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Presenter Bios and Presentation Abstracts HERE - KOTESOL

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					   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.

				
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