Accessible version of the statement available here.
Session description:
In this interactive workshop, we will explore the profound link between emotions and academic writing, specifically diving deep into Academic Writing Anxiety (AWA). I’ll begin by helping participants understand contemporary research on AWA, then present key research findings from a study I conducted in collaboration with Dr. Susan Miller-Cochran. Practical exercises aimed at understanding and addressing AWA in classroom settings will be introduced, providing educators with tools and strategies. Throughout the presentation, attendees will have the opportunity to reflect on the implications of AWA in their teaching spaces and engage in meaningful conversations about its practical implications. By attending this workshop, participants will grasp the importance of acknowledging AWA in academic writing, understand the findings from our study, and have actionable strategies to address AWA in their respective contexts.
Speaker’s bio:
Anuj Gupta is a PhD candidate who embodies multiple roles at the University of Arizona – a UX researcher, a technical writing educator, and Data Science and Digital Scholarship Fellow. His research and teaching agenda focus on designing, analyzing, testing, and deploying language technologies to create transformative learning experiences that promote social justice, inclusion, and empowerment for diverse audiences. He is currently working on his dissertation research where he is analysing the impact of AI technologies like large language models (LLM) on human communication, literacy, and emotions. He was recently awarded the Kairos Graduate Student Research Award and the CCCC Scholars for the Dream Award. His research can be found in journals including Composition Studies, ALRA, JSLAT, and the CWPA journal. Previously, Anuj helped build one of India’s pioneering college-level writing programs at Ashoka University. You can learn more about his research by visiting his website: https://bit.ly/40LONpt.
Session Description: In this presentation, we introduce social-emotional learning (SEL) in the context of English language teaching (ELT), explain our position for embracing and promoting SEL as a vital practice and pedagogy in ELT, and share practical examples of SEL that English language educators can use in their learning spaces to support learners. Throughout the webinar, we will offer spaces and opportunities for reflections and conversations about how to successfully incorporate SEL, and how to envision ELT through an SEL lens. By the end of this webinar, participants will have an understanding of what SEL is, why include it in our practice and pedagogies, and approaches to including SEL in ELT.
Speaker Bios:
Luis Javier Pentón Herrera, Ph.D. is Full Professor at Akademia Ekonomiczno-Humanistyczna w Warszawie, Poland, the Coordinator of the Graduate TESOL Certificate at The George Washington University, United States, and Co-Editor of Tapestry: A Multimedia Journal for Teachers and English Learners. To learn more about Dr. Pentón Herrera, please visit his website https://luispenton.com/
Gilda Martínez-Alba, Ed.D. is the Assistant Dean in the College of Education at Towson University and Co-Editor of Tapestry: A Multimedia Journal for Teachers and English Learners. Her books include, Social-Emotional Learning in the English Language Classroom, with Luis Javier Pentón Herrera (a best seller). and Co-Editor of Tapestry: A Multimedia Journal for Teachers and English Learners. To learn more about Dr. Martínez-Alba, please visit: https://www.towson.edu/coe/departments/learning-technologies/faculty/gmartinezalba.html.
Join us for a practical professional development webinar designed to make content more accessible, engaging, and differentiated for all English learners (ELs). In our session on “Efficient Lesson Planning with the S-K-S Model,” we will use a tool that streamlines planning in under 5 minutes, freeing you from overwhelming preparation and allowing you to focus on meaningful student connections. Drawing from over 25 years of teaching experience and attending SIOP, Kagan Cooperative Structures, and Thinking Map workshops, Dr. Nicole Teyechea has crafted a comprehensive lesson framework, seamlessly incorporating the SIOP Components into your lessons to ensure all ELs actively engage in grade-level learning. Learn to confidently plan for targeted instruction tailored to ELs’ needs and unlock grade-level learning and rigor. Don’t miss this opportunity to transform your teaching practice and create a lasting impact for you and your students.
Speaker: Dr. Hilal Peker (Ph.D., University of Central Florida, 2016) is a Federal Projects Coordinator and Educational Policy Consultant at the Bureau of Federal Educational Programs of Florida Department of Education. She is also a professor of TESOL and teaches a wide variety of courses at University of Central Florida (UCF), Florida State University (FSU), Framingham State University, Saint Leo University (SLU), and Florida Gulf Coast University (FGCU). Her research interests include inclusive dual-language immersion programs, reconceptualized L2 motivational self-system (R-L2MSS), bullying-victimization of L2 learners, L2 identity, simulation technology, and pre-service teacher training.
TO: State Board of Education and Superintendent Tom Horne
FROM: Dr. Francheska Figueroa, AZTESOL President
DATE: Monday, June 26 at 9:00 State Board of Education
RE: Superintendent Tom Horne is threatening to pull funding from schools that allow non-proficient English speaking students take part in dual-language classes.
“As the President of AZTESOL, Arizona Teachers of English to Students of Other Languages our mission is to be a leading organization in Arizona where English language professionals at all levels network, advocate, and develop professionally. One of our main goals is to advocate for all English learners and their teachers. As an organization we do not stand with the Superintendent of Public Instruction to prevent ELs from participating in dual language immersion. This policy takes Arizona back to Superintendent Horne’s previous administration when ELs were the target of racist policies under the guise of research proven data. There is no research proven data to back this administration’s desire to prevent ELs from participating in dual language immersion. As a matter of fact, dual language immersion has been proven to facilitate language development in both L1 and L2 providing students with opportunities to become proficient in two languages (Thomas and Collier, 2012). Further studies have shown that the strategies ELs used to learn their primary language will transfer to the target language (Echevarría et al., 2023). It seems that Superintendent Horne believes that Spanish is being taught during the structured English immersion time of the day so it’s necessary to confirm that in a research-based, 50-50 Dual Language Immersion model, the“structured English immersion” time of day is taught all in English, not in Spanish. In a 50-50model more than the 120 minutes of the day is in English because 50% of the day is with theELD teacher. In addition, the waivers he says that could be used, have been written in a way that does not allow participation in DLI so while he says that most people don’t realize that there will not be an option – again, for a research-based 50-50 DLI model. As an organization we implore the board to not roll back the progress that has been made to support ELs. We must continue as a state to move forward so we can improve equitable educational opportunities for all students but more importantly for ELs and continue to offer these students dual language immersion programs.”
Dr. Francheska Figueroa, AZTESOL President
AZTESOL invites you to submit a proposal for our annual state conference. Session formats include workshops, individual sessions, technology demonstrations, round table discussion, and a poster session.
Conference theme: Layered Learning, Layered Learners: The Multilayered Dimensions of English Learners
CALLING ALL ELL STUDENTS! AZTESOL is inviting students and adult English learners across Arizona to submit drawings and short, written explanations of their drawings based on the theme: Layered Learning, Layered Learners. The due date for submissions is end of day Friday, September 15, 2023.
Winners will be determined based on the following 5 categories:
Winning submissions will be displayed at the AZTESOL Conference in Phoenix October 20-21, 2023 and will be highlighted on the AZTESOL website.
