9 Approaches to Rebooting the Educator Résumé

Laura Baecher
Laura Baecher

 Link to podcast of this blog.

When was the last time you updated your résumé? At whatever stage of career we are in the TESOL field, reviewing and reflecting on our résumé can be incredibly helpful. As we recollect past accomplishments, we can renew our confidence in our contributions, and as we notice gaps we can determine our future priorities and begin to take action steps to move our careers in new directions.

Throughout the pandemic, our work as educators has dramatically changed and dramatically digitized. We might also have had time to reflect on our careers, our goals, and how we want to move ahead professionally in the years to come. We also have likely gained many advocacy, leadership, technology, and curriculum design skills we could capture on our résumés. Continue reading

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Create Your Own Leveled Readers

Brent Warner
Brent Warner

As English language teachers, we often struggle with finding the right articles or reading materials for our classes, and when we finally do find something that matches our content needs, we then realize that the lexile level may be right for some students, but not for others.

Sigh.

Okay then, time to dig in and gloss the heck out of this thing. Truly ambitious teachers might spend hours rewriting the article so they can have it at two different levels. We’ll use it again next semester, right? Right…or maybe not. Continue reading

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5 Ways Phonics Is Different for English Learners

Barbara Gottschalk
Barbara Gottschalk

Chalkbeat Philadelphia recently published a great article about the difficulties young English learners (ELs) in the Philadelphia School District were facing during the pandemic. What spoke to me in the story was a quote from EL teacher Shuxin Chen. She described the “double burden” young ELs always face during phonics lessons, not just during the pandemic. Phonics is a foundational skill for learning to read. All students need it. ELs, however, need some additional considerations.

I talked with Ms. Chen about what she’d like teachers of ELs to understand about the phonics challenges their students face when learning to read. Continue reading

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Learning Argument and Persuasion With Quandary

Jeff Kuhn
Jeff Kuhn

Hello and welcome to another edition of the TESOL Games and Learning Blog. This month’s blog post explores far future and the space colony of Braxos in the game Quandary, first featured in my November 2019 blog post. Quandary’s straightforward design, section-based structure, and potential for expansion into classroom activities make it a solid choice for educators new to using games in classroom practice. Continue reading

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Countering Anti-Black Racism in Ourselves and in Our Classrooms

Judie Haynes
Judie Haynes

This month, I have invited a member of the NJTESOL/NJBE Executive Board, Tasha Austin, to be a guest columnist on my TESOL blog. This year, the TESOL International Association Board of Directors decided to study how the association can counter anti-Black racism and help our members examine their own practices and provide support to their Black multilingual learners. Tasha helped spearhead this movement in our organization.

Tasha is a PhD candidate and lecturer in language education at the Rutgers Graduate School of Education and the representative for the NJTESOL-NJBE Teacher Education Special Interest Group. Continue reading

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STEM in ELT: What’s Your School’s Language Program Model?

Darlyne de Haan
Darlyne de Haan

The 2020–2021 school year has ended. And what a year it has been. But this is a time to reflect on what was learned from the challenges revealed and created from the COVID-19 outbreak. We need to take this time to really think about the programs that we provide or do not provide our English learners (ELs) and how to improve the programs so that our ELs are truly receiving and engaging in an equitable education in all content areas.

I had the opportunity to read Dr. Ayanna Cooper’s book, And Justice for ELs: A Leader’s Guide to Creating and Sustaining Equitable Schools, and I came across a question she asked: “Can you fully articulate the language support program model in your school?” I start this blog with this question because if the teachers who are to deliver the lessons cannot articulate the language support program model(s) in their school, and the administrators—who are meant to ensure the implementation and validity of it—cannot articulate the model(s), how are we to ensure that the ELs are receiving what they need to be academically, emotionally, and linguistically successful? According to Dr. Cooper, successfully supporting the academic achievement of ELs requires a “whole school” approach. Continue reading

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5 Engaging Games for Writing Development

Betsy Gilliland
Betsy Gilliland

As teachers, we know that when students are engaged in a lesson, they are more willing to persist in learning difficult concepts and complex processes. One way to keep students engaged is through building games into the lesson, giving them the opportunity to have fun and possibly compete (in a friendly way) as they develop their language proficiency. In my blog post 2 years ago, I interviewed my former graduate student Lin Zhou about a topic of her expertise, online role-playing games for teaching writing.

Over the past few months, I’ve been thinking about other ways that we can bring games into the writing classroom, ideally making learning to write a bit more fun for our students while still giving them ample opportunities to hone the many skills that build into a successful writing practice. Continue reading

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Member Moment: Ethan Trinh

Ethan Trinh
Ethan Trinh

TESOL Member Moment celebrates our members’ achievements and contributions to the field of English language teaching. Continue reading

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