. Mrs. Colon-Collins graduated in 1991 with a Civil Law Degree from the Pontificia Universidad Catolica Madre y Maestra, Santiago, Dominican Republic. She has a master's degree in Bilingual Education from The City University of New York and a sixth-year professional certificate in Education for Supervision and Administration from The College of Staten Island.

Saturday November 5th Breakfast Plenary: Tej K. Bhatia

Tej K. Bhatia is Professor of Linguistics and Director of South Asian languages at Syracuse University, Syracuse, New York. He has been Director of Linguistic Studies Program and Acting Director of Cognitive Sciences at his university. Currently, he is also a Faculty Fellow, Forensic Sciences and National Security Institute. He is Editor-in-Chief : Brill Research Perspectives on Multilingualism and Second Language Acquisition. He has published a number of books, articles and book chapters in the area of Bilingualism and Multiculturalism, language and social cognition, media (advertising), discourse, Sociolinguistics, the structure of World Englishes and South Asian languages (particularly, Hindi-Urdu and Punjabi). His publications include five handbooks with William C. Ritchie-- Handbook of Bilingualism and Multilingualism (2013; Oxford: Wiley-Blackwell); A New Handbook of Second Language Acquisition (2009; Bingley, UK: Emeralds Group Publishing Ltd.); Handbook of Bilingualism (2006/2004; Oxford: Blackwell); Handbook of Child Language Acquisition (1999; San Diego: Academic Press); and Handbook of Second Language Acquisition (1996; San Diego: Academic Press). His authored books include, The Routledge Intermediate Reader(2014; London: Routledge ); The Oldest [European] Grammar of Hindustani: Language, Contact and Colonial Legacy. Tokyo, Japan --3- volumes. (2009; Tokyo: Tokyo University); Advertising and marketing in rural India (2007; Macmillan India); Advertising in Rural India: Language, Marketing communication, and Consumerism (2000; Tokyo, Japan: Tokyo Press); Colloquial Urdu (2000/2013; London: Routledge); Colloquial Hindi (1996/2013; London: Routledge); Negation in South Asian Languages (1995; Delhi: Indian Institute of Indian Languages); Punjabi: A cognitive-descriptive grammar (1993, 2008, London: Routledge); and A History of the Hindi Grammatical Tradition (1987; Leiden: E. J. Brill). He has been the recipient of a number of grants from the National Science Foundation, US Department of Education, American Council of Learned Societies, The Smithsonian Institution, Fulbright-Hays Faculty Research Abroad, Linguistic Society of America, and American Council for Learned Society, among others. He has held visiting professorships at a number of prestigious universities in North America, Japan, and India. He has also been a consultant to several academic, government, and business organizations. He has been consultant to several academic, administrative, business organizations including international giants such as General Mills.

Saturday November 5th Lunch Plenary: Andy Curtis

Andy Curtis received his M.A. in Applied Linguistics and English Language Teaching, and his Ph.D. in International Education, both from the University of York in England. From 2007 to 2011, he was the Director of the English Language Teaching Unit at the Chinese University of Hong Kong and a professor in the Faculty of Education there. Prior to 2007, he was the Executive Director of the School of English at Queen's University in Kingston, Ontario, Canada, and a professor at the School for International Training in Vermont, USA. Andy is currently working with the Graduate School of Education at Anaheim University, which is based in California, USA. From 2015 to 2016, he served as the 50th President of the TESOL International Association, and he is currently serving (2016-2017) as the Association's Past President. Over the last 25 years, Andy has published more than 100 articles, book chapters and books, and been invited to present to around 25,000 teachers in 50 countries, in Europe, Asia, Africa and the Middle East, as well as North, South and Central America. He is based in Ontario, Canada, from where he works as an independent consultant for language teaching organizations worldwide. Andy's first NYS TESOL experience was in 2015, which was such a positive experience, he became a member of NYS TESOL, and he is thrilled to be back for NYS TESOL 2016 in Syracuse.

Background Photo Courtesy of Syracuse University Communication Office

Amanda Brown & Robert Lally
Amanda Brown is an Associate Professor of Linguistics at Syracuse University She has taught English in six countries across four continents, and obtained her PhD in Applied Linguistics from Boston University and the Max Planck Institute for Psycholinguistics. Her research program broadly deals with how languages interact within the multilingual mind. She is particularly interested in the psycholinguistic effects of multilingualism with associated implications for language pedagogy, assessment, teacher preparation, and non-verbal communication. She teaches courses in second language teaching and learning and holds administrative positions in graduate programs in linguistics and language teaching at Syracuse University.

Robert Lally is a Lecturer in English language at Syracuse University. He has taught general, business, and academic English in Colombia, Ecuador, Venezuela, China, and Japan, and the USA. He was recently involved in the International Teaching Assistant program at Syracuse University, and currently teaches courses in academic writing at the undergraduate level as well as developing/teaching discipline-specific courses for graduate students in Architecture and STEM fields. He is especially interested in the use of video in the language classroom and in multilingual approaches to language education.

