Month: August 2020

Anaheim University will hold a virtual 2020 TESOL Residential Session from Thursday, August 27th to Saturday, August 29th, 2020. Anaheim University’s M.A. and Ed.D. in TESOL students from around the world will join sessions related to “Adaptability in TESOL“. Certain sessions will be made open to the public. There is no charge to attend open sessions. However, registration is required. To register for the Open TESOL Seminars, click here. The sessions will be led by Anaheim University’s distinguished TESOL faculty and guest speakers, including: Dr. David Nunan, David Nunan TESOL Institute Director, founding Dean of the Anaheim University Graduate School of Education & former President of TESOL International Association Dr. Rod Ellis, Anaheim University Senior TESOL Professor & Founding Department Chair Dr. Luke Plonsky, Anaheim University Graduate TESOL Director Dr. Hayo Reinders, Anaheim University Graduate School of Education Chair of Research Dr. Kathleen Bailey, former President of TESOL Dr. Brian Tomlinson, Anaheim University TESOL Prof & Materials specialist Dr. Andy Curtis, Anaheim University TESOL Prof & former President of TESOL Dr. Ken Beatty, Anaheim University TESOL Prof Dr. Jo Mynard, Anaheim University TESOL Prof Dr. Masatoshi Sato, Anaheim University Associate TESOL Prof Dr. Shartriya Collier, Nevada State College School of Education Associate Dean Dr. Sandra McKay, Anaheim University TESOL Prof Dr. Julie Choi, Anaheim University Alumnus & University of Melbourne Senior Lecturer in Education (Additional Languages) Dr. Tamara Myatt, Anaheim University Akio Morita School of Business Prof Dr. Raphael Raphael, Anaheim University Akira Kurosawa School of Film Professor Dr. Vivian Bussinguer-Khavari, Anaheim University Assistant TESOL Prof These workshops are part of Anaheim University’s online graduate degree programs in TESOL: Online Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL) Online Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL) To register for the Open TESOL Seminars, click here. Tentative 3-Day Schedule (Subject to change) All times are Pacific Daylight Time (PDT). Click here for a World Time Converter.  * Session Numbers 3, 4, 7, 8, 12, 13 & 14 in red are open to the public Abstracts Then Came COVID: Adapting TESOL for a Post-Pandemic World Andy Curtis, Ph.D.: Click here for Bio Before embarking on a career in applied linguistics and language education, I worked for some years in hospitals in England, as a Medical Science Officer, primarily in the areas of obstetrics, gynaecology and pediatrics. As part of my training, we had to read Charles Darwin’s 1859 book, On the Origin of Species, in which he discusses the importance of Biological Adaptability. Because of my life sciences background, I start by approaching the notion of Adaptability from a Darwinian perspective. Combining my life science professional origins with my later-in-life career in language education, I noticed that one of the mis-used phrases from Darwin was “survival of the fittest”. In Nazi Germany, that phrase was taken to mean that the strongest would survive, while the weakest would die. However, what Darwin meant was that those plants and animals that are the most adaptable to changes in their environment will thrive. Fast forward around 160 years, and we are now all living through the experience of a global pandemic, the first for more than a century, which has led to renewed interest in Darwin’s work. In this workshop, we will, then, consider what we mean by Adaptability, in relation to TESOL, today and in the years to come. Adaptability of Research to the Classroom Masatoshi Sato, Ph.D. Click here for Bio Adaptability of L2 research to the classroom has been an issue since the 1990s. Despite researchers’ hope, practitioners rarely see the way in which empirical findings are effectively used in their classes. The central question is: “Is research really useful for teaching?” In this talk, I first discuss the current issues related to the research-pedagogy link. I will then focus on studies designed to make L2 theories more relevant to classroom teaching. Specifically, I will tap into learner psychology (e.g., L2 motivation, willingness to communicate, and metacognition) and how this research can be meaningfully used in the classroom. The talk includes some activities of adapting research findings to pedagogical technique. Supporting Language Learners Beyond the Classroom: Theory and Practice Jo Mynard, Ph.D. Click here for Bio Classroom instruction for language education is only one part of the language learning experience, and in this talk I would like to move away from the classroom and focus specifically on ways in which we can support learners outside the classroom. This kind of support, often known as self-access language learning (SALL), can take several forms, for example: providing materials, spaces, and facilities for learning; ensuring access to communities of TL speakers; offering language support and practice opportunities; and providing targeted support for individual learners through advising. SALL spans five decades and has seen many changes as we have learned more about how people learn languages and have drawn on different theoretical trends. This talk will touch briefly on how the field is shifting, and look at examples of SALL in practice. As we will see, it is important to ensure that we are supporting language development and also the development of language learner autonomy. Theory, Research and Practice in Language Teaching and Learning David Nunan, Ph.D. Click here for Bio This presentation will cover: What do we mean by ‘theory’ and ‘research’?; research paradigms: positivist and naturalistic research; research procedures; three traditions in language learning theory, research and practice: behaviourism, innatist/cognitivist approaches, socio-constructivism; and pedagogical applications of socio-constructivism: a closer look Social Identity and Language Development in Study Abroad Rod Ellis, Ph.D. Click here for Bio Study abroad constitutes an ideal context for investigating the relationship between second language learners’ social identities and their language development. Two broad but not distinct phases in study abroad research can be distinguished corresponding to before and after the advent of the social turn in second language acquisition studies. The earlier phase was predominantly concerned with documenting the L2 development and whether and in what ways L2 development in study abroad learners differed from stay-at-home classroom learners. The later phase