Heather Hendry Annegan - Presentations
Faculty

Implementing Content-based Instruction: A tool for teachers, IUP Methodology Conference on Foreign Language Teaching, April 2019
Global Citizenship Education, UCIS 2018 Summer Institute for Pennsylvania Educators
Integrating Language, Content, and Culture in Content-based Instruction (CBI). American Council for the Teaching of Foreign Languages Annual Convention, November 2017.

Many Content-based Instruction (CBI) teachers often wonder how and when they can integrate culture within their instruction because their focus is primarily on language proficiency and academic content. In this session, participants discuss, analyze, and partake in CBI lessons that integrate instruction of language, academic content, and culture.

Implementing Content-based Instruction: A Tool for Teachers, Clarion University Foreign Language Teachers Forum, March, 2017
The Benefits of Foreign Language Education, The Fox Chapel Rotary Club, January, 2017
Implementing Content-based Instruction: A Tool for Teaching, American Council for the Teaching of Foreign Languages Annual Convention, November 2016
Research discusses the benefits of utilizing CBI curricula in FLES. However, many teachers struggle with the implementation of these curricula. Specifically, teachers find it difficult to teach and assess language and content simultaneously. In this session, the presenter shares a tool that incorporates strategies that teachers can use in the classroom.
Formative and Summative Assessments in K-8 FL, Young Scholars of Western Pennsylvania Charter School, August, 2016
Developing Content-based Thematic Units to Enhance K-8 Turkish Curricula, Young Scholars of Western Pennsylvania Charter School, July, 2016
Developing Interpersonal Communication in the FL Classroom, Startalk Workshop, University of Pittsburgh, June, 2016
ACTFL Plenary Session: Research Priorities - Phase II: Using Research to Move Language Education Forward, American Council for the Teaching of Foreign Languages Annual Convention, November 2014

Three researchers from Phase II of the Research Priorities project share key results of their studies that investigated issues pertinent to the priority areas. Areas to be e xplored during the plenary include high leverage teaching practices of novice world language teachers, content-based instruction in Grades K–6, and attainment of Advanced oral proficiency in model foreign language teacher education programs. The audience will be invited to discuss the findings of these three research projects. Follow-up sessions will feature presentations on the seven Research Priorities projects from Phase II.

Content-based FLES: Confronting assessment challenges, American Council for the Teaching of Foreign Languages Annual Convention, November 2014

Research discusses the benefits of incorporating CBI to teach FLES. However, FLES teachers struggle to design assessments that evaluate students on both language and content. In this session, the presenters share assessments that were used within a content-based FLES program, and indicate how students performed on these assessments.

Content-Based Instruction in the Elementary School: Challenges and Connections to Student Performance, American Council for the Teaching of Foreign Languages Annual Convention, November 2014

Research discusses the benefits of designing thematic units to teach FLES students. However, little is known about the successful implementation of these units in FLES classrooms. In this session, the presenter shares the challenges, successes, and strategies that two FLES teachers uncovered when implementing content-based thematic units in their classes.

Observation Tool for Students with IEPs: Assessing and Assigning Accommodations, Indiana University of Pennsylvania Spring Methodology Conference, April 2014

Apr 2014

Implementing Content-based Thematic Units in the FLES Classroom, American Council for the Teaching of Foreign Languages Annual Convention, November 2013

Nov 2013

Observation Tool for Students with IEPs: Assessing and Assigning Accommodations, American Council for the Teaching of Foreign Languages Annual Convention, November 2012

Nov 2012


 



In this session, the presenter shares an observation tool that was successfully utilized by teachers to assess the difficulties of students with IEPs and to assign appropriately aligned foreign language specific accommodations. To demonstrate the implementation of the tool, reactions from teachers who have implemented it is also presented.

Content-based instruction to enhance K-8 Curricula, Northeast Conference for the Teaching of Foreign Languages, April 2012

Apr 2012


In this presentation, participants engaged in hands-on demonstration lessons and explored a variety of content-based instructional strategies to promote students’ skills in interpersonal, interpretive, and presentational communication. By the completion of the session, participants identified several ways in which they can enhance current K-8 curricula by connecting with other content areas.

Evidence-based Advocacy for an Early Start to foreign Language Learning, Northeast Conference for the Teaching of Foreign Languages, April 2012

Apr 2012


Data that examine the performance of students who have participated in a K-12 sequential program are needed to provide evidence for educators who advocate for an early start to foreign language learning. In this presentation, I illustrated how students who have participated in twelve to thirteen years of instruction respond to exit interviews and perform on writing assessments.

The National Standards for Foreign Language Learning in Chinese Instruction: A Presentation to Confucious Instutute Teachers

Jul 2011

Developing Content-based Thematic Units to Enhance Curricula, CALPER Summer Workshops, Penn State University, July 2010 & July 2011

Jun 2010 - Jun 2011


This three-day workshop focused on the curriculum development of content-based thematic units. During the workshop, I introduced a framework for developing curricula and guided the participants through the process of designing content-based thematic units. Participants also engaged in hands-on demonstration lessons and explored a variety of content-based instructional strategies to promote students’ skills in interpersonal, interpretive, and presentational communication. By the completion of the workshop, participants developed a content-based unit (e.g. “The Solar System,” “Current Musical Artists,” or “Ancient Archeological Ruins”) to enhance their current curricula.

IEP Meetings: Assessing students, designing accommodations, and increasing collaboration, American Council for the Teaching of Foreign Languages Annual Convention, November 2010

Nov 2010

Designing Accommodations for Students with Language Learning Disabilities (LLDs), American Council for the Teaching of Foreign Languages Annual Convention, November 2009

Nov 2009

A Profile of Writing Improvement of Six Middle School Students), American Council for the Teaching of Foreign Languages Annual Convention, November 2008

Nov 2008

Foreign Language Learning of Students with Language Learning Disabilities, American Council for the Teaching of Foreign Languages Annual Convention, November 2008

Nov 2008

Teaching Foreign Language to Students with Language Learning Disabilities, Indiana University of Pennsylvania Spring Methodology Conference, April 2008

Apr 2008

Evidence-based Advocacy for an Early Start to Foreign Language Learning), American Council for the Teaching of Foreign Languages Annual Convention, November 2009

Heather Hendry Annegan

Contact

University of Pittsburgh
5326 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
USA
412-648-7318
heh15@pitt.edu