Presenter Abstracts & Biographies For: 6th Annual Korea TESOL Fall Symposium & Thanksgiving Dinner “"Integrating Skills in the Young Learner & Teen Classroom" Co-hosted by Daejeon-Chungcheong KOTESOL chapter & the Young Learners & Teens SIG. Saturday November 28th, 2009 10:30am to 6:00pm Hoseo University, Cheonan Campus. Presentation & Workshop Details: There will be streams for very young learners, young learners & teens. Topics include using technology, reading, teaching for TOIEC and TOEFL, assessment, thinking skills, and more. Presentations will be practical and focused on skills integration in both the macro sense (4 skills) and the micro sense (skills needed to learn English as a foreign language). Keynote Speaker: Devon Thagard Biography: Devon Thagard is co-founder of the Tokyo-based Super Simple Learning, creators of the award-winning Super Simple Songs series, used in classrooms and homes around the world. He is also co-organizer of the Kids English Education Project (K.E.E.P.), an organization created to help teachers and parents increase their competence and confidence in teaching English to young learners. As an ESL/EFL teacher for 16 years, his focus has been on helping teachers and learners of all ages approach English education with confidence. Check out http://www.supersimplesongs.com/ for more about Devon’s work. Devon’s Plenary Abstract: In his talk Devon will discuss why music is one of the most powerful tools we can use in the young learners' language classroom. Songs provide ample opportunities for active listening, pronunciation practice, oral production, meaningful reading and more. In addition, songs allow for the introduction of language in context, encourage creative usage, and can foster a deeper level of involvement with the material. He’ll look at why and how to implement music into lessons for children of all ages, and will share many examples of songs as teaching tools. Devon’s Workshop abstract: Songs and chants can be amazingly effective learning tools with young learners. However, children can quickly lose interest when songs are too difficult. Children need comprehensible input, too! In this workshop, we’ll present tips for choosing, adapting, and introducing songs that students from preschool to elementary school will love. Come ready to sing! Extensive Reading for Korean Young Learners Seonghee Choi (Kyonggi Institute of Technology) Abstract: The main theme of this presentation is extensive reading (ER), especially for young learners. It examines the current situation of ER in Korean EFL and presents the educational implications and practical ideas in language learning. Since the particular subjects for this presentation are young learners, the speech will include the relationships among multiple intelligences, young learners’ developmental stages and ER. The presentation will explore the power of ER for young learners, and look into ways in which it can be integrated with school curriculum. Biography: Songhee Choi is an associate professor in the department of Child English Education at Kyonggi Institute of Technology. She received her BA in English Education at Seoul National University. She received her MA and PH.D in English Education at the Ohio State University in USA. Her major interests have been teaching methodology, teacher education, early childhood English teaching, and materials development. Her current special interests are extensive reading, childhood development and brain education. Introduction to Cambridge ESOL Tests for Young Learners (YLE, KET & PET) Youngae Chung (Cambridge ESOL) Abstract: In this seminar we will provide a brief introduction to Cambridge ESOL tests for young learners, namely, Young Learners English (YLE), the Key English Test (KET) and the Preliminary English Test (PET) for Schools. This seminar is suitable for teachers who are looking for an effective evaluation tool for their students from young learners to young adults. These tests of general English assess all four language skills (reading, writing, listening, and speaking) through learner-friendly tasks. Biography: Chung, Youngae is the Head Teacher of Teacher Training Institute (TTI) and an Oral Examiner for Cambridge YLE exam. She has taught English to preschoolers to young adults for 11 years, and has developed various English learning curriculum and materials for them. For the last 5 years, she has been a teacher training specialist and also working as a presenter, and ELT title reviewer for various publishers. CALLing for collaboration in an off- and online classroom: Using the Internet to foster learning and communication Bryan Stoakley Korea National University of Education Bryan’s Abstract: The presenter in this academically based session will justify the necessity to implement computer-assisted language learning (CALL) into the Korean EFL classroom through the introduction of not a particular approach or method, but rather eight pedagogically accepted language learning conditions as set forth by Egbert and Hanson-Smith. The presentation will then transition into demonstrating wedded online and offline collaborative activities at various age and proficiency levels that attend to the eight conditions for optimal language learning, and thus facilitate language acquisition. Hands-on learning of these activities, and more, will transpire in the 100-minute workshop to follow. Presenter Biography: B.T. Stoakley (Stoakley) is Panamanian by birth, Canadian by birth-parents, European by blood, American by naturalization, Southern by the Grace of God, yet half Korean according to his students. Stoakley first arrived in South Korea in late 1997 with a BA in English Literature and minor in education. He left after 6 years with his Korean wife to earn his MA in TESOL. Upon returning to South Korea in 2006 he began working at Korea National University of Education working with pre- and in-service