Fall 2014 Conference
SIT
Brattleboro, VT
Saturday, November 8, 2014
7:45 - 8:45
Registration, Continental Breakfast and Publishers’ Exhibits
International Center
8:45 - 9:05
NNETESOL Business Meeting and Introductory Remarks
International Center
9:05 - 10:05
Keynote Address - Capacity, Not Competence
International Center
Capacity, Not Competence
Dr. Diane Larsen-Freeman
In this talk, Dr. Larsen-Freeman will suggest that learning is not a two-step process. It is not
that people develop a mental grammar or competence through exposure to comprehensible input,
and then convert it to output through practice. For one thing, speaking of “input” and “output” is
dehumanizing. For another, it denies the unity that underlies learning. Instead, from a complex
systems perspective, one that she currently favors, “the act of playing the game has a way of
changing the rules.” She will interpret this quote and suggest that it heralds a new(er) view of
learning—one that strives to build capacity in students, rather than competence.
 Diane Larsen-Freeman is Professor Emerita of Education, Professor Emerita of
Linguistics, Research Scientist Emerita at the English Language Institute at the
University of Michigan, Ann Arbor. She is also a Distinguished Senior Faculty Fellow at
the Graduate SIT Institute in Brattleboro, Vermont. Currently she is a Visiting Senior
Fellow at the University of Pennsylvania. Some of the books she has written are
Techniques and Principles in Language Teaching (Oxford University Press, 3rd ed. with
Marti Anderson, 2011), Grammar Dimensions: Form, Meaning, and Use (Series
Director, Heinle/Cengage, 4th ed., 2007), Teaching Language: From Grammar to
Grammaring (Heinle/Cengage, 2003), and Complex Systems and Applied Linguistics (coauthored with Lynne Cameron, Oxford University Press, 2008). Complex Systems and
Applied Linguistics received the 2009 Kenneth W. Mildenberger prize from the Modern
Language Association. Dr. Larsen-Freeman is currently working on the third edition of
The Grammar Book: An ESL/EFL Teacher’s Course, co-authored with Marianne CelceMurcia and published by Heinle/Cengage.
10:05 - 10:35
Coffee Break and Publisher’s Exhibits – IC
Audience Abbreviations
E= Elementary
S= Secondary HE= Higher Education W= Workplace ESL
AE=Adult Education
TTP= Teacher Training/Preparation
IRE= Immigrant/Refugee Education
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10:40 - 11:40
Morning Concurrent Workshops – IC, Rotch and SGC
Picture This: Engaging all Learners in the Common Core
Beth Olshansky, Rotch 108
Pictures provide a universal language for thinking and recording ideas. View two dynamic
picture-based literacy models via lively video that demonstrate how teachers can teach
ELACCSS in a way that engages all learners, particularly English language learners. Experience
brief hands-on activity. Review impressive findings from a federally funded evaluation. EH, W
 Beth Olshansky, author of The Power of Pictures: Creating Pathways to Literacy
Through Art, is the developer of two proven art-and-literature-based approaches to
teaching writing.
Piloting Parent Education in Vermont
Rebecca Savage, Nancy Timbers-Devost, Kristin Van Fossen, and Nellie Maley, Rotch 109
In order to pursue Title III objectives for increasing parent involvement, the Winooski School
District implemented a curriculum with a dual purpose of educating ELL parents about our
school system and teaching them the language skills needed to support their children’s education.
E, AE
 Rebecca Savage received her BA from St. Lawrence University, and MATESOL from St.
Michael's College. She taught K-8 ELL for two years in the Essex Town School District
and has taught high school ELL in the Winooski School District for five years. She loves
the diversity her school district has to offer. Although there are a lot of challenges in their
work, there are also many rewards.
 Nancy has been teaching ELLs for 29 years, the last thirteen years have been in the
Winooski School District, prior to that she taught in Providence, Rhode Island. Nancy did
her undergraduate work at UVM and received two Masters’ of Education from Rhode
Island College.
 Kristin Van Fossen is currently teaching elementary ELL classes at JFK Elementary
school in Winooski, VT. She has a master's degree in TEFL from St. Michael's college.
She has experience working with English learners of all ages from pre-K to adult
learners.
 Nellie received her B.A. and M.A.T. from Clark University. She has a certificate in ESL
from UMASS. Nellie teaches ESL in Winooski, VT.
English Learners: A Protected Class
Dr. Andrea Somoza-Norton, Rotch 205
This session will offer an overview of the current U.S. laws protecting English learners students
and their rights to equal educational opportunities. E, S, TTP
 Dr. Norton is the Title III Director and ESOL consultant for the state of New Hampshire.