Liying Cheng
Liying Cheng has been a language teacher and language teacher educator for more than 20 years, during which time she has taught a variety of undergraduate and graduate courses at the pre-service, professional development and graduate levels at a number of universities in Canada, Hong Kong, and China. Her primary research interests are the impact of large-scale testing on instruction, the relationships between assessment and instruction, and the academic and professional acculturation of international and new immigrant students, workers, and professionals to Canada. She received the TOEFL award for outstanding dissertation in second/foreign language testing from Educational Testing Services in 1998, and TESOL Leadership Mentoring Award from TESOL in 2002.
Liying had her formative and undergraduate education in China. She received M.A. in teaching English as a Foreign Language from the University of Reading in England, and Ph.D. in second/foreign language testing from the University of Hong Kong. Before she joined Queen’s University in 2000, she was a Killam Postdoctoral Fellow (1998-2000) within the Centre for Research in Applied Measurement and Evaluation(CRAME) and the TESL program at the University of Alberta. From 1996 to 1998, she was an Assistant Professor at the School of Education and Languages, Open University of Hong Kong.
Since 2000 after Liying joined Queen's Faculty of Education, she has obtained research funding totaling more than 1.5 million Canadian dollars. In addition, she has conducted more than 180 conference presentations and has more than 120 publications. Her recent books are Language classroom assessment (single-authored, TESOL, Inc., 2013); English Language Assessment and the Chinese Learner (co-edited with A. Curtis, Taylor & Francis, 2010); Language Testing Reconsidered (co-edited with J. Fox et. al., University of Ottawa Press, 2007);Changing Language Teaching through Language Testing (single-authored, Cambridge University Press, 2005); and Washback in Language Testing: Research Contexts and Methods (co-edited with Y. Watanabe with A, Curtis, Lawrence Erlbaum Associates, 2004).

The Northern Region ESL PLC
The Northern Region ESL PLC began in 2012 and has grown to include approximately 110 ENL professionals in the greater Syracuse region. The group meets to socialize, share, collaborate and advocate for the benefit of English Language Learners in central and northern NYS rural and suburban school districts. The quarterly meetings are held in Liverpool, NY and are often followed by dinner at a nearby restaurant.  The group offers a weekly online ENL newsletter which is sent to participants to keep them updated on current news and legislation. They also offer a list-serv. There are quarterly meetings and a summer ENL luncheon followed by cruise on Skaneateles Lake. The group’s desire is to continuously build and expand a culture of collaboration and community while increasing its sphere of influence with ESOL professionals, students, families, the community, general education teachers and education leaders.

Diane Garafalo
Diane Garafalo is a Consultant with DSF Consulting. Ms. Garafalo has a wealth of experience on the field of EL education, especially in the mid-state NY region. She most recently served as a Consultant to Mid-State RBERN and as Co-founder and Consultant for the Northern ESL PLC, a group of over 100 ESOL professionals in the central NY region. In the latter role she focused on informing ESOL professionals and school leaders about best practices, current legislation, and news/articles from the field in order to help ELLs achieve success. She has made presentations on the topic of Professional Learning Communities and ELs and also helped in developing several ESL websites and weekly ESL blog updates. She recently assisted TESOL International Association by coordinating the venue and participants for a TESOL/Kellogg Grant project training event in Syracuse, NY including three districts in the region. She has written several articles for NYS TESOL’s IDIOM magazine over the last fifteen years. Her prior experience includes teaching K-12 ESL and Secondary English for a total of fourteen years in Central & Northern NYS and Fort Meade, Maryland. She has also been an adjunct professor of Written Communications.

Laura Stevens
Laura Stevens is an ESL teacher for the Oswego City School District and has been educating ELLs for more than 16 years. She is the co-founder of the Northern ESL PLC in upstate New York, and is currently involved in contributing to and promoting three popular online ESL websites. They include her own school website, the Northern ESL PLC and the ESL Rural Mural for Education Leaders, which all support this collective group’s interests in how it may best advocate for and serve its ESL population’s unique attributes. Laura received a B.A. in both TESOL and English from SUNY Oswego and holds an M.A. in TESOL from Le Moyne College.

Diane Nottle
Diane Nottle coaches the international students at the City University of New York Graduate School of Journalism, where she founded the English for Journalists blog (http://englishforjournalists.journalism.cuny.edu/). As a journalist, she spent 35 years in daily newspapers, including 20 years as an editor at The New York Times specializing in arts and culture. Since earning a certificate in English language teaching from the New School in New York in 2008, she has taught English in Columbia University’s American Language Program; at the University of Lower Silesia in Wroclaw, Poland, most recently as a Fulbright senior specialist; and at Hunan University of Science and Technology in Xiangtan, China. She has also taught journalism at Jinan University in Guangzhou, China; the University of British Columbia in Vancouver; Colorado State University, and Emerson College. Her book American English for World Media is being published this fall by CUNY Journalism Press.