teachers and helps run a modest private English language school specifically for elementary students. He is currently working towards his PhD in English Education with his research and dissertation work in SLA and CALL. Stoakley can be best reached by smoke signal. An MI approach to 4-skills for Korean K-3 Dr. Jounghyun ‘April’ Ham Hanseo University, Korea/Bridgeport University, USA. Abstract: In 1983 Howard Gardner, from Harvard University’s Graduate School of Education, proposed that there are 8 different kinds of intelligence, in contrast to the accepted notion of intelligence (g) as measured on IQ tests. Gardner categorized the ‘multiple intelligences’ as (1) Bodily-kinesthetic, (2) Interpersonal, (3) Verbal-linguistic, (4) Logical-mathematical, (5) Intrapersonal, (6) Visual-spatial, (7) Musical and (8) Naturalistic. Thanks to the groundbreaking work of a few key educators in the years after this breakthrough, ‘multiple intelligence’ (MI) has become a popular part of education pedagogy around the world. Educators savvy to the idea of ‘learning styles’ created practical interpretations for the classroom, which seek to make curriculum accessible to students who are ‘intelligent in different ways’, or ‘have different mixes of intelligence’. In fact, the last 15 years or so have seen MI practice become a popular practice for English language teaching both in the ESL and EFL context. Dr. Ham’s concurrent presentation will delve into the 8 intelligences in detail and discuss some of the educational applications for MI, while her hands-on workshop will enable attendees to work with some practical techniques that work best in the Korean context. Biography: Joung-Hyun "April" Ham, Ed.D (Bridgeport University), is a professor of education at Hanseo University, director of the university’s Institute for Development of Talented and Gifted Education and also an adjunct professor at the University of Bridgeport. She is recognized as one of the leading experts on literacy based English education in Korea. Her work has been focused on practical methods for teaching English literacy which incorporate book libraries with multiple intelligence and other "brain-based" instructional techniques. In 2007, Dr. Ham was the senior curriculum consultant for early childhood and elementary programming with the new English channel of EBS TV. She has been the director of numerous government and non-government projects and also a public school teacher in Korea and a teacher of elementary and middle school gifted children in Connecticut, where she earned her Master’s Degree in Special Education, and a Doctorate in Gifted Education. Currently she is a regular guest on the Seoul edition of KBS TV breakfast talk show "Achim Madang" (Morning Garden), is working on a new book "A Balanced Approach for Children's English Literacy" in Korea and translating Howard Gardner’s latest book “Responsibility at Work” for Korean readers. Storytelling: Theoretical Background and Practical Activities Mike Misner (with graduate student assistants) Abstract: Storytelling is an indispensable part of our lives. In our L1 we spend all day telling stories to each other for entertainment, for information, and for catharsis. Storytelling for L2 emergent readers and young children helps them to expand schemata, develop concepts, foster a lifelong love of reading, and etc. Storytelling can take many different forms some of which are adapted pantomime, felt board, draw talk, and chants and songs. In addition, because of its nature, storytelling requires students to use a variety of different intelligences from bodily kinesthetic to intrapersonal and interpersonal. This presentation will be both theoretical and practical as we will explain the reasons why storytelling should be a part of every young learner’s course, present our idea of an appropriate order in which to proceed, and demonstrate how to effectively use several storytelling techniques. Biography: Mike Misner has been teaching EFL/ESL for 15 years, 12 years in Korea. He has worked in many teaching environments in Korea from language Institute, public school, and private company to University. He is currently working at the Hankuk University of Foreign Studies department of English education, TESOL certificate program, and graduate school of education. He is currently coordinator of the TESOL certificate program at HUFS. Mike Misner is a member of the KOTESOL ER-sig and has presented at several local and international conferences and teacher training seminars on the subject of extensive reading. His preferred area of interest within extensive reading is how extensive reading activities improve child second language acquisition. He is also most interested in the way that types of text including simplified, elaborated, and glossed text could be used to help children understand text, which would normally be too difficult for them. Teaching Teenagers It’s all about “THEM” Facilitator: D. Deubelbeiss http://eflclassroom.com http://teachingrecipes.com It isn’t easy teaching teenagers! Our students are “digital” learners and must be taught as such. This workshop will present many ideas for helping English language teachers teach teens in their own classrooms. Part 1: The Teenage Learner What are the qualities of the teenage learner? How should we teach so to maximize their learning potential?. What principles should be followed? Part 2: Activities to motivate teens Examples of activities to use in the classroom will be shown and we will “taste” some of them. In particular the focus will be on “critical thinking” activities and the need to get our teens motivated through the activation of their own knowledge and interests. Part 3: Sharing – What lesson ideas work? Teachers will be shown a very “teen friendly” lesson resource. In groups, we will share our own ideas on how we’d use this in our own classroom of teenagers. All the workshop links / materials / instructions can be found through the SETI Teacher’s website. http://tiny.cc/sttdA What Makes a Great Lesson? Facilitator: David Deubelbeiss This session will have teachers asking, “What makes a great lesson?” It will explore the features of a great language lesson by both reflecting upon our teaching and evaluating the actual delivery of a lesson. Attendees will: 1. Brainstorm what “parts” make up a great lesson. 