She is originally from Argentina and completed her graduate studies at the University of
Nevada and the University of Massachusetts. Her research interests are educational
leadership and policy, second language acquisition and technology integration in
education.
Audience Abbreviations
E= Elementary
S= Secondary HE= Higher Education W= Workplace ESL
AE=Adult Education
TTP= Teacher Training/Preparation
IRE= Immigrant/Refugee Education
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Using Sheltered Instruction (SIOP) to Reach all Students
Thomas Rice, Rotch 208
This workshop uses the Sheltered Instruction Observation Protocol (SIOP) to teach participants
how it works. SIOP addresses instructional challenges due to growing ELL populations, diverse
L1s, and state requirements for all students. Come experience the Model as students, analyze the
components as seen in a real classroom, and discuss challenges. TTP, S
 Thomas Rice is a Returned Peace Corps Volunteer who teaches high school Spanish in
Maine and is studying TESOL at the University of Southern Maine.
The Potential of Plagiarism Detection Software for Academic Writing Instruction
Ilka Kostka, Rotch 209
Findings will be presented from a study which examined the role of plagiarism detection
software Turnitin in an ESL academic writing course. Turnitin was used as a pedagogical tool to
help students learn about textual borrowing and discuss implications for teaching academic
writing in a digital age. HE, S
 Ilka Kostka holds a Ph.D. in bilingual education. Her scholarly interests include second
language academic writing, textual borrowing, and pedagogy.
Breaking Model Minority Myth: a new insight into a low-performing Korean English
Language Learner
Erin Kim, SGC 405
Adopting Funds of Knowledge as a theoretical framework, this case study examines insights of a
low-performing English Language Learner (ELL) to uncover challenges seldom addressed by
educators. The aim is to objectively analyze underlying issues to inform the challenges and
suggest educator intervention plans for students who experience similar struggles. IRE, W
 Erin Kim is an English as a Second Language and Korean Language teacher. She has
taught ESL in the United States and abroad.
Advocating for ELLs Beyond the Classroom
Ariel Nelson, IC 101
Through discussion and small group activities, participants will explore ways in which they are
currently advocating for their students and how to expand their advocacy to the broader learning
community. There will be a focus on educating other colleagues and administrators in ELLs'
needs. S, E
 Ariel has taught everything from dance and motorcycle mechanics to Spanish and ESOL,
to people between the ages of 4 and 80.
Using Film Segments to Heighten Sociolinguistic Awareness
Alex Silverman, IC 201
In this presentation, we will experience and analyze how short scenes from English language
fictions films can be used effectively for sociolinguistic exploration.
The presentation will involve participants in actual activities and detail benefits and guidelines
for working with brief film segments. AE, HE

At SIT Graduate Institute, Alex teaches a variety of linguistics and methodology courses,
in both the on campus and low residency program formats.
Audience Abbreviations
E= Elementary
S= Secondary HE= Higher Education W= Workplace ESL
AE=Adult Education
TTP= Teacher Training/Preparation
IRE= Immigrant/Refugee Education
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11:45 - 12:45
Mid-Morning Concurrent Workshops – IC, Rotch, and SGC
Teaching Elementary Students to Read and Write Like Scientists
Cami Condie, Rotch 108
This presentation will present the core elements to integrate science content into literacy
interventions. These principles have been implemented successfully in a summer program for
ELL, low-income elementary children. Results will be shared from this program—a partnership
between a public elementary school and Salem State University. E, TTP
 Cami Condie has been an elementary school teacher, literacy interventionist, and literacy
coach. She is currently an instructor at Salem State University and literacy consultant.
Her research interests include content area literacy, literacy interventionists for ELL
students, and teacher knowledge of reading comprehension.
LMS with ELLs-More than Alphabet Soup
Beth Evans, Rotch 109
English Language Learners have a tough time adjusting to the U.S. educational system. But by
using a learning management system (LMS), students have a place to go to ask questions, submit
assignments and take quizzes. Come see how to make your lessons last. S, HE
 Beth Evans is an NNETESOL board member and teacher/coach in the Burlington School
District.
Repeat after Me: Repetition in Language Teaching
Dr. Diane Larsen-Freeman, Rotch 205
“Repeat after me” is a common refrain used by language teachers. More than likely they have
encountered it as language learners themselves. Some skeptics have suggested that teachers use
this command to keep order in the classroom, in other words for the purpose of classroom
management. In this session, Dr. Larsen-Freeman would like to discuss with participants what
they think the role of choral repetition is in language teaching, particularly in this postbehaviorist world we live in. She thinks repetition has its place, but she prefers to think of it
differently…as iteration. She will explain why. E, S, TTP, AE

Diane Larsen-Freeman is the keynote speaker for the conference. Please read her full bio
under the keynote synopsis.
