Writing Successful Session Proposals.
Learn how to craft a winning session proposal for the TESOL Convention 2021 in Houston. Explore key components, such as title requirements, checklist for proposal rubric, and disqualifying factors. Gain insights into choosing the right context, setting, focus, and strands for your proposal submission.
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Writing Successful Session Proposals Guidelines and Criteria TESOL Convention 2021, Houston
Overview Useful Information While Making Submission Choosing Context, Settings, Focus and Strands Session Types Essential Proposal Components Writing the Abstract and Session Description TESOL Approved Acronyms and Abbreviations 2
Useful Information While Making Submission Title, Checklist for Proposal Rubric, and Factors Disqualifying Proposal 3
Title Requirements Keep your title to 10 words maximum. Don t use question marks or exclamation marks. The first letter of Verbs, Nouns, Adjectives, Adverbs and Pronouns must be capitalized. Lower case must be used for conjunctions, articles and prepositions of fewer than four letters. 4
Check list for Proposal Rubric Does your proposal highlight importance & appropriateness of topic to the audience? Does your proposal address a topic of current interest in TESOL? Does your proposal make reference to current pedagogy, research or theory in TESOL? Does your proposal indicate a coherent description of the session content and plan? Did you clearly identify the objectives and outcomes for participants and intended educational settings? Does your proposal indicate appropriate length, content and delivery methods for your session? Is it a well written proposal in terms of overall clarity? Is your proposal free of typographical, grammatical or other type of errors 5
Factors Disqualifying Proposals A proposal will be disqualified if it: is submitted after 5 pm EST June 10, 2020 . is incomplete or does not follow the instructions in this Call for Proposals. includes identifying information for the presenter(s) such as names and institutions in the title, abstract, or description. promotes commercial interests. is submitted to multiple strands, whether the proposals are identical or substantially similar. is plagiarized. 6
Now choose your strand, context, setting, and focus. 7
Choose Your Session Type Types of sessions that you can apply for 9
Session Types Presentation Workshop Panel Poster Dialogue Teaching Tip 10
Session Types Workshops - Engage participants in structured hands-on development of specific teaching or research technique. Provide interactive activities for attendees to share information and participate in simulation. Presentations Individual or up to 4 presenters. Share ideas, experiences and perspectives gleaned from research or practice. Provide opportunities for attendee participation. Serve as springboards stimulating further discussion 11
Session Types Panels Multiple, short presentations/ discussions of a current ELT issue by 3-6 presenters. Focus on practice, research, and/or advocacy. Posters Academically sound scholarly or creative projects by 1-2 presenters. Present information in a visually engaging format. Highlight work through charts, graphs, maps, etc. 12
Session Types Dialogues Peer-to peer facilitated session on a hot topic in TESOL. Aim at audience involvement. Reflect strong, up-to- date knowledge of the topic(s). Teaching Tips Oral summary of presenter s work in relation to practice. Provide a synopsis of the techniques, including brief description of the teaching tip. 13
Writing the Abstract and Session Description 14
Now consider what to include in your abstract and session description. 15
Territory Establishes the situation in which activity is placed or physically located. Examples Encouraging reflective teaching has become a widespread practice in L2 teacher education. Educators in general, and particularly language educators in an EFL context, need to evaluate teaching experiences that have proved to be successful. 16
Reporting Previous Research Report or refer to earlier research in the field or refer to terms used in the research area Examples Multiple Intelligences theory by Harvard Professor Howard Gardner in 1983 explained that learners possess different intelligences and apply them in more than one way to interpret information, solve problems and create things (Gardner, 1993). Experienced practitioners know that L2 teacher identity formation is a co-constructed, negotiated, and ever-changing process. (Duff & Uchida, 1997) mediated by personal beliefs and socio-cultural factors (Flores & Day, 2006). 17
