Issue 4 | December 2008

VOLUME 5 | ISSUE 4 | DECEMBER 2008

FROM THE EDITOR ...... 3 Out of the Reflective Box ...... 25 COMPLEAT by Ronaldo Lima Jr. LINKS PRESIDENT’S MESSAGE...... 5 Excellence in the ESOL Classroom Compleat Khaled Al-Seghayer offers a discussion of good instructors in the field of English Links is COMMUNITIES OF PRACTICE language teaching. the online Circle Time: Cooperative Learning component of in the Content Area Classroom ...... 6 PORTAL Essential Teacher. by Judie Haynes Language Issue or Go to Learning Disability?...... 28 http://www.tesol.org/et/, Home Room: Teachers as by Caroline Linse click on Compleat Learning Partners...... 7 Links, and read by Linda New Levine Using Problem-Based extensions of the Instructional Coaching for English Scenarios in Readers Theatre...... 31 Language Educators by Patrick Ng Chin Leong themes and topics Ayanna Cooper reflects on the use of data to in this issue. help drive instruction, which in turn can assist in professional development. Web 2.0 in the Language Classroom ...... 34 Grammatically by Martin Sankofi Speaking The Road Taken: Planning Lessons Oral Journals: A Journey With Language Functions in Mind ...... 9 from Analog to Digital Why is I always capital- Kathy Brenner writes about the use of audio ized? Why don’t we by Debbie Zacarian journals and the progression of technology. use the –s genitive Multilingual Momentum: Continuing My with singular, counta- Building Fluency With Journey as an EFL Professional in China...... 10 Reluctant Junior High ble nouns? Richard by Ke Xu Firsten answers these English Language Learners...... 37 by Dorit Sasson questions, explains the Culture/Cross-Culture: Assessing statal passive, and chal- Intercultural Communicative Competence...... 12 lenges you with a new by Alvino E. Fantini REFERENCES & RESOURCES Brain Teaser. Creating Meaning: Advanced From A to Z: Seven Reasons to Reading and Writing (Laurie Blass, Attend the TESOL Convention ...... 13 Hannah Friesen, and Kathy Block)...... 40 by Dorothy Zemach Reviewed by Jose A. Carmona

OUT OF THE BOX Frontier House...... 40 Tuning Learners Up With Reviewed by Susan Kelly “Sweet Nothings” in the From Home to School 1 Language Classroom...... 16 (Ann Gianola) ...... 41 by Okon Effiong Reviewed by Vanessa Caceres Adopting an Intercultural Approach to Teaching English Weaving It Together: as an International Language...... 19 Connecting Reading and Writing 3, ...... by Sulaiman Jenkins 2nd ed. (Milada Broukal) 42 Reviewed by Taniea Engel A Dialectical Approach to Lesson Planning ...... 22 ASSOCIATION NEWS ...... 43 by Paula Korsko Three Perspectives on Leadership

DECEMBER 2008 | 1 Essential Teacher (ISSN 1545-6501) is published Member Services-Please direct all four times a year by Teachers of English to membership queries to TESOL Speakers of Other Languages, Inc. (TESOL). Membership Department at the address above or to [email protected]. For submission guidelines, see http://www.tesol.org/et/. TESOL’s mission is to ensure excellence in Send correspondence to [email protected] English language teaching to speakers of or other languages. Essential Teacher, TESOL, 700 South Washington Street, Suite 200, Alexandria, VA 22314 USA Names of teachers and students are pseudonyms or are used with permission. Essential Teacher is copyrighted to TESOL. All requests for permission to reprint should be made through Copyright Clearance Center (http://www.copyright.com/).

Editor Columnists Consultant Staff Editor Eileen N. Whelan Ariza Richard Firsten Sarah J. Duffy ([email protected]) Miami-Dade County Public Schools Florida Atlantic University Editorial Administration Judie Haynes Tomiko Chapman River Edge Public Schools Compleat Links Editor TESOL Central Office Maria Coady Linda New Levine ([email protected]) ESL/EFL Consultant Advertising University of Florida Cindy Flynn Out of the Box Editor Ke Xu TESOL Central Office 703-518-2524 Linda Gerena Borough of Manhattan Community Col- lege, City University of New York [email protected] ([email protected]) York College, City University Debbie Zacarian Graphic Design of New York Center for English Language Education, Sans Serif Graphics Portal Editor Hampshire Education Collaborative Fairfax, VA USA Susanne Lapp Alvino E. Fantini ([email protected]) Matsuyama University Printing Florida Atlantic University United Litho, Inc. Dorothy Zemach Ashburn, VA USA References & Resources Editor Materials Writer Vanessa Caceres ([email protected]) Fairfax County Public Schools

Officers and Board of Directors, 2008–2009 Officers Directors Shelley Diane Wong, Deena Boraie Jane Hoelker Jim Stack President The American University Qatar University San Francisco Unified George Mason University in Cairo School District Joyce Kling Sandy Briggs, Past President Andy Curtis Copenhagen Business School Yilin Sun Educational Consultant Chinese University Seattle Central of Hong Kong Gabriel Díaz Maggioli Community College Mark S. Algren, The British Schools President-Elect Ester de Jong Gertrude Tinker Sachs The University of Kansas University of Florida Suzanne Panferov Georgia State University University of Arizona Marcia Fisk Ong Charles S. Amorosino, Jr. Independent Consultant John Schmidt Executive Director/CEO Texas International Educa- Alexandria, Virginia USA Elizabeth A. Franklin tion Consortium University of Northern Colorado 2 | ESSENTIAL TEACHER From the Editor

With this issue, we say good-bye to two editors and give a warm welcome to our new editors. Many thanks and much appreciation to Michael Fields, as the longtime editor of Compleat Links rotates off the team. We also bid farewell and thanks to Hanizah Zainuddin as she steps down as editor of Portal. Taking over as editor of Compleat Links is Maria Coady, from the University of Florida in Gainesville. And our new Portal editor is Susanne Lapp, from Florida Atlantic Uni- versity. We all extend a warm welcome to Maria and Susanne and look forward to working with them on exciting projects for upcoming issues. This issue of Essential Teacher offers a panoply of thoughts for English language teachers to reflect on and instructional strategies that enable English language learners (ELLs) to make gains in learning through reading, technology, and classroom interaction. • Communities of Practice: Judie Haynes offers research-based strategies for engaging ELLs in productive learning along with their native-English-speaking peers. Linda New Levine reflects on the learning brought about by her professional collaboration with another teacher who had similar goals for her ESL students. Debbie Zacarian illustrates how one teacher successfully infused her social studies curriculum with language objectives aligned with seven language functions in order to benefit ELLs. Ke Xu continues to share his memorable, often extraordinary experiences as an EFL professional in Jiangsu Province, China. Alvino Fantini further discusses the development of students’ intercultural competence (ICC) by offering directions on appropriate assessments of ICC. Dorothy Zemach’s upbeat and insightful column motivates readers to attend the upcoming TESOL Convention in Denver, Colorado, March 25–28, 2009. • Out of the Box: Okon Effiong reveals the creative techniques that he used to increase positive classroom interaction and cooperation among coed university EFL students. Sulaiman Jenkins discusses the need for teachers of English as an international language to take an intercultural approach to teaching, one that is nonthreatening to students’ cultural beliefs and sensitive to their learning. Paula Korsko shares the remarkable effect of instructional scaffolding, which took shape as she modified and sought students’ feedback on learning tasks related to reading a novel in English. Ronaldo Lima Jr. writes about the qualities and competencies of excellent teachers and asks us to reflect on what excellence in teaching means to each of us. • Portal: Caroline Linse offers invaluable information for educators who are trying to differentiate language difficulties from potential learning disabilities in their ESL students. Patrick Ng Chin Leong talks about the effects of combining a problem-based approach with readers theatre in an EFL setting. Martin Sankofi illustrates the potential of using Web 2.0 tools to create an exciting and interactive learning environment for ESL students. Dorit Sasson shares her recommendations for improving reading fluency for struggling ELLs. • References & Resources: Jose Carmona presents an overview of Creating Meaning, with its selection of authentic readings and extension activities suitable for intensive English classes. Susan Kelly’s review of the PBS documentary Frontier House offers ideas on incorporating the show into the study of U.S. culture with upper-intermediate- and advanced-level ELLs. Vanessa Caceres reports on From Home to School 1, a book used in family literacy classes to counter the overwhelming issues that adult second language students face. Taniea Engel reviews Weaving It Together, a book devoted to an integrative approach to reading and writing for intermediate-level ESL students. • Compleat Links: Ayanna Cooper reflects on the use of data to help drive instruction, which in turn can assist in professional development. Khaled Al-Seghayer offers a discussion of good instructors in the field of English language teaching. Kathy Brenner writes about the use of audio journals and the progression of technology.

Enjoy this issue of Essential Teacher, and please plan to attend our session on getting published in ET at the 43rd Annual TESOL Convention and Exhibit, March 25–28, 2009. It’s sure to be another great experience!

Eileen N. Whelan Ariza [email protected]

DECEMBER 2008 | 3

President’s Message

One of the values TESOL represents is accessible, high-quality education. TESOL continues to expand the availability of professional development offerings to meet the diverse needs of its global membership. With the advent of new technology and social networking, the traditional classroom is rapidly being complemented with online opportunities for peer-to-peer learning. I’d like to update you on the numerous opportunities you have to enhance your professional development:

• Online discussions: Introduced in the fall of 2008, the first discussion topic was “Successes and Challenges in Meet- ing the Needs of Young Learners.” Members and nonmembers alike are invited to participate in these lively quarterly discussions. • Virtual seminars and other webcasts: These 90-minute programs focus on key issues in ESOL. They are easy to access online from your home or office, as a live event or using the playback feature when it fits your schedule. Stu- dents and global electronic members can attend for free. Registration for the playback versions of the following virtual seminars is currently available on TESOL’s Web site: “Theory and Practice in Classroom-Based Assessment,” “Teaching Young Learners (K–12): Challenges and a Way Forward,” “Learning to Read a Second Language: What Does the Research Say and What Do We Do About It?” The playback version of the following TESOL–New York Times Knowledge Network webcast is also available online: “Falling Through the Cracks: Meeting the Needs of Adolescent English Language Learners.” • Online courses: Registration is now available for TESOL’s popular Principles and Practices of Online Teaching Certifi- cate Program, which starts again in January 2009. Other online courses from TESOL focus on using the PreK–12 English Language Proficiency Standards and on English language learners (ELLs) with special needs. • Interest sections (ISs): There are 20 ISs, any of which you can join for free as a member benefit. IS members share resources and information regularly. • Symposia: TESOL symposia are 1-day regional programs conducted in collaboration with TESOL affiliates worldwide. They provide opportunities to learn from and dialogue with experts on key topics selected by the affiliates. “Learner Autonomy: What Does the Future Hold?” was held in Sevilla, Spain, on November 8, 2008. The next TESOL symposium will take place in Panama on September 18, 2009. • Pre- and Postconvention Institutes (PCIs): Held in conjunction with the annual convention, PCIs offer in-depth, hands-on professional development. Selected by the Professional Development Committee, they are designed and led by experts in the field and address professional development needs identified by convention planners and past PCI participants. Topics for 2009 include content-based instruction, computer-assisted language learning, pronunciation, writing, and materials development. The next PCIs take place March 24, 25, and 28, 2009, in Denver, Colorado, USA. Registration for the PCIs is now available on TESOL’s Web site. • Academies: The 2009 TESOL Academy will feature six 10-hour workshops focused on key issues in K–12 and adult education. It will be held June 19–20, 2009, at the College of Charleston, in Charleston, South Carolina, USA.

TESOL will also soon hold a conference on building a culture of peace, “Integrating Language Teaching and Learning With Social Responsibility: Sharing Practical Strategies for Understanding and Resolving Conflicts.” It will be held on Feb- ruary 8, 2009, at George Mason University, in Fairfax, Virginia, USA. This professional development conference is for K–12, adult, and higher education ESL teachers, teacher trainers, administrators, and other educators who work with ELLs. TESOL members who cannot attend may participate in discussions electronically with members around the world. As we celebrate this holiday season of peace, let us continue to remind ourselves of the tremendous opportunities that we as TESOL members have to promote a more loving and just society. I encourage you to take advantage of these opportunities to expand your professional knowledge and connect with your colleagues! To find out more about professional development through TESOL, go to www.tesol.org and click on Education.

President, 2008–2009 [email protected]

DECEMBER 2008 | 5 Communities of Practice

CIRCLE TIME Cooperative Learning in the Content Area Classroom by Judie Haynes

Students from Mrs. Mahoney’s Not all small-group instruction, groups of four or five, ELLs feel that fifth-grade science class walked however, is created equal. Let’s look at they are an integral part of the class- proudly into my ESL class wearing another example. room community. labels from a cooperative group sci- Students in Ms. Feeney’s sixth-grade Assign students to heterogeneous ence activity pinned to their shirts. In class worked in small groups to com- groups. Groups need to be structured science class, the students were divid- plete a health assignment. Many of the so that the ELLs in the classroom are ed into heterogeneous clusters and the ELLs were in the same cluster, so the working in different clusters. Assign to English language learners (ELLs) held groups were not linguistically bal- each group native-English-speaking roles such as artist, timekeeper, or anced. Each student had his or her own students who you know will buddy errand runner. In this activity, students activity sheet, and the groups worked with ELLs and give extra help and sup- studied the formations of different together to complete the task. These port. All students will benefit from kinds of volcanoes. A native English groups were informal, and the more working with classmates from varying speaker was each group’s scribe and proficient native English speakers often ethnic backgrounds, cultures, and lin- wrote down the information that the supplied the answers to any ELLs in guistic abilities. group had brainstormed. their group without helping them Give students real reasons to com- Eduardo was the artist in his group understand the information. The class- municate. By participating and produc- and drew pictures of the various types room was noisy and disorganized. Stu- ing authentic language for academic of volcanoes with the support and help dents were assessed individually; as a communication, ELLs gain not only of his group members. Carolina was result, they did not support each content area knowledge, but also lan- her group’s errand runner, gathering other’s learning and had no stake in guage proficiency. Native-English- and distributing all of the supplies how their group functioned. speaking peers will modify their from a written list. It was also her job Research shows how important speech and adapt their oral communi- to ask the teacher for help when it was small-group instruction is to student cation to help their classmates better needed. In another group, Hena learning in general (Radencich & understand content. New learners of worked as the timekeeper, telling her McKay, 1995; Slavin, 1995). I believe English will have multiple opportuni- fellow group members how much time that cooperative group instruction is a ties to negotiate meaning because there had elapsed. crucial tool for the ESL classroom and will be more opportunities for repeti- The ELLs were assigned group roles for content area teachers who have tion of academic content. that were appropriate for their English ELLs in their classes. When students Teach teamwork and social skills language level. As they became more have specific guidelines and roles in directly. Teachers should encourage proficient in English, their roles reflect- the group and native English speakers groups to support each other’s learning. ed their increased usage of English. are coached in how to include their In addition to providing the content Hena reported to me that her experi- ELL classmates, the academic and task, teachers should provide explicit ence in Mrs. Mahoney’s class was the social results are impressive. instruction about the group’s process. first time she felt comfortable working The following are some important In a well-structured lesson in which the with her native-English-speaking peers. aspects of effective small-group task and process have been taught, stu- I noticed that all of the students in my instruction. dents will learn language and academic fifth-grade ESL group started to work Arrange the physical space so that material as well as gain social skills. much harder. They began bringing active student participation is encour- ELLs who may be afraid to speak in their science work to ESL class for extra aged. Seating in the classroom should front of the whole class will be more help because they wanted to do a good facilitate small-group and paired willing to participate. It is much easier job in their groups. learning. If desks are arranged in when classmates support each other.