Ted Talks Across the Curriculum
Erin Wynn and Emily Spitzman, Rotch 208
In this demonstration, presenters will share their curriculum integrating TED Talks in Oral
Communication, Grammar and Writing classes in higher education. Presenters have collaborated
to develop lessons that integrate grammar in writing and oral communication activities based on
TED Talk content. A lesson packet will be distributed to all attendees. HE, S


Erin Wynn, MATESOL from Hunter College, is an Assistant Professor of ESOL at
Johnson and Wales University in Rhode Island.
Emily Spitzman, Ph.D. in Education from University of Rhode Island and M.A.T. from
SIT, teaches in the ESL Department at Johnson & Wales University.
Audience Abbreviations
E= Elementary
S= Secondary HE= Higher Education W= Workplace ESL
AE=Adult Education
TTP= Teacher Training/Preparation
IRE= Immigrant/Refugee Education
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Female Health and Nutrition Access through Explicit Language Instruction
Stephanie Brown, Rotch 209
This public health access and methodology presentation provides teachers with academic insight
to better support their Female English Language Learners (ELLs). Addressing the real-world
health needs of female students and their children allows for more authentic language learning
and access to vital social services. IRE, TTP
 Stephanie N. Brown is a 2014 Hampshire College graduate, concentrating in educational
methodology and TESOL through a social justice lens. She is a Fulbright ETA Finalist
and accepted Graduate student at SIT. Over the last year Stephanie wrote an extensive
thesis developing TESOL professional development workshops that promote classroom
inclusion.
Living Corpus: Animating the Classroom with Language Corpora
Steve Iams and Elka Todeva, SGC 405
This presentation will be a bonanza of linguistic explorations through language corpora. Using
various corpora, participants will have the opportunity to address intriguing questions from ESL
students and language aficionados. Come play and see how corpora can animate the language
classroom, enrich our speech and writing, and foster learner autonomy. TTP, HE
 Steve Iams currently teaches linguistics courses at the SIT Graduate Institute. He has
taught in Japan, China, Nepal, and Korea.
 Elka Todeva is a language educator with a doctorate in applied linguistics. She teaches
SLA and other graduate courses that promote socially embedded plurilingual
explorations.
Exploring Intercultural Competence: Concepts, Components, and Assessment
Alvino Fantini, IC 101
The language-culture nexus is widely acknowledged. As a result, intercultural competence (ICC)
receives increasing attention in foreign language classrooms. But what exactly is ICC? This
session explores ICC components and presents a framework that integrates these areas in
language classrooms, as well as multiple strategies to measure and monitor ICC development.
HE, TTP
 Alvino E. Fantini, PhD, is professor emeritus of SIT and has been involved in
intercultural communication and language education for over 40 years.
Accessing Students’ Authentic Voice: A Process Approach to Teaching Writing
Arline Saturdayborn and Elizabeth Tannenbaum, IC 201
Participants will experience the steps of a writing process that has successfully given ownership
and enthusiasm for writing to ESOL students of different ages and levels. The presenters will
share their experiences using this lesson with immigrant and refugee students to build writing
abilities within a positive learning community. IRE, AE
 Arline has taught ESOL literacy at Portland Adult Education for the past 8 years. She is a
candidate for the MATESOL degree from SIT Graduate Institute.
 Elizabeth is on the faculty of the MATESOL Program at SIT Graduate Institute. She
teaches methodology courses and has a special interest in adult literacy.
Audience Abbreviations
E= Elementary
S= Secondary HE= Higher Education W= Workplace ESL
AE=Adult Education
TTP= Teacher Training/Preparation
IRE= Immigrant/Refugee Education
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12:50 – 2:10
Lunch and Publisher’s Exhibits – IC
2:15 – 3:15
Afternoon Concurrent Workshops – IC, Rotch and SGC
Supporting ELLs Literacy Development with Engaging, Evidence-based Practices
Dr. Andrea Stairs-Davenport, Rotch 108
Do you wonder how to best support English language learners’ (ELLs’) literacy development
while engaging students and motivating them as readers? Learn how to meet standards and
support students’ literacy development through evidence-based instructional practices, no matter
students’ levels of English language development. E,S
 Dr. Andrea Stairs-Davenport is Associate Professor and Coordinator of the Literacy,
Language, and Culture program at the University of Southern Maine in Gorham, ME.
