#TESOL2017 Reflections

I was unsure if I would be able to make it to TESOL this year, but I am so glad I prioritized it. I had an incredible time in Seattle seeing old friends, exploring a city that I truly love, and learning about how to better serve the populations I now teach. All of my presentation materials are available to peruse (for both my Panel and my Workshop).

I attended a number of sessions on Adult Education and Assessment topics, but these three really shined. Any more I should have attended? Care to debrief me? Let me know in the comments below!

  • Merging Health Literacy Education & ESL Instruction Among Adult Immigrants

Cesar’s talk truly inspired me. He opened his talk with this mind-blowing statistic: poor health literacy costs the U.S. up to $238 billion annually! Armed with this knowledge, Cesar helped found a health literacy program in multiple communities in Alabama. He received a grant from the Dept. of Agriculture and sponsorship from the health department and Alabama Community Extension Systems. Held in Catholic churches and public libraries, these meetings merged ESL instruction with teaching students how to successfully navigate the healthcare system in their community. He played some of his students’ video testimonials for us at the end of the talk and naturally, I got a little teary-eyed. I find little more exciting than helping people live longer, healthier lives through English instruction and free community programs. Bravo, Cesar!

I know very little of Alabama’s health care system, but California provides so much to those in need, including incredible healthcare options. These resources are not, however, easy to access for low-literacy individuals (in fact, I had some difficulty accessing the healthcare available to me as a low-income resident, and I have two master’s degrees in English). I would love to work with the department of health to provide a service similar to Cesar’s for Humboldt county! The need is here, we just need the partnerships and grants necessary to get it going.

This talk by three representatives of NYU: Shanghai opened my eyes to the realities of portfolio assessments on a larger scale. My undergraduate university has a senior portfolio as well, and I always wondered about the logistics of implementing such a massive requirement. Of course, the time commitment for teachers is extreme, so the speakers moved from eight multi-draft artifacts (plus reflections!) to three multi-draft artifacts with a cover letter and whole-project reflection.

Portfolios are incredible assessment tools, but teachers have to be invested in the program assessment, not just thinking of it as an afterthought to their classroom work. That buy-in is essential, and is one thing that makes Truman State’s college-wide portfolio a challenge.

One of the most valuable things I gleaned from this talk was the CRADLE-T framework (Collecting, Reflecting, Assessing, Documenting,, Linking, Evaluating, Technology) for successful portfolio projects (Gottlieb, 1995; Huang & Huang, 2010). Both authors are on my reading list!

This talk was incredibly engaging and eye-opening. The presenters teach at the Carlos Rosario International Public Charter School in D.C., an award-winning school with a fantastic adult education model. They prepare language learners for their GEDs, for career advancement, and for higher education, all with tuition-free classes taught by qualified multilingual instructors. This particular talk focused on how they address different literacy levels in the classroom. They do this through routines (sign in, answer a daily question, weather report, greet three people) and rotating roles (one student is a greeter, one student is a janitor, one student is a supervisor, etc.). Many of their ideas came from Vinogradov (2008), who was actually in attendance. My reading list grows! 

Until attending this talk, I had not fully understood the different levels of L1 literacy in my classes. I have a wide range of students in my current classes, including some who graduated from high school in Mexico, and some elderly students for whom my English class was the first formal education they have ever received. Coming from an IEP, I was not entirely sure about how to deal with this range, but I can see how a steady, routine-based approach might improve the quality of the classroom experience for these students. The primary challenge for me, then, is creating a space where routine can exist. This is difficult because I do not teach in traditional classrooms. I drive all over the county holding classes in shared community spaces where students come and go and interruptions are commonplace. I still plan to integrate some of these ideas into tomorrow’s class.

#TESOL2017 Preview: Intersection Panel

I just arrived at TESOL 2017 and I cannot wait to connect with old friends and make some new ones. I hope you can join me in the panel I am speaking on tomorrow entitled “How to Manage, Facilitate, and Teach About Culturally Sensitive Issues” at 9:30 in Room 618. My talk will be about using radical tolerance as part of a feminist pedagogy. For those who do not know, radical tolerance is respect for students, even when they present ideas that challenge your own political identity.

Here is a preview of my handout:

Check back soon for my slides and notes on the presentation.

TESOL 2017 Preview: Electronic Village Workshop

This year at TESOL I was asked to give a workshop in the Electronic Village. My workshop is on the use of SeeSaw Learning Journals in the English language classroom and I have a fun-filled interactive session planned. We will be acting as students by joining a SeeSaw class and completing three realistic, outcomes-oriented assignments that you can use in your own classroom. Once we’ve mastered the student side, I will help participants get their own SeeSaw classrooms set up and ready to go for Monday!

SeeSaw Logo.png

This session will take place on Friday 3/24 from 2:30-4:00 in the Convention Center 608-609. I hope to see you there!

P.S. Check back after the conference for handouts, commentary, and photos from the session.

Settled in California



On the move!

This January, with two-weeks notice, Clint and I filled a 24′ Budget truck and hauled ourselves and our life’s possessions (so many possessions) to Northern CA for Clint’s first permanent job. It was simultaneously exciting, horrifying, isolating, uniting, and numbing. A move like this on such short notice (job offer on January 3rd, in the truck and on the road by January 17th) shakes you to your core and shows you what you’re made of. As it turns out, I’m amazingly resilient and life is full of beautiful surprises.


