Hello, ESPers worldwide!
I was inspired by Dudley Reynolds’s TESOL President’s Blog titled Languaging in a New World. He writes:
Freeman in a keynote address to the 2014 TESOL international convention laid out a number of pedagogical principles that could be drawn from her work with complexity theory, but she summed them up as the need to teach learners rather than language. This means creating exercises that help students notice and appropriate forms and patterns that work well in their interactions with people and texts.
I could immediately relate to the idea of empowering students not just to learn the language in a textbook but also to develop the language skills needed to achieve the their goals. Continue reading
As my previous blog discussed, linguicism, or linguistic discrimination, happens more often than many are aware—in society as a whole, in local communities, and even in school classrooms. Because it is often overlooked, there is a need for increased awareness. In today’s blog, I share one activity I have used in my teacher education classroom to raise awareness and initiate discussions about language discrimination and its consequences. This activity described is one I have implemented in a World Englishes course in a graduate school of TESOL program in South Korea with adults who were English language teachers pursuing their master’s degree. Continue reading
In my last blog, I featured three young scholars—second language writers—who shared their suggestions on dissertation writing. In this post, I’d like to continue this topic and include tips from three more former graduate students, who, just like the ones in the last blog, received their doctoral degrees from Purdue University and are now working in different educational settings. Continue reading
A guest post by Misty Adoniou
In this blog, Misty Adoniou shares her experience attending and speaking at the 2016 WATESOL Conference, the Universities at Shady Grove, Gaithersburg, MD, 15–16 October.
On Saturday, 15 October, I had the very great honor of opening the WATESOL annual conference in Gaithersburg, Maryland, thanks to the TESOL International Associations Affiliate Speaker Program. This program gives TESOL affiliates the opportunity to have a member of the Board of Directors speak at their annual event.
The theme of the conference was “Making Creative Connections,” and creativity in language is a topic close to my heart, so I was very excited to be invited to speak. Continue reading
For part two of this little series I have started, let’s take a look at vocabulary, which I feel quite certain has been learned using the same methods for centuries. I know memorization gets a bad reputation these days, but repeated exposure and studying are still important when it comes to learning new vocabulary words. Neither of these is particularly appealing to most students who probably view repeated exposure as redundant and studying as tedious. Continue reading
Past president of TESOL Arabia (2016–2017) Naziha Ali shares her best practices as a leader in TESOL Arabia and discusses the impact of teacher professional development associations on both teachers and employers. Continue reading
According to Education Weeks’ Learning the Language Blog, 22 States and the District of Columbia have recognized high school students who have achieved fluency in two or more languages by affixing a Seal of Biliteracy to their high school diploma and/or transcript. This is a movement that began in California in 2012 and has become more prevalent as the number of Dual Language Programs have increased across the United States. Continue reading
Hello, ESPers worldwide!
In the 24th ESP Project Leader Profile, it is my pleasure to introduce you to Professor Jie Shi. I first met Jie at the 8th International Conference on ESP in Asia and the 3rd International Symposium on Innovative Teaching and Research in ESP in Japan, and I am pleased that she focuses on that event below. Fortunately, we were introduced to each other by former TESOL president, Yilin Sun. Jie is an ESP leader in Japan, as you can see from her bio: Continue reading
Thinking back to the beginning of my doctoral studies, I remember having an enormous fear of writing a dissertation. Everything appeared to be intimidating: choosing a topic, collecting data, analyzing and interpreting results, writing chapters, and, of course, defending the complete project. I remember asking my fellow graduate students who were ahead of me in the process about tips and suggestions for writing a dissertation.
I know that I am not alone in my fear and uncertainty, as I often hear graduate students asking the same questions that I once had. So in my next two blogs I’d like to feature six young scholars—second language writers—who have recently graduated with their doctoral degrees from Purdue University and who are now working in various educational contexts both in the United States and abroad. I asked each of them to share their experience in writing a dissertation and provide a piece of advice to current students pursuing their doctoral degrees in the language teaching field. The suggestions from three of them are below, and the other three will be introduced in my next blog. Continue reading
For as long as I have been teaching, I have witnessed a similar pattern occurring time and time again in my various classrooms. Regardless of whether it was 40 Japanese high school students, 20 Chinese university students, or even just 5 ESL students from different countries in my classroom, when a question is posed to the entire class, the comprehensible response comes from just a small portion of students.
Sometimes students who want to answer will raise their hands and wait to be called on, or I may even call on students to answer. Then I have one response. Other times, the whole class more or less answers at the same time, and I have a majority or perhaps simply the loudest response. Sound familiar? The traditional call and response format cannot give educators a clear picture of what each individual student understands. Continue reading