Learning About Our Learners By Reading About Their Lives
Kathy Lobo, Rotch 109
Understanding the cultures and psyche of English Language Learners can help educators to
better reinforce and affirm the increasingly varied cultural identities found in classrooms across
the world. In the absence of real-life experience, novels and non-fiction can offer a window into
the lives of English Language Learners. S, E, AE
 Kathy Lobo is an ESL Teacher of grades 5-8 at Chenery Middle School in Belmont,
Massachusetts. She is also an adjunct Professor at Brandeis University in Waltham,
Massachusetts and the President of MATSOL (TESOL affiliate in Massachusetts).
Learning and Teaching Vocabulary, The Ultimate Challenge
Raymond Clark, Rotch 205
The lexicon of the English language is probably the largest of any world language. The
pronunciation of English has its challenges, aspects of the grammar are difficult, but ultimately
and especially for academic purposes, mastering the lexicon takes years. Why is that so? How
can we speed up that process? HE, S, AE
 Ray Clark is Pro Lingua's editor and is also currently adjunct faculty at Southern New
Hampshire University and at Marlboro College's MATESL program.
Same ole’ Same ole’: Empowering ESOL Literacy Learners through Routine
Caitlin Parker, Rotch 208
Pre-literate and non-literate ESOL learners are tasked with learning much more than the content
of a lesson. The ins and outs of classroom procedures can be equally challenging. In this
workshop/demonstration, participants will experience various classroom routines that free up
brainpower for language and literacy learning. AE, IRE
 Caitlan has her MA in TESOL from SIT. She recently completed a certificate course in
Teaching English to Adults with Limited Literacy (TEALL).
The Flipped Classroom: Scaffolding Community Online
Jaime Durham and Dr. Susan Barduhn, Rotch 209
Audience Abbreviations
E= Elementary
S= Secondary HE= Higher Education W= Workplace ESL
AE=Adult Education
TTP= Teacher Training/Preparation
IRE= Immigrant/Refugee Education
6
The design challenge for our new blended cohort-based MA TESOL program lay in having to
start online first. It was vital, therefore, to design the interaction such that trust and community
developed before the students met face to face. We did it! This talk describes how we achieved
this goal. TTP
 Dr. Susan Barduhn is Professor and Chair of the MAT low residency program at SIT
Graduate Institute.
 Jaime Durham is the Program Coordinator for SIT’s new Low-Residency MA TESOL
program. She has taught English in South Korea, Thailand, and the United States.
Identity Dialogues: International and Domestic Students Discuss Power and Privilege
Emily Spitzman and Mike Waugh, SCG 405
In this demonstration, presenters will explain the origin of and the curriculum for Identity
Dialogues, a seven week series that facilitates meaningful dialogue between international and
domestic students. The discussions focus initially on exploring the identities of participants and
then they move deeper into issues like stereotyping, labeling and microaggressions. HE, S
 Emily Spitzman, Ph.D. in Education from University of Rhode Island and M.A.T. from
SIT, teaches in the ESL Department at Johnson & Wales University.
 Michael Waugh, M.A. in International Education from SIT, has worked as an
international student advisor, director of study abroad and intercultural programming
coordinator.
Structuring Instruction with Color and Form: Tools for Shaping Thinking
Kristin Armstrong, IC 101
Vital pieces of instructional sequences for ELLs are the tools we give students to help organize
their thoughts and information. In this session, participants will explore structures for scaffolding
writing, with special attention paid to the Painted Essay© as a discourse-level organizer of
student thinking and expression. S, E
 Kristin Armstrong is a grades 5-8 ELL teacher in Lebanon, NH. She also is a senior
consultant with the Vermont Writing Collaborative.
What Does it Mean to be a Critically Reflective Teacher?
Beverly Burkett, IC 201
Many teachers lay claim to being a reflective practitioner, but what does it mean to be critically
reflective? In this workshop participants will explore this topic by viewing their practice through
four different lenses. They will be introduced to practical approaches to critical reflection to
rethink and energize their teaching. HE, E, S
 Beverley Burkett is a language teacher educator. Her areas of expertise include course
design, teaching content through the medium of English and multilingual education.
3:15 – 3:30
Closing Remarks and Book Raffle – IC
Audience Abbreviations
E= Elementary
S= Secondary HE= Higher Education W= Workplace ESL
AE=Adult Education
TTP= Teacher Training/Preparation
IRE= Immigrant/Refugee Education
7