Document Resume Ed 289 349 Fl 017 063 Title Tesol

DOCUMENT RESUME

ED 289 349 FL 017 063

TITLE TESOL Newsletter, Vol. 19, 1985. INSTITUTION Teachers of English to Speakers of Other Languages. PUB DATE 85 NOTE 222p. PUB TYPE Collected Works - Serials (022) JOURNAL CIT TESOL Newsletter; v19 n1-6 Feb-Dec 1985

EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Classroom Techniques; Computer Software; Courseware; *English (Second Language); Federal Government; Foreign Countries; Grammar; Hearing Impairments; Language Standardization; Language Tests; Learning Strategies; *Listening Comprehension; Newsletters; Professional Associations; Reading Instruction; Scholarly Journals; Second Language Instruction; Surveys; Test Bias; Writing Instruction IDENTIFIERS Arizona

ABSTRACT The 1985 volume of the Teachers of English to Speakers of Other Languages (TESOL) newsletter includes articles on the role of grammar in language teaching; teaching English in Spanish schools; software for English as a second language (ESL); ESL teacher employment overseas; reading in English for special purposes; ESL techniques for hearing-impaired students; internationalization and standardization of English; learner assessment through surveys; using a grid in beginning reading; language use in the classroom; principles of materials design; selection of reading for ESL students; overseas teaching; journals of interest in the field; federal initiatives; learning strategies; language testing bias; composition reformulation; bilingual teacher certification in Arizona; development of listening skills; computerizing intensive English; employment issues; and notetaking. Professional announcements, association notes, book and materials reviews, and . notes on successful teaching techniques are also presented. (MSE)

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teachirs of English to Speakers of Ottiet; kingii4ea. February 1985 Making Informed Decisions About the Role of Grammar in Language Teaching by Marianne Celce-Murcia University of California, Los Angeles There are currently two extreme posi-the fact that other teachers might be work- and learn best by formulating and testing tions in ESL concerning the teaching ofing with a different type of learner andhypotheses or "rules." Other learners have English grammar.' At one extreme, thefocusing on other instructional objectives. a holisti,, style and learn best by experienc- proponents of audio-lingualism (Lado, In reality there are many different typesing relevant data and doing little or no 1964) and methodologists such as Gattegno of ''Inguage learners and many differentanalysis. Young children, for example, tend (1972, 1976) argue that we must make pi .poses for learning ESL (Strevens, 1977). to be more holistic in their approach to grammar the core of our language instruc- Each teaching-learning context deserveslearning than adults. Also, when one is tion and that we must correct all student its own answer to the question of whetherbeginning to learn something completely .errors At the other extreme, methodolo-or not grammar should be emphasized.new and different, one tends to initially gists such as Krashen and Terrell (1983) There is no single right or,wrong position approach the new "object" holistically for tell us not to teach grammar explicitly andto take. Also, rather than two extremea time before feeling ready to do any not to correct any learner errors. choices, there is a continuum along which meaningful analysis. This suggests that learner variables such An oral version of this paper was presented at the Bay Area Regional CATESOL Conference in San Francisco on November 3, 1984. as age can be very important in helping Editor the ESL teacher decide whether or not it Given such conflicting professional ad- grammar becomes increasingly more im-will be of any use to focus on form. If your Vice, many ESL teachers are understand-portant or less important depending upon ESL students are young children, the most ably confused and frustrated. What shoulda number of learner variables and instruc-likely answer is "No." If your students are they do? Who should they believe? tional variables that each ESL teacheradolescents or adults, the answer is "May- When ESL teachers ask me which of the must carefully consider. be." Proficiency level is also a factor. If two extreme positions I prefer, I like to It is perhaps somewhat misleading to your ESL students are beginners, there is begin by reminding them of the tale aboutstare the issue as one of deciding whether the four blind men of Hindustan. As youor not to teach grammar. The issue is will recall, when the four blind men came whether accuracy of form is more impor- upon an elephant, each one touched atant or less important for the learner. In different part. The first one felt the tailthose cases where accuracy of form is 9-14 APRILWU NEW YORK HILTON HOTEL and concluded, "It's a rope." The secondrequired, it is important for the ESL teach- .It the side, and said, "It's a wall." Theer to know how to focus on form and tolittle point in focusing on form regardless thiti, after touching the ear, announced,know how to correct errors. Effectiveof their age. However, if your students tre "It's a fan." Finally, the fourth one felt the ways of focusing on form and of correctingat the intermediate or advanced level, it .trunk and decided, "It's a tree." errors will thus be discussed later in thismay well be necessary for you to do some Like the four blind men many of ur. inpaper. correction. ESL have very limited "feeling" for the The educational background of your (y) role of grammar in language teachiug be-Learner Variables ESL st idents is another noteworthy factor. 1;..3 cause we have dealt primarily with a cer- An observant ESL teacher does not needIf they are pre-literate with little formal :0 tain type of learner and with specific andto be told that students learn in differenteducation, then it is a waste of time and 4 instructional objectives. Yet we are ways. Research in educational psychologyeffort to focus on form. On the other 0 surprised when other ESL teachers express (see Cronbach and Snow, 1977, and Witkinhand, if your students are literate and well a completely different "feeling" regarding et al., 1977) suggests that there are at leasteducated, they may become frustrated IL the role of grammar in language teacaing. two distinct ways in which people canand annoyed if you do not provide ade- In other words, we have not appreciatedlearn anythingincluding second or for- quate opportunity for them to focus on the formal aspects of English. Itam referring specifically to the morphology and syntax of eign languages. Some learners, consciously 'English when I use the term ''grammar." or unconsciously, have an analytic style Continued on page 4

