Shu Yun Huang, California State University, Los Angeles
Convention Center 319
1:30 p.m. – 3:00 p.m.
Graduate Student Forum: S
This presentation discusses how an English Language Development (ELD) curriculum gears towards the California Exit Exam diminishing effective and appropriate language learning, and the strategies in how to combine exam content with instruction for the dynamic ELD population.

Gemmie Kwok, California State University, Los Angeles, Holly Avenue Elementary
Convention Center 319
1:30 p.m. – 3:00 p.m.
Graduate Student Forum: E
The presenter reports the results of a study conducted in her ESL, fifth grade writing class in Southern CA. The presenter discusses teaching strategies and implications which students were provided background knowledge through reading of various materials and analyzing text structures.

Chih Cho, Triumph Education Center
Convention Center 319
1:30 p.m. – 3:00 p.m.
Graduate Student Forum: A
This case study examines the difference between first language (L1) and second language (L2) which leads to the target language (TL) fossilization. The result indicates there are significant factors on language choice, linguistic mode, and mindset mode which account for fossilization. Teaching implications yield feasible ways to apply in classrooms.

Mark Sullivan, Monterey Institute of International Studies
Graduate Student Forum: E
10:30 a.m. – 12:00 p.m., Convention Center 319
This study sought to determine the reasons that a teacher uses Spanish in a mainstream second grade public school classroom. The participants in the study included a teacher with beginning-intermediate Spanish proficiency and four Latino students whose primary language at home is Spanish.

Leopoldo G. Balayon III, Biola University, Convention Center 319
Graduate Student Forum: C/U
10:30 a.m. – 12:00 p.m.
This paper discusses actual learner perception of the importance of vocabulary in language learning and argues for a more intentional approach to vocabulary teaching in ESL programs. The paper also discusses research in the area of vocabulary that necessitates MA TESOL programs to include the study of lexical acquisition as a required subject.

Anne-York Herjeczki, Santa Monica College, Biola University; Amanda Dago, Cal State Fullerton, Biola University
10:30 a.m. – 12:00 p.m., Convention Center 319
Graduate Student Forum: CC
Does it matter if we prepare our students in advance for speaking in small conversation groups or are we wasting classroom time by filling the whiteboard with “useful” vocabulary? Findings based on research concerning the quantity and quality of language interaction in two types of discussion groups will be presented.

Amel Farghaly, Monterey Institute of International Studies; Defense Language Institute
Graduate Student Forum: All
As TESOL professionals, we communicate with a diverse body of individuals. Have you ever had Arabic speaking students whose communication style left you wondering? Could an understanding of “turn-taking” norms for Arabic speakers achieve better communication? Come and learn about how turn-taking patterns of Arabic speakers can affect your class.

Laya Moghadam, CSU Los Angeles
Graduate Student Forum: All
The presentation explores the literature and discusses its implications for future ESL classes to implement a Lingua Franca. It suggests possible programs for eradicating the concept of teaching ESL with the goal of imitating native speakers and focuses on intelligibility and identity that is in keeping with sociolinguistic realities. 

Christiene Woods, CSU Los Angeles
Graduate Student Forum: A
The presenter will report results of a study that reveals the attitude of soon-to-be citizens in a citizenship class in Los Angeles toward language policy from assimilationist and multiculturalist paradigms. The presenter will describe results and will discuss the implications of these attitudes for language educators.

Valentina Zargaryan, CSU Los Angeles
Graduate Student Forum : All
The presentation will include the findings of the study about men and women interacting in a second language classroom based on whole and small group discussions. The results will be shared with the audience. Also, this study will teach future teachers to be careful of the gender related words they use in the classroom and understand how it would influence their students’ participation.