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Literacy Pre-Institute
Wednesday, June 2nd, 2004
9:00 am - 5:00 pm, McKimmon Center

Registration for the symposium does not include the literacy pre-institute.
If you wish to attend both the symposium and the literacy pre-institute, two separate registrations are required.

Regular registration: May 10 - May 27, 2004

Registration closes Thursday, May 27th at 5:00 p.m.
$90.00 for literacy pre-institute, lunch on your own

Please note that registration caps at 50 participants for the literacy pre-institute

Debbie Linville is an instructor in the Graduate Studies’ Language & Literacy Program at Salem College in Winston-Salem. She is a certified NC Reading Specialist and has been a classroom teacher at the elementary level for twenty years. Debbie is currently pursuing a PhD in Curriculum and Instruction at the University of NC at Greensboro. Her dissertation focus is the English language learner and literacy identity construction. She is a self-made bibliophile, and shamelessly admits her guilt.

Reading instruction in American schools has never been more challenging than it is today. How we define reading, and the curricular decisions we make based on that definition, are critical to the future literacy success of our students. As classrooms become increasingly populated with culturally and linguistically diverse learners and teachers are faced with mounting pressure to teach according to mandated standards, a closer look at our beliefs, assumptions, and instructional practices is warranted. Principles of literacy learning that support the reading needs of students whose primary language is not English, coupled with practical, effective, research-based instructional strategies will be the focus of this session.

K-12 Afternoon General Session: Powerful Practices that Facilitate Language Development

Dr. Debra Von Sprecken is the Principal of Dr. Jonas E. Salk Elementary School in the Magnolia School District and Adjunct Professor in the Department of Secondary Education at California State University, Fullerton (CSUF). She previously served as a middle school principal and assistant principal and Title I Bilingual Resource Teacher. She taught seventh, sixth, and third grades and served as a mentor teacher. Dr. Von Sprecken obtained a Ph.D. from the University of Southern California in Language, Literacy, and Learning. She also holds a Master’s Degree in Educational Administration from California State University, Long Beach, and a Bachelor’s Degree in English from California State University, San Diego. Her research interests are in the areas of reading attitudes and reading motivation, sustained silent reading, and second language acquisition.

Research relating to the following areas will be presented: second language acquisition, the phonics/whole language debate, free reading, teacher read alouds, narrow reading, homerun books and the case for late intervention.

Morning Breakout Session for K-5 Educators

Improving the Comprehension of ELLs through Interactive Read-Aloud
Debbie Linville, Salem College

Elementary teachers know the value of reading aloud on a daily basis from quality literature from all genres and content areas. Learn the benefits from putting a “new twist” on a familiar classroom practice that can promote enhanced comprehension for the English language learners. Additionally, criteria for text selection and issues relevant to using multicultural literature will be addressed.

This presentation will discuss how L2 writers use knowledge and processing resources from both their L1 and L2. Writing samples and current research findings inform suggestions for teacher strategies, including issues of feedback and inside- and outside-the-classroom support. Student need oriented approaches will be emphasized, with pointers to the effective implementation of a literacy-rich school environment with access to data bases and web-based grammar and writing resources in all classroom languages.

Karen Fiumara & Jeannie Humburg, Wake County Public Schools

Designed for the elementary school teacher who wants to take ESL students to the next level. This session will discuss and demonstrate reading strategies to improve fluency, vocabulary and comprehension for students who have basic language proficiency. Attendees will participate and handouts will be provided.

Dr. Debra Von Sprecken, Jonas E. Salk Elementary and California State University, Fullerton

Qualitative research offering specific factors and experiences that motivate or inhibit students' reading will be presented. Differences in the experiences of proficient and struggling readers will be explored.

Dr. Lynn Warren, North Carolina Department of Public Instruction

This workshop will share literature-based strategies that facilitate NCSCS content learning for middle grades and high school LEP students in the regular classroom.
While the emphasis will be on strategies to support learning in core subjects, the dimensions of language proficiency and the second language acquisition process will be explained.

Language Teaching with Authentic Language - Project MORE as a Resource for ESL Practitioners

Dr. Christiane Bongartz & Kim Bailey, The University of North Carolina at Charlotte

In this talk, we will outline Project MORE, a faculty development initiative for ESL teachers in Charlotte's urban schools. We will demonstrate audiovisual properties of the extensive narrative collection at the core of Project MORE, and we will share how teachers have used the narratives to enhance their ESL teaching. A practical demonstration of how to access to data base and generate teaching strategies is also included.