Day: Saturday Time: 17:30-18:15 Room: PLATON (10th Floor)
Contextualizing History for English Learners
Visuals such as pictures, charts and maps can help students better understand written texts. This presentation will look at how educators can select visuals to support written text and how to guide their students in analyzing and interpreting them while also building their oral language skills.
Keywords:Visuals, Maps, Collaborative Structures, All Learners
Nicholas Catechis Nicholas is a Senior Program Associate at WestEd, who draws on over three decades of experience teaching English learners.
Nicholas Catechis' Interview
Who is Nicholas Catechis? What is the single characteristic that you want most people to know about you?
My name is Nicholas Catechis and I am a Senior Program Associate with the Teacher Professional Development Program at WestEd, where I design and facilitate professional learning experiences that develop teacher expertise in content and language integrated learning. I like to think of myself as a “lifelong learner” who sees everyday as an opportunity to deepen my own expertise in teaching English learners, and also to learn something new.
How is your presentation connected to the umbrella topic of the conference of “The 5 Ts of TESOL: Teach, Train, Transform, Transcend, Trust”?
In my presentation, “Contextualizing History for English Learners” I will be presenting a lesson that invites students to analyze, compare and contrast, and carefully read primary and secondary sources related to world maps of a specific period of history, while simultaneously developing the language component needed to engage in this subject learning. The activities presented will provide a model for teachers to transform their own classrooms and materials so that they can transcend learning and develop in their students new ways of thinking, working and living in the 21st century.
Which is your favorite T? Teach, Train, Transform, Transcend, or Trust, and why?
My favorite “T” is “Transform” because in many of my lessons, I invite students to learn and adopt new language structures by engaging them in activities that require transformation of language modeled in one genre into forms used in another genre. For example, if students have read an article about current challenges for immigrants in Europe, I may have them re-present the article as a play so that they can attend to the new language and content.
What does TESOL Greece mean to you?
I see TESOL Greece as a marvelous opportunity to meet colleagues with similar educational perspectives who will stimulate me both intellectually and emotionally to develop my own professional expertise in the teaching of English learners.
What are your expectations from the 40th TESOL Greece Annual International Convention?
Just by looking at the list of plenary speakers and presenters, I expect the 40th TESOL Greece Annual International Convention to be full of memorable learning experiences and case studies that will help me develop my own teaching and learning practices.
If you could send a wish to TESOL Greece, which becomes 40 this year, what would it be?
TESOL Greece is invaluable as a forum for members to share and disseminate ideas on teaching and learning, so I wish the organization many more years of continued success.