2. Watch a video of a Korean classroom and discuss using a “Classroom Observation Checklist”. 3. Complete a “Classroom Environment Questionnaire” and / or “Beliefs and Attitudes Survey” about their own teaching and share results. Time permitting, there will be a Q & A about how to improve our teaching through reflection and action. Presenter Biography: David Deubelbeiss has conducted teacher training for many thousands of Korean public school teachers and runs a successful website placing him at the forefront of the profession in this country. Teachers working with Young Learners and/or teens and those in public school situations will find his workshop both informative and very practical. Reinvigorating Teachers of Young Learners Ralph Sabio Yonsei University Abstract: In the young learners’ classroom, teachers are often faced with the challenges of classroom management, getting students to learn, and motivation. A sense of futility may arise among teachers thereby forcing them to look for ways to reinvigorate themselves and their students. This presentation aims to address these very issues. The presentation starts with the presenter addressing the true meanings of EFL. Points made throughout the presentation are vividly illustrated with real-world examples. Finally, the presenter and audience share ideas on ways to implement the practical ideas into their own young learners English language classroom. Using Videos in the Teen Classroom Abstract: Online videos provide students with an authentic English language learning experience by giving them access to sights, sounds, and English language dialogue they would otherwise not experience in common textbooks. Moreover, online videos give students a chance to see how English is used in the context of a real-world environment. This session starts with an introduction to online video usage in the classroom and how it can be applied to young learners. It then segues into the process by which English language instructors can use online videos effectively. Finally, this session concludes with a step-by-step instruction on how to find appropriate videos for young learners, how to download them, and how to use them in the classroom. This session aims to be highly interactive and practical. Presenter Biography: Rafael Sabio, M.S. Ed. TESOL, is an assistant professor and university supervisor at Yonsei University and he has been working in South Korea for almost 5 years. Along with publishing a book on practical listening lesson plans, Ralph has presented on several topics in different venues such as TESOL 2008 in New York, The KOTESOL International Conference 2008 and 2009 in Seoul, and other conferences and symposiums in and around South Korea. Also, Rafael has published in several academic journals such as Modern English Teacher, The I-TESL Journal, and a forthcoming article in English Teaching Professional. During his free time, he likes to write and spend time with his wife. Storytelling: Theoretical Background and Practical Activities Mike Misner (with graduate student assistants) Abstract: Storytelling is an indispensable part of our lives. In our L1 we spend all day telling stories to each other for entertainment, for information, and for catharsis. Storytelling for L2 emergent readers and young children helps them to expand schemata, develop concepts, foster a lifelong love of reading, and etc. Storytelling can take many different forms some of which are adapted pantomime, felt board, draw talk, and chants and songs. In addition, because of its nature, storytelling requires students to use a variety of different intelligences from bodily kinesthetic to intrapersonal and interpersonal. This presentation will be both theoretical and practical as we will explain the reasons why storytelling should be a part of every young learner’s course, present our idea of an appropriate order in which to proceed, and demonstrate how to effectively use several storytelling techniques. Biography: Mike Misner has been teaching EFL/ESL for 15 years, 12 years in Korea. He has worked in many teaching environments in Korea from language Institute, public school, and private company to University. He is currently working at the Hankuk University of Foreign Studies department of English education, TESOL certificate program, and graduate school of education. He is currently coordinator of the TESOL certificate program at HUFS.Mike Misner is a member of the KOTESOL ER-sig and has presented at several local and international conferences and teacher training seminars on the subject of extensive reading. His preferred area of interest within extensive reading is how extensive reading activities improve child second language acquisition. He is also most interested in the way that types of text including simplified, elaborated, and glossed text could be used to help children understand text, which would normally be too difficult for them. Book Library Programs Big & Small: Integrating ER with IR & Reading Strategies Aaron Jolly (Hanseo University) Abstract: Research by ELT experts such as Paul Nation, Richard Day, and Rob Waring has shown the connection between extensive reading & language development. But, while some lucky well funded teachers have been trained and given access to libraries of English books and reading systems, many others ask how do I get started? How can I use ER as a way to provide "massive amounts of comprehensible input" (Krashen, 