6 | ESSENTIAL TEACHER Teach students how to Two-Minute Review is an reflect on how well their group All students will benefit from activity in which the teacher is working. Roles should be stops during a lesson or dis- assigned, individual participa- working with classmates from cussion so that the group tion monitored, and individual members can review the infor- as well as group accomplish- mation with each other. I ments rewarded. Students varying ethnic backgrounds, modify this strategy so that should reflect on how well students have up to 10 min- their group works together cultures, and linguistic abilities. utes to help each other, which (their process) and how they gives ELLs a chance to clarify view their own participation. questions and review informa- Although many of the well-known are congratulated, and those with tion. This works best when students small-group structures are difficult for incorrect responses are helped. A dif- are given a particular group task and ELLs to utilize, there are still many ferent team member reads each ques- the team discusses and writes down that can enhance their learning. The tion until they have all been answered. the most important points. following are a few cooperative learn- Round Table is an activity that can It is important to keep in mind ing strategies (Kagan, 1994) that I have be used with ELLs if the responses do that some of these strategies will found work well with ELLs if adapted not require too much written language need to be modified so that all stu- to their appropriate linguistic level. and spelling does not count. For exam- dents can participate. Showdown is an activity that is ben- ple, the teacher gives an instruction eficial for reviewing material before a such as “Name as many insects as you References test. Each group creates 10 questions can.” The first student in each group Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Cooperative about the topic to be reviewed. They writes a response and passes the paper Learning. then pass their questions to another to the next student. It helps to place Radencich, M., & McKay, L. (Eds.). (1995). group. One student from each group the ELL in an early spot. The paper is Flexible grouping for literacy in the reads the first question, and the other passed around the group until the elementary grades. Boston: Allyn & Bacon. group members write their responses. group members have written every- Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). When the lead student calls out thing they can think of. The group Boston: Allyn & Bacon. “Showdown,” everyone shows their with the most correct responses wins responses. Those with correct answers some type of recognition. [email protected]

HOME ROOM by Linda New Levine Teachers as Learning Partners

Teacher professional development teacher and worked in that capacity in her get started: school information, les- can occur in a variety of ways. My other schools. I had trained as a sec- son plans, strategies, and materials. That school district ensures continuing pro- ondary teacher and worked at the first year, we even shared a classroom— fessional development through middle school level. She was a field- a long narrow room where she taught at required graduate courses, fly-in con- sensitive, global learner. She preferred one end and I taught at the other. Our sultants, and ongoing summer curricu- to learn in a social environment and classes were scheduled during the same lum and textbook review. I’ve been consider big-picture topics. I was field time periods, so we had opportunities to involved in all of these experiences independent and analytical. I worked observe each other teaching. throughout my teaching career, but incrementally, individually, and in Watching and listening to each none of them helped me develop and sequential order. other’s lessons reassured us that we grow professionally as much as my col- In spite of these differences, we were could work together. We saw that we laboration with Mona. fast friends from the start. I had been in shared the same philosophy and, more Mona was the other ESL teacher in the district longer, and I welcomed the important, had a great deal to learn my school district at the elementary addition of new staff to handle the from each other. We developed mutual level, and we brought different needs of our quickly growing popula- respect and trust that proved to be the strengths to our collaborative pairing. tion of English language learners (ELLs). most essential elements in our long col- She had trained as an elementary I shared everything with Mona to help laboration that followed.

DECEMBER 2008 | 7 became the culture of our • high frequency of talk about As the days and months ESL department, and we all teaching thrived on it. • high frequency of planning and passed, we developed the My interest in profession- making instructional materials al development through together teacher collaboration stems • teaching each other about the theory and practice necessary from a very personal experience, but my reading and practice of teaching for English language learners research into this topic sup- • asking each other for help port everything I learned to succeed in our classes. instinctively through my Successful collaborative groups collaboration with Mona. I have commonalities that promote learned that true collabora- reflective inquiry. Teachers in these Planning in the morning or after tive interdependence is rare groups develop norms for group work school allowed us to share strategies among teachers (Little, 1990). We are and communication skills that help and ask each other for suggestions often thought of as the “egg carton” pro- “establish and maintain a safe and when problems arose. Because we fession because of the separation that trusting environment and encourage taught in the same space, we often met exists in our professional experiences. group members to reexamine, clarify, in the center of the room after a class to Frequently, teachers work behind closed and transform their thinking so they celebrate a small success or talk about doors, rarely interacting with other pro- can help students succeed” (Langer, what we would do differently next fessionals in their school. This isolation Colton, & Goff, 2003, p. 14). time. Those miniconferences filled me is counterproductive to the development The development of mutual trust and with excitement. of a strong school culture and to the con- respect created a base that propelled Later I came to realize that the excite- tinuing professional development of Mona’s and my future learning and col- ment arose from the shared experimen- teachers (Lacina, Levine, & Sowa, 2006). laboration. How would we have devel- tation Mona and I were conducting in But collaborations such as Mona’s oped that respect if we had never seen terms of student learning. As the days and mine do not develop spontaneous- each other teach? How would we have and months passed, we developed the ly. For strong interdependent collabora- developed trust if we had never shared theory and practice necessary for ELLs tive bonds to develop, internal or exter- our problems and asked each other for to succeed in our classes. Reading nal forces may be responsible. Mona help? In this current challenging educa- about theory in a graduate course or and I were strongly motivated by the tional environment, we need the help hearing about it from a consultant had need to develop better programs for and collective intelligences of our col- never engaged me as profoundly as the beginning readers in a competitive leagues to ensure academic success for experimentation I shared with Mona in school climate where standardized test- all learners. our classroom. It was an exciting time. ing was utilized for student placement Mona and I eventually moved into and retention. Our internal motivations References separate classrooms as space became evolved from a shared dedication to Lacina, J., Levine, L. N., & Sowa, P. (2006). available and our student population students and a desire to see civil justice Helping English language learners succeed and academic success prevail for them in pre-k–elementary schools. Alexandria, grew. Later, she was assigned to a VA: TESOL. neighboring school, but our collabora- and their families. Langer, G. M., Colton, A. B., & Goff, L. S. tion continued as we held monthly I also learned that interdependent (2003). Collaborative analysis of student meetings to share teaching units and collaborative teams operate under a work. Alexandria, VA: Association for strategies. As a result of that continued different structure from traditional Supervision and Curriculum Development. Little, J. W. (1990). The persistence of privacy: collaboration, we applied for and groups of teachers. Successful teams have increased frequency and intensity Autonomy and initiative in teachers’ received a grant to create our own ELL professional relations. Teachers College curriculum for the school district. in their interactions and a higher prob- Record, 91, 508–536. Another grant enabled us to spend a ability for mutual influence. Collective Rosenholtz, S. J. (1991). Teachers’ workplace: month in Mexico improving our Span- judgments and decision making are The social organization of schools. New ish language skills. We also presented the norm. These attributes were cer- York: Teachers College Press. at the TESOL convention, sharing our tainly characteristic of my first heady [email protected] curriculum and ideas about thematic years of collaboration. In addition, teaching with other teachers. Mona and I shared other characteris- As our district’s ESL staff grew, Mona tics with collaborative teams (Little, See also “Instructional and I modeled the kind of collaborative 1990; Rosenholtz, 1991): Coaching for English partnering that helped other ESL teach- Language Educators,” ers adopt our form of professional • shared responsibility for teaching http://www.tesol.org/et/. development. This type of collegiality • frequent observations of each other

8 | ESSENTIAL TEACHER THE ROAD TAKEN

Planning Lessons With by Debbie Zacarian Language Functions in Mind

Carla Miner, a high school ESL mat, so she created the following Building on this lesson sequence, teacher, planned on teaching a unit on sequential sketch of her “right to Carla wrote several language objectives exercising the right to vote. Drawing vote” lesson plan: that she planned to display for her from the Massachusetts Department of 1. Teach students about exercising the high school students: Education’s (2003) English language right to vote. benchmarks and outcomes, she created • Watch a video about exercising the 2. Separate students into small groups several language and content goals that right to vote. or learning communities. complimented the goals for learning • In small groups, share ideas 3. Assign each group the task of creat- language and social studies (see Bench- about how to develop a play about ing and performing a play about the marks and Outcomes below). this topic. During the previous year, Carla right to vote, using puppets of their • Write a play using a puppet-show had used a particular learning format own design. format. that had worked well. She had taught 4. Each group performs the play for a her high school students a social stud- small group of kindergarten students. • Perform the play for a group of kindergarten students. ies concept and then had them create 5. Each group creates a kindergarten and perform a puppet show about it. assessment to measure how effec- • Assess the kindergarten students’ She had found that her students’ use tive the lesson is with the students understanding of the right to vote. of English expanded using this for- who watch the performance. Carla used group work frequently. Benchmarks and Outcomes In planning this lesson, she began to think about the types of language functions that she would require her Listening Reading students to use. Drawing on Halli- Follow simple oral requests or directions. Identify distinctive contributions made day’s (1985) functional categories, she by people in the target culture. planned the lesson based on the activ- Understand simple story or poem by ities that she wanted her students to using prior knowledge and/or visual Recognize letters and letter–sound engage in. Halliday posits that people cues. matches in familiar words. use language to perform seven differ- Identify details that support the main ent functions, and Carla decided to idea in a literacy or informational text plan a lesson that would engage her that is heard. students in each of these language functions. First, Carla decided to separate her Speaking Writing students into small groups. This would Retell events in a simple story using List details that describe story event. ensure that they would engage in an relevant words and phrases. interactional function. Second, she Draw or sequence pictures to tell or would tell her students that they Express imagination and creativity retell a story. would be creating a puppet play for a through storytelling and word games. Understand selected essential grade- group of kindergarten students about Participate in sustained, interpersonal level content vocabulary using pictures, the right to vote, and she would ask conversations. actions, and/or objects. them what they needed to perform this task. Their response would reflect an Identify distinctive cultural aspects of Arrange events in sequential order instrumental function. Third, she would the target culture presented in stories, when writing or dictating a personal or instruct her students to gather facts films, drama, and pictures. familiar story. and resources about the right to vote, reflecting the informational function. Source: Massachusetts Department of Education, 2003.

DECEMBER 2008 | 9 Fourth, students would ask ques- dent in the group. This leadership regulatory function. Sixth, each group tions about what it means to exercise function (leader of the group’s materi- would engage in an imaginative func- the right to vote. This would reflect a als, leader of the group’s notes, leader tion to create a puppet play that illus- heuristic function. Fifth, she would of group’s process, leader of the trates the content. Finally, Carla assign a leadership role to each stu- group’s product) would reflect the would provide specific tasks to engage each student on what it means Designing Activities to Engage Students in Using to personally exercise his or her right Halliday’s Language Functions to vote. This would encompass the personal function. Function Example of Classroom Activity The process of planning these seven language functions greatly assisted Interactional: communicating with others Students work in pairs or groups Carla. Incorporating each of them Instrumental: getting needs met Students ask for clarifying instructions or helps her plan lessons that effectively information to complete a task support students’ learning of English.

Informational: describing ideas, communi- Students share ideas about people, places, References cating information events, things, and so on Diaz-Rico, L., & Weed, K. (2006). The cross cultural language and academic Heuristic: seeking and testing knowledge Students ask the teacher or other students development handbook: A complete K–12 questions, explain ideas, or retell a story reference guide (3rd ed.). New York: Allyn & Bacon. Regulatory: controlling behavior, feelings, The teacher puts students in charge of a task Halliday, M. A. K. (1985). Spoken and or attitudes of others or a group written language. Oxford: Oxford University Press. Imaginative: pretending, using creativity Students use ideas to create Massachusetts Department of Education. (2003). English language proficiency Personal: expression of self Students share and tell others (students or benchmarks and outcomes for English the teacher) about their beliefs, experiences, language learners. Malden, MA: Author. or personhood

Note: Adapted from Diaz-Rico & Weed, 2006; Halliday, 1985. [email protected]

MULTILINGUAL MOMENTUM Continuing My Journey as an EFL Professional in China by Ke Xu

In 1983, I returned to the Education My work at the Jiangsu OTR was horizons and deepened my under- Department of Jiangsu Province and multifaceted. The province had 16 standing of teaching. worked in the Office of Teaching and regions, and 65 counties, with 3 million In addition, I ran an EFL journal, Research (OTR), a combination of a secondary school students for whom published twice a year, that included curriculum branch and an institute of English was, and still is, a requirement. research articles, lesson plans, book pedagogical and methodological stud- I called for an annual meeting of EFL reviews, and other teacher resources. ies. I was a founding member of Jiang- program directors from all 16 regions Because I was the only person in charge su’s OTR and, later, the youngest EFL so that they could update their curricu- of foreign languages for the entire Edu- program director at a provincial level lum implementation and discuss issues cation Department, I had to do every- in China. The establishment of OTRs of general concern. thing by myself. I found contributors in the early 1980s marked the begin- I also traveled a great deal, visiting and reviewers, but I was also the editor, ning of China’s governmental involve- cities, schools, and individual classes. copy editor, and proofreader. ment with teaching in subject areas. Each year, I observed 50–70 classes, Among the many things that hap- There is now an OTR at provincial, including those in other provinces. This pened during these 10 years, some regional, and county levels throughout was the part of my job that I enjoyed stand out more clearly in my memory. the country. most because it greatly broadened my The first was a tough job I handled

10 | ESSENTIAL TEACHER right after I started each province at the OTR. On an To save me from getting should hold its inspection tour, I own high school found that many fired, my boss asked me certificate test schools were (HSCT). Test- teaching to write to the Ministry of writing teams advanced-level were soon content to students Education requesting formed for all who couldn’t even subjects to be read the English instructions, which I did tested, and I was alphabet. Without one of the five much thinking, I right away. members of the told the school task force for principals to use English. To lower level textbooks that matched the stu- ensure maximum security, a correctional dents’ actual proficiency levels. facility 35 miles from Nanjing was chosen My boss’s response to my report, howev- as the site of the project. The day we moved er, stunned me: “What? You told the princi- into the heavily guarded camp, we all took pal to use lower level books? Are you out of oaths to keep the test information confiden- your mind?” tial. All communication with the outside Curriculum decisions were made at the was cut off. We worked 10–12 hours a day national level. Anyone violating the guide- in our room. line could get fired. To save me from getting The food sent in for us was awesome, fired, my boss asked me to write to the Min- but few of us had an appetite. After each istry of Education requesting instructions, meal, we took a walk in a playground out- which I did right away. I was lucky to be side, much as the inmates did, counting able to keep my job, and 2 months later the how many new buds had sprung out from ministry issued a new guideline that the trees at the foot of the high wall that allowed local educational authorities some kept us from freedom. When the project choice in adapting their curriculum to stu- was finally finished, we were taken on a dents’ actual proficiency levels. sightseeing tour out of Jiangsu to visit The second momentous thing was a some of the hottest tourist attractions in teaching contest held in 1989. It was part of China. This was not only a reward, but Jiangsu’s endeavor to enhance EFL teaching also a security requirement—the test was through more structured yet more creative still 2 weeks away. On the day of the test, ways of teaching. More than 600 EFL teach- we all sat around the phone, praying that ers participated in primaries held at the no printing errors were found on the test county level. Those who won their primary we had produced. entered a regional semifinal. The winners of When I look back today, these seemingly the semifinals entered the final at the ordinary events were actually milestones in provincial level. The day before the final the development of Jiangsu’s EFL education contest, they were assigned a lesson to teach system. The ministry’s 1983 curriculum (by drawing lots). The next day, contestants guideline heralded an era of “one syllabus, assigned to teach the same lesson were multiple textbook series.” Teaching contests grouped together to demonstrate their teach- helped prepare teachers for a changing ing skills to students “borrowed” from a world of TEFL in the 21st century. The local school. All of the lessons were video- provincial HSC English test ended the domi- taped and later broadcast on the provincial nance of national college entrance exams and education TV channel. guided schools toward a quality-oriented I was so impressed by the skills that EFL teaching model. these teachers displayed in quickly adapt- The decade I spent working in China as ing themselves to a new teaching environ- an EFL professional was also a milestone in ment and by the many different ways they my personal growth. I grew with Jiangsu’s found to engage the students in various education system, just as I am now growing interactive activities. with TESOL. The third occasion was an unusual experience in jail. In 1990, China decided that [email protected]

SEPTEMBER 2008 | 11 CULTURE/CROSS-CULTURE

Assessing Intercultural by Alvino E. Fantini Communicative Competence

In the March 2008 issue of Essential language, for example, causes people to have the same purpose: to ascertain the Teacher, I made the case for expanding confront how they perceive, conceptual- degree to which students achieve the the goal of ESOL to include the develop- ize, and express. It promotes new com- stated objectives. These newer ment of intercultural competence (ICC; munication strategies on someone else’s approaches help obtain this information see “Expanding the Goal of ESOL”). In terms. And it transforms one’s habitual better and in more varied ways while the June 2008 issue, I presented a course view of the world. Conversely, lack of providing alternatives to traditional redesign model to further this goal (see second language proficiency constrains paper-and-pencil tests. They also permit “Redesigning ESOL Courses to Address people to think about the world and act multidimensional assessment, which is Cultural and Intercultural Aspects”). within it entirely in their native system, appropriate for a complex phenomenon And in the September 2008 issue, I an unenriched ethnocentric approach. such as ICC. offered frameworks and activities for But because language alone does not Aspects of assessment. Assuming a implementing cultural and intercultural make people interculturally competent, multidimensional approach, four exploration in the classroom (see it is important to consider behavioral, important aspects of assessment are “Implementing Cultural and Intercul- interactive, and now attitudinal and worth reviewing: area, type, form, tural Exploration”). All of this, of awareness objectives. and technique. course, leads to the question: How do Basic notions about assessment. To determine the areas to assess, I we assess intercultural competence? Connections among instructional objec- return to the original objectives regard- Not surprisingly, questions regarding tives, course design and implementa- ing ICC: ICC attributes; the three assessment take us full circle, back to tion, and assessment are fundamental aspects of building relationships, com- the initial goal and objectives. Having to educational design. Assessment is municating, and collaborating; the four expanded this goal to include ICC, we interrelated with all aspects of the dimensions of awareness, attitudes, now need to rethink both what and how design process, and its quality depends skills, and knowledge; language profi- we assess. Traditional language assess- on various factors: ciency; and developmental indicators. ment is inadequate in terms of address- Once test areas have been deter- ing the full range of communicative • clarity of purpose mined, consider which test types are abilities—from language proficiency to • the target audience best suited to your purposes. Test types appropriate behaviors and interactions. • clarity about success and outcomes reflect their primary use (e.g., readiness, Evaluating ICC presents special chal- to be assessed placement, diagnostic, aptitude or atti- lenges given its multiple components. • proper assessment tools and tech- tude, proficiency-based, norm- or Even considering only one component niques criterion-referenced, bilingual or (e.g., the dimensions of knowledge, atti- • the procedure (e.g., how the test is culture-language dominance, formative, tudes, skills, and awareness) brings up administered, evaluated, and scored) normative, summative, achievement). issues not normally addressed by lan- • the validity, reliability, and scope Assessment approaches take various guage educators. Although teachers of instruments forms, and it is important to choose the assess language knowledge and skills, • representative and varied samples form, or combination of forms, best evaluating learner attitudes and aware- of student achievement suited to your needs. Direct assessment ness is uncommon and not easily sub- • bias avoidance (e.g., extraneous is conducted at specified moments and jected to quantification or documenta- interference affecting samples) is usually announced beforehand, as tion. Several assessment instruments with traditional tests and quizzes. Indi- suggest objectives for both areas (e.g., Today, innovative approaches have rect assessment is ongoing, sporadic, Byram 1997; Fantini, 1999, 2006). greatly improved assessment efforts, and not usually obvious to learners. For Although language proficiency including outcomes assessment, mas- example, a teacher observes students remains at the core of ICC, it is clearly tery learning, and performance assess- and makes notes after class based on not the whole concept. Yet proficiency ment. Portfolios, logs, observation, and preestablished criteria (e.g., how they enhances ICC in quantitative and quali- performance-based tasks are also espe- interacted or participated, problems tative ways. Grappling with a second cially valuable. All of these assessments that arose, students’ interest and moti-