Lynn Shafer Willner
Along with their colleague, Mira Monroe, Dr. Shafer Willner and Dr. Lundgren are creating a WIDA focus bulletin on "Enhancing the Language Development of English Learners with Specific Learning Disabilities with Key Uses of Academic English," to be posted in Fall 2016. Lynn Shafer Willner conducts research on standards and accessibility issues for the WIDA Consortium at University of Wisconsin at Madison. She began her career as an ESOL teacher in the Fairfax County (Virginia) Public Schools. Over the past decade, she has advised states and consortia on the development of EL accessibility and accommodation guidelines. Dr. Shafer Willner is the lead author of the 2013 ELPA21 ELP Standards. Most recently, she has contributed articles to Colorin Colorado on a "can-do" approach to differentiation for language learners and facilitating communication with families of culturally and linguistically students during the disabilities referral process.

Cynthia Lundgren
Dr. Cynthia Lundgren has a long history as a K-12 ESL teacher and teacher educator as well as conducting program evaluations and professional learning on best practices for English Learners.  She has served on the ESL Cadre for the American Federation of Teachers and Colorin Colorado.  Most recently, Dr. Lundgren joined the WIDA Consortium at the University of Wisconsin at Madison as an English language development specialist where she researches language development with content instruction. She is currently developing a forthcoming WIDA tool called the Language Pathways.

Mira Monroe
Mira Monroe advocates for accessibility for all students, with an understanding that no single approach is right for every individual.  Mira has used her experience as a special education teacher to contribute to the development of accessibility and accommodation policies for multiple consortia. Since joining the WIDA Consortium at University of Wisconsin at Madison as, Mira has worked on the development of resources for parents and practitioners who work with English Learner’s with diverse needs.

Diane Staehr Fenner
Dr. Diane Staehr Fenner is the President of DSF Consulting, LLC, a New York State certified Women’s Business Enterprise based in the Washington, DC metro area. DSF provides professional development (PD), technical assistance, and research expertise to support the achievement of English learners (ELs). DSF’s projects in NY State include providing ongoing technical assistance and PD to the Syracuse Central School District, scaffolding engageNY curriculum for ELs in partnership with the American Institutes of Research, providing PD to the American Museum of Natural History’s Earth Science teacher education program, and developing formative assessments and a suite of supporting materials for ELs in New York City Schools in partnership with Council for Aid to Education. DSF has provided ongoing PD to support ELs in several RBERNs and districts in the state.  Prior to forming DSF Consulting, Dr. Staehr Fenner gained research and EL policy experience at George Washington University’s Center for Excellence and Equity in Education. Her instructional background includes a decade as an ESOL teacher, dual language assessment teacher, and ESOL assessment specialist in Fairfax County Public Schools, VA. She writes a blog that provides practical information and strategies for teachers of ELs for the Colorín Colorado website. She is the author of several books, including Advocating for English learners: A Guide for Educators (2014). Diane grew up on a dairy farm near Cayuga Lake and still considers Central New York to be her home.

West Side Learning Center
The Syracuse City School District's adult ESOL program is alive and well!  Employing more than fifty teachers, we serve upwards of 1500 immigrants and refugees each year.  We offer classes at two main sites and numerous off-sites. The Refugee Assistance Program (RAP), more commonly known as Bob’s School after its founder Bob Huss, was started in 1978 to meet the needs of newly arrived refugees.  The goal of RAP today is the same as it was upon its inception: to assist our students in gaining the language, culture and workplace skills that will enable them to attain self-sufficiency.  RAP has served thousands of refugees over the years and currently runs fifteen-twenty ESOL classes a day, including two American Sign Language/ESOL classes. West Side Learning Center was begun by Theresa Pagano in 1992 as an extension of an early childhood program addressing the learning and language needs of immigrant families.  We offer seven levels of English, from Literacy through Advanced ESL.   Our Intermediate and Advanced students have Vocational options, and our classes run morning, afternoon and evening.  Our partnerships with numerous educational and community agencies help ensure that our students fulfill their goals of becoming successful workers, parents and community participants.

Kelli Cooney, Data Manager for Adult and Continuing Education, Syracuse City School District
Kelli began her Adult Ed teaching career while living overseas. She has taught English in several countries, such as Haiti, Guatemala and Japan. After returning to her home town, she began working with Adult Ed in the Syracuse City School District. She taught ESL for four years and now serves as the program's Data Manager and Literacy Liaison.  She continues to work with adult learners one-on-one, and houses international students in her home near Syracuse University campus.

