As we re-envision multilingual education to transform the future, we must build on a strong pedagogical foundation. TESOL’s The 6 Principles for Exemplary Teaching of English Learners sets out the basic knowledge and skills teachers need to establish optimal conditions for second language acquisition, honor native language assets, and provide effective instruction and assessment. But communicating and working proficiently in a new language for social, academic, and employment purposes, requires learners to apply language and literacy skills to subject area knowledge. The SIOP Model is a well-researched and effective approach for making subject topics comprehensible to learners while simultaneously developing their reading, writing, listening, and speaking skills. This keynote explains the 6 principles, illustrates how the SIOP Model complements and extends them, demonstrates techniques that teachers can apply in their classrooms, and describes how teachers collaborate with subject area colleagues to identify relevant academic language goals.
Deborah J. Short, Ph.D., is TESOL International Association’s President for 2020-2021. She founded and directs Academic Language Research & Training LLC, and provides professional development on academic literacy, content-based ESL/EFL, and sheltered instruction worldwide. She has led many research projects and program evaluations related to English learner education and co-developed the SIOP Model for sheltered instruction. Her publications include The 6 Principles books (TESOL), Reach, Reach Higher, Inside, and Edge ESL textbooks (National Geographic
Learning/Cengage), SIOP Model books (Pearson), and numerous professional journal articles. She
has taught ESL and EFL, in New York, California, Virginia, and the DR Congo and presented at
conferences around the world.
Jeff McQuillan: Harry Potter and the Prisoners of Vocabulary Instruction: How Should We Teach Academic Language?
What’s the fastest way to help students acquire the academic vocabulary they need to succeed in school? Most researchers recommend some form of explicit, direct instruction of individual words. I show that this is in fact the *least* efficient way to teach vocabulary of any kind. The alternative is much faster and much more enjoyable: reading for pleasure. I’ll highlight the latest research showing why kids who read series fiction like Harry Potter learn more academic vocabulary in a shorter period of time than can be taught in any intensive vocabulary instruction program, and provide some guidelines for implementing pleasure reading in the classroom.
Jeff McQuillan was an Associate Professor of Secondary Education at California State University, Fullerton. He currently works as a Senior Research Associate at the Center for Educational Development in Los Angeles, California, where in addition to publishing studies on second language education, he helped create a popular language learning website (ESLPod.com) and podcast (English as a Second Language Podcast).
Cristina is a Bilingual Education Specialist at the Illinois Resource Center and other organizations. She collaborates with educators in the US and Canada on developing culturally and linguistically sustaining multi-tiered systems of support (MTSS); mathematics; literacy across the content areas; multilingual education; engaging parents, Multilingual Learners with Special Educational Needs, and supporting Pre-K educators who serve Multilingual Learners. Cristina has taught at the elementary, middle school and university levels in the US and Mexico. At present, Cristina teaches graduate and undergraduate courses in the areas of Biliteracy, Assessment, and Foundations of Language Minority Education. For the past 18 years, Cristina and her colleague, Theresa Young (Speech-Language Pathologist, Ontario, Canada) have collaborated to support school problem-solving teams as they develop more culturally and linguistically sustaining learning environments. Cristina co-authored the book: Special Education Considerations for English Language Learners: Delivering a continuum of services (Caslon Publishing, 3rd edition 2021), and is co-author of a book in the Oxford University Press Key Concepts series: Focus on Special Educational Needs (October 2018), as well as various articles and chapters on addressing Multilingual Education. Cristina and her husband have raised their daughter bilingually.
Fabiola Torres: Online Dojo - Building Rigor with Empathy and Trust.
Fabiola Torres @iLearnNow is an online Ethnic Studies professor at Glendale Community College an Equity facilitator for the Online Network of Educators (@ONE) for the California Community College system. During the pandemic, Fabi collaborated with a number of colleges throughout the country in offering professional development workshops and keynote presentations focussing on applying equity-minded methods such as culturally responsive teaching in the online environment, and humanizing online teaching and learning. Her teaching principles are inspired by her M.A. in Chicana/o Studies from California State University, Northridge & her second M.A. in Learning Technology from Pepperdine’s School of Education and Psychology. She was a featured faculty at InstructureCon 2019 for her humanizing online methods in Canvas (LMS) and was awarded the Online Learning Consortium Advocate Award for Diversity and Inclusion in July of 2020.
Karla was born and raised in the archipelago of Puerto Rico, a colony of the United States since 1898. She holds a Bachelors in Secondary Education from the University of Puerto Rico, Río Piedras Campus and is currently studying her Masters in Teaching English as a Second Language at the University of Illinois at Urbana-Champaign. She has had the privilege of teaching both Spanish and English in nearly all K-12 levels, as well as adult education, in Puerto Rico. In the US, she has taught Academic Writing for the ESL program at UIUC and has explored human-centered design through the development of serious games, upcycled language games and UX Evaluations of the Safer in Illinois App. She also collaborates with the Education Justice Project, UIUC's college in-prison program at Danville Correctional Center. Her research interests include Critical Pedagogies, Applied Linguistics, Minimalist Syntax, and Raciolinguistics.