12 | ESSENTIAL TEACHER vation). Periodic notes regarding stu- provide better and more varied indica- to guide our educational practices from dent performance guide the teacher in tors of progress. The increasing avail- start to finish. In the end, appropriate pursuing specific issues in future ses- ability of external instruments enriches assessment procedures enhance both sions, if needed. Discrete assessment this process even more. teaching and learning. addresses particular learning aspects External assessment tools. External (e.g., did the student grasp the point, assessment instruments designed to References demonstrate a particular skill, or show assess ICC are obtainable from various American Council on the Teaching of Foreign Languages. (1999). ACTFL proficiency a particular insight?). Its focus is nar- sources. Some instruments are predic- guidelines—Speaking. Retrieved September row and specific. This contrasts with tive; others are formative, normative, or 18, 2008, from http://www.actfl.org/files/ global assessment, which considers summative. Examples of tools for moni- public/Guidelinesspeak.pdf abilities of synthesis and application in toring and measuring aspects of ICC are Byram, M. (1997). Teaching and assessing other contexts. In general, varied forms the ACTFL Proficiency Guidelines (Ameri- intercultural competence. Clevedon, England: Multilingual Matters. of assessment used in combination can Council on the Teaching of Foreign Kelley, C., & Meyers, J. (1995). Cross-cultural produce the best learning indicators Languages, 1999), the Assessment of adaptability inventory. Minneapolis, MN: over time. Intercultural Competence (see the National Computer Systems. Assessments are implemented using Appendix of Fantini, 2006), and the Fantini, A. E. (1999). Comparisons: Towards various techniques: closed or open- Cross-Cultural Adaptability Inventory (Kel- the development of intercultural competence. In J. K. Phillips (Ed), Foreign ended questions; scored activities (e.g., ley & Meyers, 1995). language standards: Linking research, matching items, true-false and multiple- As educators, we must be clear and theories, and practices (pp. 165–218). choice questions); oral and written explicit about the things we do. How Lincolnwood, IL: National Textbook exercises (e.g., paraphrasing, transla- we conceptualize our subject matter Company. tion, essay); individual and interactive affects how we define goals and objec- Fantini, A. E. (2006). Exploring and assessing intercultural competence. Brattleboro, VT: activities; interviews, debate, and dis- tives, design and implement courses, Federation of the Experiment in cussion; demonstrations, role-plays, and and monitor and assess outcomes. Test- International Living. Retrieved September simulations; field experiences; and peer, ing and evaluation practices are integral 18, 2008, from group, teacher, and self-evaluations. to this process. Increased assessment http://www.experiment.org/documents/ The use of varied test types, forms, options ensure effective and reliable FinalGSIResearchReport12.06_000.pdf and techniques, plus the trend to evaluation. Properly executed, quality include self-evaluation by learners, all assessment provides solid information [email protected]

FROM A TO Z Seven Reasons to Attend the TESOL Convention by Dorothy Zemach

If you are reading this in December, week’s worth of work while I’m away, you an excellent opportunity to attend then the annual TESOL convention and missing my family. However, I con- sessions on topics you’ve never consid- (which will be held in Denver, Colorado, sider conference attendance one of the ered before. If you’re not sure what cor- March 25–28, 2009) is just around the most useful things that I do for myself pus linguistics is all about or what’s corner. If you submitted a proposal to in terms of professional development. new in genre studies, here’s your present, then you already know whether So here are my seven reasons for chance to attend a session or three. If it has been accepted. If it has, I assume attending (though not necessarily in you teach in a high school, why not go that you are going. This column, then, is order of importance). to a symposium on Generation 1.5 more for those of you who are wonder- 1. You can learn something. Back learners at the community college level? ing whether to go—not only to the home, the learning you do tends to be ESL teachers often wind up teaching TESOL convention but to other local focused on the job at hand. A confer- classes they didn’t anticipate, so the ses- and national conferences as well. ence provides the opportunity to attend sion you attend this year out of pure Like many others, I struggle with sessions on topics of immediate rele- curiosity could turn out to be quite use- financing my own way, giving up a vance to your work, but it also affords ful in the future.

DECEMBER 2008 | 13 2. It may be the only vacation 7. You’ll renew your spirit. OK, you get. When I attend a confer- I consider conference I did save the most important ence, I’m busy from the time I point for last. Although a confer- wake up (too early) until the time attendance one of the ence week (or weekend) can be I drop into bed (too late), but yes, physically exhausting, it can be it does still feel like a vacation of emotionally uplifting as well. sorts. I’m in a new location. I don’t most useful things that I You’re surrounded by people who have to make my bed or cook my love the same things you do but meals. Even if I bring work with do for myself in terms of have a different perspective. me, I’m not really going to do it. They’re not bogged down by your To the alert, there’s always food professional development. particular challenges, and they and coffee and drinks on offer. might have useful insights into Graduate schools, state affiliates, your struggles—just as their prob- and interest sections are all hav- lems may seem far easier for you ing parties. It’s not quite the same to solve than your own. Let their as relaxing in the Bahamas, but it enthusiasm renew yours. beats grading papers. One of my favorite literary 3. It’s a good place to look treatments of the liberal arts con- over materials. Yes, the publish- ference scene is David Lodge’s ers’ area is a zoo, but there’s (1984) Small World. In the pro- much to be learned there. We’re logue, he compares the modern fortunate to work in a profession conference to earlier religious in which the salespeople, for the pilgrimages and notes that pre- most part, have come from a teaching Although I value electronic communi- senting and attending sessions allows background, so the people who are cation enormously, it’s not the same as people to eager to show you the latest textbooks an actual conversation, and meeting can also talk about how they would the people you’ve only known online journey to new and interesting places, work in an actual classroom. Take will strengthen your relationships. meet new and interesting people, and enough time to visit the small publish- 6. It’s a great place to network for form new and interesting relation- ers as well as the large ones. Talk with jobs and career advancement. The Job ships with them; exchange gossip and other teachers you see standing MarketPlace is an obvious venue in confidences (for our well-worn stories around about what works for them. If which to look for work if you’re active- are fresh to them, and vice versa); eat, you search high and low and cannot ly hunting, but the informal network- drink, and make merry in their com- find the book you need, tell every ing you do every time you make small pany every evening; and yet, at the publisher about that as well. Who talk in an elevator or sit down next to end of it all, return home with an knows? You could influence future someone new at a lunch table is enhanced reputation for seriousness publishing plans. invaluable. Graduate school classmates of mind. 4. It will look good for you profes- and former colleagues congregate at sionally. That may sound self-serving, conferences, so you can also renew old So if you’re still making up your but so what? Most teachers could do friendships. Those connections some- mind, spend a little time online search- with a bit more stumping for them- times pay off even years down the ing for bargain air or train fares and selves. Attending conferences boosts road. (Now that the annual TESOL cheaper alternatives to conference your reputation with your home insti- convention has been shortened by a hotels. E-mail old friends and col- tution and makes you more visible to day, serious networkers may wish to leagues to see who’s planning to colleagues elsewhere. You’re demon- arrive a day early or stay a day late.) attend. Sort through the announce- strating your interest in your ments and invitations for field, especially if you are par- events, and start filling out your ticipating actively and it is calendar. Write a quick list of noticed. You can also bring If you’re not sure what things you’d like to learn or do back information for your insti- at a conference. And I hope to tution and your colleagues who corpus linguistics is all about see you there! couldn’t attend. 5. You’ll meet people face to or what’s new in genre Reference face. Many of us connect online Lodge, D. (1984). Small world. New York: Warner Books. through interest section and studies, here’s your chance forum e-lists. Conferences are [email protected] our chance to meet in person. to attend a session or three.

14 | ESSENTIAL TEACHER

OUT OF THE BOX

Edited by Linda Gerena [email protected]

By Okon Effiong

alking into a 90-minute English more receptive to a new language ask them Wlanguage learning class in a because I personally would not feel how many Japanese University is not usually the welcome at their house if I were met at classmates of most exciting prospect for any teacher the door with a frown or a bland the opposite sex or learner. You could hardly tell the expression. This strategy worked. My they know by difference between this and walking students all make an effort to look name. The response I into an empty classroom. The pre- happy in class, which leaves me star- receive gets better every ferred boy–girl dichotomous seating ing at 48 smiling and cheerful faces week. To promote this objec- arrangement, the stonewalled silence during lessons. tive, students swap partners that greets the teacher, and, even with It can be quite irritating to see every week for tasks involving pair the best of prompts, you still find that sleeping students in class, especially work, and I insist on personal intro- when I am making great effort to inject ductions before they can commence most learners remain tight-lipped as as much excitement into the lesson as any activity. you attempt to defuse the situation or possible. Rule number two is that Rather than let students continue warm up the class with icebreakers. sleeping in class is not necessarily a with the same-sex seating plan that is A situation like this definitely calls for no-no and would not be frowned quite common in Japanese secondary the teacher to wear not just one, but upon as long as the student brings his schools, I encourage them to mix and two or more thinking caps. or her own futon and pillow. Well, I familiarize themselves with their must say, I have not seen any sleepy classmates. I give them a simple Rules to Live By eyes or drooping heads in my class reminder: “This is a university, you Fortunately, I was warmly received since setting that requirement. are all grown-ups, and I expect on my first day in class, and I quickly Because the students in my classes grown-up behaviours.” capitalised on this by establishing are all freshmen, I reckoned that class ethics in the form of a encouraging them to learn to call their Student Interaction humourous rule book. It contained mates by their first names should help I structure my lessons in such a way simple dos and don’ts, including in building relationships in and out- that students work in dyads, and two wearing a smile at all times as rule side the language classroom. I made it random pairs merge to form groups of number one for the students as well as a class objective that students should four. One week, I announce loudly, for me. I joked that a smiling face is learn each other’s “Okay girls, get up and find a boy.” names and address And the following week, I switch it them as such. Each around: “Guys, it is your turn to find a student has to girl.” In the first week of one term, it I was warmly received on my first endeavour to add a took 25 minutes for a class of 48 stu- day in class, and I quickly capitalised new name to his or dents to pair up. In week 10, it took her collection every just under 5 minutes. on this by establishing class ethics in week. During class As they get to know and address the form of a humourous rule book. activities, I casually each other by first name, it makes it stroll around the easier to relate to each other as part- room and randomly ners, and the task gets done in a much

16 | ESSENTIAL TEACHER OUT OF THE BOX

ignore the girls’ cold feet in order to er the boys say should elicit a smile, see how they would perform when giv- and if the girls don’t smile, it means ing their second oral presentation of the compliment is not good enough. I the term, a 2-minute speech on a topic remind the students who are particu- of their choice. I was curious to know if larly austere with their compliments these girls’ past failure to interact with that “You are very kind” is not so boys in class would affect their compo- sweet because we are all kind human sure in front of the whole class. beings. This makes them work harder A happy class is a fertile When reviewing the video of the to produce comments that are more presentations after class, I observed pleasing to the ear. ground to grow the seeds of that the girls who stuck to themselves These strategies that encourage stu- a second language. turned out to be the ones who were dents to be friendly and comfortable the most nervous during the oral with each other go a long way toward presentation, and I must say that setting a positive mood in the class- theirs was the most unnatural presen- room. Before any task is introduced, friendlier atmosphere. Close friends do tation. There was no problem with the students are already in a good not get the chance to sit together accuracy or fluency; they simply were frame of mind, and I could not wish because this can easily degenerate into not as natural and comfortable as the for a better setting in which to intro- a private chat session. The long-term other students. duce the day’s activity. A happy class benefit of this structure is that students is a fertile ground to grow the seeds of gain social skills that decrease inhibi- Helping Boys and Girls Feel a second language. tion and promote production. Comfortable With Each Other Unfortunately, there are more girls To make the class more relaxed and Okon Effiong is a part-time than boys in my classes. Of particular friendly, whenever the girls go search- lecturer at Kogakkan University, interest in one class was a group of ing for male partners, I ask the stu- in Ise, Japan, and runs a small private four girls who were always hesitant, dents to welcome each other with language school in Hatano, Japan. would wait until the rest of the girls some “sweet nothings.” When they are had found partners, and then form all seated, I then go girls-only groups. I asked them about round the class and get this privately, and they confessed to samples of what they being more comfortable working with have said. I get respons- I was curious to know if these girls’ each other than with boys. A couple of es such as “He said my these girls claimed to be shy, but many hair is pretty,” “She said past failure to interact with boys in students, boys or girls alike, can and my t-shirt is very cool,” class would affect their composure do overcome their shyness and become “She said ‘nice watch,’” more relaxed about finding a partner and “He said that I am in front of the whole class. in class when prompted. very kind.” In the class in question, because I take it a step further there were not enough boys, I chose to by insisting that whatev-

DECEMBER 2008 | 17 Advertise in Essential Teacher Contanct Amanda Van Staalduinen [email protected] or 703-518-2521 for complete information. OUT OF THE BOX Adopting an Intercultural Approach to Teaching One teacher suddenly said that English as an International she thinks Saudi Language By Sulaiman Jenkins girls are oppressed, spoiled airheads. Miss X doesn’t like my Yes, we have been offended by one of perfume, which is the teachers because she was talking Arabic, and every time about our lives and how we are I walk by she miserable and deprived and we don’t One student said says I stink, have freedom like in other countries and something about the even when I we just care about our looks and we are shallow, and we don’t care Prophet [praise be unto am not about anything except him] and the teacher wearing it. They must money and being spoiled. said, “Who said God know, as we created the world?” must know, that every country has different stand the delicate complexity of this hese are hardly the comments I enterprise within their particular Texpected students to make about traditions, so we must teaching contexts. So many human the instructors at the college where I characteristics are constantly at play taught—not our student-centered, mul- respect each other without in the classroom, including fear (of ticultural teachers with master’s mistakes), hope (of acquiring a lan- mocking. —Asadi, 2007 degrees. Last summer, as I was sitting guage for a better future), joy (at in a preservice orientation program for using the language correctly), anger new teachers, I realized that something (at misunderstanding the material), very wrong was happening in some of English language teachers bring to this and confusion (with difficult or abstract our classrooms. Here we were as for- country in terms of their teaching, there concepts). As teachers, we ought be to eigners, as guests in this country, are other darker, more unpleasant be sensitive to that reality and to the telling members of the local population truths about what takes place in class- fact that much more is taking place in that their traditions are backward, their rooms here. This article examines the the classroom than simply the teaching understanding not quite modern or idea of necessarily incorporating target- of English. Western enough, their way of life dra- language culture into English language The quotes at the beginning of this conian. In what role did the teachers teaching and suggests a better approach article speak to the dire need for see themselves when they made these that teachers should take when teaching TESOL professionals to be culturally comments? Were they proselytizers? English in foreign contexts. sensitive to and respectful of the local Liberators? Imperial troopers? I begin by stating the obvious: Teach- contexts in which they teach. We are At that moment, it became clear to ing is very much a human enterprise. not proselytizers. We are not teaching me that in light of all the benefit, hope, As such, English language teachers to deconstruct students’ perception of and cross-cultural understanding that throughout the world need to under- reality. We are not here because we are