Kennia Delafe, ESL instructor, West Side Learning Center, Syracuse City School District
Kennia came from Cuba in 2002.  Her experience as an immigrant and a student informs and enhances her ability to assist her students in meeting their goals in their new country.  With “lifelong learning” as one of her key values, she holds a Bachelor’s in Psychology with a minor in Education, as well as ESOL certification.  A passionate and capable teacher, Kennia embraces the learning exchange that still happens, even after nearly twenty years of teaching, between her and her students.

Stephanie Horton, Program Facilitator for the Refugee Assistance Program, Syracuse City School District
Stephanie Horton has worked with refugees for twenty six years, twenty four of them in Syracuse.  After completing her B.A. at Siena College, she started her career in Albany, NY, as a job developer for newly arrived refugees.  In Syracuse in 1990, while working for a refugee resettlement agency, Stephanie went back to school to become certified in TESOL and began teaching ESL at Bob’s School.  Along the way, she earned her M.S. in Literacy Education from SUNY Cortland.  Although she will tell you that her first love is being in the classroom, she took over the management of the Refugee Assistance Program in 2007 when its founder Bob Huss retired.

Kathryn Lent, Coordinator, Adult and Continuing Education, Syracuse City School District
Kathy is a long time Syracuse resident and a graduate of Henninger High School, SCSD. She began working for the District over 30 years ago as an Account Clerk, eventually becoming a Personnel Aide. She continued her education during this time and achieved her longtime career goal of becoming an Office Technology teacher. This led to teaching Office Technology to special needs students at the Johnson Vocational Center. She has a multitude of college degrees, her most recent coming from Oswego University, a CAS in Educational Administration.  Kathy has been the Adult Education Coordinator since 2005.

Angela Locke, Program Facilitator for West Side Learning Center, Syracuse City School District
Angela has been in the adult ESL field for thirty years.  She has a TESOL certificate from the University of California at Santa Barbara and a Master of Fine Arts in Creative Writing.  In her capacity as a teacher, she has taught all levels of ESL, from Literacy up through TOEFL preparation.   She has been a mentor teacher, curriculum developer, author, presenter, teacher trainer and director.  It looks like she may never retire.

Andrea Honigsfeld & Maria Dove
Bio forthcoming

Background Photo Courtesy of Syracuse University Communication Office

Tuba Arabaci Atlamaz, Rutgers, The State University of New Jersey
Understanding Cultural Values of ESL Students

Tuba Arabaci Atlamaz, Rutgers, The State University of New Jersey
ESL Teachers Serving Students with Special Needs

Jessica Babcock, Monroe Woodbury High School; Kerri Bohringer, Onteora Central School District
Realistic Approaches for Success in Integrated ENL

Shoba Bandi-Rao, Borough of Manhattan Community College, CUNY
A Teaching Tip to Help Adult ESL Learners Become Aware of Prosody in English

Clara Bauler, Adelphi University; Emily Kang, Adelphi University; Annabelle Afanor-Vega, Freeport School District; Anita Stevenson
What does integration look like? Sharing findings and practices from the real world

Ninah Beliavsky, St. John's University
Linguistic Choreography:  Where Formulaics* Meets Creativity

Jasmin Bey Cowin, EF - Education First
The Phoenix Firestorm Project: Virtual Worlds,  JokaydiaGrid and Second Life

Liliana Bojack, WFSD
Instructional Deliveries for Integrated Content and Language By Liliana Marin Bojack

Dalia Bravo, National Geographic Learning; Gordon Stanley, National Geographic Learning  
The Power of TED in the 21st Century Classroom

Amanda Brown, Syracuse University; Masaki Kamiya, Hamilton College
Visual versus Oral Cues in Processing Grammatically Ambiguous Sentences

Thi Minh Thu Bui, Banking Academy
Using cooperative learning to foster collaboration in EFL group projects

Cara Calabrese, Buffalo Public Schools
Utilizing Music as a Tool to Cultivate Language and Community in the Multilingual Classroom

Karen Campbell, Syracuse City School District; Ermine Cunningham, Syracuse City School District
Traits that Help Students Succeed: What Parents Do Right!

Lisa Carboy, Nassau BOCES
Painless Reading and Writing methods for the Second Language Learner

Jason Cervone, UCLA Center X; Andrea Calabrese, Sleepy Hollow Middle School; Michael Garguilo, Sleepy Hollow Middle School
Strategies for co-teaching ELLs in the content area classroom

Linda Ciano, New York University-The American Language Institute
Unraveling Logic Puzzles: A Speaking Practice for All Proficiencies

Lauren Cirulli, Syracuse City School District; Friendly Say, Nottingham High School; Rebecca Lian, Nottingham High School; Laxuman Sanyasi , Nottingham High School
ENL Leadership Group at Nottingham High School

Lauren Cirulli, Syracuse City School District; Rebekah Farrell, Syracuse City School District
Co-Teaching Through Translanguaging in a Science Classroom

Beth Clark-Gareca, SUNY New Paltz
Finding assessable moments: Formative techniques in ESL classrooms

