TESOL Board Seeks Member Feedback on Affiliates

Dudley Reynolds
Dudley Reynolds

Using feedback from the affiliate leaders and best evidence on successful professional affiliate relationships provided in the 2015 Governance Review Task Force report, the TESOL Board of Directors has proposed a vision of an affiliate program based on the following principles:

  • Helps support a mutually beneficial and collaborative relationship between TESOL International Association and its affiliates.
  • Helps advance TESOL International Association’s goals, strategic direction, and growth.
  • Assists TESOL International Association in cultivating knowledge and information about the field and the profession.
  • Provides for different forms and activities relevant to the needs of different groups (i.e. not a “one-size-fits-all” model).
  • Aligns with, and advances, the association’s strategic plan.

In May 2015, the Board struck an Affiliate Task Force charged with proposing options for models and structures that would achieve this vision. The AFT Final Report presents the ideas generated by the task force based on their research of other associations’ models as well as the views of members of TESOL International Association and its affiliates.

The Board now invites comments from the membership as a whole on these ideas as well as suggestions for the road ahead. Continue reading

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TESOL Board Seeks Member Feedback on Interest Sections

Dudley Reynolds
Dudley Reynolds

Using feedback from the 2015 Governance Review Task Force, input from Interest Section leaders, and best evidence on successful member communities in associations, the TESOL Board of Directors has proposed a vision for knowledge-based member communities within TESOL based on the following principles:

  • Cultivates knowledge for the field.
  • Increases the ability of members to identify and discuss professional issues relevant to their areas of interest.
  • Provides the means for this knowledge and information to be easily shared and disseminated both horizontally and vertically within the association.
  • Regularly provides information on current issues within the field to both leadership and staff to inform the programming and activities of the association.
  • Provides for different forms of groups relevant to their role and function (i.e. not a “one-size-fits-all” model).
  • Supports leadership paths for members.
  • Maximizes the benefits from time and financial investment of members in TESOL International Association governance.
  • Aligns with, and advance, the association’s strategic plan.

In May 2015, the Board struck an Interest Section Task Force (ISTF) charged with proposing options for models and structures that would achieve this vision. The ISTF Final Report presents the ideas generated by the task force based on their research of other associations’ models and the views of TESOL members.

The Board now invites comments from the membership as a whole on these ideas as well as suggestions for the road ahead. Continue reading

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ESPIS Founder Kay Westerfield: 50 At 50 Award Winner

Kevin Knight
Kevin Knight

Hello, ESPers worldwide!

In this TESOL Blog post, I am pleased to be able to share exciting news about Kay Westerfield, Ronna Timpa, the ELT Leadership Management Certificate Program (Online) (25 April–29 May 2016), and the new ESPIS Board!

On the TESOL website, you can read the following description of the 50 at 50 award winners:

Each [of the 50 leaders] has made a significant contribution to the TESOL profession within the past 50 years. The leaders were selected by the 50th Anniversary Advisory Team from more than 120 nominees.

TESOL International Association congratulates these outstanding TESOL professionals! Their leadership has helped build the association and develop English language teaching and learning into a profession that touches the lives of students and educators worldwide.

Continue reading

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TESOL Greece Convention 2016: Join the Education R-Evolution

Guest Author
Guest Author

A guest post by Misty Adoniou
In this blog, Misty Adoniou shares her experience attending and speaking at the TESOL Greece 2016 convention, in Athens, Greece, 19–20 March.

TESOL Greece is a TESOL affiliate with a long history, founded in 1980, and I had the very great honour of presenting the opening keynote at its 37th convention held in Athens on 19–20 March 2016 .

I attended as part of TESOL International Association’s Affiliate Speaker Program, which gives TESOL affiliates the opportunity to have a member of the Board of Directors speak at their annual event. Continue reading

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Email Writing: 10 Classroom Activities

Elena Shvidko
Elena Shvidko

Today, I’ll share a few activities that you can use for helping students write an email in English.

Activity 1

Compose two columns. In one column, write several phrases from different types of emails, and in the other column write the email types. Students will match the phrases with the types.

