Indiana Teachers of English to Speakers of Other Languages

INTESOL 2023 Session Descriptions: 3:00

You can find session descriptions for 3:00-3:45 below

3:00 - 3:45




Interest Section


Publishing from Practice & Research

Brandon Sherman, Beth Samuelson & Haiyan Li – INTESOL Journal

In this interactive panel discussion, members of the INTESOL Journal editorial board share their perspectives and experience on publishing with ITJ, and provide opportunities for you to pitch and receive feedback on potential articles in small groups. This session is for anyone who might be interested in publishing with ITJ.


Adult/Community Programs, Advocacy, Applied Linguistics, Elementary Education, Intensive English Program, K-12, Refugee Concerns, Secondary Schools, Teacher Education, Technology, University/Higher Education

Salon A

Free Tech Tools for Teachers and MLs

Amy Sturgeon – Tippecanoe School Corporation

Do you need some new tech tools that are FREE, ad-free, and have great potential to help multilingual learners (and others!) in your classroom?  Come learn about ANTON, CLOZEit, and Vocaroo, and be able to use them today!  

K-12, Teacher Education, Technology

Salon B

Writing Success & Our MLLs

Amy Halsall – MSD Warren Township

Do you want to learn strategies to help your students develop their writing skills? Participants will learn how to develop background knowledge and writing together while students are engaged and eager to share their knowledge in writing.
This session is geared towards elementary educators and MLL educators who work with elementary school students.

Elementary Education

Salon C

Oral Corrective Feedback in L2 Writing

Runlan Liu – Ball State University

This research delves into the incorporation of Oral Corrective Feedback (OCF) within the framework of Dynamic Assessment (DA) for L2 writing, aligning with Vygotsky's sociocultural theory. By exploring OCF's potential advantages, this study enhances second language writing pedagogy, contributing to the creation of interactive and conducive learning environments for language learners.

Adult/Community Programs, Applied Linguistics, Intensive English Program

Salon D

Trauma Informed Principles in Teaching Alejandro Baquero-Sierra, Ofelia Castro Schepers, & Trish Morita-Mullaney – Purdue University We used Funds of Knowledge and Trauma Informed Practices framework to explore the elementary school teachers’ ideas in a project about family multiliteracies. We discuss the tensions between relationship-building and the institutional perspective of families at school and new opportunities to address these topics in professional development activities. K-12, Teacher Education, University/Higher Education Salon E 

Dynamic Assessment for Language Teachers

Ali Kushki – Purdue University

Presenter explores Vygotskyan Dynamic Assessment (DA) and its underlying concept of Zone of Proximal Development, offering practical guidance for incorporating DA into language classrooms as a tool to assist English Language Learners. Presenter will include a real-world example to illustrate its practical application for teachers having ELLs in their classrooms.

Applied Linguistics, Elementary Education, K-12, Teacher Education

GB 1-2

ESLLs' Dissertation Writing Challenges

Padam Chauhan – Options Charter School

The paper reports on qualitative research that investigated ESL students' dissertation writing challenges. Results revealed that participants encountered numerous dissertation writing challenges, including research topic selection, supervisor selection, lack of resources and services, and dissertation supervisors' superficial feedback. Implications for academic writing instructors, dissertation supervisors, and writing tutors are discussed.

Advocacy, Intensive English Program, Teacher Education, University/Higher Education

GB 3

My “Top 10” Low-Prep Strategies for MLs

Anne Garcia – Purdue University

After interviewing Spanish-speaking ML students about their experiences in an Indiana secondary school, we developed a list of tips for teachers based on those interviews. These no- and low-prep practical strategies can help students learn more content and language in classrooms.

Advocacy, K-12, Secondary Schools

Zoom 1

Empowering ESL Students through Task-Based Learning and Writing

Qian Wang – North Carolina State University

The COVID-19 pandemic has profoundly disrupted the traditional landscape of education, leading educators to adapt and innovate in unprecedented ways. As we continue to grapple with the challenges it presents, the need for creating inclusive, equitable, and diverse learning environments becomes more critical than ever (Fedorova et al., 2020; Alamri, 2021; AlAfnan et al., 2023).
In this presentation, we will delve into Task-Based Learning (TBL) theory to enhance ESL students' proficiency in academic and professional writing. Specifically, we will explore concepts such as discourse, style, and genre, while also addressing the common obstacles faced by ESL students and how curriculum development can be tailored to ensure their success.

Adult/Community Programs, Intensive English Program, University/Higher Education, Curriculum and Instruction

Zoom 2

INTESOL is a 501(c)3 non-profit organization.

9517 Nora Lane, Indianapolis, IN 46240

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