Conference Organization and Schedule:

evening at no cost with coke, beer, wine & snacks.

Introduction of Participants- Natasja Rietdijk, Program Coordinator

Dr. Mary Ann Christison, President of TESOL, Professor of ESL and Director of the International Center at Snow College, Utah

Teaching second or foreign languages is a complex process. Traditionally, language teachers have defined themselves in terms of what they do. Recently, however, language teaching professionals have become very interested in trying to understand how to deal with the many dimensions of what they do. In order to understand this process, it is important to look at the beliefs teachers hold about language teaching and learning that underlie their actions.

This plenary will focus on exploring teacher belief systems. Through several fun and interesting self-reporting activities, participants will explore their own belief systems. Christison will then use the activities and information to introduce a research project that she conducted on the relationship between teacher beliefs and teacher practice in the language classroom.

Respondent: Dr. Joy Reid, Associate Professor in the English Department at the University of Wyoming

Joy Reid will chair a participant discussion of the opening plenary lecture.

Bring your camera - someone will take a group photo for you.

Dr. Joy Reid will follow up on this topic in the Tuesday plenary, The Curricula of Teacher Education Programs: What’s Right, What’s Wrong and Is There a Gap?

Each of the seven colleagues below will have a maximum of 10 minutes to present. Please adhere to the time limit to allow for audience questions, comments and discussion.

- Approaches to Teacher Education: Tajikistan, Valentina Sobko, Dushanbe Teacher Training University, Tajikistan

-Enhancing Teacher Education Through Creative Supervision, Mohammed Hammani, Academy of Khouribga, Ministry of National Education, Morocco

-Paradigms and Dimensions of Teacher Education: The Role of Creative Supervision, Charles Mifsud, University of Malta

-A Case Study from Bulgaria, Violetta Borissova-Shivacheva, University of Sofia, Bulgaria

-Riding the Wave of Change, Jayashree Mohanraj, Central Institute of English and Foreign Languages, Hyderabad, India India

-An Approach to Teacher Education: How Do We Train Students to be Qualified English Teachers? Huang Taiquan, Sichuan Normal University, Chengdu, Sichuan, China

Approaches to Teacher Education at the English Department of the Faculty of Teaching Training and Education at the University of East Timor, Aderito J. Guterres Correia, University of East Timor, Indonesia

2 and the McGowan Room (in the library)

Please select one of the two sessions below to attend.

- Evaluating the Effectiveness of an In-Service EFL

Teacher Education Course, Aysegul Daloglu, Middle East Technical University, Ankara, Turkey

-Interactive Approaches to Teaching American Literature, Galina Sanjieva, Turkmen State University, Ashgabat, Turkmenistan

Seminar Room 2

There are three discussion groups and each has a set of different questions and issues for discussion in two 60-minute sessions. Please also continue discussion of plenary or concurrent session topics. Your group assignments and discussion questions are in your welcome kit. Please elect two group leaders who will take notes and share in the 15-minute presentation of a summary report of the overall discussion on the final day. The final report from the group leaders can include handouts, overhead transparencies etc. It should not be a report of the answer to each question, but a summary of overall ideas and concepts. These questions are meant as a starting point for discussion. Any issue relating to the conference theme can be discussed.

Feature Film "Lean on Me"

The rousing, fact-based story of high school principal Joe Clark, who armed himself with a bullhorn and a baseball bat and slammed the door on losers at Eastside High in New Jersey. Brought in as a last hope to save the school, he chained the doors shut to keep troublemakers out and strivers in. Parents and teachers fought him, but lots of kids loved him. Clark turned Eastside around, becoming a national symbol of tough-love education and appearing on the cover of Time Magazine.

Bierstube Open

At first glance, curriculum development for teacher education/preparation programs seems transparent. Exiting graduate students should learn how to teach English as a second/foreign language in classrooms. On second look, however, the designs of MA TEFL/TESL programs are both diverse and idiosyncratic. Questions abound: What should the focus be? linguistics? teaching methods? content-based or language-based? preparation for PhD work? For what potential students? age, educational background, interests? goals: academic, social, survival? How best to prepare teachers for classrooms? What are the political problems? preparing employees? serving the needs of students learning English serving the needs of English language programs responding to trends and new research? This presentation will demonstrate the results of a survey of U.S. MA TEFL/TESL programs, and the results of a three-day seminar in which Directors of MA TEFL/TESL Programs and Directors of Intensive English Programs in the U.S. discussed the gap that exists between recent graduates and the essential qualities and knowledge needed for their first teaching positions. Participants should come to this presentation with knowledge about the focus and problems involved in EFL programs in their countries.

Respondent: Dr. Adrian Palmer, Linguistics Department, University of Utah, Salt Lake City, Utah

Each of the seven colleagues below will have a maximum of 10 minutes to present. Please adhere to the time limit to allow for audience questions, comments and discussion.