Claudia Carco, Westchester Community College
Contextualizing Pronunciation in Lesson Planning

Ricardo Constantino, NYS Education Department, Office of Bilingual Education and World Languages
The New York State Seal of Biliteracy

Liesl Coope, Rome City School District; Diane Stevenson, Rome City School District
Make Grading Meaningful: Standards-Based Grading in ENL/Co-taught Classrooms

Rebecca Copeland, U.S. Department of State English Language Fellow Program
Teach Abroad with the English Language Fellow Program

Kristina Crehan, Syracuse City School District; Lauren Fahey, Syracuse City School District
Integrated Instruction in the Elementary Classroom

Tracy Cretelle, Rochester City School District; Sharon Peck, SUNY Geneseo
Developing Academic Discourse through Puppetry with English Language Learners

Cathryn Crosby, Columbia University Teachers College
Writing Collaborations between Students and Teachers in and across Classrooms

Mary Jane Curry, University of Rochester; Hairong Shang-Butler, University of Rochester
'Just good teaching'? Understanding faculty responses to PD on ELs

Jennifer Daddino, Harrison Central School District; Fordham University
Adapting Texts & Creating Organizers: Supporting CC Argumentative Writing Tasks - Secondary

Lauren Dill, Ellevation Education; Jacqueline Leroy, Syracuse City School District
Using Data Systems to Effectively Monitor Growth in Syracuse

Elena Dokshansky, Buffalo Public Schools; Maeva Lopez-Kassem, Buffalo Public Schools; Nicole Nichter, Buffalo Public Schools
Translanguaging for Vocabulary Acquisition, Narrative Skills, and Discursive Practices Development

Elena Dokshansky, Buffalo Public Schools
Collaboration through Technology

Sally Doran, Mid-State RBERN @ OCM BOCES
Love Spanish? Be the change! / Se el Cambio!

Maria Dove, Molloy College; Andrea Honigsfeld, Molloy College
Seeing Is Believing: Co-Teaching Video Case Studies

Melissa Duquette, West Buffalo Charter School; Mary Cumming, Buffalo State College; Erin Clifford, West Buffalo Charter
Including service-learning in classroom collaborations

Kimberly Edmunds, New York University American Language Institute
Teaching Speaking With Podcasting: Developing Authentic Skills and Digital Literacy

Carolyn Eisen, ELS Riverdale
The One-on-One Intensive Course: Keys to Planning and Success

Miriam Eisenstein Ebsworth, New York University-Steinhardt; Timothy Ebsworth, The College of New Rochelle
Teacher Perspectives on Evolving Policies Impacting Emergent Bilingual English Learners

Miriam Eisenstein Ebsworth, New York University, Steinhardt; Chencen Cai, New York University, Steinhardt
Emergent Bilinguals reading hypertext: Comparing high school and college students

Sarah Elia, NYS TESOL
WeChat with the New York Times

Sarah Elia, NYS TESOL; Ching Ching Lin, NYS TESOL; Tilla Alexander, NYS TESOL; Cynthia S. Wiseman, NYS TESOL
Ask what NYS TESOL can do for you

Sarah E. Elia, NYS TESOL
Libraries as a Third Language? Information Literacy For ELLs

Hongli Fan, SUNY at Cortland; Wenjun Zhang, Yuncheng University, ShanXi, China
Grammatical Awareness in EFL and ESL Settings

Amy Gaddes, Elmont UFSD; Kathleen Safrey, Elmont UFSD; Christine Reis, Elmont UFSD; Gila Liechtung, ENL teacher
Writing our Stories,Reaching Beyond  Classrooms: A District-Wide Writing Project

Diane Garafalo, Northern Region ENL PLC; Laura Stevens, Oswego City School District, and various members of the Northern Region ESL PLC, including Katie Knapp, Liverpool CSD; Linda Vaught Solvay UFCSD; and Lynn Shafer Willner.
Panel Presentation Discussion: ENL Success Stories from The Northern Region ESL PLC

Betty Garcia Mathewson, Opening Doors Diversity Project, Research Foundation for SUNY
Building Relationships/Assuring Compliance: An Approach to Managing Community Interpretation

Fatma Ghailan, Westchester Community College
Active Learning and Technology for a Balanced, Student Empowering Course

Brendan Gillett, DOE
Classroom as Playspace: Interactive Language Learning Through Games

Karen Gregory, NYKids, University at Albany, SUNY; Kristen Wilcox, University at Albany, SUNY
Optimizing Conditions to Support English Language Learners' Achievement: A NYKids Multiple Case Study

Alaisa Grudzinski, Molloy College; Andrea Honigsfeld, Molloy College
Professional Relationship Roadblocks:  How to Create and Sustain Positive Coteaching Partnerships

Amanda Haleiko, North Shore School District
ENL Interdisciplinary Thematic Unit Planning Template for Secondary Teachers

