Convention Center 313
Panelists:
Tina Castillo, International English & Professional Programs, UC Davis
Xuejiao Cui, American Language Program, CSU East Bay
Sarah McGregor, American Language Program, CSU East Bay
Yuri Nagasawa, American Language Program, CSU East Bay
Bill Walker, University of Oregon
Sunny Yu, Studies in American Language, San Jose State

How well students adapt to an American classroom setting depends in part on their individual learning style and the education systems of their home countries. The more IEP teachers know about those systems, the better they can help their students learn to function well in ESL classes and ultimately in American university culture. In this workshop, panelists will explain the education systems of their countries, discuss common learning styles, address the expectations that students bring when they arrive in an American classroom, and provide suggestions for teachers. Resources for further study will also be examined.

Convention Center 203
Presenters:
Ellen Lange, UC Davis & College and University Level Chair, CATESOL
John Liang, Biola University & Assistant College and University Level Chair, CATESOL
Scott Forrest, Escondido High School & Assistant Secondary Level Chair, CATESOL
Sarah Nielsen, California State University East Bay
Mary Smith, UC Merced
Elena Vestri Solomon, University of Nevada, Las Vegas, & Assistant Nevada Representative, CATESOL

As ESL instructors in the academic track, we work with a diverse population of pre-college and college students: Generation 1.5, international, and recent immigrants. With students from more and more diverse backgrounds and with varying levels of linguistic preparation, instructors are finding it challenging to meet these students’ needs as they strive to improve their academic language skills to meet college-level writing standards. This panel, composed of instructors from UC, CSU, UNLV, a private university, and a secondary school, will analyze their student populations and discuss various approaches their programs are using to prepare their ESL populations for “mainstreaming.” Emphasis will be placed not only on success but also on obstacles to boosting ESL students’ level of academic English so that they can meet the demands of college work.

Convention Center 202
Panelists:
Mark Roberge, San Francisco State University
Sharon Seymour, City College of San Francisco
Laura Walsh, City College of San Francisco
Representative from C4 at the University of California, Riverside

The panel will discuss criteria for the success of community-college ESL programs and examine the preliminary results of a large best practices study by the California Community College Collaborative (C4). The successful movement of non-credit ESL students into credit programs will be discussed along with the preparation and success of community college transfer students in the CSU system.

Convention Center 204
Panelists:
Dr. Barbara Pongsrikul, Associate Professor ESL & CBET Coordinator, San Diego Community College Continuing Education Program
Mary Selseleh, Instructor, Charles A. Jones Skills & Business Education Center
Jeanie Lundbom, Instructor, Mt. Diablo Adult Education, Concord, CA
Moderator:
G. Vittoria Abbate-Maghsoudi, CATESOL Adult Level Chair 2007-2008 & Vice Principal, Mt. Diablo Adult Education

This workshop features a panel of experienced practitioners who will offer insight into successful strategies and model practices to help adult students transition from the ESL classroom into the workforce as well as into career, technical, adult basic education, high school and community college programs. The panel will also present emerging best practices that support adult students learn how to become engaged in their children’s education and schools. Panelists will look at developing programs that meet the specific needs and goals of adult ESL students, ensuring relevance and successful student outcomes.

Convention Center 314
Panel:
Desiree Wong, Elementary Teacher
Zinaida Sanchez, PIQE
Tamara Collins-Parks, San Diego State University

How does critical democracy get addressed in the classroom with English language learners? Several critical pedagogy theorists, active classroom teachers, and pre-service teachers across all levels join forces on a panel to discuss engaging English Learners in critical democracy. Highlights include “Strategies for Taking over the School,” “Participating in Critical Democracy in the Community,” and “Fostering Classroom Environments as a Space for Critical Democracy.” Be prepared to be engaged and inspired!