8:40 AM – 9:40 AM: Concurrent Session I (60 minutes)
Workshop 1: Guiding Principles and Best Practices for Biliteracy
Lucia Buttaro (Fordham University)
The development of biliteracy requires attention to the distinct literacy processes of two languages. This workshop will focus on how to develop biliteracy by engaging students in translanguaging strategies that facilitate cross-linguistic transfer. Strategies and resources for Spanish language arts will be presented. The workshop will be interactive and hands-on, allowing participants to share their experiences in teaching Spanish literacy in bilingual and dual language settings. Enough time will be provided for small group discussion and reflection as well.
Target audience: K-8 Educators
Workshop 2: Using Open Pedagogy to Support English Language Learners' Reading and Writing Development
Chaoran Wang (Colby College) and Pengtong Qu (Indiana University)
(ASHA CEU)
In this workshop, we will introduce approaches to incorporating student-created Open Educational Resources (OERs) assignments in language classes for ESL and Bilingual learners. Open pedagogy is beneficial for ESL/Bilingual learners as students are provided with authentic tasks and are exposed to active and inclusive learning. We will firstly introduce the concept of open pedagogy and relevant classroom practices. Then, we will focus on two specific open pedagogy practices to support ESL/Bilingual learners’ reading and writing development that can be used across grades— one involving student-created videos and one related to student-created open publishing books. Both will allow students to develop their language skills, communication and collaboration abilities, as well as multimodal and digital literacies. Participants will have the opportunity to familiarize themselves with open pedagogy, understand the benefits and challenges of adopting it in class, practice relevant technological tools, and develop an initial plan for using open pedagogy in their own classes.
Learning Outcomes: As a result of this activity, participants will be able to:
Target audience: K-12 Educators
Workshop 3: Dialogue and Beyond: The Dos and Don’ts of Assessment
Rebecca Zolotkovsky (Northern Regional Education Services Commission)
(ASHA CEU)
This presentation will focus on identifying the difference between dialectal variation and language disorder. Focus will be on understanding cultural differences, determining what is and is not acceptable with regard to assessment, and highlighting the importance of exposure. Attendees will participate in simulated assessments and enhance their ability to determine the difference between dialect and disorder.
Learning Outcomes: As a result of this activity, participants will be able to:
Target audience: K-12 Educators, Speech-Language Pathologists
Workshop 4: A Multilingual Culturally Responsive Video-based Arts Integration and Digital Storytelling Tool to Support Bilingual Classrooms
Heejung An (William Paterson University) and Maria Lanni (Passaic Public Schools)
(ASHA CEU)
Drawing upon the theoretical lens of Gay (2002)’s culturally responsive pedagogy, we developed Learning Art at Home (LAH)” (https://www.learningartsathome.com/) in which videos were narrated in English and Spanish. For this project, a teacher read children's books and demonstrated art creation with tools that could easily be found at home, with no need for purchasing new materials. The goals of LAH are as follows:
(1) provide students with opportunities for culturally responsive digital storytelling and art creation
(2) support teachers to use the videos with their students as teaching tools
(3) use arts integration as a means to teach content areas, especially literacy and social studies
(4) provide bilingual students and families with virtual access to art related videos
(5) facilitate mental health via social connections and the arts for students and families.
In this session, we will describe why and how we created the LAH program along its core components, including the publicly available online videos. We will also discuss how this tool can be used in your classroom.
Learning Outcomes: As a result of this activity, participants will be able to:
Target audience: PreK-8 Educators
Workshop 5: Fostering Social Presence with the Synchronous Online Flipped Learning Approach – SOFLA
Helaine Marshall (Long Island University)
Being socially present while in online or blended classroom contexts can pose a major challenge to both educators and their students. Yet, it is this social presence that most serves the need to engage meaningfully in accessing, developing, and mastering new course concepts and materials. The Synchronous Online Flipped Learning Approach (SOFLA®) is an active learning model that includes structured, interactive, multimodal activities, both asynchronous and synchronous, in an 8-step learning cycle that reframes and re-energizes our approach to instruction in all learning contexts. Participants will learn how to implement the cycle and will receive resources for following up with the presenter.
Target audience: 9-16 Educators and Adult Educators
Workshop 1: Guiding Principles and Best Practices for Biliteracy
Lucia Buttaro (Fordham University)
The development of biliteracy requires attention to the distinct literacy processes of two languages. This workshop will focus on how to develop biliteracy by engaging students in translanguaging strategies that facilitate cross-linguistic transfer. Strategies and resources for Spanish language arts will be presented. The workshop will be interactive and hands-on, allowing participants to share their experiences in teaching Spanish literacy in bilingual and dual language settings. Enough time will be provided for small group discussion and reflection as well.