In case you wondered what it looks like to spend your adult life saying goodbye.

Now that we have been here for 6 weeks, I feel overwhelmingly like this was the perfect fit. We live “behind the redwood curtain” in a relatively isolated part of the Northern California coast that is protected from extreme weather (it’s currently 46 F and overcast but the average year-round fluctuates between 45 and 65 F) and rich in culture. Despite the small size of the tri-town area (Eureka’s population is 26,913, Arcata’s is 17,697 and McKinleyville’s is 15,177) we have theaters, diverse restaurants, and unique local shops. What sets this place apart for me, is the emphasis on the activities we can do without opening our wallets. Arcata, Eureka, and Fortuna all have their own incredible redwood parks/trails. In the same day, you can easily make it from the redwoods to one of the many gorgeous beaches and enjoy a view of the bay, or if you have an extra hour or so, go rockhounding while the ocean beats against the rocks. Speaking of hounds, did I mention that most of this is dog-friendly? Ette thanks you!


“I mean, can you believe this place!?”

I am definitely more of a woods person than a beach person, but it’s hard to argue with a view of the bay on your way to hike the redwoods. It often doesn’t seem real. What is most unreal to me, is the fact that I’m already employed. I quit my job and moved to California with few prospects, but here I am, severely underemployed, but employed! I managed to get a job by partaking in a phone interview at a truck stop on my drive to CA. A crying cat in a carrier on my car’s hood, I rattled off answers to questions in the middle of my second ~10 hour driving day (of 4). It’s hard to feel confident about that kind of performance. Thankfully, I got the job anyway, and I am an Adult Ed. Associate Faculty member for College of the Redwoods. This semester I teach three classes: an ESL class at the Fortuna Multi-Generational Center, an ESL class at Eureka High School, and a GED class at Table Bluff Reservation. These classes are all so important to the community and I feel like this work has a different intrinsic value than what I have done in the past. It is challenging in new ways and it makes me reconsider a lot of what I know about classrooms (the physical spaces and the mental construct) and about teaching. This job demands a lot of driving and offers me time to consume and consider this gorgeous landscape.


One of the many treasures found in the Arcata Community Forest.

Thankfully, I have been possessed by the scenery and have little to no interest in buying anything. This is huge for me, because I have always relied on retail therapy at every stage of my life. In fact, I was raised to believe that most sour moods could be cured by a new dress. Today, however, I have no money and I am surprisingly okay with it. Shaky, unable to guarantee healthcare, totally in the pits of despair when a surprising bill comes along, but not wishing I had a new outfit or a pair of shoes to show off to my friends. Of course, this is in part because I do not have friends to show those shoes to. Making friends in a brand new place takes time and social exposure. At this point, however, I am only able to go to work and then come home. I come home to a beautiful house with a gorgeous, inviting interior, a garden, a deck, and a view of the bay, though, so it all works out.


P.S. Our neighbors have horses and Regina is so interested in them.

So, who wants to come visit!?

MITESOL 2016: Radical Tolerance

This conference was one of my most memorable. Jolene Jaquays did an incredible job organizing this year. Everywhere I turned I heard people remarking on her attention to detail and the way things came together. The theme, The Changing Faces of Diversity, was so timely and challenging. I was happy to see how so many in our membership were able to think critically about our field through this lens. Diane Larsen-Freeman was the keynote speaker and her talk was fabulous. She planned her presentation especially for our conference theme and collected evidence for diversity as it benefits those within an organization (or complex system). As expected, she spoke well and captivated the audience, but what struck me most was how personable and kind she was throughout the reset of the conference. Diane attended all of the sessions. She was even present during mine!


My presentation was on a topic I have long hoped to discuss at a TESOL conference: feminist pedagogy. I started my academic career with a women’s studies focus, so the move to teaching English language learners felt like a step away from that path. I assumed that in TESOL I would have to depoliticize my teaching and that I would never be able to tie together all of my teaching and research interests. Fortunately, I was quite wrong.

Presentation Slides


Thank you to everyone who attended my session. You were all so engaged and wonderful to talk with. Here are the results of our post-presentation survey:

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I hope to see you at TESOL 2017 where I will be speaking on the IC/ITA/ILGBT Intersection panel about radical acceptance. Our panel title is How to Manage, Facilitate, and Teach about Culturally Sensitive Issues. 

TESOL 2016 Presentation Materials

Thank you to all who attended my session! It was a full house and a great experience! Scroll down for the presentation, handout, Nearpod homework, Socrative results, and Plickers report. I hope to see you at future TESOL conventions!


A photo a participant took and uploaded to our SeeSaw journal during my talk.

Presentation Slides


Vocabulary Nearpod

Click the link above to begin the Vocabulary Nearpod I use to introduce my students to the importance of outside vocabulary practice.

Socrative Results

SeeSaw Submissions

Here are some of my favorite SeeSaw submissions from the session.

Plickers Report


This is the teacher view of a class report. I can also create student reports. Did you get an A?