TALGS 2009
East Carolina University

Saturday February 21, 2009 9:00am-5:00pm


The purpose of this small, student-run conference is to provide a serious but relaxed environment where graduate students and professionals working in TESL/TEFL and a variety of Applied Linguistics fields to present their work and receive feedback. The TALGS Conference provides graduate students and TESOL professionals (including ESOL, TESL, EFL, ESL, TEFL, etc.) a forum to showcase their research and practices. TALGS is committed to bettering the educational experiences of language learners in the community by providing a comfortable environment where an interaction between theory/research and practice/teaching is possible.

Call for Papers:
TALGS is not a theme-based conference. We encourage submissions from a variety of fields that can make a contribution to an understanding of language use, language teaching or language learning. This year, we're especially interested in cross-disciplinary proposal submissions. For instance, proposals with relevance to language learning from the fields of sociolinguistics, sociology, education, foreign languages, and psychology will be considered. Proposals grounded in action research, works in progress, and pilot research are also welcome. Presentations requiring computer facilities can be accommodated. Multiple proposals will be considered. Proposals must be submitted electronically. You can register here.

Session Formats:
a) Papers
(30 minutes; 20 minutes for presentation, 10 minutes for questions and answers)

b) Workshops
(Workshops tend to involve practical, hands-on "presentations"; 40 minutes.)

c) Discussion Panels
(Discussion panels involve the leader(s) of the panel moderating discussion about a specific topic and focused on a specific set of questions. 40 minutes)

Invited Speaker:

Jodi Crandall

Department of Education
University of Baltimore - Maryland County

Jodi Crandall

JoAnn (Jodi) Crandall is Professor of ESOL/Bilingual Education and Director of the interdisciplinary Ph.D. Program in Language, Literacy and Culture at the University of Maryland, Baltimore County (UMBC).  She is the author of more than 100 books, articles, and monographs on issues of program design, curriculum and instruction, and teacher education as these impact academic language and literacy for secondary and adult English Language Learners (ELLs).

She was director of a five-year project to improve academic English and postsecondary participation among secondary school immigrant students (funded by the Andrew W. Mellon Foundation) and of a national content-based language instruction research project (funded by the U.S. Department of Education) which identified key characteristics and described models of content-based language programs through a series of case studies.  More recently, she has focused on issues of transition for adult English language learners, with a brief study of adult ESL in the community college, and a two-year study of promising practices in instruction and professional development in adult ESL at five community colleges (funded by the William and Flora Hewlett Foundation), including a close look at ways of transitioning adult ELLs into adult, academic and career education. She is currently preparing a white paper for the National Institute for Literacy on issues of adult ELLs and healthcare career ladders, focused on issues of program design and curriculum for transitioning adult ELLs of all language and literacy levels into healthcare careers which lead to a sustainable family income. 

Among her more recent publications are Content-based Instruction in Higher Education Settings and Content-based Instruction in Elementary and Secondary School Settings (with D. Kaufman); Adult ESL in the Community College (with K. Sheppard), and Passing the Torch: Strategies for Innovation in Community College ESL (with F. Chisman). 

Dr. Crandall is a frequently invited speaker at national and international conferences.  Recently, she was the keynote speaker at the 2007 Transitions Conference sponsored by the National College Transition Network and at the 2007 National Council for Workforce Education. 

She has received numerous awards, including the Distinguished Scholarship and Service Award from the American Association for Applied Linguistics (AAAL) and the Outstanding Alumna Award from the College of Arts and Sciences at Ohio University.  Dr. Crandall is a former President of TESOL, WATESOL, and AAAL.

Plenary Address:

Sharing Our Expertise: Working with Mainstream Teachers

With the increasing numbers of English language learners (ELLs) at all levels of education and in expanding geographical areas, it becomes critically important for ESL teachers to work collaboratively with mainstream or content teachers to provide an effective instructional program for all students. In this talk, I’ll share some ways in which we can collaborate with other teachers to the benefit of ELLs and ways in which our expertise can be shared to provide an effective integrated instructional program that addresses academic language and content area needs.

Discussion Session:

Standards in TESOL

This discussion session will focus on the use of standards in TESOL-related education. As the former Chair of the Standards Committee for TESOL for the past two years, I will begin by briefly reviewing the four most recent standards projects that TESOL has undertaken: ESL Standards for Pre-K-12 Students, Standards for Teachers of Adult ESL/EFL Learners, TESOL/NCATE Standards for P-12 ESL Teacher Education Programs, and the newest, Technology Standards for Teachers and Learners. We can then discuss experiences and issues related to the implementation of standards-based instruction in ESL.