DECEMBER 2008 | 19 OUT OF THE BOX

culturally superior. (I would argue that • The purpose of teaching an inter- ologies (about democracy, sexual orien- teachers who do feel like this ought to national language is to facilitate tation, legal systems, gender relations, find another career; these feelings are the communication of learners’ religion, evolution, etc.) is secondary to completely antithetical to all that ideas and culture in that medium. the main objective: learning English. TESOL represents). From what pedagogical models do comments like these The denationalization of a language Intercultural Approach vs. originate? What are the pedagogical indicates that use of the language has Bicultural Approach benefits of forcing students to question expanded beyond its national or Some teachers of English as an their belief systems, of ridiculing them? regional boundaries, and it is used as a international language (EIL) working Statements about the necessity of means of wider communication in foreign contexts assume that stu- integrating target-language culture between members of different cultures. dents want to learn more about target- into language learning contain (some) Within this framework, the more its language culture, perhaps based on elements of plausibility. From a prag- use expands, the less connected it the notion that language and culture matic standpoint, failure to under- becomes to its culture. are inherently wedded. Some even go stand some of the cultural influence Smith (1976) challenges the idea that so far as to believe that students are on using English may inhibit learners the incorporation of target-language enamored with Western culture and from functioning and communicating culture is a necessary enterprise when readily accept all that the West repre- well in an English-speaking country. using an international language. Such sents. In helping teachers adopt the But in analyzing this position, two incorporation in English language most appropriate approach, teacher critical issues emerge. The first relates learning is a superfluous task when educators need to think about the dif- to understanding the role of culture students are learning the language to ferent views that language learners, not within the context of a national or function exclusively in local contexts. governments, and institutions have regional language but within the con- And the incorporation of target- regarding the relationship between text of a global language that is spo- language culture is of little significance language learning and target culture. ken across linguistic and cultural if students or institutions are explicitly It is fitting to talk about these views boundaries (McKay, 2000). The second learning the language to communicate within the context of Byram’s (1998) issue relates to the assumption that first language (L1) ideas and culture. intercultural/bicultural paradigm. the target-language culture is neces- So for those who express the function Byram presents two approaches to lan- sarily desired and accepted by English of English in their society as a purely guage learning. There are those who language learners. instrumental tool and medium of com- wish to learn the language and basic municating L1 ideas and culture, as the knowledge of the target-language cul- The Role of English as an Ministry of Education in Saudi Arabia ture without accepting or necessarily International Language has done, the incorporation of target- identifying with it. These individuals English has become the gateway of language culture is not desirable. take an intercultural approach to lan- access to technological advancement, Therefore, incorporating Western ide- guage learning. Then there are those scientific research and medicine, and who wish to learn the language while business for many developing nations. simultaneously incorporating, internal- As such, it has assumed features that izing, and acclimating to the target cul- need to be reanalyzed accordingly. In Assuming that every ture. These individuals take a bicultural his analysis of international languages, approach to language learning. Smith (1976) argues that they differ country, college, or For language teachers heading to from national or regional languages in classroom adopts one foreign countries to teach English, it is the following ways: essential to understand these two mod- particular approach els and the implications that each may • An international language have in terms of teacher practices and becomes denationalized. to language learning learner outcomes. Assuming that every • There is no necessity for nonnative is highly problematic. country, college, or classroom adopts speakers to internalize the cultural one particular approach to language norms of native speakers. learning is highly problematic and may

20 | ESSENTIAL TEACHER OUT OF THE BOX

We are not proselytizers. We are not teaching to deconstruct students’ perception of reality. We are not here achieve in their local context, themselves and talk about their issues. and the teachers will be able One student complained harshly about because we are culturally superior. to do so without compromis- a teacher who did nothing but play ing students’ self-percep- American/Western movies in class (to tions. Sharing and exchang- many students’ objections), specifically result in teachers doing the very things ing cultures is beautiful; sub- mentioning a comedy targeted at Amer- that elicit comments such as those at ordinating, criticizing, and patronizing ican youth. He asked, “How could the the beginning of this article. students and their culture is heinous. college allow a man like him to be here?” The student was noticeably Adjusting to the Local Culture uncomfortable about the entire situa- Adopting an Intercultural Before coming to Saudi Arabia, I did tion. Where was the learning opportu- Approach by Default a number of things to prepare myself nity for this student? How were his Essentially, the least presumptuous, for my journey to this foreign land, needs being addressed? and thus most advisable, thing to do is including a great deal of independent As teachers in foreign contexts, if we to adopt an intercultural approach to reading about the country’s culture. fail to adopt an intercultural approach, teaching EIL in foreign countries as the Being Muslim, I had a basic under- we run the risk of causing unnecessary default approach. Doing so will miti- standing of the fundamental issues, but pain and discomfort for students, espe- gate the risks of incorporating target- nonetheless, Saudi Arabian culture is cially if we have preconceived notions language culture when it isn’t desired drastically different than my native U.S. about their culture and beliefs. Howev- culture. Doing this reading helped me and committing cultural infractions by er, do not misconstrue the content of gain a general understanding of what presenting material or ideas that the this article as suggesting that Western was acceptable and unacceptable. After local culture does not find culturally culture has no place in teaching EIL. all, I would be a guest in this country. appropriate. Certainly there is no harm in learning So, first and foremost, I would need to In adopting this approach, teachers about another culture. In fact, it is respect its customs, regardless of how I must employ or be aware of key ele- through this critical enterprise that felt about them. ments to be effective. Knowledge of the important cross-cultural bridges are When I arrived in Saudi Arabia and local culture is imperative. Even if formed. However, teaching culture began teaching, I noticed that the should be a safe and healthy, mutually teachers may not agree with certain material students were learning was practices or beliefs upheld by the local beneficial exchange—not one that com- not entirely representative of their cul- promises students’ self-perceptions. community, with this knowledge they ture and some themes were culturally should be able to discern the appropri- inappropriate. Because of some of the References ate from the inappropriate and better background knowledge I had gained Asadi, L. (2007). Unpublished manuscript, understand the teaching context. This about the country and the culture, I Al-Yamamah College, Riyadh, Saudi Arabia. can be achieved by doing the following: was able to supplement the material Byram, M. (1998). Cultural identities in by including activities that were cul- • learning about the function of Eng- multilingual classrooms. In J. Cenoz & F. turally safe and relevant. The result Genesee (Eds.), Beyond bilingualism (pp. lish in the local community was that students felt much more com- 96–116). Clevedon, England: Multilingual • learning extensively about the cul- fortable in the classroom because they Matters. ture to determine cultural knew that their ideas and culture were (in)appropriateness McKay, S. L. (2002). Teaching English as an welcomed, which ultimately would international language. Oxford: Oxford • developing materials (if none are help them focus on the more important University Press. available) or tailoring materials to learning issues. be culturally appropriate and so One of the ways in which I built rap- Smith, L. (1976). English as an international that the local culture is represented port with students was to elicit from auxiliary language. RELC Journal, 7(2), 38–43. them—via discussions, videos, news By taking these steps, teachers will articles—the topics that they want to be better equipped to serve people in talk about and the things that interest Sulaiman Jenkins is the academic advisor at various communities who choose to them the most. This strategy made Eng- Golden Gate Saudi, a private educational acquire English in order to help them lish class a place for them to express consulting firm in Riyadh, Saudi Arabia.

DECEMBER 2008 | 21 OUT OF THE BOX A Dialectical Approach to

ow many times have we as teach- and personification, but instead let them short, I was committed to having the Hers been confronted with lessons emerge from the students themselves students notice the language and for that, once implemented in the class- (and they did) as the activity unfolded. the story to emerge from the images room, didn’t achieve what we had (Had these terms not emerged, of created by the language. expected or wanted? I’d like to share course, I would have introduced them I redesigned the activity by includ- with you a lesson that was successful, at some relevant point down the line.) ing the page number where the stu- but only after undergoing multiple dents could find an example of the transformations based on my observa- Actual Versus Expected specific figure of speech (see Identify- tion and my English language learn- Production ing Figurative Language in a Text). ers’ feedback. So I gave the students their reading This scaffolding presented the learners In my first semester in a new teach- assignment, confident that they would with a puzzle to figure out while reading position, I was charged with teach- be able to successfully identify and ing. The newly expanded chart gave ing, among other texts, Esperanza Ris- record the three types of figurative them a more directed problem to solve ing, Pam Muñoz Ryan’s (2000) award- speech using the chart. Yet when they by isolating the possibilities so that winning historical novel for young returned to class, many had not done they could find the correct answers adults, to second language learners in a the homework at all and those who and be successful. beginning college-level academic skills had done it turned in long passages Off they went with the new and program. What struck me immediately copied from the book that had nothing improved version of the initial task. about this book was how engagingly to do with identifying the figurative Did it work? Sort of … but not really. beautiful the images in the text were— language in the text. The activity had That is, it did not work as smoothly as right on the very first page, the failed miserably, and I felt miserable. I had envisioned. The task was still not metaphors jumped out, drawing me What I had expected was not at all getting at what I wanted the students into the story. All I could think was, what I got. As a result, I looked at the to notice and appreciate in the text. “Wow, I want my students to enjoy the discrepancies between what the stu- sheer sensory beauty of this narrative.” dents actually had produced and what Controlling Frustration My overarching instructional goal I had wanted them to produce, and Through Modeling became to engage students’ interest in decided to redesign the task. What’s worse, the level of frustra- reading the novel by helping them tion was mounting. To control the notice and appreciate the figurative Maintaining the Learning steadily increasing annoyance and dis- language that Ryan uses to tell her Objective While Simplifying appointment—my own as well as the semiautobiographical story. the Task students’—I began to do the exercise One of the books I read in graduate I wanted to redesign the activity in with them. We read, identified, and school, Metaphors We Live By (Lakoff & such a way that the goal would be discussed the various metaphors and Johnson, 1980), discusses and catego- maintained. I still wanted the students figures of speech using the chart. We rizes broad figurative concepts of to discover for themselves the rich did this in small groups and as a class. everyday language, thought, and imagery in the text, and I wanted the During this joint problem-solving action. With this in mind, I designed an chart to help focus their attention on stage, our frustration began to wane— activity—namely, a chart—that would the language while they learned the finally! The problem-solving puzzle help students identify the figurative plot, character, and setting indirectly. In kicked in, and we began to have fun language in the text that they were reading. The chart organized the metaphoric concepts into three groups: orientational (or spatial) metaphors, I looked at the discrepancies between what the students human-as-object or -animal figurative actually had produced and what I had wanted them to speech (similes), and object-as-human figurative speech (personification). I produce, and decided to redesign the task. chose not to introduce the terms simile

22 | ESSENTIAL TEACHER OUT OF THE BOX

Lesson Planning By Paula Korsko

and see the beauty of the written in a flash. We were word. The students started to see all thrilled, and I the movement, colors, and shapes Off they went with the new and knew that the stu- depicted in the language; they start- improved version of the initial task. dents were ready to ed to smell, hear, and taste the really read and author’s descriptions. The book had Did it work? Sort of … but not really. enjoy the images come alive for all of us. Eureka! One that enriched and of those longed-for golden moments explained the book’s in teaching had happened. plot and themes. identified the figurative language. The And this time they could and would do Demonstrating an Idealized scaffolding process was giving way to it on their own. Version of the Activity independent competency. It was during this successful phase One day, as we kept reading, one of Expanding the Task to that I showed the students my copy of the students discovered the central Writing and Listening the book. They passed it around and metaphor of the book—the phoenix ris- In the next class, a student handed saw how I had done the assignment. ing from the ashes. He noticed it, iden- me a paper and asked me to read the They saw the way I interacted with the tified it, and shared it with the class, story she had written about her life. text not only by circling and underlin- and then we all discussed it. She told me that after our previous ing words and phrases, but also by At this point, I introduced a handout class she had read a story in a local putting comments and questions in the that I had prepared beforehand based English language newspaper about a margins. This led us, as a class, to dis- on a myth that I had researched online. woman from Brooklyn who, against cuss the process of having a conversa- All of the students read it eagerly terrible odds, was now completing her tion with a text as one reads. We kept because they were curious and wanted degree at a well-known college. My at it; we practiced and practiced some more information that had come natu- student reported that she had identi- more, thus maintaining and enhancing rally from reading. We read about the fied the phoenix-rising theme in the the original goal of the activity. My myth and connected it to Esperanza Ris- article and that this connection help was needed only insofar as con- ing, to life in general, and to our indi- prompted her to write her own story firming that students had successfully vidual lives specifically. Class was over for me to read. I distributed the news-

Identifying Figurative Language in a Text Directions: As you read Esperanza Rising, keep track of the figurative language Pamela Muñoz Ryan uses to make her story come alive.

Spatial/Orientational Page Human as Object/Animal Page Object as Human Page 1. ______1 1. ______17 1. ______42 2. ______2 2. ______25 2. ______43 3. ______3 3. ______32 3. ______72 4. ______25 4. ______50 4. ______212 5. ______51 5. ______55 5. ______6. ______60 6. ______61 6. ______7. ______160 7. ______77 7. ______8. ______8. ______183

DECEMBER 2008 | 23 OUT OF THE BOX

paper article for the contemporary The Scaffolding Process development (ZPD), the didactic space issues component of the course, and As Wood, Bruner, and Ross (1976) between what a person can and cannot we tied it to Esperanza Rising. For explain it, scaffolding learning happens do on his or her own. Scaffolding, a homework, the students wrote their throughout the entire instructional notion within the ZPD construct, is a own phoenix-rising stories, whether process, from start to finish. It begins problem-solving mechanism (reflective, real or fictitious. with selecting or receiving the learning action oriented) that the teacher uses objective, designing or choosing the before, during, and after the task to task that best suits the learning point, ensure that students acquire the and breaking down the task to isolate desired knowledge or skill. The students started to the parts that need to be learned so that Often the tension or discomfort aris- they can be acquired successfully by ing from a mismatch between learners’ see the movement, students. The process continues in the actual performance and teachers’ classroom by engaging learners’ interest expected outcomes goes unrecognized colors, and shapes in the task and keeping them engaged, as a productive, problem-solving depicted in the language; noting discrepancies between actual moment in instructional practices. This and potential task performance, and occasion and the subsequent measures they started to smell, simplifying the task so that students that teachers take (based on learners’ can recognize these discrepancies. in-the-moment feedback) to modify the hear, and taste the The scaffolding process maintains activity, either on the spot or later, is author’s descriptions. the learning objectives while pushing scaffolding and is the very heart of the the learners forward to the next level of teaching–learning process. potential competency, when mastery is obtained. The teacher’s role in this References process is to reduce mounting frustra- Alvarez, J. (1994). In the time of the butterflies. New York: Penguin Books. Then another student connected the tion in the learning process and model phoenix-rising theme to a historical idealized forms of the task. Johnson, M. (2004). The philosophy of event and another text, In the Time of These characteristics of scaffolding second language acquisition. New Haven, the Butterflies, by Julia Alvarez (1994). are not fixed (Johnson, 2004), nor is the CT: Yale University Press. This is a fictionalized story about the process necessarily linear. Rather, the Lakoff, G., & Johnson, M. (1980). Metaphors Mirabal sisters in the Dominican features move in and out when needed, we live by. Chicago: University of Chicago Republic and their struggle to over- and the process—dynamic and spiral— Press. throw the dictator, Trujillo. The student advances the learning to the next level Ryan, P. M. (2000). Esperanza rising. New not only prepared a packet of materials once mastery of the new information York: Scholastic Signature. to educate me on the topic, he also and skills is achieved. Wood et al. Vygotsky, L. (1978). Mind in society: The gave me a DVD of the movie version of (1976) have identified the teacher’s development of higher psychological the book. I decided that we should function in the problem-solving processes. Cambridge, MA: Harvard watch the movie in class, so I asked process: to keep learners motivated and University Press. him to prepare a handout with a com- engaged in the task that is created or prehension question for each scene, selected to enhance the learning objec- Wood, D. S., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. which I then modified and added to. tive (“to lure”), to break down the Journal of Child Psychology and Psychiatry, At this point in the semester, the learning process so that the end goal is 17, 89–100. class had become a team—a learning recognizable and doable (“to coach”), community. Students were taking the and to confirm for learners when they initiative and contributing materials are and are not doing the task correctly Paula Korsko is an assistant professor in the that connected texts and themes. We (“to confirm/check” output; pp. 95–96). Department of Language and Cognition at were organized and working toward a What is being described here is Hostos Community College, City University of common goal. Vygotsky’s (1978) zone of proximal New York, in the United States.