Gap in the Research Indicate there s a lack of knowledge or problem in the field of study Explain this motivated the study. Examples While largely studied among L2 teachers, language awareness has rarely been examined among educators of multilingual youth who are not themselves L2 specialists. Yet, many academic-preparation programs often follow a traditional grammar syllabus, which may not make explicit to students the way in which particular lexico-grammatical structures are used in academic writing to achieve specific purposes. Writing and conversation with colleagues are useful tools for reflective teaching, but the privileged scientific report format hinders the widespread publication of teacher reflections. 18
Goal What is the goal of your session and how will you achieve it? Means 1 Methods to achieve your goal. Means 2 How you will organize the talk or session to achieve your goal. 19
Means 1 Methods to achieve your goal Explain how you will achieve your goal. Indicate research methods, procedures, plans of action and tasks leading to the goal. Examples - In the project, classes met once a week with the majority of instruction and classwork delivered in an online format. This cross-sectional study was designed to explore the reflective practices of pre-service teachers (N=10) registered in two mandatory 7-week courses (i.e., Methods of Teaching EFL and EFL Practicum) in a TEFL certificate program. 20
Means 2 Methods to structure your session How is the talk organized? Include the methods and procedures which structure the actual presentation. Examples - This colloquium focuses on the sequences of classroom tasks that recycle vocabulary to promote word retrieval and continued independent vocabulary acquisition This presentation will briefly review research on academic literacies of multilingual writers and report on the main findings of a multiple case study with international, generation 1.5, and native-speaking students. 21
Combining Components in Your Session Description Presenters can follow any of these combinations while writing their proposals. Territory + Research Research suggests that students will not gain university academic language proficiency through incidental learning alone; intentional learning is required (Schmidt, 1993; Schmitt, 2008). Research + Gap + Means However, developing AWL-based classroom activities that employ lexically-oriented approaches and promote independence in vocabulary learning does not guarantee that students access and use targeted words once the class is over. This colloquium focuses on sequences of classroom tasks that recycle vocabulary to promote word retrieval and continued independent vocabulary acquisition. 22
Outcomes - Research based Describe anticipated results, findings or achievements of the study. Examples - Results indicate that by the end of the course, PSTs are actually able to imagine themselves as L2 professionals. This study contributes to the field in different ways. First, it provides evidence that Second,it describes what strategies 23
Outcomes Theory based Explain the intended or projected outcomes. Show their real-world utility to educators, students, or other stakeholders. Examples - In addition, these results provide insight into the importance of English language ability in these same classroom roles. We end our colloquium with a call for more forums in widely-distributed publications for sharing classroom practices and results of reflective teaching 24
Attendee Benefits Explain the intended or projected outcomes for the audience. Examples - Participants will leave with handouts that detail resources, key features, sample texts and pedagogical applications to adapt to various classroom contexts. Presenters offer rationales for choices made and provide handouts outlining pertinent steps, tips, and caveats in order to inform teachers classroom practices. 25
Summary of Proposal Components 5) Means 1 How we will achieve this 6) Means 2 How the talk is organized 7) Outcomes The findings 8) Benefits What attendees gain 1) Territory Where (physical/ theoretical) 2) Reporting Previous Research Relevance via citations 3) Gap What we need to know 4) Goal What we will do 26
Reflect Please reflect on the following questions before making the final submission. Did I show that I was knowledgeable? Did I report some previous work? Did I explain step by step what I want to discuss? Did I explicitly present the outcomes/findings? Did I show how my idea is relevant to a larger audience? 27
TESOL Approved Acronyms and Abbreviations L1 First Language L2 - Second Language CALL Computer Assisted Language Learning CBI Content-based Instruction CLIL Content and Language Integrated Learning EAP English for Academic Purposes EFL English as a Foreign Language EL English Learner EIL English as an International language ELL English Language Learner ELT English Language Teaching ESL English as a Second Language ESOL English for Speakers of Other Languages ESP - English for Specific Purposes IEP Intensive English Program ITA International Teaching Assistants NNEST Nonnative English Speakers in TESOL SLA Second Language Acquisition TESOL Teaching/Teachers of English to Speakers of Other Languages TEFL Teaching/Training of English as a Foreign language 28
Thank you! 29