Target audience: K-8 Educators
Workshop 2: Using Open Pedagogy to Support English Language Learners' Reading and Writing Development
Chaoran Wang (Colby College) and Pengtong Qu (Indiana University)
(ASHA CEU)
In this workshop, we will introduce approaches to incorporating student-created Open Educational Resources (OERs) assignments in language classes for ESL and Bilingual learners. Open pedagogy is beneficial for ESL/Bilingual learners as students are provided with authentic tasks and are exposed to active and inclusive learning. We will firstly introduce the concept of open pedagogy and relevant classroom practices. Then, we will focus on two specific open pedagogy practices to support ESL/Bilingual learners’ reading and writing development that can be used across grades— one involving student-created videos and one related to student-created open publishing books. Both will allow students to develop their language skills, communication and collaboration abilities, as well as multimodal and digital literacies. Participants will have the opportunity to familiarize themselves with open pedagogy, understand the benefits and challenges of adopting it in class, practice relevant technological tools, and develop an initial plan for using open pedagogy in their own classes.
Learning Outcomes: As a result of this activity, participants will be able to:
- Know ideas and practices to incorporate OER assignments in English language classes
- Understand how engaging in OER projects can empower English language learners and promote their reading and writing skills
- Learn about tools, processes, and considerations for facilitating student-created OERs
Target audience: K-12 Educators
Workshop 3: Dialogue and Beyond: The Dos and Don’ts of Assessment
Rebecca Zolotkovsky (Northern Regional Education Services Commission)
(ASHA CEU)
This presentation will focus on identifying the difference between dialectal variation and language disorder. Focus will be on understanding cultural differences, determining what is and is not acceptable with regard to assessment, and highlighting the importance of exposure. Attendees will participate in simulated assessments and enhance their ability to determine the difference between dialect and disorder.
Learning Outcomes: As a result of this activity, participants will be able to:
- Identify the difference between dialectal variation and language disorder
- Describe dynamic assessment in the context of dialectal variances and cultural differences
- Discuss strategies to apply during assessment of students from various cultural backgrounds
Target audience: K-12 Educators, Speech-Language Pathologists
Workshop 4: A Multilingual Culturally Responsive Video-based Arts Integration and Digital Storytelling Tool to Support Bilingual Classrooms
Heejung An (William Paterson University) and Maria Lanni (Passaic Public Schools)
(ASHA CEU)
Drawing upon the theoretical lens of Gay (2002)’s culturally responsive pedagogy, we developed Learning Art at Home (LAH)” (https://www.learningartsathome.com/) in which videos were narrated in English and Spanish. For this project, a teacher read children's books and demonstrated art creation with tools that could easily be found at home, with no need for purchasing new materials. The goals of LAH are as follows:
(1) provide students with opportunities for culturally responsive digital storytelling and art creation
(2) support teachers to use the videos with their students as teaching tools
(3) use arts integration as a means to teach content areas, especially literacy and social studies
(4) provide bilingual students and families with virtual access to art related videos
(5) facilitate mental health via social connections and the arts for students and families.
In this session, we will describe why and how we created the LAH program along its core components, including the publicly available online videos. We will also discuss how this tool can be used in your classroom.
Learning Outcomes: As a result of this activity, participants will be able to:
- Identify areas for inclusive approaches to book selection.
- Analyze various criteria to select culturally responsive books.
- Critically analyze pre-recorded read-aloud videos.
- Apply culturally responsive digital storytelling tools for teaching
Target audience: PreK-8 Educators
Workshop 5: Fostering Social Presence with the Synchronous Online Flipped Learning Approach – SOFLA
Helaine Marshall (Long Island University)
Being socially present while in online or blended classroom contexts can pose a major challenge to both educators and their students. Yet, it is this social presence that most serves the need to engage meaningfully in accessing, developing, and mastering new course concepts and materials. The Synchronous Online Flipped Learning Approach (SOFLA®) is an active learning model that includes structured, interactive, multimodal activities, both asynchronous and synchronous, in an 8-step learning cycle that reframes and re-energizes our approach to instruction in all learning contexts. Participants will learn how to implement the cycle and will receive resources for following up with the presenter.
Target audience: 9-16 Educators and Adult Educators