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Pages and Files
1. My Curriculum Vitae
2. Mentoring Students
3. Recent Research
3.2 Dream Traveler
4. Crossing Borders
5. Clase Bilingüe
6. Friendship with Wafaa
7.1 Two-Way Course Design
8. Teaching & Learning Arabic
8.2 ESL Pronunciation
8.3 Syntax & Phonology
9.1 Photo Gallery
9.2 Dreamer Students
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Dr.Tim Conrad, Weber State University, Ogden, Utah
My Curriculum Vitae
*Revised as of January, 2016
MY ONLINE INSTRUCTIONAL BACKGROUND: I have used wikispaces online communication and international student ePortfolios in my instruction from 2009-2016.
(for a brief summary, see the sidebar page: 1. My Curriculum Vitae)
*January, 2016: an editorial about my volunteer work with Central Americans in Dilley, Texas:
Refugee Crisis in Texas.pdf
*In 2015, I took a break from my position at Weber State to teach a full load as an adjunct ESL instructor at the University of Arizona's CESL Program: Center for English as a Second Language. I also was involved in CESL's social activities program, helping with
site seeing, hiking, attending movies and special events, and volunteering in the community.
*This past year I directed studies in intercultural classroom discourse with MA student Nicole Wardell and TESOL methods with Greek student Maria Georgiou, who will be teaching EFL in Lithuania beginning this summer, 2015. I have mentored 16 other MENG students in recent years up to 2015, serving as the TESOL advisor on their Master's Project/Thesis committees and other teaching and research. I have also recently mentored over 20 other university students and groups of students, including BIS projects (Bachelor of Integrated Studies), directed readings, professional conferences, an "International House," and other activities. See the sidebar page: "2. Mentoring Students."
*Here is a sabbatical report describing my travel, research, and writing:
*Each year throughout my career I have presented one or more juried presentations at professional meetings: see the list on my sidebar full CV: "1. My Curriculum Vitae."
*Follow the next link to my TESOL Portland March 29, 2014 Presentation about online working portfolios and display portfolios:
*Recent publications as of 2014: See sidebar page: "3. Recent Research" and "3.2 Dream Traveler"
See below for an overview describing the sidebar links and Curriculum Vitae:
TESOL, Composition & Intercultural Communication
Tim Conrad, English & MA English Dept, LEAP International ESL Program, ESL Endorsement/Minor
Weber State University
Social and intercultural communication skills are essential in today’s increasingly global community. The international TESOL professional organization (Teaching English to Speakers of Other Languages) highlights these skills as the first of its five revised Proficiency Standards, published in
English Language Standards
. In addition, teacher education candidates are required to participate in field experiences with people of other cultures and languages according to the jointly
of The American Council on the Teaching of Foreign Languages (ACTFL) and The National Council for Accreditation of Teacher Education (NCATE). A recent 2015 update by the Conference on College Composition and Communication includes its CCCC Statement on Second-Language Writing and Writers, recommending that writing programs familiarize themselves with the multilingual populations of their institutions, including developing bridge programs for second-language students and collaborations with teacher education students. Some ESL/EFL instructors cross international borders to deliver their courses. See the side bar page entitled “4. Crossing Borders” for my own account of such efforts in Tucson, Nogales, and Mexico.
I have used three types of intercultural approaches in my own ESL/bilingual teaching. The first approach involved a "two-way", dual-language immersion approach (Conrad 2003, 2007; Lessow-Hurley 2008). Team-teaching with Kerry Brethouwer (a Spanish/ESL teacher), we transformed a 7th grade Spanish class into a year-long, dual-language class combining both beginning Spanish learners and newcomer English language learners. Half of the students were from Utah and half were from Mexico. The language as medium of instruction alternated each day; for example, if Monday were “Spanish Day,” then Tuesday would be “English Day,” then Wednesday back to Spanish, and so on throughout the school year. For a detailed description, see "5.
e" in the side bar. Dual-language classes and programs promote both language and social/cultural learning with peers who are native speakers of one another's target languages.
