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 9:00 - 9:50 A.M.                                                                                                                  

Brenda Custodio and Judith O'Loughlin: STRATEGIES FOR SUCCESS: Promoting Excellence, Equity and Inclusivity in a Multilingual Classroom. 


Newcomers can pose unique challenges to programs at any level. Our keynote speakers, Brenda Custodio and Judith O'Loughlin, will share with us specific strategies to support new arrivals from elementary age to adults, including suggestions for students with interrupted schooling and trauma-backgrounds. 


Dr. Brenda Custodio is a former secondary ESL teacher, a district-level resource teacher, and building administrator with Columbus City Schools in Ohio. She helped to create the newcomer program and the sheltered content courses for secondary level SIFE learners for the district. She is a frequent presenter at both the state and national level on topics of literacy development, refugee resettlement, newcomer programs, trauma-informed strategies for immigrants, and SIFE. She has written three professional books: How to
Design and Implement a Newcomer Program, Students with Interrupted Formal Education: Bridging Where They Are and What They Need and Supporting the Journey of English Learners with Trauma.

Judith B. O’Loughlin, M.Ed., a former New Jersey K-8 ESL and special education teacher, works with K–12 teachers, providing professional development on newcomers, SIFE, sheltered differentiated instruction, and intervention tiers for students at risk. She has taught graduate-level TESOLendorsement courses. She is a frequent presenter at TESOL, NABE, CABE, and CATESOL. Her publications include the Academic Language Accelerator and chapters in three edited books: The CCSS in English Language Arts for Grades K–5, Academic Language in Diverse Classrooms, Mathematics, Grades 3-5, and Co-Teaching and Other Collaborative Practices in The EFL/ESL Classroom.

Together, Brenda and Judith co-authored both Students with Interrupted Formal Education: Bridging Where They Are and What They Need and Supporting the Journey of English Learners with Trauma 

 1-1:50 pm                                                                                                                                      

William Stone, Ph.D.: Multilingual and Multicultural Multi-problems with a Few Suggestions


The modern school classroom in urban and suburban America presents the teacher with the challenge of dealing with students who not only speak multiple languages but also come from multiple cultures. The language issue is the more apparent, but cultural differences such as attitudes to time, individual or collective orientation, directness or indirectness of speech and implicit or explicit communication styles can be equally significant in preventing the immigrant child from succeeding. In this presentation, I will look at these areas of intercultural pragmatics in the classroom as well the advantages to native speakers, but even more to ELLs, of teaching grammar in a linguistically informed approach rather than the traditional, error filled approach still popularized in text books and on the internet.


William Stone has a B.A. in French and English from the University of Wolverhampton and a Post-Graduate Certificate in Education (French and English) from the University of Bristol. His M.A. In Linguistics was from Northeastern Illinois University, and his Ph.D. in Linguistics was from Northwestern University. He taught EFL for six years at the University of Tunis in North Africa, for four years at primary and secondary schools and for the British Council in Qatar and for three years for the Royal Guard in the Sultanate of Oman. He also taught ESL in Chicago in colleges and the workplace for nine years. He has taught in the Linguistics and TESOL programs at Northeastern Illinois University since 1993. His favorite TESOL classes are English grammar and pragmatics. He has spoken at ITBE conventions and workshops more than a dozen times.