West Virginia TESOL 22nd Annual Spring Conference

Plenary Speaker:  Sihui (Echo) Ke

Sihui (Echo) Ke is an Assistant Professor of Second Language Acquisition at the University of Kentucky, where she teaches in the MATESOL (Teaching English to Speakers of Other Languages) and MATWL (Teaching World Languages) programs. She received her Ph.D. in Second Language Acquisition from Carnegie Mellon University. Her professional areas of interest include second language reading and biliteracy development, and foreign language assessment and instruction. She has published research articles in Applied Linguistics, Language Awareness, Modern Language Journal and System. Dr. Ke has won a research award as part of ACTFL’s 2018 Research Priorities Initiative. She has trained EFL and ESL teachers as well as foreign language program instructors. She invites you to visit her website at http://www.sihuike.com/.

FRIDAY SESSION, 1:00-3:00 p.m.
Basics of Second Language Acquisition for Language Educators

This session provides an introduction to Second Language Acquisition (SLA) for language educators. It begins with an overview of SLA as a relatively young research field, and then prompts participants to (1) reflect on the effective ways of learning and teaching a second language (L2), (2) explore the implications of SLA theories and research findings for classroom language teaching, (3) assess the validity of commonly used teaching methods in L2 classrooms using SLA research, and (4) apply the results and findings of SLA research to L2 classrooms and L2 teaching methods.  Attending this session?  Dr. Ke encourages you to read this article in advance.

 
SATURDAY PLENARY ADDRESS
Contributions of morphological awareness to L2 English literacy development: Implications from a meta-analysis 

Morphological awareness is an important predictor of L2 English literacy development. This session reports the research findings from a meta-analysis regarding the contribution of morphological awareness to L2 English reading acquisition, discusses implications for evidence-based practices, and provides suggestions for instructional applications.


Questions

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