24 | ESSENTIAL TEACHER OUT OF THE BOX By Ronaldo Lima Jr. Out of the Reflective Box

ecently, when completing the competencies. Whereas the former ed that they know all the language Rapplication for a teaching position, discusses teaching competencies in they need to know and should, there- I had to write a short essay answering general, the latter has condensed lan- fore, engage in a never-ending search the question “What qualities make an guage teaching competencies into five for more knowledge about the lan- excellent teacher?” categories: linguistic competence, the guage they teach. My first reaction was that this was knowledge of the language taught; Past experiences as a learner can too broad a question to be answered in implicit competence, which concerns bring some fruitful practice to the class- a few lines. But later, after writing teaching practices based on intuition room, but a teacher trying to achieve many pages and then having to select and past learning experiences, guid- excellence must progressively replace the best parts for the application, I ing novice teachers in their first steps, this implicit competence with theoreti- noticed that this reflection is a very and which should gradually be sub- cal and eventually applied competence. good exercise that language teachers stituted with the next two competen- Taking specialization courses, joining should do from time to time. I realized cies; theoretical competence, acquired communities of practice, presenting at that my reflection isn’t the same as it through courses and the reading of and attending conventions, attending would have been when I began teach- seminars and in-service sessions, and ing EFL in Brazil 9 years ago, and it is pursuing graduate studies—yet never probably very different from what it leaving the classroom—are some of the will be after 9 more years of teaching. Excellent teachers are ways to let theoretical competence Here is my current reflection: supersede the teaching practices once Teaching has always been part of never content with their driven by implicit competence. One the world. From primates teaching level of professional must always remember, though, that their descendants the best hunting doing all of this while not leaving one’s strategies to parents nowadays teach- competence; it is what place in the classroom is the key to ing their children how to behave at being a well-informed practitioner as the table, everyone goes through life pushes them toward a opposed to a mere theorist. as a learner and a teacher. However, deeper and more Referred to by Brown (2001) as pro- some people choose to go beyond this fessional citizenship and discussed by intuitive and natural teaching, foster- principled understanding Kumaravadivelu (2003) under the ing a career around the sharing of theme teachers as transformative intellec- knowledge. These are noble individu- of their practice. tuals, professional competence should als who do not feel satisfied simply be the ultimate professional goal for having knowledge; their satisfaction teachers. It is this competence that comes from sharing their knowledge. leads teachers to reflect, recognize, and Nevertheless, the beauty of such a pro- specialized journals and books; discuss the role that they—and their fession notwithstanding, it is easy to applied competence, the ability to turn teaching—play in society. Excellent notice among teachers different levels the theory acquired into principled teachers know that teaching goes of excellence. With my teaching experi- classroom practice; and professional beyond the subject being taught and ence, I can see one characteristic that is competence, the reflection and recogni- affects students’ lives, social and cul- crucial for excellent teaching: a con- tion of the role that one’s teaching tural beliefs, principles, and values. stant and ongoing pursuit of a higher plays in society. This is why excellent teachers are level of professional competence. The search for a higher level of lin- never content with their level of pro- guistic competence is clearly the most fessional competence; it is what pushes Teaching Competence basic for language teachers, and this them toward a deeper and more prin- In the field of language teaching, can be achieved by constant study of cipled understanding of their practice. the term competence has been thor- the language taught—through books, oughly discussed, but the competen- grammar, dictionaries, Web tools— Building Rapport cies I want to highlight are the ones and by exposure to the kind of lan- Besides the five competencies men- discussed by scholars such as Perre- guage needed by students. Language tioned earlier, I would also add noud (1999) and de Almeida Filho teachers, even those who are native inter/intrapersonal competence, that is, (1993, 1999, 2006), that is, the teaching speakers, should never take for grant- the ability of teachers to foster positive

DECEMBER 2008 | 25 These are noble individuals who do OUT OF THE BOX not feel satisfied simply having knowledge; their satisfaction comes from sharing their knowledge.

and constructive bonds with students, vidual and mean- parents, fellow teachers, and supervi- ingful feedback on sors. Although it may seem obvious, it their progress. is still important to point out that the Respect is also most crucial bond is the one between key to building teacher and students, which can be rapport. Teachers forged through rapport. who respect their Brown (2001) defines rapport as students never “the relationship or connection you expose them; these establish with your students, a rela- teachers focus tionship built on trust and respect that classroom activi- leads to students’ feeling capable, ties on cooperation competent, and creative” (p. 202). rather than on Rapport is, therefore, vital to creating competition, and a positive classroom climate, where they create an students see the teacher as both an enjoyable class- authority and a friend and where the room environment. teacher and students treat each other as peers while maintaining respect Teacher as and courtesy. When a teacher achieves Learner good and positive rapport with stu- One additional dents, friendship and cooperation will step that teachers be some of the results harvested from should take that classroom. toward excellence Building rapport is not an easy task, is to see themselves as learners, too. This makes teachers better able to though, and one must never take for With time and experience, teachers understand the learning process that granted that techniques used to build run the risk of seeing themselves as students are going through. rapport with one group of students the source of all knowledge and may In the case of language teachers, will work with every group. An excel- begin to believe that everything that continuously engaging in the process lent teacher ought to be sensitive to the they teach is learned. Prabhu (1999) of learning a foreign language is need to change or adapt strategies in goes so far as to claim, in the title of instrumental, for only this experience order to achieve rapport. Besides find- an article, that “teaching is at most can give them a sense of the mental, ing a balance between dull lenience hoping for the best.” In fact, teachers psychological, sociological, and cultur- and unnecessary strictness, a teacher may even interfere with the learning al struggles that language learners go striving for excellence should take if they focus on the teaching and for- through. This points to one of the other actions. get that their role is to lead students advantages that nonnative-speaking One such action is to personalize the toward learning. Thus, the most fruit- (NNS) teachers have over native- teaching to students’ specific needs and ful way of never disassociating teach- speaking (NS) teachers. Although NS interests; get to know students and ing from learning is to always be in teachers may have been learners of then adapt the lessons to meet their contact with both processes. other languages, only NNS teachers goals and preferences. It is also essen- There are two dimensions to this have had the firsthand experience of tial to see each student as an individ- argument. The first is that teachers learning the language that they are ual, show interest in each of them, and who are constantly engaged in the teaching as a foreign language and, overtly solicit and encourage their par- pursuit of a higher level of teaching hence, can more sensitively under- ticipation. Another important step is to competence will always be learners stand the difficulties, doubts, frustra- value students by welcoming and and will more easily be able to put tions, and barriers that naturally occur respecting their input and giving indi- themselves in their students’ shoes. in this specific learning process.

26 | ESSENTIAL TEACHER No teacher will ever be fully competent, but this fact does not OUT OF THE BOX impede excellent teachers from continuing to search for improvement.

Excellence in teach- de Almeida Filho, J. C. P. (2006). Conhecer e ing is far from being desenvolver a competência profissional dos a recipe with clear professores de LE [To know and to steps that lead to a recognize the professional competence of foreign language teachers]. Revista certain outcome. Contexturas, 9, 9–19. Rather, it is a goal that can never be Brown, H. D. (2001). Teaching by principles: fully achieved. No An interactive approach to language teacher will ever be pedagogy (2nd ed.). New York: Addison- fully competent, but Wesley Longman. this fact does not Kumaravadivelu, B. (2003). Beyond methods: impede excellent Macrostrategies for language teaching. teachers from contin- New Haven, CT: Yale University Press. uing to search for Perrenoud, P. (1999). Dix nouvelles improvement. In compétences pour enseigner: Invitation au fact, quite the oppo- voyage [Ten new teaching competencies: site is true—it moti- An invitation to this journey]. Paris: ESF. vates them. Pettis Pettis, J. (2002). Developing our professional (2002) describes this competence: Some reflections. In J. C. notion quite well: Richards & W. A. Renandya (Eds.), “Just as adult ESL Methodology in language teaching: An students realize that anthology of current practices (pp. learning English is a 393–396). New York: Cambridge possibly lifelong University Press. The second dimension is that of process, so too have I realized that the Prabhu, N. S. (1999). Teaching is at most teachers seeing their own classroom as development of professional compe- hoping for the best. In C. Ward & W. a learning environment for themselves tence is equally long-term and ongo- Renandya (Eds.), Language teaching: New as well as for their students. In other ing” (p. 393). insights for the language teacher (pp. words, teachers should not consider The bottom line is that excellent 48–57). Singapore: SEAMEO Regional the teaching–learning process a one- teachers do not stop once they have Language Centre. way road, with the teacher teaching attained a high level of the teaching and the learners learning. On the con- competencies described earlier. They Ronaldo Lima Jr. is an EFL teacher and a trary, teaching and learning are multi- are willing and eager to continue member of the Educational Technology Team directional; the teacher teaches and striving for higher levels of those at the binational center Casa Thomas students learn, but also students teach competencies. Jefferson, in Brasília, Brazil. and learn from their peers and the teacher learns from students. Excellent References teachers see themselves as mediators de Almeida Filho, J. C. P. (1993). Dimensões and facilitators of this complex process comunicativas do ensino de línguas [Language teaching communicative that flows in every direction. Teachers See also “Excellence in should be humble enough to accept eimensions]. Campinas, Brazil: Pontes Editores. the ESOL Classroom” that they can learn from their students. http://www.tesol.org/et/. de Almeida Filho, J. C. P. (1999). O professor What Is Excellence? de línguas em formação [The language It is hard to define and conceptual- teacher in the process of teacher ize excellence in teaching. This is due education]. Campinas, Brazil: Pontes Editores. to the fluid nature of such a concept.

DECEMBER 2008 | 27 Portal Language Issue or Learning Disability? By Caroline Linse Edited by Susanne Lapp [email protected]

At times, a student in my class- it, and you can request that the exam able. Remind students about the ben- room will trail behind his or her be given in the student’s native lan- efits of these tools and the impor- peers in understanding coursework guage (L1). In some cases, learners tance of keeping track of and storing or grasping new concepts. Distin- who do not have L1 literacy skills the glasses and magnifiers in a safe guishing whether this occurs will need to be assessed using picture place when they are not in use. because the English language is tests instead of the alphabet. Make modifications in the classroom. new to him or her or because the Help learners obtain corrective lenses If learners are nearsighted, have them student has a learning disability can or magnification equipment. Some sit toward the front of the classroom be challenging. learners know that they have vision and pair them with other students When it comes to addressing the loss but may not have the financial who can assist with questions. Avoid needs of English language learners means to pay for corrective lenses. using cursive handwriting because it (ELLs) who have difficulty in the A school’s special education teacher, can be difficult to read and harder to classroom, a good starting point is to organizations for the blind, service decipher by students whose native determine whether they have vision or clubs, or independent living centers cultures have different conventions of hearing concerns before investigating may be able to help learners obtain cursive writing. Try designing your whether they have other types of dis- free or low-cost corrective lenses. lessons to make sure that all students abilities. Although some students may Other resources include the following: can access information together no have multiple disabilities, others may matter their vision level. be dealing with cultural or societal • Vision USA barriers. A number of barriers impede (http://www.aoa.org/ Hearing Loss learning. This article presents various x5607.xml) helps individuals in Identify difficulties with hearing. issues that need to be addressed when many U.S. states obtain glasses A number of factors may cause hear- learners are struggling. and provides information in ing loss, and some are more preva- both English and Spanish. lent among certain groups of ELLs. Uncorrected Vision • Lions Clubs International In some cultures, students may not Identify uncorrected vision. ELLs (http://www.lionsclubs.org/ be aware of the dangers of loud nois- may not have had their vision prob- EN/content/vision_index.shtml) es or may have been exposed to loud lems identified, corrected, or accom- helps people in developing coun- sounds, such as from farm equip- tries and the United States acquire ment or gunfire in the case of war modated. A daughter of migrant eye glasses or magnification tools refugees. In addition, learners may workers may have repeatedly missed to assist in their learning. have untreated ear infections because September eye exams because every • Unite for Sight they were not able to access health year at that time she is harvesting (http://www.uniteforsight.org/) care due to civil unrest, immigrant vegetables. Or perhaps vision screen- provides eyeglasses, vision sur- status, or lack of financial means to ers have not received the training geries, adaptive equipment, and acquire health insurance (lack of necessary to perform eye exams with volunteer opportunities for peo- vision screening is also common for nonnative speakers. As a teacher, you ple worldwide. similar reasons). can request that a student receive Students may say that they were vision screening if he or she missed Urge learners to wear tested for hearing loss when in reali- their glasses or use their ty they underwent an ineffectual magnification tools. Some hearing screening in a group setting Although some students may students, especially where they were asked to merely school-age learners, may raise their hand when hearing a sin- have multiple disabilities, refuse to wear their gle sound. Scheduling a complete glasses or use their mag- and comprehensive hearing exam for others may be dealing with nifiers because they are students who exhibit signs of hearing embarrassed by how loss may be necessary. cultural or societal barriers. they look or because the Help learners obtain hearing aids or glasses are not comfort- amplification equipment. If students

28 | ESSENTIAL TEACHER English language learners may not have had their vision problems identified, corrected, or accommodated.

their parents or other family members to ensure that these students attend school regularly. You may have to point out to some learners that school is not canceled when it rains or when there is light snow. And some students may not be familiar with school systems that are identified as having a hearing loss hearing needs can still have access to penalize students for missing classes. that can be improved with hearing aids lessons. Have those with identified Realize that some learners may need to or amplification equipment (such as hearing loss sit in the front of the class- start at a lower level to build the neces- FM audio loops), then help connect room. Speak in a natural, strong, clear sary foundation. them with individuals or groups that voice, and be sure to provide extra Determine whether academic content can help them obtain this assistive tech- visual support. Make sure that you face is too challenging or overwhelming nology, such as organizations for the learners when speaking and that there because of learners’ different cultural deaf, service clubs, community nurses, are not strong lights behind you or knowledge. Consider asking a profes- or a school’s special education teacher. strong shadows in front of you. Pair sional who is familiar with both the Other resources include the following: students so that the student with hear- learner’s linguistic and cultural her- ing loss can ask clarifying questions itage and the challenging academic • Lions Club International and receive notes about the lessons material to assess the student. In the (http://www.lionsclubs.org/EN/ from the other student. case of a very young student, he or content/programs_hear.shtml) she might not even consciously know provides hearing aids, testing, and Interrupted Schooling or that there is a culturally based learn- fittings for low-income people Cultural Assumptions That ing barrier. Lessons may not resonate throughout the world. May Present Barriers because the student doesn’t eat the • The World Hearing Network Help students attend school regularly. same foods, use the same expressions, (http://www.thecni.org/ Many students may not have been able or play the same games that are pre- hearing/world.htm) provides edu- to attend school consistently in the sented in a lesson. The learner may be cation, immunizations, ear surgery, past. They or their family members bewildered by long division because hearing aids, and diagnostic equip- may have been preparing to immigrate the U.S. system of long division is dif- ment in developing countries. to a new country, or perhaps the stu- ferent from the system used in other • The Starkey Hearing Foundation dents had to work or take care of fami- countries. More often than not, the (http://www.sotheworld ly members. If learners have had inter- learner and teacher won’t even be mayhear.org/) provides 20,000 rupted schooling, meet with them and aware that different cultural assump- hearing aids each year to tions are operating in the low-income people classroom. throughout the world, with some support from A number of factors may Learning Disabilities Rotary clubs. Find out if students had cause hearing loss, and some trouble learning their L1. It Modify instruction for all can be helpful to know learners who may have hearing are more prevalent among whether students had trou- loss. Providing clear spoken ble learning how to speak, and written instructions certain groups of English read, write, and understand ensures that students with their L1. Usually students unidentified or unsupported language learners. who had such difficulty

DECEMBER 2008 | 29 If the disability was addressed in the first language, learners can then transfer the

also have trouble strategies used into English courses. learning disability learning a second or may be used to additional language. describe more sig- Try to find out specifically what the translated into the dominant lan- nificant cognitive disabilities. difficulties were and how they were guage and normed with learners who Many of the classroom modifica- addressed. There may not have been share the same language and cultural tions and remedial tutoring to be any formal intervention, but the background. For example, if a test has used with students with learning dis- learners may have simply figured out been developed for students from abilities can be obtained online and how to compensate. If the disability Spain, then it will not necessarily from clearinghouses on the topic, and was addressed in the L1, learners can work with a learner from Mexico. It is they can be implemented without the then transfer the strategies used into also necessary to make sure that the need for many extra or hard-to-find English courses. assessment instrument has been resources. The following are some Determine who is the best person to normed with learners in the same age organizations to start with: communicate with learners and their range as the learner you’re trying to families regarding the learning disabili- assess. The local university’s special • The Australian Learning Disability ty or potential disability. Many ELLs education or bilingual/TESOL Association and their families are unfamiliar with department may be able to help find (http://www.adcet.edu.au/oao/) the concept of learning disabilities. an appropriate test instrument. provides information and They may come from cultures in Locate a test examiner who has the resources to people with learning which society does not recognize language skills, cultural knowledge, disabilities. nonapparent disabilities. Or they and educational training necessary to • The British Institute may equate learning disabilities with assess the learner. It is important to of Learning Disabilities more significant cognitive disabili- find a test examiner who has the cul- (http://www.bild.org.uk/) ties. It is important to find a profes- tural and language skills as well as publishes a range of books, sional who understands the home the educational preparation and journals, and training materials. culture and is able to communicate training necessary to assess the • The Learning Disabilities Associa- with the family regarding learning learner. The test examiner needs to tion of America disabilities and to liaise with the understand the learner’s culture and (http://www.ldanatl.org/) offers teaching staff regarding relevant con- speak, read, and write the learner’s information and referral services, cepts to promote understanding. dominant language. The test examin- advocacy, research, education, and Determine the best language to use to er must know how to administer the collaborative initiatives. assess learners. Bilingual or ESL/EFL test instrument. It is not satisfactory • The World Dyslexia staff and special education staff to merely hand the test examiner an Network Foundation should meet to decide together examiner’s booklet. (http://web.ukonline.co.uk/ whether learners need to be assessed Develop a plan to assist learners wdnf/) provides a forum for and which is the best approach to with identified learning disabilities. sharing information and interna- take. Students may speak two or Legally, in the United States school- tional contacts. three languages, one of which is age ELLs who have disabilities need stronger or more dominant than the to receive English language instruc- Check at regular intervals to make others. For example, students who tion in addition to special education- sure that the plan is helping the learn- spoke Russian at home but Latvian in al services. The challenge is to make ers. Because so many issues impact the community may have come to sure that they receive both sets of ELLs with learning disabilities, edu- the United States and found them- services. ESL/EFL teachers may need cators serving these students need to selves using English more than the to learn how to help students with check that progress is being made. other two languages. learning disabilities, and teachers Find an instrument that is appropri- with learning disability training may Caroline Linse is a senior lecturer ate for each learner. It is not sufficient need to learn language instruction at Queen’s University Belfast, to merely translate a test instrument methodologies. In other countries, in Northern Ireland, where into a learner’s dominant language. learning disability services may be she teaches in the doctoral and It needs to have been professionally minimal or unrecognized, or the term master’s programs in TESOL.

