Thank you to all those who took the time to review the report from the Governance Review Task Force, and share your feedback. As many of you observed, the review was a very thoughtful and deliberative process to analyze the governance system of the association and evaluate its effectiveness in meeting the needs of members and the field. Based on the data collected by the task force—data provided by many of you—the review provided strong indications that the governance system may no longer be as effective in serving members and the field as it was when it was originally developed several decades ago.
The challenge in moving forward is how best to respond to the results of the review. While the report provided a very comprehensive list of options and alternatives for consideration, it’s clear based on the feedback received by the board that: Continue reading
The Game: Name “5” is a highly motivating game that provides amusement and interest while giving practice to vocabulary and speaking skills. This game encourages students to interact and communicate.
Research Says: It has been proven that “…learning vocabulary through games is one effective and interesting way that can be applied in any classroom. Games such as this are used for practice and review of language lessons, thus leading toward the goal of improving learners’ communicative competence” (Asian EFL Journal, Dec. 2003, N. Thi Thank Huyen & K. Thi Thu Nga). Continue reading
On July 2, 2014, the United States celebrated the 50th anniversary of the Civil Rights Act of 1964, which prohibits discrimination based on race, color, religion, sex, or national origin. Due to this Act, all students have the right to equal access to education. On the anniversary of the Civil Rights Act, we must ask ourselves if its goals have been reached.
Changes to the field of TESOL
The field of TESOL has seen amazing growth since I began teaching 30 years ago. There has been a huge change in regard to the content taught to and expectations for English learners (ELs). Equal access to education, however, does not mean that our ELs must receive the same materials and instruction as their English-speaking peers. In order for their education to be equitable, ELs must receive the extra help they need to reach grade level standards. Continue reading
Hello, ESPers worldwide!
I recently watched the commencement address of an MBA student at Harvard Business School with great interest. In an article that appeared on the Poets & Quants website, the commencement address of Casey Gerald was referred to as the “most stirring speech ever by an MBA.” Two paragraphs in that article captured my attention.
After arriving at Harvard Business School from Yale, Gerald said that HBS “changed who we were; it reminded us who we could be. It reminded us that we didn’t have to wait until we were rich or powerful, or until we actually knew finance, to make a difference. We could act [emphasis added] right now.”
Peer review has long been regarded as beneficial practice in the teaching of writing. In North American educational settings, learners are often asked to provide feedback on each other’s papers. However, when international students come to study either in intensive English programs or in institutions of higher education, they may encounter difficulties during peer review activities because many of them never had experiences with this kind of practice. As a result, students tend to give each other broad, irrelevant, essentially unhelpful comments.
This may be part of the reason that second language writers sometimes don’t take peer review activities seriously and/or disregard classmates’ feedback. Therefore, it is important that writing teachers equip students with the knowledge on how to provide helpful comments on each other’s drafts.
The Game: Finders Keepers – Scavenger Hunt! is a fun way to reinforce vocabulary. The teacher helps create a list of what needs to be “found.” Finders Keepers – Scavenger Hunt! builds on comprehension and encourages players to learn more about their surroundings.
Research Says: The benefits of using games in the classroom are various. they “range from cognitive aspects of language learning to more cooperative group dynamics.” Games also lower the affective filter and encourage “creative and spontaneous use of language,” promote “communicative competence.” What’s more—games are fun. (“Index Cards: A Natural Resource for Teachers“in Forum, Lengeling & Malarcher, October-December 1997). Continue reading
English learners (ELs) are a heterogeneous group with differences in ethnic background, first language, socioeconomic status, quality of prior schooling, and levels of English language proficiency. They are also the fastest growing population in K-12 schools in the United States, where 1 in 10 students is an English learner. By 2015, 10 million ELs will be enrolled in K-12 schools, and by 2025, ELs will make up 25% of the student population. To learn how best to serve this growing population, U.S. Secretary of Education Arne Duncan recently invited 11 executives representing key stakeholder groups to share their thoughts. TESOL International Association was among those invited.
Three questions were presented to the participants: Continue reading
Group oral presentations are a staple of many ESL classes. While students get a lot of speaking and listening practice during these projects because they are working in and outside of class with partners to prepare their presentations, it dawned on me last semester that these assignments, paradoxically, do not necessarily require them to speak in order to gather the information they present. Most of the information my students have presented in the past was something they could find by browsing the Web—data about their country’s economy, current news stories, interesting facts about famous historical figures, etc. While this may be helpful for their reading skills, I wanted the students in my high-intermediate IEP speaking & listening class to actually use their speaking skills to gather the information they would need for their presentation.
Hence, our “Learning the Ropes” project. I challenged my students to get out into the surrounding community to find out information that could only be unearthed by having a conversation in English with a local “expert.” Continue reading
Posted in TESOL Blog
Tagged as adult education, adult ESL, adult ESL activity, alexandra lowe, classroom activity, classroom practice, evergreen, inquiry-based learning, project-based learning, self-directed learning, speaking activity