Rai Farrelly
About
Raichle (Rai) Farrelly (Ph.D., Linguistics, University of Utah) is a Teaching Associate Professor, as well as the TESOL Director, in the Department of Linguistics. She is also an English language instructor in the International English Center. She is currently serving a 3-year term (2022-2025) on the board of directors for the TESOL International Association. She offers courses on a range of topics including language teaching methods, teaching L2 oral skills, pedagogical grammar, world language policy, the TESOL practicum, and an introduction to linguistics. Her professional interests include second language teacher education, reflective teaching, curriculum design, community-engaged learning, and teaching refugee-background adults.Sessions
Synchronous (Onsite) Global Collaborations to Promote Language Learning and Teacher Development more
Sun, Apr 30, 13:00-13:50 Asia/Seoul
We have never been more prepared than now to harness the power of connectivity to establish global partnerships for language teaching and learning. Over the past two years, people all over the world have come together online and through phone apps to share ideas, stories, research, and art – sometimes leading to unexpected and lasting connections. During this interactive session, we’ll share our understanding of global citizenship education and how it can foster unique opportunities for language learning, teacher development, and positive social change. We’ll explore opportunities to develop virtual exchanges that engage learners, student teachers, and teacher educators through project-based learning, with a focus on the social issues they care most about in the world. Practical ideas for implementation, complete with activities using a range of multimodal platforms, will be presented.
Synchronous (Onsite) Exploring World Englishes to Enhance Learners' Oral Skills more
Sat, Apr 29, 15:00-15:50 Asia/Seoul
According to Ethnologue, there are approximately 378 million people who speak English as their first language and 743 million who speak English as an additional language. These data points tell us that our learners will likely have more interactions with people who speak English as an additional language than with “native speakers.” In this session, we’ll question the categories of “native speaker” and “nonnative speaker,” reflect on the role of English globally, and discuss features of World Englishes. Next, we’ll consider the decisions we make when establishing learning outcomes, selecting materials, and designing assessments that target English oral skills. How do we address learners’ needs, goals, and expectations while raising awareness about English as a global language? How do we prepare them for high-stakes tests while acknowledging the reality of language use in the world? During this session, we’ll evaluate perspectives about standards and find ways to bring World Englishes into the classroom through thought-provoking listening and speaking activities that promote 21st-century skills, perspective-taking, and a desire to enact positive change in the world..