For example:

Phrases:

  • Please accept our apology for….
  • I am writing to express my dissatisfaction with…
  • I’d like to thank you for your….
  • This is to invite you to join us…
  • We are happy to inform you that you have been selected…

Continue reading

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6 Steps to Making New Words Go From Unknown to Acquired

Nathan Hall
Nathan Hall

Years ago, I began Chinese lessons to better understand what it’s like to learn a language. I went from feeling giddy when I recognized a few characters to frustrated at how many I didn’t understand in the time it took to look at the bigger piece. Years later, I can identity many more common characters, but every time I start a new lesson repeat the cycle of going from overconfident to overwhelmed when I see how many new words I have to learn.

That experience made me think about how my students feel when I start previewing vocabulary for a new lesson. The first vocabulary preview can seem intimidating and strange when you don’t recognize anything in the list. Lessons can reinforce what the students learn, but there is a big difference between knowing a word well enough to answer a multiple-choice question and actually adding it into the students’ language repertoire. The result is that students tend to “learn” the word for a short while without “acquiring” it into their developing language. Continue reading

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Teaching the (Breaking) News

Tara Arntsen
Tara Arntsen

The news, as we have already covered in previous posts (Feb 2014 and May 2014), is an excellent source of material for the language classroom because of its wide range of topics and its relevance to our everyday lives. You can gather news articles or videos from many different sources, but today I want to look at just one, a website called Breaking News English.

Breaking News English is an excellent site that is completely free. There is no need to register or sign in to access the numerous resources available. Although the site itself appears somewhat dated, there is always new material being added, and there are now over 2,000 topics to choose from. Continue reading

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Narrowing In on Narrow Input

Robert Sheppard
Robert Sheppard

In this quick post, I want to introduce the concept of narrow input. We’ll go from what to why to how: what it is, why it’s a good idea, and how you can implement it in your classroom.

Defining Narrow Input

So, we know input: the language that our learners take in, via either reading or listening, the two receptive language skills. Accordingly, the two forms of narrow input are narrow reading and narrow listening, the former being much more heavily discussed than the latter. But what exactly makes them narrow?

What it means is limiting the texts students read, generally by subject matter, but also possibly by author or genre. Continue reading

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11 Apps to Build Literacy for Elementary ELs

Judie Haynes
Judie Haynes

In my last blog, I talked about online resources for building English learners’ literacy skills. I would like to expand on that topic by listing some apps that also help build literacy. It became apparent as I examined these resources that free apps are not always the best choice. Many app designers create a free version, and this is certainly a way to explore an app. However, the complete versions of most apps  are more likely to provide a real learning experience for ELs.  You’ll want to look at samples of apps to see if they are developmentally appropriate, linguistically complex, and interactive.  Many apps have free “trailers” that you can view.  If you find a free app that you like, consider upgrading to the complete version.

Here are a few apps that I suggest:

1. Little Bird Tales is an app that allows students to tell digital stories using their own photographs or art work. It’s good for young students because it allows them to tell a story. Beginning ELs could use one-word labels or short sentences for their stories. (Grades K–2) Continue reading

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ESP Project Leader Profile: Shahid Abrar-ul-Hassan

Kevin Knight
Kevin Knight

Hello, ESPers worldwide!

In this ESP project leader profile, you will read about Shahid Abrar-ul-Hassan. Shahid is a seasoned EAP educator, academic researcher, professional development consultant, and official ESOL examiner (speaking, writing) based in Vancouver, British Columbia, Canada. He has also worked as section editor of TESOL Journal (Scopus-indexed) and as associate editor of the TESOL Encyclopedia of English Language Teaching (a pioneering work of the TESOL International Association and Wiley Blackwell). Shahid is an alumnus of the Middlebury Institute of International Studies at Monterey (California, USA). He was a recipient of the Charles Wallace Fellowship (British Council/Charles Wallace Trust) and the Fulbright Fellowship (U.S. Department of State). He has also received a Best Teacher award for excellence in research and teaching from Sultan Qaboos University (Muscat, Oman). Shahid has led commissioned/invited professional development workshops in Albania, Canada, China, Nepal, Oman, Pakistan, Sri Lanka, Taiwan, Thailand, and Turkey. Continue reading

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