2016 MD-TESOL Conference
Save the Date for our 36th Annual Fall Conference
Theme: Celebrating & Motivating Teachers
Keynote: Paula Golombek, Ph.D.
Date: Saturday, November 12, 2016
Time: 8:00 a.m. – 3:30 p.m
Location: Howard Community College (Main Campus) - View Campus Map
10901 Little Patuxent Parkway, Columbia, MD 21044
Conference Schedule and Session Information NOW AVAILABLE!
Note: The Maryland TESOL Fall Conference is held on the second Saturday of November!
Online Registration Now Closed!
Onsite registration will be available the day of the conference, Saturday, November 12th.
Announcing our Keynote Speaker!
ESOL Teacher Emotions as Catalysts for Professional Growth
Dr. Paula Golombek
Teaching has been characterized as an “emotional practice” (Hargeaves, 2000, p. 2012), a
characterization that most language teachers can recognize in their own interactions with students.
Research, largely in general education, has focused on teachers’ interactional work as managers of
students’ emotions, as well as their own. Recent research has elaborated how emotion can act as a
catalyst in teacher learning (Golombek & Johnson, 2004; Johnson & Golombek, 2013; Golombek &
Doran, 2014; Johnson & Worden, 2014). By identifying emotional dissonance in their teaching and what
those emotions may be pointing to, ESOL teachers can productively manage tensions in their teaching,
develop their agency, and enhance their own professional development.
This presentation empirically documents, grounded in a Vygotskian sociocultural theoretical stance, the
pervasive emotional content in the self-inquiry discourse of both beginner and expert English language
teachers. During the presentation, various dialogic tools (written and spoken) will be described that
teachers can use to talk about their teaching in both planned and spontaneous ways, thereby expressing
any emotions they are feeling about their teaching. I will then show how teachers can identify
contradictions between what they are feeling and thinking about their teaching, as well as what they are
doing in their classrooms. By exploring these growth points through critical reflection and dialogue with
self or others, teachers can develop strategies and instructional practices to help manage their emotions
and the associated instructional concern. In the process, teachers may, at a minimum, feel better about
their teaching; to a greater extent, they may take agency in their own learning, transforming themselves
and their practices in their classrooms.
Announcing Special Breakout Session with our Keynote Speaker!
We are very pleased announce that following her Keynote Address, Dr. Paula Golombek will offer a
breakout session, allowing for further interaction with conference attendees!
Breakout Session: Using Your Emotions to Enhance Your Teaching
Teachers may at times feel “unprofessional” when they experience negative emotions, such as anger or
frustration, concerning interactions with students or towards particular students. When confronted with
these emotions, teachers may even feel helpless to address the issues that elicited those emotions
through their instructional practices and interactions with students. These emotions are especially acute
when teachers are unable to enact the kind of instruction in practice to which they aspire—the concrete
and the ideal. Recent research has elaborated how emotion can act as a catalyst in teacher professional
development (Golombek & Johnson, 2004; Golombek & Doran, 2014). This workshop identifies various
dialogic tools (written and spoken) that teachers can use in both planned and spontaneous ways that
facilitate expression of emotions connected to their teaching/students. This workshop takes teachers
through a process of identifying emotions in their teaching that they may be currently facing by engaging
them with these tools, and then uses these teachers’ circumstances to demonstrate how teachers can
identify contradictions between what they are feeling-thinking about their teaching, and what they are
doing in their classroom. Teachers will leave the workshop with a way to integrate their emotions in their
professional work in productive ways.
Dr. Paula Golombek is Clinical Associate Professor in the Department of Linguistics at the University of
Florida, where she teaches undergraduate and graduate courses, including pedagogical grammar,
American English phonetics and discourse, and genre based approaches in English language teaching.
She helped to develop and supervises the Undergraduate Certificate in Teaching English as a Second
Language at UF. One of her primary responsibilities in the program is to mentor novice teachers in their
teaching internship—the context in which she tries to apply Vygotskian sociocultural theory to L2 teacher
development, as well as research teacher cognition through this theory.
Dr. Golombek’s most recent book, co-authored with Dr. Karen E. Johnson and entitled Mindful L2
Teacher Education: A Sociocultural Perspective on Cultivating Teachers’ Professional Development,
came out in March of 2016. She has co-edited two books with Dr. Johnson as well: Teachers’ Narrative
Inquiry as Professional Development and Research on Second Language Teacher Education: A
Sociocultural Perspective on Professional Development. Dr. Golombek has published numerous articles
on L2 teacher development in TESOL Quarterly, Modern Language Journal, Teachers and Teaching:
Theory and Practice, and Teaching and Teacher Education. She has a long-standing commitment to
language teacher development in Colombia and Mexico, and to making teachers’ voices public by serving
on the scientific committee of the Colombian journal Profile. Her most recent work continues to explore
Vygotskian sociocultural theory, by focusing on responsive mediation in language teacher education, the
functional role of novice teachers’ emotions, as well as teacher educator’s emotions, in professional
development, and the development of L2 teacher identity in/through their teaching activity.
Maryland TESOL extends its warm welcome to our Keynote Speaker for the 2016 Annual Fall