TN 2/85 ) BEST COPY AVAILABLE. Pfteadefeta Veteettde Nestle/ea

Over the holidays my tifteen-year-old came and how as well as to think before and while we down with an infection we suspected to be act. Does what I am doing have to be done? strepsore throat, swollen glands, and fever.Will it make any difference? What effect will it We used the word "strep" casually, assuming have on the human beings in front of me? In ;IN that he knew what it was and that it was not a other words, "Know thyself" still holds true. life-threatening condition, although it was best I have been enjoying Norman Cousins' The to be treated. We checked our assumptions sP -; healing heart (Avon, 1983). Nothing about when he asked, "Will I need to have an opera- ESOL, but everything. His interest is in medi- "k"-Ltis- tion?" What does this have to do with ESOL? cine, medical ethics and doctor-patient relation- Nothing, and everything. ships. Conceined with patient recovery as a 1-N The other day when I had a minor spot joint doctorpatient venture, he says a lot that I removed from my hand, I overheard the doctor can relate to the ESOL classroom. For example, instruct the nurse: "Prepare a number 3 needle" Cousins advocates "potentiation" of the patient, which did not allay any fears I had of pain orand giving the patient the respect a human seriousness. What does this have to do with being should have. What does this have to do ESOL? Nothing, and everything. These two with ESOL? Nothing, and everything. I think. incidents simply illustrate the importance of you might enjoy the book. both the content and the manner of communica- Cousins notes how difficult it is to keep pace tion, and how our communications can eitherwith changes in medicine. There is a parallel in intensify or alleviate dread of a condition. I our field, and I think it is useful to remember A ; W. w. think that we can also consider educationalthat what was once held as unthinkable is now .04-11 status a condition, and the way that we approach acceptable. Thirty years ago who would have or communicate with learners is as crucial asthought of having a surgical patient up and how doctors approach us. Are we aware of the walking the day after an operation? Do you psychological and emotional implications our remember ideas that were "on the fringe" not communications have? many years ago when audiolingualism was the A long time ago when I first heard about only way? We have so many choices today that v* - iatrogenic diseases, those that are caused orwe are confused by what is "right". induced, quite unwittingly, by doctors, I won- In this note, I have already mentioned two dered whether there could be an analogousbooks which have evoked many long thoughts "pedagogenic distress syndrome". I'm now sureabout my own being as a teacher. Other bool.s there is, not only because in her The aquarian that I have been savoring and that you might conspiracy: Personal and social transformation likenothing, but everything to do with ESOL in the 1980s, (Los Angeles: J. P. Tarcher, Inc.,are: Carl R. Rogers' Freedom to learn for the 1980) Marilyn Ferguson speaks of "pedogenic80's (Columbus: Charles E. Merrill Publishing illness", but alsbecal...e of anecdotal evidence. Co., 1983), Stephen Jay Could's The mismeasure Ferguson, for exl:nple, recounts that at a PTA of man (New York: NV. W. Norton & Co., 1981); meeting, every adult who was asked to remem- Howard Gardner's Frames of mind. The theory ber an event from school days recalled some- of multiple intelligences (New York. Basic thing negative If you took the opposite tack of Books, 1983), Fritjof Capra's The turning point: what I suggested in the October issue of thisScience, society and the rising culture (New column, and listed the chara2teristics of your ijk triers York. Bantam Books, 1982), Harold S. Ceneen's SA4biffigXl!tOt "worst" teachers instead of your "best", I ven-Managing (New York: Doubleday, 1984); Robert ture t' say you conk; recall many examples of Augros and George Stanciu's The new story of persons who in the name of doing good causedscience (Lake Bluff, Illinois: Regnnry Gateway, 4"eilttr ialPliti;i' you .evere distress or anxiety in school. My tikirer444101)***ellii led-Immo* tePW#13/4.10:f6*-111: 1984); and Lewis Thomas' Late night thoughts examples combined with yours would make aon listening to Mahler's Ninth Symphony (New 111 lengthy list of anecdotes which would surely York. Bantam Books, 1984). Happy reading and '24.0 e °:` 41,4,11 Wei-cast VW, Reid illustrate some verity. prosperous serendipity! How can we combat pedagogenic distress 1-41-Wartrasiiip-imas Also syndrome? Because we are fallible, it is inevi- IrikOa.** ;.01V001244 table that we will act mindlessly at times. But our challenge is to become as conscious and aware as possible of what we are doing, why, CHARLES H. BLATCHFORD