30 | ESSENTIAL TEACHER Using Problem-Based Scenarios Portal in Readers Theatre By Patrick Ng Chin Leong

Readers theatre (RT) has been 2. Voices, retrained gestures, and experientially involved in performing defined by many authors in various facial expressions project the a piece of literature. They realize that ways. For example, Routman (1991) mood. the problems and situations that the defines it as “creating a script from a 3. A narrator usually describes the characters experience may be similar narrative text and performing it for an setting, action, characters, or to their own real-life circumstances. audience” (p. 68), Sloyer (1982) mood. As a result, students become engaged defines it as a specific reading inter- 4. Readers use a physical script. and develop a sense of investment in pretative activity, and Shanklin and 5. Effort is made to develop a close the lesson because they are not only Rhodes (1989) define it as a technique relationship between the per- reading an assignment, they are also that involves turning a story into a former and audience. performing the assignment through script for reading aloud. Regardless of interpretation of the characters. It is the specifics of the definition, RT gen- RT is fairly easy to implement in also energizing for the teacher to erally has five basic characteristics: class because of the following key watch students read, interpret, and features: perform literature, knowing that they 1. There is selective and limited use are holistically involved in the process of scenery and costumes. • no full costumes of learning. • no full stage sets Problem-based learning (PBL) is a • no full memorization curriculum model that emphasizes the effective use of task-based prob- RT provides richness and energy in lems to engage students in active and the classroom because students are multidisciplinary learning. It presents

DECEMBER 2008 | 31 Students learned to experiment English comprehension pas- cient background knowledge of the sages extracted from vari- topic, I put the students in groups of with their voices ous Web sites on environ- three or four. I then assigned the task mental issues. There were of writing a script on the topic that by varying their pitch and too many new words for should be guided by a problem- them to handle. They also based scenario. volume while portraying felt that the text did not Students had to write a script of allow them much opportu- at least one page that involved at characters during rehearsals. nity to practice their spoken least four of the groups mentioned English in class. The in the excerpt in order to portray course’s attention to detail these groups, their main arguments, a problem as the starting point of and analysis of word usage gradually and all possible responses to the con- inquiry and helps students learn led students to become slow, passive, struction of the power station. After how to solve problems that are ill and dictionary-dependent learners. I they finished writing their scripts, structured, open ended, or ambigu- introduced RT to motivate these EFL they read and rehearsed their roles. ous. PBL engages students in intrigu- learners to appreciate English texts When they performed their scripts, I ing, real, and relevant intellectual and to help them gain enough confi- recorded their performances using a inquiry and allows them to learn dence to discuss the topics they had tape recorder. from these life situations (Barell, read about. 2007). PBL emphasizes real-world Data Collection challenges, higher order thinking Method I then administered a survey to skills, interdisciplinary learning, The following is the first reading assess students’ response on the RT independent learning, information- passage that I assigned to students. activity using a problem-based sce- mining skills, team work, and com- nario approach. A majority of stu- munication. PBL is a powerful tool Kyoto is well known for its histori- dents in the class enjoyed the activity that can be used to encourage Eng- cal sites and cultural centers. How- and commented positively about lish language learners to negotiate ever, the city council wants to their experiences, as is evident in the task-based projects in English. “modernize” the city but needs to following responses: develop a new environmentally The Study friendly power station. There are I enjoyed this activity because I introduced RT to a class of several groups in Kyoto (city coun- speaking English is so interesting Japanese students studying interme- cil, developers, residents, environ- for me. But sometimes it is diate-level English in an internation- mentalists, entrepreneurs, historical difficult for me to express my al university in Japan. In Intermedi- societies, and farmers) that may ideas in English. So I need a lot of ate English 1, students study how agree or disagree with the plan to times to practice speaking English is used to communicate ideas build a power station. Suppose you English. That is why this activity about global issues, and the content belong to one of the groups. How is important for me. focuses on environmental topics. The would you voice your arguments to class in question consisted of 20 stu- support or oppose the plan? I enjoyed this activity because I dents around the ages of 18–20 could write the script by myself and whose average TOEFL score was I pretaught the pertinent vocabu- also act. I think its good for us to approximately 450. lary and then had students read the improve our English skills like The students in this class generally passage individually and discuss writing or speaking. We have to experienced difficulty with reading their responses to the topic in practice the pronunciation more, so and understanding the prescribed groups. After they had gained suffi- this activity is good. If I have an

32 | ESSENTIAL TEACHER The students learned to deliver smoother raising the pitch particularly if students have no familiari- to suggest excite- ty with theatre as a genre or lack the lin- speech, with little ment. They paid guistic ability to produce their own more attention to scripts. But when conditions are right, a pausing or searching for words. their articulation class of language learners can truly ben- of words, espe- efit from this method. cially when they opportunity to try this activity again, were rehearsing their scripts and even References I want to speak more clearly. I had a more so when they knew that they had very good time. Barell, J. (2007). Problem-based learning: to act out the scripts for an audience. An inquiry approach. Thousand Oaks, CA: The students learned to deliver This activity was very interesting for Corwin Press. smoother speech, with little pausing or me because I could understand what searching for words, because repetitive Routman, R. (1991). Invitations: Changing as my friend thinks about the environ- rehearsals of the script increased com- teachers and learners K–12. Portsmouth, ment. We became more friendly to prehension as well as fluency. As they NH: Heinemann. each other after the lesson. I think rehearsed their scripts, they also Shanklin, D. R., & Rhodes, L. K. (1989). English class should be like this. I learned to use tone to portray the atti- Comprehension instruction as sharing and want to use English to communicate tude of the character. extending. The Reading Teacher, 42, with my friends from now. RT also renewed the students’ inter- 496–500. ests in oral reading. They were keen to Sloyer, S. (1982). Readers theatre: Story I find it difficult to speak about envi- develop oral fluency because they recog- dramatization in the classroom. Urbana, IL: ronmental issues because it is difficult nized the need for improving this skill. National Council of Teachers of English. for me to use English in my daily con- RT removes traditional boring reading versation. I want to improve my practices, such as mechanical word call- speaking skills! ing, and enables students to use oral Patrick Ng Chin Leong teaches reading to perform. Hence, they gain Intermediate English and Business However, several students did not self-confidence in their spoken English. Communication in the Center for respond favorably to the activity. Finally RT helped students appreciate Language Learning at Ritsumeikan Asia Some felt that the activity was good expository text. Previously, students Pacific University, in Japan. but acting out the script was not inter- found expository texts uninteresting and esting because they felt that every- irrelevant to their lives. They could not body merely read the script. These stu- really identify with the topic due to dents preferred to perform without insufficient vocab- reading the script. ulary and lack of background infor- Readers theatre Benefits of Readers Theatre mation. But RT Using a problem-based approach overcame this provides richness with RT enhanced the oral skills of obstacle and gen- and energy in the these Japanese EFL learners. They erated quite a bit learned to experiment with their voices of discussion in classroom because students are by varying their pitch and volume class. However, it while portraying characters during is important to experientially involved in performing rehearsals. RT enabled them to concen- keep in mind that trate on the elements of voice that carry RT isn’t right for a piece of literature. meaning, for example, accelerating and every situation,

DECEMBER 2008 | 33 Portal Web 2.0 in the Language Classroom By Martin Sankofi

Web 2.0, which is omnipresent Bringing Authenticity lately, provides a contemporary Into the Classroom platform for effective learning. In PollDaddy (http:// this article I describe how some free www.polldaddy.com/) is a free Web Web 2.0 applications can be used site that lets you author and edit effectively to create a virtual lan- online surveys and polls; store them guage learning environment. in your PollDaddy account; and post them on your Web site, blog, or Learning in a social network profile. Polls and Contemporary Way surveys reflect daily life by showing Flickr (http://www.flickr.com/) students how to use and interpret is a photo-sharing Web site that you surveys. PollDaddy can teach stu- can use to make your photos avail- dents to read news sources critically able online and organize them in by having them report the results of different ways. It caters to photo afi- a survey that they have conducted. cionados and hosts a large number This is a skill that they often need of amateur as well as professional later in life when, for example, they photographs, which you can browse have to give a business report or through and perhaps use to add speak about statistical news items. color and life to projects or work- sheets. Many pictures are licensed Reflecting the with a Creative Commons license, Students’ World which means that you can use the Videos from YouTube photos freely under certain terms (http://www.youtube.com/) can be You can use videos to stimulate (e.g., by quoting the owner’s name). used in the language learning class- classroom discussion on cross-cul- On the Creative Commons site room as well. On YouTube, you can tural issues, incorporate them into a (http://creativecommons.org/) see firsthand accounts of current warm-up activity that introduces there is also a search engine that can events, find videos about special additional topics, and so on. be used to search for photos that interests, and discover funny If you have broadband Internet have a Creative Commons license. videos. It is easy to upload your access in the classroom, you can There are many ways to use Flickr own videos, and many students access short news reports and dis- in the classroom, including having already know how to do so. In fact, cuss them in class. For example, the students create a story or a picture young people are so familiar with ABC News report on young Syrians dictionary with a set of pictures YouTube that some media reports (http://youtube.com/watch?v=Fj_z taken from the site. You can provide suggest it has become a real alterna- tInmmNQ) is a short interview with students with a set of pictures that tive to TV in their world (Online three Syrians about the United you have already chosen, or stu- video, 2006). States and stereotyping. As a fol- dents can search by themselves for, YouTube videos can be used like low-up activity after watching this say, five photos in a certain category. regular videos or DVDs, and there video, students could find videos on In the latter case, it is a good idea to is a wealth of them available. Some a similar topic and present them. set a limit on the amount of time of the videos, especially the ones You could also use the public serv- students can spend searching. from news sources, are extremely ice announcement on inhalants useful when trying to find content (http://www.youtube.com/watch? for a particular topic, such as elec- v=vSWt8UMRsdY) to stimulate dis- tions or problems facing teenagers. cussion on the topic of drugs. As a

34 | ESSENTIAL TEACHER PollDaddy can teach students to read news sources critically by having them report the results of a survey that they have conducted.

follow-up activity, students could book reports that students present in on surrealism. You can also use wikis research related Web sites. class. Blogs may also facilitate to share lesson plans with students teacher–student communication and and other teachers. A good example of Sharing Written Content serve as a means of keeping parents this is Wikigogy Blogs and wikis have been around informed about classroom events. You (http://wikigogy.org/). for a number of years, and their popu- can also have students read and rate Besides providing easy ways to cre- larity is only increasing. Blogs, which blogs from different news sources, ate Web pages without technical are easy to set up, are Web pages on such as the BBC or The New York Times. knowledge, blogs and wikis are good which people usually publish regular- Other resources that can be incor- for teaching students about editing ly about topics that interest them. porated into your lessons are the free and rewriting. I generally find that stu- Wikis are Web pages that can be edit- online wikis that are designed for edu- dents are more careful when they con- ed and shared with a group of users, cational purposes (e.g., Wikispaces, sciously write their daily journal writers, and editors (e.g., Wikipedia, http://www.wikispaces.com/). When entries for an online audience. And in http://www.wikipedia.org/). Both working on a given topic (e.g., art of terms of teacher professional develop- tools can be used productively and the 20th century, religions of the ment, wikis are great for technical doc- receptively. world), you can set up a wiki in which umentation or if you work on a collab- Blogs can be used in the classroom, students work on different subtopics orative research product and wish to for example, to document or record in groups. For example, one group present the results at a conference. recurring events, such as field trips or works on pop art and another works

DECEMBER 2008 | 35 Animating Your Voice Vokis (http://www.voki.com/) Besides providing easy ways to are little avatars or animated characters that you create, customize, and create Web pages without technical equip with your own voice. You can customize your voki to look like you knowledge, blogs and wikis are or take on the identity of various characters—animals, monsters, good for teaching students about anime characters, and so on. Vokis also can be used in an educational editing and rewriting. setting. For example, in Voices of the World (http://votw.wikispaces.com/ ly, as well as exercises created communication in one place. If used September’s+Task), a project for using Hot Potatoes well, it can engage all four compe- young learners from around the (http://hotpot.uvic.ca/), which tencies: writing (wiki, blog, forum, world, students are asked to create a can be imported and used for test- chat), reading (course materials, voki and then use it to say hello in ing purposes. forum, wiki), listening (podcasts, their native language. You could also • Display podcasts: The Remote RSS integrated MP3 player), and speak- have students create vokis to intro- feature allows you to display pod- ing (audio forum, vokis). duce each other at the start of a new casts so that students can differen- Although there may be some dis- school year. tiate their own learning according advantages, such as more work ini- to their levels of study. An tially, I think that the advantages of Reusing and advanced student may listen to a using Web 2.0 technology in the lan- Sharing Materials general Voice of America podcast guage classroom outweigh the disad- Moodle (http://moodle.org/) is a while an intermediate student lis- vantages and that it is well worth powerful learning management sys- tens to a Voice of America Special looking into some of these applica- tem, or course management sys- English podcast tions in greater detail. tem—a free, open source software (http://www.voanews.com/ package designed to help educators english/podcasts.cfm) in which Reference create effective online learning com- the speech is slower than native- Online video “eroding TV viewing.” (2006, munities. With Moodle you can do speaker speed. November 26). Retrieved September 10, the following: • Insert Web content: You can have 2008, from http://news.bbc.co.uk/1/hi/ chats, insert Web links, embed entertainment/6168950.stm • Create a virtual classroom: You can vokis and YouTube videos, and use the integrated forum and mes- display directories of different saging system for easy communi- reading materials categorized Martin Sankofi teaches EFL cation among teachers, tutors, and according to level. at a high school for arts and crafts students. For example, you can • Protect your content: You can use and fashion in Vienna, Austria. see students’ profiles, track their integrated wiki and blog functions activities, and communicate with in a protected environment with- them through various channels. out having to worry about • Manage content: You can upload unwanted users manipulating various files (e.g., documents, them or writing spam comments. See also “Oral Journals: audio, video) and arrange or dis- • Monitor progress: You can keep A Journey from play them to suit your course. You track of students’ progress and Analog to Digital,” can also have students upload have them establish their own http://www.tesol.org/et/. their work. electronic portfolios. • Create tests and assignments: You can incorporate electronic tests, Moodle helps manage students’ which can be graded automatical- learning and organize materials and

36 | ESSENTIAL TEACHER Portal Building Fluency With Reluctant Junior High English Language Learners

By Dorit Sasson

As a new teacher working with So the question lower performing ninth-grade Israeli was: How could I English language learners (ELLs), I and the ELLs in was looking for that one particular my class manipu- tip or strategy that would improve late the text in their fluency levels in reading. These such a way as to were borderline students who had improve fluency been constantly exposed to failure. levels in reading? I They struggled to achieve set stan- found the follow- dards in reading skills and fluency, ing tips helpful. and as a result they had low self- esteem with regard to their ability to Tip 1: ELLs close the reading gap. Many of these Need Shorter students had poor reading strategies, Texts With and some were too intimidated to Known read even beyond the first few sen- Vocabulary tences of a given text. The role of I had preassessed their reading vocabulary knowl- abilities orally using word and sen- edge is crucial for tence lists. I began teaching lessons helping ELLs with the most logical starting point: develop fluency increase active practice. As a preread- the text. Many courses for students at (Barone & Xu, 2008). Choosing texts ing activity, I often encourage stu- this level often do not have relevant for practicing fluency should take dents to make predictions about the and interesting texts. Some texts are place once students have already text based on the target vocabulary. longer than necessary, so I felt it was managed to read the targeted words Teachers should expose students to necessary to simplify the existing with greater understanding; the focus all types of texts, including shorter text, find a more interesting one, or on developing fluency involves prac- varieties such as dialogues, songs, write a new one in order to facilitate tice with easy texts in which all the poems, advertisements, and greeting the reading process for students. words are familiar. As Barkon (2007) cards. Teachers should also preview Once they were given a reading points out, text structure to aid ELLs in over- passage, many of my students sudden- coming challenges related to compre- ly became passive. I gave them simpli- in the early stages of teaching … hension (Barone & Xu, 2008, p. 148). fied exercises, easier language input, reading, learners are learning to read Here are some recommendations for and a choice of graded exercises, but not reading to learn. In other words, working with texts when teaching even with these solutions, I had limit- they are learning how to identify lower performing ELLs: ed success in improving their fluency words automatically, accurately and levels. My goal was to choose a text rapidly. To that end they need • Texts should be on motivating that was both motivating and readable practice with easy texts where all topics that relate to students’ and would ultimately help increase the words are familiar so that they background knowledge. their fluency. Keeping in mind issues can develop sight vocabulary. (p. 21) • Language structure, syntax, and of motivation, particularly at this age semantics should be simplified. group, I learned that the right text can If texts or passages initially appear • Teachers should provide suffi- facilitate vocabulary learning and com- too difficult for ELLs, the teacher can cient vocabulary preparation prehension, which are the necessary facilitate fluency by reworking the prior to having students work ingredients for improving fluency. structure or vocabulary of the text to on the text.