Amanda Haleiko, North Shore School District
Mini Movies

Matthew Hammill, Syracuse University
Community Integration for International Students

Yu Jung Han, University of Rochester
Dixit_Version ESL: a thought-provoking picture guessing game to enhance students' interaction and language output in a large ESL classroom

Meredith Hanson, North Country School
Collaboratively Determining English Learners' Readiness to Mainstream

Shannon Hilliker, Binghamton University; Briggitte Pitterelli, Franklin Elementary School
ENL teacher and TESOL faculty collaboration for elementary literacy support

Aklima Hossain-Joldic, Teachers College, Columbia University
Identities at Play in the English Language Classroom

Lynn Joseph, Utica City School District; Lisa Pye, Rome City Schools
Notice and Focus Strategies for High School ELLs

Gloria Juedemann, We Teach in China; Dolores Beckham, Joseph Pultizer School IS 145, Queens Jackson Heights, NY; Raelynn Parks, Retired Administrator; Charles Juedemann, We Teach in China; Dawn Stuedle, We Teach in China
Assisting Diverse Learners: Strategies from Teaching English in China

Michelle Kaplan, The New School
Press Record: How Collaborative Podcast Creation Improves Student Speaking
Melissa Katz, NYC Charter School Center
How Can ELLs Master Both Content and Language?

Therese Kravetz, Florida SouthWestern State College
Dramatic Techniques to Decrease Anxiety and Accelerate Learning

Babi Kruchin, Columbia University; Brittany Ober, Columbia University
Read-to-Write: Improving Grammar and Vocabulary through Reading

Kristin Kurtzworth-Keen, Canisius College
Actively Engaging English Language Learners with Practical Evidence-Based Strategies

Soon-Jeong Kwon, Syracuse University; Amanda Brown, Syracuse University
The Effects of Training for Team-Teaching in TESOL

Robert Lally, Syracuse University; Laura Lisnyczyj, Syracuse University; Maryanne Patulski, Syracuse University
A Multi-Skill Use of Video in the Language Classroom

Charles Lauth, Vestal Central Schools
ESL: Empathy as a Second Language

Charles Lauth, Vestal Central Schools; Mary Ann Daugherty, Vestal Central Schools
Academusic: Where Pop Meets Profound

Katie Leite, Monroe Community College; Pamela Fornieri, Monroe Community College
Building Connections through Service Learning

Jacqueline LeRoy, Syracuse City School District
School District Realities of Implementing CR Part 154 Regulations

Marshella Lie, Hosts Community College
Incorporating Depth of Knowledge into Students' Writing Process

Ching Ching Lin, Touro College
Equity and Inclusion in Classroom Collaborative Inquiry

Di Liu, Boston University
Influence of Mandarin Speaking NNESTs' Pronunciation on Learners' Cognition

Di Liu, Boston University
Enhancing English Prosody Teaching Through Referring to Mandarin Learners' L1

Robin Lovrien, Independent Consultant
Phonological Processing Skills: The KEY to Effective Language and Literacy

Robin Lovrien, Independent Consultant
Now Let's Learn How to STRENGTHEN  Phonological Processing Skills
Hilary Loyd, Vestal Central Schools
Oodles of Doodles: The Hidden Language of Google's Logo

Leighann Lusito, RHCSD
Making Thinking Visible Strategies

Juliet M. Luther, NYCDOE
Research findings: Teaching Oral Academic Language in First Grade ESL

Wen Ma, Le Moyne College
Diverse High School Students' Experiences and Perspectives: A Case Study

Susanne Marcus, Great Neck Public Schools
Humanities: A Secondary ENL English/Social Studies Course

Bede McCormack, LaGuardia Community College, CUNY; Rebekah Johnson, LaGuardia Community College, CUNY
Curriculum for Social Justice for Multilingual Learners and Novice Teachers

Alexandra McCourt, East Hampton Middle School; Sylvia Schumann, East Hampton UFSD
Virtual Field Trips - Bringing Field Trips to the Classrooms

Carrie McDermott, Molloy College
Academic Language: Fluency, Proficiency, and Comprehension

Carrie McDermott, Molloy College
Project-Based Learning in Integrated Classrooms

Mark McGuire, Syracuse University
Are Articles Used as Adjectives by Chinese Speakers Learning English?

Mark McGuire, Syracuse University
What English Word Sounds are Most Perceptible to Chinese Learners?