-A Case Study of Teacher Education in EFL in Jordan, Shehdeh Ismail Fareh, University of Jordan, Aman, Jordan

-A Self Study Approach to Content/Discipline and English Language Learning: A Heterogenous Group of Teachers’ Planning, Learning, Teaching and Evaluating Themselves, Sirvart Kevork Sahakian, Mansoura University, Mansoura, Egypt

-The Present State of Teaching English in Bangladesh,

Sujit Kumar Dutta, Chittagong University, Bangladesh

-A Pioneering Teacher Education Program: The Italian In-Service Training Program for Foreign Language Teachers (PSLS- Progetto Speciale Lingue Straniere, Llucilla Lopriore, University of Rome, Italy

-Teacher Education Programs in ELT: Tunisia, A Case Study, Anouar Jaoua, Ministry of Education, Tunisia

-Teacher Education in Kazakstan, Raissa Nezhivykh, Center for the Dissemination of Foreign Languages in the Central Kazakstan Region, Almaty, Kazakstan

-The English Language Education in Central Vietnam: Curriculum, Competencies and Reconstruction, Thai Duy Bao, University of Danang, Vietnam

Please also continue discussions of plenaries, panels, or concurrent session topics.

The McGowan Room (in the library)

Please select one of the two sessions below to attend.

-Developing Student Research Projects, Vera Buresova, Technical University of Liberec, The Czech Republic

-Language Learner Background and Variable Rate of Progress Through an Intensive English Program, Sarah Feingold, Tel Aviv University, Israel

Seminar Room 2

-Into a Unified Germany: Online Inservice Training of English Teachers in Eastern Germany, Bryan Smith and Claudia Sadowski, Martin Luther University Halle-Wittenberg, Wittenberg, Germany

-Two Main Approaches to Teacher Education in Slovakia, Zdenka Gadusova, University of Constantine the Philosopher, Nitra, Slovakia

Seminar Room 2

Please select one of the two sessions below to attend.

-Organizing Teaching Practice in Teacher Training Colleges, Anna Geremek, The Teacher Training College of Leszno, Leszno, Poland

-Teacher Education Program Organization in Nepal, Jai Raj Awasthi, Tribkuvan University, Kathmandu

Seminar Room 2

Fredricka Stoller

Visit the Four-Corners region of the U.S. Tour Grand Canyon National Park, visit other famous national parks with their unique geological formations, and learn about Southwest Indian tribes.

Bierstube Open

A number of recent commentators have concluded that the age of language teaching "Methods" is over. They say that Designer Methods - Silent Way, The Natural Approach, Suggestopedia, Total Physical Response, etc. - are as dead as dinosaurs. These commentators have proposed attention should be properly turned not to Methods but to method-free General Principles (Brown, 1994) or Teaching Expertise (Freeman, 1993). Where does this leave the traditional LTE course (or courses) entitled "Methodology"? My presentation, through song and story, reprises the changing views towards Methods and Methodology. I propose that before "Designer" Methods, as primary focus for LTE courses in Methodology, are finally laid to rest, an autopsy may be appropriate. I offer a comparative analysis of Methods and suggest that personality-based promotional publicizing of Methods has obscured some basic pedagogical commonalities which bear re-examination. It is these heretofore unrecognized commonalities that comprise the secret synergy of Methods and which provide the basis for several alternative views of the nature and content of future

Methodology courses in LTE.

Respondent: Dr. Fredricka Stoller

The World Wide Web (WWW) will be briefly introduced and participants will then have time for hands on use of the WWW with the Center’s computers.

Reception to Meet the Artists

Venetian Room

Language teachers are searching for effective ways to integrate language and content instruction in their classrooms. The Six T's approach to content-based instruction-- based on themes, topics, texts, threads, tasks, and transitions--provides teachers with a framework for creating a coherent curriculum and well-articulated lesson plans that meet their students' language- and content-learning needs. In order to understand how this approach can be integrated into teacher education programs, the presenter will provide a rationale for the approach, describe the six T's and their interrelationships, and discuss ways in which the approach can be integrated into teacher education curricula.

Respondent: Ted Rodgers

Each of the six colleagues below will have a maximum of 10 minutes to present. Please adhere to the time limit to allow for audience questions, comments and discussion.

-Towards New Trends in Teacher Education,

Rusudan Tsitsishvili, Tbilisi State University, Tibilisi, Georgia

-Designing a University Literary Primer in EFL: From Theory to Practice, Arab Si Abderrahmane, University of Algiers at Bouzareah, Algiers, Algeria

-Methods and Teacher Education in Moldova,

Ana Gorea, Independent International University of Moldova, Chisinau, Moldvova

-The Formation of the Teachers’ Communication Skills, Nadezhda Aleksanodrovna Krasavtseva, Perm State University, Perm, Russia

-Program Organization in Estonia, Suliko Liiv, Tallinn Pedagogical University, Estonia

-Cross Cultural Instruction in the ELT Classroom, Nina Andreyevna Kopatcheva, Minsk State Linguistics University, Minsk, Belarus

Please select one of the two sessions below to attend.

Communication in the EFL Classroom: What and How, Miguel Nuno Vasconcelos Gusmao, Universidade Do Minho, Braga, Portugal

Use of L1 in the L2 Classroom, Geert Popma, The Hoge School Holland, Amersfoort, Holland

Seminar Room 2

Each of the three discussion groups has 15 minutes to present a summary of their work. You may use photocopied handouts or transparencies and the over head projector if you wish. Again, do not present a questions-by-question summary but an overview and summary of key issues.

Please check out of your rooms by 10:00 a.m.

Please pay Reception for any telephone calls made.