1983) for my students? In this presentation Professor Jolly, will demonstrate how such balance might be struck in different teaching situations here in Korea, including very young learners, elementary students and teens through creation of mini-book libraries, integration of reading strategies to develop better independent readers and by supplementing intensive reading practice with ER through graded readers. A few key points will be shown for different student levels, illustrated by classroom videos & student interviews. There will be time for audience Q & A. Biography: Aaron Jolly is an English teacher, teacher trainer, writer, editor and curriculum developer, who has taught students of all ages in Korea. He has been a private institute teacher for elementary and teen age children, a public middle school teacher, as well as a university lecturer and researcher. Currently he is employed by Hanseo University in the west of Chungnam province where he is the lead instructor and curriculum developer at the university's Institute for the Development of Talented and Gifted Education. His job includes developing and teaching a reading based 4 skills program for children from 4 to 15 years old. The system combines a book library with computer assisted language learning (CALL) supplemented by brain based learning methodology. Aaron is also a lecturer and curriculum coordinator for the university's General Studies department working with freshman students of varying majors. At present he is a Korea TESOL teacher trainer, and is also serving on the National Council of the organization. From 2004-6 he was President of KOTESOL in Daejeon- Chungnam, and in 2006 was the co-Chair of the National KOTESOL conference held in Cheonan, his first home-town in Korea. Low Technology for Young (and very young) Learners: classroom practice and educational psychology theory Eric Reynolds (Woosong University) Abstract: Working with elementary and pre-elementary children in the foreign language classroom always presents special rewards and special challenges. This presentation explores children's development in physical as well as cognitive terms. Moreover, the presentation focuses specifically on types of low technology, songs, dance, and particularly manipulatives to replicate the sorts of natural activities that children use to simulate adult communication in their first language environment. Participants can plan leave the presentation with a better understanding of their learner's underlying developmental processes, confidence in applying techniques that they already know about and tools to implement new teaching methods with low technology for young learners. Biography: Eric Reynolds has been a world traveler for EFL. Since he was born in the very small town of Page, Arizona, USA, he has lived all over the US -- and since becoming an EFL teacher, he has lived and taught EFL and teacher development in at seven countries including Japan, Bulgaria, Tajikistan, and now Korea. He has been mentored, been a mentor, and enjoyed peer mentoring for many years and with many professional colleagues in a variety of roles as a young teacher, teacher supervisor, and head of teacher development. He has recently become a Ph.D. candidate in Educational Psychology from the University of Illinois at Urbana-Champaign focusing on social and cultural perspectives on language learning. He teaches at Woosong University in Daejeon as an Assistant Professor in the TESOL-MALL graduate program. Help Blagonwights.com Help You Tim Thompson (KAIST) Abstract: Blagonwights.com was created as a showcase for children's stories. But wouldn't it be nice to have a portfolio of activities to go with the books and help the children work with the situations and vocabulary from the stories? This session will introduce you to the Blagonwight Twins and discuss ideas for how the website can be used with your students and children to increase their enthusiasm about reading and learning English. Audience questions are encouraged. Biography: Tim Thompson is a Visiting Professor at the Korea Advanced Institute of Science and Technology. He has been teaching in South Korea for more than 10 years. He holds an MA in TESOL and a BA in Marketing. Tim enjoys teaching Business English, presentation skills, and sharing his experiences with other educators. You can find his articles in publications such as ESL Magazine, KATE Forum, The English Connection, and English Teaching Professional Magazine. Using MI practically in elementary school: Activities and Q & A Ingrid Zwaal Jeonju National University of Education Abstract: MI is an interesting theory but little is said on practical application. Using different MI activities strengthen students’ understanding of the lesson by using their natural abilities in different MI areas to give them confidence and knowledge. Not all students can understand the lesson because, for some of them, their learning styles are different from the teacher’s teaching style. MI based activities can overcome this and other problems. This session will explore different types of activities in each area of MI and how to use them effectively with a lesson. Lesson samples will be given as well as suggestions how to create different activities with audience participation. Any specific problems or questions can be addressed. Biography: Ingrid Zwaal is a graduate of the University of Toronto in English and Drama, and has an MSED from Canisius College in Buffalo, NY. She has been working for twelve years at Jeonju National University of Education. She is a weekly columnist for SaeJeonbuk Shinmoon and has too many hobbies. She is a member of her university’s volleyball club and has a Scottish terrier named Spike. She performs magic in class because classes should always be magical but sometimes lessons need help and thinks that ‘noraebangs’ (Korean karaoke) are the best invention ever.