Mark McGuire, Syracuse University
Perceptions of Formality and Politeness by Chinese Speakers Learning English

Cindy McPhail, Nazareth College
Teaching Special Populations: Listening, Lyrics, Writing, and Wonder: Successful Instruction for Long-Term ELLs

Chelsea Mixon, Syracuse City School District/Syracuse University
Inclusive Practices for English Language Learners with Complex Communication Needs

Jamie Moran, Marlboro Central School District
Language In Context: Scaffolds for Constructing Text in Elementary Grades

Lukas Murphy, Westchester Community College
Contextualizing Self-Directed Learning in Lesson Planning

Victoria Nunez, Mercy College
Spanish Dual Language Learners in the Early Years: Smartphone Literacy Apps

Virginia Olivelli, Little Language Learners
Designing Content Area Units and Promoting English Language Proficiency Development

Gretchen Oliver, University at Albany (SUNY); Karen Gregory, University at Albany (SUNY)
Online TESOL Methods: Developing a Community of Future Professionals

Gretchen Oliver, University at Albany (SUNY); Maria Fielteau, Thomas Proctor (Utica) High School
University-School Collaboration:  Researchers and Practitioners Supporting ELL Student Learning

Rosemary Orlando, Southern New Hampshire University
Vietnamese English Teacher Education's Changing Landscape: Challenges and Opportunities

Julie O'Sullivan, Poughkeepsie Day School
Designing a Custom ESL Program for Chinese Students.

Julie O'Sullivan, Poughkeepsie Day School; Ruthie Shaw, Poughkeepsie Day School
All Together Now: Humanities for ESL Students and Native Speakers.

Lesley Painter-Farrell, The New School
Facilitating Collaborative Learning Using Mini Whiteboards

Mario Palma, American Reading Company; Molly Breslin, American Reading Company; Jeannie Cassidy, American Reading Company
Literacy and language support for newcomer students receiving ENL services and learning academic language in the content areas

Mario Palma, American Reading Company
Three Shifts for Access and Equity:  Literacy Development in Dual Language Programs

Susanne Pena, Amityville UFSD
Transforming Literacy with Translanguaging

Aiko Pletch, SUNY New Paltz
The Creation of an Online Magazine to Showcase Student Essays

Mark Aaron Polger, College of Staten Island, CUNY
Engaging ELLs in Freshmen Information Literacy Classes: Reflections from an Academic Librarian without TESOL Training

Dana Porreca, ELS Language Centers
"There Are No Gay People in My Country!"

Abby Porter, New York University; Mary Ritter, New York University
Are they really listening? An interactive listening approach

Teddi Predaris, DSF Consulting
Successful Policy Practices in Implementing New CR Part 154 Regulations

Jennifer Raponi, Mid-West Regional Bilingual Education Resource Network
Teaching Special Populations: Rethinking SIFE Curriculum

Collette Richmond, Mid-State RBERN; Randy Soderman, Mid-State RBERN
ToMs & PLDs:  Opening the Door to Linguistic Demands

Lourdes Roa, Mid-West RBERN
Developing New Programs for English Learners: Bilingual Programs

Zaline Roy-Campbell, Syracuse University; Lauren Cirulli, Nottingham High School; Stella Rwanda, Syracuse University
Collaboration Through Translanguaging in a High School Sheltered Science Classroom

John Rucynski, Okayama University, Japan
Using Memes to Provide Insight into Language, Culture, and Humor

John Rucynski, Okayama University, Japan
Using Satirical News Stories for Increasing Media Literacy

Stella Rwanda, Syracuse University; Zaline Roy-Campbell, Syracuse University
Tech-Savviness: Using Web 2.0 Technology to Nurture Collaborative Writing

Stella Rwanda, Syracuse University
Translanguaging: Bilingual Refugee Adolescents Mobilize Linguistic Resources for Collaborative Writing

Emma Rye, Universidad de Los Andes
Repeat Offenders: Using The Blacklist to Address Written Errors

Emma Rye, Universidad de Los Andes
Rethinking writing in response to a low-vision student

Aysenur Sagdic, Indiana University
Factors in L2 Pragmatic Development: What matters?

Elizabeth Schade, New York Public Library
Teaching Verbs to Level 1 Adults

Areli Schermerhorn, Syracuse City School District
"Graffiti Mat"- Increasing Academic Discourse

Areli Schermerhorn, Syracuse City School District
English Learners in the Social Studies Classroom: Analyzing Primary Sources

Sylvia Schumann, East Hampton UFSD; Alexandra McCourt, East Hampton UFSD
Learning Center Activities Build Literacy Skills

Lynn Shafer Willner, WIDA, University of Wisconsin - Madison
Improving Access for LLs with Specific LDs through Genre-Based Pedagogy

Nancy Silvestro, Passaic County Community College; Kathleen Kelly, Passaic County Community College; Robert Salvato, Passaic County Community College
Pathways to College: Acceleration & Transition Opportunities for ELLs

Corrine Spencer, Binghamton University
Building an ESL Tutoring and Tutor-Training Program

Diane Staehr Fenner, DSF Consulting
Effective Dual Language Programs in Implementing CR Part 154 Regulations

Elke Stappert, The New York Public Library; Chris Vasquez, Buffalo Public Schools Adult Learning Center
Dynamic Activities for Using Songs in Class

