KTT Adriane Geronimo |
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Biography
Adriane Geronimo has been teaching English at all levels from kindergarten to university for 13 years in Korea, the United States, and Mexico. She has public school teaching licenses in two states and is a National Board Certified Teacher in English as a New Language/Early and Middle Childhood. She has a BA in Linguistics and is completing her MA in English Language at Chonnam National University. She currently serves as chapter president for the Gwangju-Jeonnam chapter of KOTESOL and is active with the Gwangju International Center. Her current research interests include emotion metaphor, discourse analysis, and trait-based writing assessment and instruction.
Her possible topics are:
Shared reading, trait-based writing assessment, cooperative learning, content-based instruction, learner corpora
Her presentations are:
1. Shared Reading of Children’s Literature for Adult English Learners
Picture books aren’t just for little kids! Through shared reading of enjoyable and comprehensible children’s literature, adult English language learners can improve reading, speaking, writing, and vocabulary skills while learning more about the diverse cultures of English speakers and improving classroom group dynamics.
2. Focus and Coherence in EFL Writing
Focus and coherence can be considered together as one trait in a trait-based writing instruction and assessment method. Here I will share a definition of focus and coherence, discuss why it is important, show how it can be realized in an English rhetorical framework, identify some of the characteristics of developing focus and coherence in the writing of English language learners, and ultimately share some ideas for incorporating focus and coherence instruction into the English language class.
3. Multiple Intelligences and Trait-Based Writing Assessment
Howard Gardner’s Multiple Intelligences are often used to choose instructional activities to meet the needs of individual learners. In this study of Korean university undergraduates, intelligences were correlated to writing traits to find relationships between learners’ innate abilities and their performance on a trait-based writing assessment. Based on this evidence, a modified instructional practice is proposed that involves looking not only at learners’ dominant intelligences but also at the interplay between intelligences and writing traits to choose activities to help learners master writing skills. Specific MI-based activities for teaching writing traits will be shared and analyzed.
4. The Use of Corpora to Investigate English Learners’ Writing
Summary writing is an activity often used in the undergraduate English classroom. Students read an article on a topic and write a summary of the content, covering the main ideas and demonstrating their mastery of key vocabulary. The input that students read in order to summarize has an effect on their written output. This study takes a pedagogical corpus of the input given to students over the course of a semester and compares it to a corpus of their output over the course of the semester. The initial hypothesis was that leaner output would approach input over time, as the students exhibiting more native-like language use. This effect appears to occur with some structures, but not with others. Some structures in the student output came to approach their input over time, but others, including a complex system of anaphora involving other referring expressions, did not emerge over a timeframe of six weeks.
5. Language Learning Lessons from Birds of Prey
This lighthearted short presentation relates the presenter’s experiences in the field of raptor rehabilitation to her knowledge of English language teaching.
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