Hello, ESPers worldwide!
Have you seen the Program Book for the TESOL convention in Toronto? For ESP practitioners and researchers, there are some very exciting and informative sessions! In this TESOL Blog post, I would like to share some information about these sessions with you! (The descriptions below are replicated from the Program Book.) Continue reading
When you ask university-level English language learners how they would like to improve their English, many of them say they want to use more idiomatic expressions. Unfortunately, teachers seem to rarely have time to explicitly teach idioms in class. Luckily, there are various online resources that learners can use to enlarge their repertoire of idiomatic expressions. And certainly, some of these resources can be used in the classroom as well. Here are six websites for learning idioms. Continue reading
What are your most memorable TESOL moments? Here are some of my most memorable moments from past TESOL conventions.
1. Cerebral Moments
How can you satisfy your intellectual curiosity as an ESL educator? The impressive diversity of scholars each year at the convention satisfies my intellectual curiosity, as ESL is such an emerging field and each year I have new questions to answer. My top moments are Howard Gardner’s Five Minds for the Future (Boston, 2010), and Penny Ur’s Correctness and Correction (New York, 2007). The golden nuggets taken away from Schmitt, Goldstein, Ferris and Cumming’s Academic Writing in IEP Programs (New Orleans, 2011) led to a dynamic faculty workshop examining genre in reading and writing assignments in our program and the decision to introduce certain academic skills earlier in the program. Continue reading
Realizing that readers of the TESOL Blog teach in a wide variety of contexts, I invited a colleague, Darrin Hetrick, whose students are very different from my own, to share his experiences with technology in the classroom. For those of you teaching in adult education with limited available technology, his story may seem familiar, but his solution can give you a starting point for introducing your students to technology, too. Thank you for sharing, Darrin!
“Who here is on Facebook?” I asked my five upper-beginner ESL students one day. I received back five blank stares. Incredulous, I repeated, “Facebook? Do you have it?” Finally, one of the five pulled out a smartphone, held it up, and said, “Facebook? Yes, teacher. I…Facebook.” In that class, only 20% of the students in that class had even heard of Facebook! Continue reading
A Guest Post by Lori Menning
Lori has been teaching in the School District of New London, Wisconsin, for the past 13 years, where she is also the district ELL/bilingual coordinator. In addition, she instructs current and future ELL and bilingual teachers for Silver Lake College. This is her fourth year serving as WITESOL advocacy chair, and this year she is also WITESOL President. Lori provides workshops and presentations at regional, state, and national conferences, teaching best practices and strategies for working with ELLs.
As Advocacy Chair for WITESOL, I attended the past three TESOL Advocacy and Policy Summits in Washington, DC. During these powerful summits, I participated in grassroots activities led by John Segota and had the opportunity to meet with my local members of congress on Capitol Hill. These meetings were sometimes challenging. So the congress members could make connections, I shared current happenings in my high school classroom, school, and district. I also invited them to visit my classroom and meet the ELLs. Continue reading
The TESOL President’s Blog
With all the educational reforms around the world and increased demand for teacher accountability and more rigorous student learning outcomes, the need to engage teachers in professional development has never been as urgent as it is now.
Recently, I have been asked to give talks on developing teachers as leaders—a topic that has seen an increasing interest among ELT professionals. In reviewing the current trends in professional development, two major trends surfaced. Continue reading
In this blog, I am going to highlight how teachers of ELs can meet the language needs of their students through scaffolding. Teachers need to take into account the language demands that ELs face in content classrooms and use scaffolding to meet these demands. When teachers scaffolds lessons, they break down the language into manageable pieces or chunks. This way, students can be given the necessary support to understand the information provided in the lesson. Here are four ways of scaffolding lessons when ELs need support during a content area lesson. Continue reading
Hello, ESPers worldwide!
One of my passions has been preparing my undergraduate students in Japan for their leadership roles in the future. What I have been learning in this regard is also important for ESPers. In this TESOL Blog post, I will explain to you what I mean.
Maria Klawe, the president of Harvey Mudd College, wrote an article titled “Transforming Today’s College Students Into Future Leaders” that was published by Forbes. The first part of that article is as follows: Continue reading
I love attending professional conferences in our field. It’s a place where I can learn from experienced teachers and established scholars, participate in intellectual conversations, share my own teaching ideas, and, of course, meet new people and feel a part of our diverse academic community. Conferences have definitely become hallmarks of my professional life as a teacher.
For many of us, attending a conference requires tremendous sacrifices—both in time and money; therefore, it is absolutely necessary to make it a positive and enlightening event. In light of the upcoming 2015 TESOL Annual Convention & English Language Expo in Toronto, Canada (25–28 March), I would like to offer 10 suggestions on how to get the most out of your conference experience. Continue reading