For schools, programs or universities with English as the primary medium of instruction, rich intercultural experiences can be provided through peer buddy/friendship programs matching students of different languages, country or cultural backgrounds. This second approach allows two students to decide for themselves when and where they will meet and what kinds of study or social activities best fits their needs and personalities. I developed a program using this approach called "Let's Talk" at Utah State University through which American and International university students were matched each university term: fall, winter, and summer. For a recent example, see the reflections of one of my MA students in the sidebar entitled "6. Friendship with Wafaa." Debi Sheridan, a WSU English and ESL professor, has developed a program on campus through which she pairs international and American students in meaningful academic and intercultural partnerships.
Another approach involves my pairing of entire classes of students at a school or university. See my Summer 2011 instructional description on the sidebar called "7.1 Two-Way Course Design." For several years I have been exploring the intercultural, cross-linguistic, and academic interaction taking place between teacher education classes and ESL classes of international students. The combined courses provide international students with direct, natural ways to practice the goals of Standard 1 of TESOL's English Language Proficiency guidelines: "English language learners communicate for social, intercultural, and instructional purposes." In turn, teacher education students gain valuable experiences learning how to provide comprehensible instruction and communication with speakers of another language and cultural perspective. See the side bar page "7.2 Quotations," for guidelines from professional educational organizations providing resources for teachers and students in terms of promoting language and cultural communication. Dual-course design encourages strategic use of a variety of writing and language strategies, as well as practice towards becoming a skilled "intercultural speaker" (Conrad 2005; House 2007). "Amreeka" (the Arabic pronunciation for America) is an excellent film I have used with American/Arabic classroom groups because of its powerful message about the need for intercultural communication and understanding to dispel myths about a variety of national and cultural groups, including problems in the treatment of Arab students and others after the 9/11 tragedy.
Also on the sidebar, see "8. Teaching & Learning Arabic" by Cheyney Wheelwright, English/ESL Instructor, for an excellent example of her two-way interaction with Saudi students as they explored one another's language and culture. I paired the MENG syntax & phonology course for ESL teachers with a Saudi ESL pronunciation course: the syllabi for these courses are also available on the sidebars numbered 8.2 and 8.3. I am researching how international students and American students negotiate their cultures, languages, social interaction, teaching/learning, and academic/social-networking media (such as
for higher education)
. The "9. Photo Gallery" on the sidebar shows some of my students in various social activities.
For my 2012 submission about bilingual students, English language learners, and language/school policy, see "9.2 Dreamer Students" on the sidebar.
Approved Standards, ACTFL/NCATE. Alexandria, VA: American Council on the Teaching of Foreign Languages, 2002.
Conrad, Kerry and Tim Conrad. “A Bilingual Spanish/English Class.”
In Gebhard, J.: Teaching English as a Foreign/Second language
. Univ. of Mich. Press, 2007.
Conrad, T. (2005). “Research Insights about Second-Language University Writing: Self-reported Writing Strategies of International Students.”
Journal of the Utah Academy
, The Utah Academy of Sciences, Arts & Letters. (pp. 141-146). Ogden, Utah: Weber State University.
Conrad, Tim. “Bilingual Education: A Language a Day.”
The Journal of Communication and Education
2.6 (February 2003): 26-27.
Conrad, Tim. “Children’s Cross-Cultural Strategies.” Elementary Education Newsletter, TESOL, 25.2 (Fall, 2003): 1, 5.
House, Juliane. "What is an 'Intercultural Speaker'?" In Soler & Pilar:
Intercultural Language Use & Language Learning
. Springer, 2007: 7-23.
The Foundations of Dual-Language Instruction, Fifth Edition
. Allyn & Bacon, 2008.
Matsuda, Paul Kei. “CCCC Statement on Second-Language Writing and Writers, 2009 Update,” in
Second-Language Writing in the Composition Classroom
TESOL PreK-12 English Language Standards
, Teachers of English to Speakers of Other Languages, Alexandria, VA: 2006.
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