EVO2023 Proposal
Session Title:
Grammar for TESOL
Logo:
Abstract:
Grammar for TESOL aims to provide some general theoretical and practical knowledge of grammar as well as some suggested tasks for beginner and experienced TESOL teachers to apply their understanding of that knowledge as they prepare for more interactive grammar lessons
Target audience:
Beginner and experienced TESOL teachers who are interested in visiting/revisiting the knowledge and theory behind their grammar teaching and developing multimodal grammar lessons.
Session objectives:
By the end of this session, participants will have:
- reflected on and shared their beliefs about learning and teaching grammar
- acquired some foundational theoretical knowledge related to grammar and pedagogical grammar through interactive content
- applied their understanding of this knowledge through creating a grammar-focused lesson plan or activity using online tools
- practiced grammar-related error correction and feedback on sample student work
- set professional development goals related to what was covered in the session
Syllabus:
Week 1: (January 9 - 15)
During this week (Orientation and Introductions), participants will:
1. get acquainted with other participants and session moderators as well as the online platform and tools used for this session.
2. answer a short quiz on Netiquette
3. choose a metaphor for teaching grammar and explain their choice.
4. answer an online survey on some more specific aspects of grammar instruction, and respond to the results of the survey. A few resources will be posted for optional review before answering the survey.
Week 2: (January 16 - 22)
During this week (Teacher Knowledge), participants will:
1. review their understanding of grammar content knowledge using Quizlet and share their responses to a reading on grammatical terminology.
2. create a presentation to show their understanding of the difference between the content knowledge and the pedagogical content knowledge of a verb tense (e.g. the present perfect tense). Suggestions for online presentation tools: prezi, slideshare, emaze, or visme . They will share a link to their online presentation on the discussion forum and give and receive responses on these presentations. Some helpful media resources will be provided.
3. (optional) read and record their response to a blog entry on the knowledge of learners. They are invited to respond to its arguments and/or some of the suggestions and responses in the comments section of the blog.
4. provide mid-session feedback
Week 3: (January 23 - 29)
During this week (Practice: Grammar-Focused Lesson Planning and Material Development), participants will:
1. brainstorm characteristics of suitable materials for grammar instruction
2. check out some online tools that can be used for grammar instruction (Quizlet, Kahoot, Nearpod, Padlet, Edpuzzle)
3. watch a video, review a sample lesson plan and work in teams to complete a grammar-focused lesson plan template using an online collaboration tool and showcase their work to the whole team. (Participants will sign up for one of a list focus groups)
4. upload their team's lesson plan and give feedback on the other teams' lesson plans/activities
5. (optional) reflect on the feedback you have received
Week 4: (January 30 - February 5)
During this week (Practice: Error Correction and Feedback), participants will:
1. answer a general survey on error correction and create a more focused survey (using Google Forms or Survey Monkey) that they share with colleagues and/or session participants to collect teacher perspectives on correcting grammar errors in your specific context.
2. (optional) review a reading on students’ beliefs and another on a teacher's perspective on error correction.
3. practice error correction and giving individualized feedback on a sample student writing, upload their annotated version and share their rationale in this week's discussion forum.
Week 5: (February 6 - 12)
During this week (Ongoing Professional Development and Session Wrap-Up), participants will:
1. explore observation as continual professional development using some broad criteria
2. review online opportunities for ongoing professional development
3. participate in the End-of-Session Wrap-up Activity
4. complete an End-of-Session Survey
Media:
- Interactive space (Discussion Forum on Canvas)
- Content space (LMS: Canvas)
- Live meeting space (Zoom)
Other technology tools:
Quizlet; Kahoot; Padlet ; Flip; Screencast-o-matic; VoiceThread; Nearpod; Canva
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Instructions to join the session:
You can use the URL: https://canvas.instructure.com/enroll/4PNEFT Alternatively, you can use the following join code: 4PNEFT
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Suggested sponsor(s): Sponsors are professional associations who would be willing to advertise your session in their elist or newsletters, and who would help create an audience for your session and an interest in EVO participation. (No money or other physical support is requested!) TESOL Interest Section(s) or affiliate(s), IATEFL Special Interest Group(s), or other group(s) who could sponsor your session, such as JALT, KOTESOL, or AVEALMEC. NOTE: The EVO Coordination Team will arrange for TESOL-IS sponsorship, but please tell us which Interest Section (now called CoPs) you feel would be most likely to sponsor your session. For non-TESOL organizations, we ask that you list all likely sponsors, but please confirm sponsorship with them yourself after your proposal is accepted.
NOTE: State the name of the person who approved sponsorship and the date next to the organization.
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Sponsoring organizations |
Name / date of approval |
| CALL Interest Section of TESOL (CALL-IS) |
Jane Chien, Chair / December 1, 2022 |
Moderators:
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Name (last, first) |
Email address |
Location (country of residence) |
Institutional Affiliation |
Status of moderator (new or continuing?) |
If continuing, date of Moderator Professional Development session taken |
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Salem, Naglaa |
salemnaglaaut@gmail.com |
Canada |
TMU (Toronto Metropolitan University) |
Returning |
2022 |
Naglaa is a TESL-Ontario certified instructor and trainer and holds an e-Learning Developer Certificate from Seneca College, Canada. She has extensive experience teaching EAP in several colleges and universities in Canada and Egypt. Naglaa is interested in studies in university pedagogy, specifically, inclusive practices for ELLs in Higher Education.
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| Watanabe, Masahito | wata33@gmail.com | Japan | Yokohama National University | Returning |
2022
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Wata (Masahito) has been in charge of general English courses for university freshmen and sophomores more than thirty years. His general concern is linguistics, phonetics and phonology, pedagogical grammar, and the others. He is a translator of Grammar in Use Intermediate Third Edition (R. Murphy, CUP) and the others. |
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Primary Contact (Lead moderator only, please): The primary contact is the lead moderator of the session. The lead moderator is responsible for making sure that all first-time moderators are registered for the Moderator Professional Development session, and for communicating deadlines, special events like our live webcasts, and other information to moderators.
Name of Lead Moderator: Naglaa Salem
Email address: salemnaglaaut@gmail.com
Terms of Agreement (to be completed by Lead Moderators; please confirm by writing “I agree” in each item.
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Terms of Agreement for EVO Session Lead Moderators |
Confirmation |
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I agree |
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I agree |
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I agree |
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I agree |
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I agree |
The CALL-IS Steering Committee / December 1, 2022