DECEMBER 2008 | 37 Struggling English language learners need a variety of tity. The same task can exposure to and practice with texts that are motivating be assigned to the whole class, but stu- if they are to become fluent readers. dents do not have to complete the same number of questions • Teachers can rewrite difficult cal (breaking a sentence down and or exercises. The stu- sentences to make them less analyzing it), when engaging in pre- dents are given a choice. ambiguous. reading activities such as presenting When planning activities with • Teachers should link reading a list of words or brainstorming quantity in mind, teachers should tasks with at least one oral around a word. aim to assign exercises that empha- activity such as echo or repeat- size fluency and are open ended. ed reading. Tip 3: Exploit the Text An open-ended activity lets stu- • Texts should be accompanied Day (1994) points out that the dents work at their own pace and by glossed words in an easy-to- appearance (layout, print, and type allows for a variety of responses. understand context. size) of the reading passage affects Examples of open-ended activities • There should be a 50-50 balance readability. Although many texts include brainstorming, between texts and activities. appear overcrowded in terms of the making predictions, and • Teachers should identify differ- information presented and the lay- completing sentences. ent reading strategies needed out of that information (e.g., font Closed exercises such as for various text types. size, organization of text), which can multiple-choice ques- • Teachers should develop pre-, demotivate ELLs, teachers can do tions, on the other hand, have only one correct during-, and postreading tasks. several things to alleviate any inter- answer. Students who do ference with comprehension: Tip 2: Preteach Vocabulary not know the material cannot answer, and stu- Because ELLs, particularly those • Keep the number of lines to a dents who know much in general education classrooms, are minimum to facilitate reading more have no opportuni- expected to read information rela- speed. ty to express their knowl- tively fluently, teachers need addi- • Number the paragraphs to help edge. tional classroom procedures that ELLs find information more The second option, after present- help them attend to student com- quickly. ing the same input, is the level of prehension and development of • Subtitle the paragraphs to help difficulty of the task. Teachers can vocabulary (Barone & Xu, 2008). As organize content. adapt the task to two or three differ- a prereading activity, teachers • Make the font clear and attrac- ent levels, thereby enabling stu- should preteach vocabulary while tive. dents to choose the level at which taking into account the students’ they are best able to function. The background knowledge. For some If texts are not exploitable due to idea is that teachers learn to adapt ELLs, however, teachers may need their thematic, lexical, syntactic, and existing activities in the textbook to provide additional vocabulary structural appropriateness, they without having to make up addi- instruction. may not enable the teacher to tional exercises. High levels of reading fluency accomplish the objectives of the imply that ELLs can tend to lexical, reading lesson. Tip 5: Use Oral Instruction to semantic, background, and textual Develop Oral Proficiency knowledge. But teachers may need Tip 4: Use More Open-Ended Oral instruction has a specific to ease at-risk or struggling ELLs Questions and Activities in function when it comes to helping into acquiring such knowledge by a Differentiated Instruction ELLs bridge the gap between word providing additional vocabulary Framework and text skills. To bring students to reinforcement. Teachers can help As part of a differentiated the level of oral proficiency neces- these students develop fluency by instruction framework, teachers can sary for acquiring these skills in a engaging them in a variety of skills, provide two options for assigning general education classroom, both global (the meaning of a whole tasks after their initial input to the “extensive oral English develop- sentence or paragraph) and analyti- entire class. The first option is quan- ment must be incorporated into

38 | ESSENTIAL TEACHER successful literacy instruction” • The student can understand the Producing words and sentences (August & Shanahan, p. 4). Therefore, main idea of a text with minimal using fluency-based activities teachers of ELLs should use oral assistance from the teacher or instruction to teach text-based skills. learning tools. • timed readings on both word and Oral instruction has four main pur- • The student can partially under- sentence levels poses: to introduce; to reinforce; to use; stand a text, but words sometimes • 10–15 minutes of sustained silent and to bridge the gap in order to work interfere with understanding. reading on sound, word, or text elements (e.g., • When asked about the main • choral reading and echo reading a sound–letter correspondence, a word, idea of a text, the student can a sentence or paragraph of a text). manage comprehension of isolat- Struggling ELLs need a variety of Teachers should link oral instruction ed sentences and offers responses exposure to and practice with texts that with other aspects of the reading les- that do not accurately reflect are motivating if they are to become sons. For example, if a teacher’s pri- deeper reading. fluent readers. Meaningful vocabulary mary focus is to teach the word core, he • The student needs a glossary to and comprehension activities comple- or she can present the word orally check comprehension of vocabu- ment the text such that students can before students get to the stage of read- lary words. actually become motivated and ing it in a text. engaged. Providing a choice of materials has important implications for giving ELLs the tools necessary for becom- By connecting the oral and written contexts ing fluent readers. Students will eventually be able to read much more flu- of targeted vocabulary, students have more ently if their teachers know how to reach out to them beyond the level of chances to understand the targeted words the text. that they will later read in the text. References August, D. L., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language Tip 6: Maximize Classroom By connecting the oral and written learners: Report of the National Literacy Time for Consolidated contexts of targeted vocabulary, stu- Panel. Mahwah, NJ: Lawrence Erlbaum. Presentation and Practice dents have more chances to understand Barkon, E. (2007, September). Insights from Practice should focus on global and the targeted words that they will later research on reading. Presentation at the analytical elements of reading, and read in the text. Here are a few exam- English Teachers Association of Israel Mini- teachers need to target elements of ples of how oral and written contexts conference, Maalot. Retrieved September speed and accuracy in fluency-based can be incorporated: 10, 2008, from activities as they read connected text. http://www.etni.org.il/etai/handouts/ “Teachers can also support students in Presenting targeted words elisheva_reading.ppt developing reading fluency by having in different contexts Barone, D. M., & Xu, S. H. (2008). Literacy them reread text [that is] at their inde- instruction for English language learners pendent or instructional level” (Barone • Connecting word to print: Students pre-k–2. New York: Guildford Press. & Xu, 2008, p. 205). check off the word when they Consolidated presentation and read it. Day, R. R. (1994). Selecting a passage for the practice are needed for ELLs at the • Presentation on a sentence level: The EFL reading class. English Teaching Forum, K–2 level to develop literacy. Learners teacher shows a sentence in which 32(1), 20. are said to be fluent when they can one word is scrambled. Students successfully implement their knowl- unscramble the word. Dorit Sasson is an ESL instructor edge of reading skills and strategies. • Presentation on a word level: In the at the Community College of Allegheny The following are characteristics for vocabulary game “I’m thinking of College, in Pittsburgh, Pennsylvania, teachers to look for in terms of identi- a word,” the teacher describes an in the United States. fying ELLs’ fluency based on their object and students guess the reading performance: word.

DECEMBER 2008 | 39 Edited by Vanessa Caceres REFERENCES &RESOURCES [email protected]

Creating Meaning: Advanced Laurie Blass, Hannah Friesen, and Kathy Block. New York: Reading and Writing Oxford, 2008. While looking for a high-level read- passage itself; and a comprehension plants, and animals and goes on to dis- er for an advanced reading and writ- check with questions about the main cuss melting ice, sea levels, and green- ing class in my university’s intensive and supporting ideas. The chapters also house gases. The second reading in the English program, I stumbled upon include boxed sections called Reading chapter discusses natural disasters and Creating Meaning: Advanced Reading Skills, Critical Analysis, Vocabulary, strategies for reducing catastrophes, and Writing. and Writing Skills, which are highlight- and the last reading focuses on torna- This new book has eight high- ed for each reading. The first reading in does. The first reading in chapter 5 interest chapters touching on relevant each chapter is followed by the second presents the stages of culture shock, 21st-century subjects: relationships, and third readings, and the writing which hits home for my students innovators, natural disasters, roads to focus, which appears at the end of each because many are either experiencing justice, crossing cultures, ethical and reading, introduces the rhetorical focus culture shock at that moment or have social issues, generations, and life of the chapter. experienced it recently. The chapter’s online. The readings are authentic, and Chapter 1, Changing Relationships: next reading highlights cross-cultural the authors have included writing A New Definition of the Family, is one interaction among two Native Ameri- tasks as well as critical thinking and of my students’ favorites. It elicits much can groups, and the last reading dis- discussion activities. At the same time, discussion in the classroom because it cusses Indian expatriates living else- students are able to incorporate tradi- presents students with the many facets where in the world and the cultural tional academic rhetorical modes such of what a family is today. An example is differences that they have encountered. as process, comparison, cause and the Mr. Mom reading, which describes a Finally, this book also contains a use- effect, and argument, culminating with single dad who stays home to raise his ful vocabulary index and appendixes the necessary skills to paraphrase, son. The statistics presented in this on suffixes and prefixes. summarize, document sources, and reading startled many of my interna- Overall, Creating Meaning not only write a research paper. tional students: According to the U.S. encourages students’ enthusiasm for Each chapter has three readings as Census Bureau, there were approxi- reading, it also gives them much-needed well as chapter objectives. The readings mately 143,000 stay-at-home dads in the tools on how to write research papers in are presented in a predictable format. United States in 2005. future English composition classes at the For example, Reading 1 is preceded by Two of my students’ other favorites university level. previewing to give students an idea of are chapter 3, Natural Disasters, and what it is about; discussion questions chapter 5, Crossing Cultures. Chapter 3 José A. Carmona is the director of that prompt students to predict the begins with a comprehensive reading the Embry-Riddle Language Institute purpose and the main idea; the reading on how global warming affects climate, at Embry-Riddle Aeronautical University, in the United States.

Television Series. Directed by Maro Chermayeff and Frontier House Nicholas Brown. Public Broadcasting Service, 2002.

In Frontier House, a six-part PBS docu- livestock, tend gardens, and support families feed themselves, they must mentary available on DVD and video, themselves in a valley in Montana. store enough food to sustain themselves three families accept the challenge of The series follows the Clunes, a fami- through a harsh winter. After 6 months living like pioneers in 1880s Montana in ly of six; the Glenns, a blended family of in Frontier Valley, historians evaluate the United States. They give up cell four; and the Brooks, a newly married each family’s food supply, their animals, phones, television, ready-made break- biracial couple, as they face the chal- and their homesteads. All three families fasts, cars, iPods, make-up, toilet lenges inherent in leaving a world of realize that only one in three home- paper—any and all inventions devel- malls and condos for the frontier, where steaders succeeded in establishing a oped after the late 19th century. They the nearest store is a day’s journey by working farm long enough to qualify to learn to build cabins, milk cows, raise horse. To succeed, not only must the keep the government’s land.

40 | ESSENTIAL TEACHER I have used this documentary successfully in two settings: an intermediate-level con- From Home to School 1 tent-based culture course at a Korean university and a cultural series at a university in Ann Gianola. Syracuse, NY: New Readers Press, 2003. Indonesia. This documentary shows students how the American West looks, how ESL students in family literacy exercises used include cloze 19th-century Americans lived, and what classes are often overwhelmed exercises, problem solving, and modern Americans think of their history by the issues their children face those that require students to and current society. Throughout the pro- in today’s U.S. school system— check “yes” or “no” to gauge gram, participants reveal their attitudes and issues such as testing, home- comprehension. Each story has opinions about the challenge itself, the role of women then versus now, marriage, work, and what to do when their dialogue practice that builds on divorce, education, childhood, racism, par- children must stay home sick. the information presented and a enting, health, loneliness, and competition. From Home to School 1 is targeted related audio component that Frontier House presents some paradoxes of at these adult students and intro- provides listening practice. U.S. culture, such as the values of self-reliance duces a variety of subjects relat- Within the 96 pages of From and interdependence. And there are many ed to school life in a nonthreat- Home to School 1, students are questions you could ask to stimulate discus- ening manner. exposed to a large number of sion with students: Which era in your coun- From Home to School 1 topics that affect their children’s try’s history would you like to live in? Who includes 15 narratives about everyday lives at school. The in your family would want to participate in school-related problems or stories serve as a great spring- such a challenge? Who wouldn’t? Why? What issues that children face. In one board for family literacy classes is essential to a good marriage? How much story, the school nurse conducts to discuss the U.S. school sys- should children work? The program also has an eye exam with a girl named tem, and they work well within a companion Web site (http://www.pbs.org/ Layla, who has had trouble with the realm of survival subjects wnet/frontierhouse/) that offers more back- headaches and her eyes feeling studied in many general adult ground information and lesson plans, which tired. The nurse then speaks to ESL classes, such as health, provide rich material for discussions. Layla’s parents about taking her money, and transportation. The The documentary’s recurring “Will the to an eye doctor. In another practice exercises are structured families succeed?” challenge provides an story, a boy named Max gets and predictable, but at the same opportunity for me to introduce students to into a fight at school, prompting time they keep students writing persuasive papers with a thesis, his mother to call the principal engaged with the material. which is a new rhetorical style for them. I ask and discuss the troublesome The biggest complaint I’ve students to consider which family they think student who started the fight. heard about From Home to School will succeed and to explain their choice with Some of the text’s stories pres- 1 from teachers who have evidence. This assignment results in clear, well-organized papers. ent novel situations, such as the worked with it is that the read- Because Frontier House lacks subtitles, this first day of school for a student ing level is too high for literacy- documentary is most appropriate for students from Mexico who does not yet level students, even though the at high-intermediate and advanced levels. To speak English. Other stories text is part of a three-part series ensure understanding, I summarize events deal with more routine dilem- written for literacy- to high- before showing a clip and offer two or three mas, such as waking up on time beginning-level students. That questions that focus students’ attention. Addi- to catch the school bus or mak- said, interested teachers should tionally, before discussing any questions, I ask ing sure students do their home- still consider what this series has students to summarize the segment we have work in the evening. to offer, which includes text- just seen and to list the events or comments Prereading questions before books, workbooks, a teacher’s that they found most interesting. Frontier each story help adult students guide, and audiotapes and CDs. House gives students a vivid picture of this era relate the story to their own and its influence on Americans today. lives. Following each story, there Vanessa Caceres is a family are several related exercises to literacy specialist for Fairfax Susan Kelly is a private tutor practice the story’s vocabulary County (Virginia) Public and studies law at Loyola University and subject matter. The kinds of Schools, in the United States. Chicago, in the United States.

DECEMBER 2008 | 41 REFERENCES &RESOURCES

Weaving It Together: Connecting Reading and Writing 3, 2nd ed. Milada Broukal. Boston: Thomson, 2004.

