15th Annual Summer Intensive Workshop 2009
Teaching Readers of English: A Multidisciplinary Perspective
July 10-12, 24, 26
(offered on a one and three credit basis)
Featured Workshop Leaders:
John Hedgcock, Monterey Institute of International Studies
Dana Ferris, University of California, Davis
Printable Workshop Flyer with Schedule
Workshop Description
With the global spread of English as a lingua franca for professional and academic communication, the ability to read accurately, effectively, and efficiently in English is critical for all who work in professional and academic contexts. As the population of multilingual students has continued to grow (in North America and elsewhere), working with such students is now an integral part of professional preparation for all English teachers--regardless of their disciplinary backgrounds.
At the same time, fundamentals of providing systematic reading instruction in academic literacy education are often overlooked.
This workshop, designed for both secondary and college-level English teachers, is based on the workshop leaders’ recently published Teaching Readers of English (2009: Taylor & Francis), which won the 2009 CATESOL David Eskey Award.
A range of topics will be covered, including: an overview of characteristics of multilingual readers, the elements of English texts and how they may be problematic for L2 readers, the process of designing intensive reading lessons, working with vocabulary in the context of reading, and implications for text selection, course/lesson design, and reading assessment.
Understanding that there is no single "one size fits all" approach in working with second language literacy students, participants will also explore ways to develop instructional practices that respond to students' linguistic and cultural differences and to the ways their previous educational pathways have (or have not) prepared them to read English effectively at advanced academic levels.
Participants in the 1-credit option will complete a short reflective workshop related to workshop principles. Those enrolled in the 3-credit option will engage in a more extensive project to be evaluated on Friday, July 24;and give an oral presentation on their project on Sunday, July 27.th Breakfast and lunch will be provided July 10–12 and July 26. The is a $100 material fee for the course which includes all texts. On campus housing is available if desired, with both single and double occupancy options.
Workshop Leaders
Dana Ferris (PhD Applied Linguistics, USC, 1991) is Associate Professor and Associate Director for Lower-Division Writing in the University Writing Program, Dana returned to UC Davis, her undergraduate alma mater (BA English, 1982) in 2008 after 18 years as Professor of English at California State University, Sacramento, where she directed the MA TESOL Program and the ESL writing program. Dana has been living in Davis with her family since 1991. She has published a number of books, chapters, and journal articles. Her books include Teaching ESL Composition and Teaching Readers of English (both with John Hedgcock), Response to Student Writing, and Treatment of Error in Second Language Student Writing. Her research has focused extensively on responses to student writing and on written corrective feedback in second language writing. Dana also serves on the Editorial Board of the Journal of Second Language Writing and has served on the Board of Directors of CATESOL (California Teachers of English to Speakers of Other Languages).
John Hedgcock is Professor of Applied Linguistics at the Monterey Institute of International Studies. A faculty member in the MATESOL/MATFL Program, he is co-author of Teaching Readers of English and Teaching ESL Composition, (both with Dana Ferris). His recent publications include articles and chapters on L2 literacy, classroom second language learning, and teacher education. He currently serves on the Editorial Board of Applied Language Learning and the TOEFL Committee of Examiners.
Project Evaluators
Brock Brady, Co Director, American University TESOL Programs, teaches courses in Language Assessment, Cultural Issues in the ESL/EFL Classroom, and Curriculum and Materials Development. His research interests include cross cultural discourse analysis, teaching pronunciation, association management, and distance learning. Brady, a former TESOL Board member and Chair Elect of the Nonnative English Speaking Teachers Interest Section, is now the President Elect of TESOL. A former Fulbright Scholar and Peace Corps Volunteer, Brady has taught in Angola, Egypt, Korea, France, Panama, South Africa, and the United States, as well as managing English Teaching Programs for the US State Department in Burkina Faso and Benin.
Angela Dadak received her BA in Russian Area Studies from Dartmouth, and then after teaching English abroad in Poland and Peru, she returned to the US and earned her MA in TESOL from the Monterey Institute of International Studies on the central coast of California. In her position as International Student Coordinator for the College Writing Program (CWP) at AU, she primarily works with students adjusting to US academic work and with the CWP faculty who have international students in their classes.
