The 6 Principles’ Book Club

Jennifer Lacroix
Jennifer Lacroix

One of the biggest challenges for educators is keeping abreast of current research. Empirical studies can inform and improve our practice, but it can be difficult to find time to decipher and stay up-to-date with the literature.

This past summer, as a way of engaging in a culture of shared responsibility for refreshing our evidence-based practices, a few of my colleagues and I formed a book club. Rather than reading a bunch of primary sources, we instead chose to use The 6 Principles for Exemplary Teaching of English Learners by Deborah Short and her TESOL team as a framework for our discussions. Although the authors wrote the book for a K–12 audience, we found the general concepts applicable to our university-based Intensive English Program. Continue reading

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10 Resources for Pre-K–5 Educators of ELs

Judie Haynes
Judie Haynes

Hello everyone. I’m happy to come back as a blogger for TESOL specializing in pre-K–5 education for English learners (ELs). To kick off the 2018–2019 school year, I have compiled many really good resources that I came across this summer. I’d like to share links to the best of what I’ve read over the past few months.

1. Several Ways to Get the New School Year Off to a Good Start–Part One
This article is from Larry Ferlazzo’s Education Week column, Classroom Q & A. The responses are from classroom teachers and writers in the field of education. This column has an excellent response by Rick Wormeli, the author of One Day and Beyond. Also, there are links in Larry’s article to Part Two  and Part Three. Continue reading

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On Campus and Beyond: From Speaking to Writing, Part 1

Elena Shvidko
Elena Shvidko

I have just finished teaching a summer ESL course entitled “Cross-Cultural Talk”—a speaking class that focuses on language fluency at a low-intermediate level of language proficiency. Because I always try to help my students to become more familiar with the campus environment and use resources available on it (as all of them will be “regular” university students soon after they finish their intensive English course), I designed my syllabus around cross-cultural topics that could be explored both on campus and beyond.

That is, for each unit of the course, I spent one day discussing the target topic in its relation to our local campus and one day discussing the same topic on a broader scale—in its relation to American society/culture. In both days, students were also expected to share experiences from their own cultures. Continue reading

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ESP Project Leader Profile: Marcelo Concario

Kevin Knight
Kevin Knight

Hello, ESPers worldwide!

In this ESP project leader profile, we travel to Brazil to meet Dr. Marcelo Concario at São Paulo State University, who was introduced to me by ESP project leader, Dr. Gina Mikel Petrie. Marcelo’s research and teaching in the areas of content-based instruction (CBI) and content and language integrated learning (CLIL) include strands of ESP as students learn the language they need to know for other courses and are prepared for specific activities that involve communication in English. Continue reading

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ESP Project Leader Profile: Charles Browne

Kevin Knight
Kevin Knight

Hello, ESPers worldwide!

This ESP project leader profile features Dr. Charles Browne, who was one of my former supervisors at Sony many years ago. His bio from Meiji Gakuin University in Japan, where he is a professor, includes his work in the area of vocabulary acquisition. Continue reading

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