Considering the large selection Units 1–3 focus on composing assessment of skills that require of available reading and writing the parts of an essay, beginning focused attention. textbooks, finding a good one can with a review of the parts of a The visual aspects of the text- be a difficult and time-consuming paragraph—topic sentence, sup- book are especially appealing. process. Weaving It Together: Con- porting sentences, and conclud- The page layout displays a bal- necting Reading and Writing 3 ing sentences—and culminating ance of text and white space, offers teachers of intermediate- with the composition of a whole which allows students to take level ESL students an integrative essay, including a focus on com- notes or create glosses in the mar- approach to reading and writing posing the introduction and gins. The font and pitch make the and is based on the principle that conclusion. Units 4–7 present a texts accessible to ESL readers, good readers are good writers traditional approach to writing and the featured lexical items are and good writers are good read- instruction and focus on the highlighted using boldface type, ers. Moreover, the book encour- rhetorical forms of essays: drawing readers’ attention to key ages students to discover the descriptive, narrative, compari- words in each chapter and facili- writing process through writing son, cause and effect, and argu- tating comprehension. multiple drafts. mentative. Unit 8 concludes the Although Weaving It Together 3 The content of the book is book with a focus on basic liter- has many positive attributes, based on multicultural themes ary analysis and the composi- especially for students, it would and is designed to engage a tion of a poem and a story. benefit from providing feedback diverse population of ESL stu- Accompanying the textbook tools for teachers. It may be dents. From superstitions to is a series of CNN videos related assumed that teachers know how genetically modified food, this to the vocabulary, activities, and to provide productive and con- textbook offers an interesting topics presented in each unit. In structive feedback, but occasion- selection of topics. The book is conjunction with Internet-based al suggestions directly related to composed of eight units, and activities presented at the end of activities in the book would be each focuses on the interrelated- each chapter, the videos provide helpful and would enable teach- ness of the reading and writing opportunities to supplement ers to consistently refine and processes. Furthermore, each textbook readings with authen- improve their feedback practices. chapter contains prereading, tic materials that provide addi- Finally, students would benefit vocabulary building, comprehen- tional writing opportunities for from the inclusion of tools that sion, and discussion activities. students. Weaving It Together 3 teach them how to incorporate The interesting prereading dis- also encourages the use of jour- teachers’ feedback. cussion questions prepare stu- nal writing to promote fluency, dents for the text that they will to provide students with a Taniea Engel teaches ESL read by activating their content medium for creative and per- at Cushing Academy, in Ashburnham, Massachusetts, schemata, a process believed to sonal expression, and to create in the United States. facilitate text comprehension. opportunities for continuous

42 | ESSENTIAL TEACHER Association NEWS The 2009 TESOL Annual Convention & Exhibit March 26–28, 2009 Colorado Convention Center Denver, Colorado, USA Forging New Pathways—For Everyone in the TESOL Profession Thousands of new and experienced TESOL professionals flock to the TESOL convention every year to recharge their professional batteries with fresh ideas from top-notch educational sessions and speakers, and their peers. YOU Should Attend . . . What Do Attendees Get from Programs at TESOL conventions are designed by and for a TESOL Convention? members representing all segments of the English language Information: critical knowledge gathered at powerful education teaching field. programs and exhibits, plus the latest news and fresh perspectives from across the field Don’t Miss These Annual Events . . . Job MarketPlace: More than 50 recruiters from around the Interaction: a chance to share classroom experiences and build globe attend the Job MarketPlace to interview qualified candi- relationships with some of the most creative and influential dates. Job seekers are encouraged to submit applications and teachers, professors, researchers, and publishers in the field schedule interviews prior to the convention through TESOL's Online Career Center. For more information, visit Inspiration: exclusive opportunities to see and interact with top http://www.tesol.org/jmp. names in the field Graduate Student Forum: Sponsored by Brigham Young Uni- versity, the Graduate Student Forum is a student-run 1-day Invigoration: vital time away from day-to-day work to relax, miniconference that invites graduate students in TESOL teacher renew, and refresh in a stimulating, information-rich environ- preparation programs to present papers, demonstrations, and ment posters. For more information, please visit www.tesol.org/GSF. Doctoral Forum: Sponsored by the University of Texas at San Important New Information About Antonio and the University of Nevada at Las Vegas, this informal Registration and Membership Status 1-day forum invites doctoral students to network with each other and with experienced TESOL researchers and educators to To access the online registration form, all registrants need to log in to TESOL’s Web site. discuss their doctoral programs and dissertation research. For If your current TESOL membership expires before May more information, visit www.tesol.org/DF. 1, 2009, you must renew your membership to qualify for the member registration rate for the convention, or regis- TESOL Convention is Going Green ter as a nonmember. The number of Advance Programs that were printed was cut Any issues pertaining to the current status of membership almost in half, which helped save 71 trees! TESOL has enhanced must be resolved before registering for the convention. online resources to give you a one-stop shop for planning your Your registration convention category must be the same convention experience. Visit www.tesol.org/convention2009 to as your current membership category. find all of the following: downloadable Advance Program, regis- For more information, go to tration and hotel reservations, itinerary planner, virtual exhibit www.tesol.org/convention2009 hall, organizational meetings calendar, and tour information.

DECEMBER 2008 | 43 What’s In a Name?

When TESOL was founded in 1966, the acronym “TESOL” referred to almost nothing other than that association. Type “TESOL” into Google today and you will receive almost 3 million hits coming from every corner of the world offering all types of education programs, publications, and credentials. The possibility of obtaining a trademark on “TESOL” disappeared long ago. What can be done to make TESOL, the association, stand out among a multitude of similar-sounding names?

The idea of modifying the TESOL name to emphasize its presence as a global professional community was first discussed in 2004. The topic was raised again by the Board in 2006, and in 2007 a consultant was given a contract to advise the Board on ways to make TESOL stand apart from all other organizations using “TESOL” in their names. The consultant’s report prompted the Board to appoint an ad hoc committee in 2008.

That committee recommended that the Board retain the prominence of TESOL in its name but consider enhancing the name in ways that would emphasize its nature as a professional association with a global focus. The committee also insisted that membership be educated and engaged on any enhancements to TESOL’s image, its ways of communication, or its name.

Please attend an open meeting in Denver, Colorado, USA, at the 2009 TESOL Annual Convention and Exhibit, to give your input on enhancing TESOL’s name.

Save the Date! Open Meeting Does TESOL need to enhance its name? Come and give your input to the TESOL leadership

Thursday, March 26, 2009 Denver Convention Center, Room 201, 3–4 pm

THANKS TO OUR 2008 SPONSORS

PLATINUM GOLD BRONZE National Geographic School AMIDEAST Avant Assessment Publishing Heinle, a part of Cambridge The College Board Cengage Learning University Press Accuplacer Millmark Education Franklin Electronic Publishers Rigby—A Harcourt New York Times Knowledge Education Imprint Network Santillana USA Publishing Company

44 | ESSENTIAL TEACHER Three Perspectives on Leadership Views on leadership by three participants of the Leadership Mentoring Program

Just as taking a cruise is exciting because of the endless activities and adventures you can participate in, there is plenty to do when you embrace leadership roles: in front, behind the scenes, or in person. TESOL has it all—one-stop leadership shopping! Whatever your interests are, I encourage you to become involved with the organization as a future or experienced leader. The captain always needs a first mate and a crew. By being a Leadership Mentoring Program participant, I’ve had the opportunity to shadow leaders in the field and develop my leadership skills. At the convention in New York, I was able to talk with new members and tell them what my experiences with TESOL have been as a student member. At the TESOL academy in Chicago, I assisted in the development and delivery of a highly attended workshop. A glossy travel brochure can convince you that it’s time for a new adventure. Let the TESOL Web site do the same! I encourage you to explore the site and submit a story or lesson plan to the TESOL Resource Center. A click of the mouse may welcome you to your new adventure. Come aboard . . . we’re expecting you!

Ayanna Cooper DeKalb County School District Atlanta, Georgia, USA

You know that feeling when you meet people you have synergy with, people who feel passionately about the same things as you do? It’s an amazing feeling. It’s a feeling that enveloped me when I stepped into the TESOL 2008 convention and, in doing so, stepped into a world of people who were crazy about the same things as I am . . . crazy and enthusiastic. I was home. At the convention I received the TESOL Leadership Mentoring Award and met Dr. Suresh Canagarajah, who was to be my mentor. I could write an entire article just on the guidance and support that I am receiving from this wonderful mentor. I also met Ana and Ayanna, my fellow awardees, and we found out that we had an unbelievable opportunity to get and stay involved as potential leaders mentored by the first names in the field of TESOL—people who bring in years of experience and the warmth and willingness to guide us as we begin to find our niches. If you are the kind of person who thrives on synergy and believes that active participation can lead to the changes you wish to see, then you should join the leadership efforts in TESOL. For starters, check out the TESOL Web site for leadership opportunities!

Rashi Jain University of Maryland, College Park College Park, Maryland, USA

It was only after joining the former NNEST Caucus (as of July 2008, we became the NNEST Interest Section) that I fully under- stood the meaning of the terms shared leadership, team leadership, mentoring, and collaboration. I used to believe that to be a leader, one had to be a visionary, someone who is charismatic, powerful, and inspirational. I know that for an organization or community to be effective and functional, it needs extraordinary individual leaders with those qualities, but I also learned that it needs people like me, who like to help, plan, and organize. Communities like TESOL need people who like to put things in motion, have strong communication skills, and are daring. In our organization, we need people who function as the architects, engineers, diplomats, firefighters, and philosophers. As you can see, there are plenty of opportunities for involvement, even for someone like me, who would rather be in the comfort of her bed hiding behind a computer screen than center stage, directing the show. So in the spirit of promoting shared leadership, I invite you to join your unique forces to help TESOL grow, better serve the teaching community, and achieve distinction!

Ana Wu City College of San Francisco San Francisco, California, USA

SEPTEMBER 2008 | 45 JUST OFF PRESS

TESOL introduces three new titles: Standards for ESL/EFL Teachers of Adults Global English Teaching and Teacher Education: Praxis and Possibility Classroom Management (TESOL Classroom Practice Series)

Standards for ESL/EFL Teachers of Adults offers performance indicators, vignettes, and evaluation tools for instructors. The clearly organized components for these long-awaited standards will help instructors identify the qualities and practices to pursue in their teaching. The standards in this book address planning, instructing, and assessing as the basis for effective teaching. These standards can be applied to most settings with adult ESL and EFL learners and can benefit educators and administrators in teacher training programs, in educational programs, and in achieving professional development both personally and institution-wide.

Global English Teaching and Teacher Education: Praxis and Possibility, edited by Seran Dogancay-Aktuna and Joel Hardman, describes how today’s English language teaching goes beyond the norms of English spoken and taught in native-English-speaking countries. Contributors use field studies and research to examine the increasingly global role of English language teaching and teacher education. Contributions from countries all across the globe display a variety of historical and theoretical perspectives on the roles and status of differing Englishes across societies.

Classroom Management, edited by Thomas S. C. Farrell, is the first of 15 volumes in the TESOL Classroom Practice Series (Maria Dantas-Whitney, Sarah Rilling, and Lilia Savova, series editors). Classroom Manage- ment acknowledges the wonderful range of diversity that language teachers now face in their classes and suggests ways that they can facilitate language learning and development rather than just manage it. This volume offers language teachers many ideas for preparing, organizing, and conducting their lessons and for supporting student learning in a range of contexts.

Order at www.tesol.org/bookstore

Board Approves Position Statement Conduct TESOL Business Online on Academic Credit You can join or renew your membership, subscribe to TESOL serial publications, and purchase TESOL publications online. TESOL mem- At its meeting in October, the Board of Directors approved a bers get an average discount of 25% on publications. position statement on academic and degree-granting credit Main...... [email protected] for ESOL courses. The new statement is an updated and Advocacy ...... [email protected] revised version of an earlier position statement and is avail- Convention Services ...... [email protected] able at www.tesol.org/PositionStatements. Exhibits...... [email protected] Education Programs...... [email protected] Member Services ...... [email protected] Affiliates ...... [email protected] Awards ...... [email protected] Career Services...... [email protected] Using the Forgot Interest Sections...... [email protected] Password? Function President (Board of Directors) ...... [email protected] If you forget your password or member ID to log in to TESOL’s Publications ...... [email protected] Web site, use the Forgot Password? option under the log-in Advertising...... [email protected] Ordering...... [email protected] area on the left side of the home page. If you have any ques- Essential Teacher...... [email protected] tions or problems, e-mail [email protected]. TESOL Quarterly ...... [email protected]

46 | ESSENTIAL TEACHER Spotlight on TESOL Communities Global Partners: Yakut TESOL and TexTESOL V

What does a Russian region settled by Cossacks in the early 17th century have in common with a region in Texas settled by cattlemen in the 19th century? Well, there are several parallels, including a dependence on horses for livelihood and survival. There’s the centuries-old struggle against extreme temperatures, albeit opposite extremes. The most recent connection, however, is a formal Attendees of 2008 Yakut TESOL Summer Institute agreement between the TESOL affiliates of these two regions to work together for their mutual benefit. A formal signing in Yakutsk, Russia, on July 14, 2008, cemented the partnership between Yakut TESOL and TexTESOL V. Don Weasenforth’s (past president of TexTESOL V) representation of TexTESOL V at the 2008 Yakut TESOL Summer Institute represented an initial step in fulfilling the agreement, and Larissa Olesova’s (past president of Yakut TESOL) attendance at the 2008 TexTESOL State Conference strengthened the burgeoning relationship.

TexTESOL V is one of five TESOL affiliates in Texas. Created in 1979, it is the Larissa Olesova and Don Weasenforth sign newest one, serving ESL and bilingual education professionals in north Texas, includ- partnership agreement ing Dallas and Fort Worth. Among its many distinctions, it will host the annual TESOL convention in 2013. Yakut TESOL became an international TESOL affiliate in 2002. The initiative to open an affiliate for English language teachers in the Republic of Sakha (Yakutia, in Northern Siberia) came from Yakutsk State University’s Depart- ment of Foreign Languages in Technical and Natural Sciences. The affiliate has grown to more than 300 members from almost all educational institutions of Yakutia. It is organizing the English Summer School for June 2009 and plans to invite a TexTESOL V representative. In addition to committing to the attendance of representatives at each other’s conferences, the agreement entails professional development for teachers in both locations, both on site and through communication technologies. Web-based collaborative projects connecting students in both regions have already begun, and a long-term goal is the establishment of student and teacher exchanges. At the 2008 Yakut TESOL Summer Institute, Don provided workshops to Yakutia language instructors, focusing on the use of instructional technologies. Together, Don and Larissa—with a colleague in Washington, DC—implemented such a project last spring with a focus on global warming. All three instructors are again collaborating on a similar project, focusing on the U.S. presidential campaign. Larissa met with TexTESOL V Board members and other ESL and bilingual education professionals in the Dallas/Fort Worth area during the 2008 TexTESOL State Conference this past November. From these meetings we hope the partnership will grow to benefit both TESOL affiliates. For more information, check the affiliates’ Web sites at www.textesolv.org and web.ics.purdue.edu/~lolesova/yakuttesol, or contact past presidents Don Weasenforth ([email protected]) or Larissa Olesova ([email protected]).

DECEMBER 2008 | 47 Member Directory Enhanced Online Courses & Seminars A new search option has recently been added to the TESOL Member Learn about online professional development Directory. Members may now search for other members by area of opportunities through TESOL, including the Prin- expertise. This option may be used to find someone to use as a speaker, ciples and Practices of Online Teaching Certifi- to write an article, to discuss a topic on an e-list, and so on. Members cate Program and TESOL virtual seminars. TESOL self-select what they view as their own areas of expertise. TESOL does virtual seminars focus on key issues in ESL and not represent or endorse the accuracy, reliability, or quality of the infor- EFL. Bring together colleagues at your school or mation provided by members. organization for a live webcast (or, when it fits To use the Member Directory, log on at www.tesol.org (username is your schedule, use the virtual seminar’s playback your ID number; password is your last name unless you have changed feature). Virtual seminar participants can also it), then click on Communities, and scroll to Member Directory. The Area take part in online discussion. For more informa- of Expertise category has been added to the Search by Category section. tion, e-mail [email protected].

The 2009 Board of Directors and Nominating Committee Slate The 2009 Board of Directors Maria Makrakis Affiliates: Karen Stanley and Nominating Committee Ottawa Catholic School Suchada Nimmannit Central Piedmont slate shown below has Board Chulalongkorn University Community College been posted. Ottawa, Ontario, Canada Language Institute Charlotte, North Carolina, Bangkok, Thailand USA Visit http://www.tesol.org. Anne V. Martin Voting began in October Intensive English Programs Lyndon Language Bruce Rogers 2008 and will end in early (IEPs) and Bicultural Centers: Consulting Independent Materials January 2009. Fernando Fleurquin Writer Fayetteville, New York, University of Maryland USA Boulder, Colorado, USA President-Elect, 2009–2010 Baltimore County, (to become President, Baltimore, Maryland, USA Dudley Reynolds Caucuses: 2010–2011) Carnegie Mellon University Shondel Nero George Scholz Education City, Doha, Qatar New York University Brock Brady U.S. Department of State New York, New York, USA American University Cairo, Egypt Lynn Stafford-Yilmaz Washington, District of Avant Assessment Karen L. Newman Columbia, USA Interest Sections: Eugene, Oregon, USA Ohio State University Ulrich Bliesener Columbus, Ohio, USA Christine Coombe University of Hildesheim Nominating Committee Dubai Men’s College Hanover, Germany (2009–2010) Representing Elementary and Secondary Dubai, United Arab eight major groups Education Programs: Emirates Pindie Stephen Margo Gottlieb International Organization Adult Education The Center, Illinois Board of Directors, for Migration Programs: Resource Center 2009–2012 Makati, Philippines Gretchen Bitterlin Arlington Heights, Elke Apelbaum Savoy San Diego Community Illinois, USA New York City Department Researchers: College District of Education Neil Anderson San Diego, California, USA Cheryl J. Serrano New York, New York, USA Brigham Young University Lynn University Provo, Utah, USA Miriam Burt Boca Raton, Florida, USA Maria Estela Brisk Center for Applied Boston College Tom Scovel Linguistics Higher Education Programs: Chestnut Hill, San Francisco State Washington, District of Dwight Atkinson Massachusetts, USA University Columbia, USA Purdue University San Francisco, California, West Lafayette, Indiana, USA USA

48 | ESSENTIAL TEACHER

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