Amanda Stessen-Blevins, PS 516 NYCDOE; Rachael Sullivan, PS 516 NYCDOE
From Co-Teaching to Collaboration

Shawnna Sweet, Mid-West RBERN
Developing New Programs for English Learners: Newcomer Programs

Lisa Swovick, Rochester Institute of Technology
Collaborating to Create Authentic and Meaningful Speaking and Listening Assessments

Ann Tai, Applied Linguistics, Teachers College, Columbia University
'Blazing new trails': Strategies to construct a professional image online

Brian Tauzel, International High School at Union Square
Using Art to Spark Questioning, Inquiry and Discussion Among ELLs

Christina Thuli, East Harlem Scholars Academy II; Ana Rodriguez, East Harlem Scholars Academy II; Ashley McClure, East Harlem Scholars Academy II
Creating a Word Conscious Classroom!

Faith Tripp, West Hempstead UFSD & Molloy College; Nicholas DiBenedetto, West Hempstead UFSD
Integrated ENL: The New Mode of English Language Instruction

Xiaoyu Wan, University of Rochester
Infographics: An effective tool for engagement and language learning

Rachel Weber, Teachers College, Columbia University
Portraits and Poetry: Teaching Abstract Thinking to ELLs in Haiti

Rhianna Weber, ELS Language Centers; Randi Hoffman, ELS Language Centers
Collaborative Reading that Deepens Analysis and Sparks Intrinsic Motivation with Student-Generated Projects

Rhianna Weber, ELS Language Centers
Why and how we can encourage students to read extensively

Leah Werner-Evans, Community Health Academy of the Heights; Rebecca Stanton, Community Health Academy of the Heights
Getting ELLs to Write Effectively in the Content Areas

Carol Wertheimer, Executive Leadership Institute; Maria Ciccone, Executive Leadership Institute
Collaborative & Teaming Approach to Co-teaching

Mary Caitlin Wight, SUNY Geneseo
Comprehensive Note-Taking Strategies for Multilingual Students

Ann Wintergerst, St. John's University
Incorporating "Critical Incidents" into Your Writing or Speaking Classes

Cynthia S Wiseman, BMCC CUNY
Intercultural Communicative Exchange in EFL Teacher Training

Cynthia S Wiseman, BMCC CUNY; Joshua Belknap, BMCC CUNY
From Book Critique to Wiki to .PPT:  Helping Student Write in Different Genres

Kim Wojehowski, Ramapo Central School District
Language in Context: Scaffolding through Genre Deconstruction in K-1

Weier Ye, Queensborough Community College, CUNY
An Investigation of Paragraph Unity in Chinese ESL Students' Writing

Seungmin Yun, Syracuse University
A Simulation-Based Approach to EAP Writing Classes

Daniel Zauderer, Teachers College, Columbia University
"Literacy" Standards?  MLLs and the Common Core

Background Photo Courtesy of Syracuse University Communication Office

Pre-registration now open- NYS TESOL 46th Annual Conference. Paper registration forms for POs

Pre-registration prices below

Background Photo Courtesy of Syracuse University Communication

Maureen P. Edmonds, Conference Chair: vpconference@nystesol.org

Elke Apelbaum Savoy and Teale LaBarbera, Proposal Co-Chairs: proposals@nystesol.org Kristin Summers, Scheduling Chair: scheduling@nystesol.org Isis Monteza, Assistant Scheduling Chair: scheduling@nystesol.org Ching-Ching Lin, Volunteer Coordinator volunteer_coordinator@nystesol.org Fran Olmos, Registration Chair registration@nystesol.org Jeanie Faulkner, Publicity Chair publicity@nystesol.org Dale Edmonds, Exhibitors Coordinator exhibitorliaison@nystesol.org Camille Embus Perez, Student Essay Chair student_essays@nystesol.org Meredith Van Schuyler, Awards Chair awards@nystesol.org Cynthia Wiseman, Business Manager businessmanager@nystesol.org Mark Aaron Polger, Technology Support techsupport@nystesol.org

Background Photo Courtesy of Syracuse University Communication Office

Interested in volunteering at the NYS TESOL 46th Annual Conference? Read the FAQ here. Volunteer at http://tinyurl.com/nystesol-AC16-volunteer

Background Photo Courtesy of Syracuse University Communication Office

Virtual Presentations

Virtual Presentations are made available after the annual conference in mid-November 2016.

Background Photo Courtesy of Syracuse University Communication Office

Conference Location: Crowne Plaza Syracuse, 701 E Genesee St, Syracuse, NY 13210

Phone: (315) 479-7000

Make sure that you receive our discounted rate of $125/night!

Reservations may be made online

You may also reserve rooms by calling the hotel directly, and mentioning the group code "TES"

NYS TESOL 46th Annual Conference promo- things to do in Syracuse

Background Photo Courtesy of Syracuse University Communication Office