Membership Resolutions for TESOL '85 Needed by March 9th Any TESOL members who wish to present a content resolution to the Legislative Assembly at TESOL '85 in New York City are requested to send a copy of the resolution which bears the signatures of at least five members of the organization to John Haskell, Chair, Rules and Resolutions Committee by March 9, 1985. Address them to: Dr. John Haskell, 12-7 Komagome, 4Chome, Toshima-ku, Tokyo, Japan 170. All resolutions shall begin: "Be it resolved by the Legislative Assembly of TESOL that. .". Resolutions shall be of two types: content and courtesy. Content resolutions may originate in either of two ways: 1 From the general membership. A resolution bearing the signatures of at least five members of the organization m,:Er be received by the Committee Chair at least thirty days before the beginning of the Annual Meeting. 2. From either the Affiliree Council or the Interest Section Council. A resolution from either the Affiliate or the Interest Section Council must bear the signature of the presiding officer of the Council affirming that the resolution has been adopted by at least a majority vote of the Council. It should be forwarded to the Chair of the Rules and Resolutions Committee, or the appointed representative, immediately after the said Council meeting. Courtesy resolutions thanking convention officials and others shall be drafted by the Committee. 2 TN 2/85 1.18AjIAVA . 3 Report: TN Supplements Nos. 2 and 3: Literacy and the Process New Schedule for Publication Announced of Social Change Branching Out, TN Supplement No. 2, on The new date for CALL papers is extended to by Nathalie Bailey planning and teaching integrated language skills April 30, 1985. William Paterson College has been postponed to June 1985. Editor Use Manuscripts up to 1200 words inIength (about Winer promises 18 pages of teaching ideas and five pages typed double-spaced) are solicited The fourth annual Bilingual/ESL Conference practices that classroom teachers everywhere will find useful and imaginative. on topics such as ESOL software, word pro- sponsored by William Paterson College in cessing, authoring and utility programs, arti- Wayne, New Jersey was held October 26-27, 1984. The conference theme, Language and Call for Papers for Supplement No. 3 Extended ficial intelligence and interactive video. Send Literacy: Liberating the L.E.P. Student, sought The publication date of TN Supplement No. five copies of each paper to: Alice H. Osman, to define the value and function of literacy in 3: Computer-Assisted Language Learning has Editor, TESOL Newsletter, LaGuardia Com- society, especially as it pertains to students who been deferred until February 1986, and Editor munity College, 31-10 Thomson Avenue, Long are in the process of learning English as their Irene Dutra has extended the call for papers. Island City, New York 11101, USA. second I alguage. Accor.. to keynoter Carlos Yorio of Leh- man College 4 the Graduate Center of City University of 1.e.York, the value of literacy Special Enrollment Period in Progress for for the Limited E4 ish Proficient (L.E.P.) stu- TESOL Major Medical Plan dent and the society in which (s)he lives is enormous. He feels self understanding is en- If you're tired of paying exorbitant rates on with a lifetime maximum benefit of up to one hanced by the growth of human reason and that your major medical insurance, now may be the million dollars per person. The plan covers literate individuals are important in the process time to check out the Group Major Medical most health care costs including hospital room of modernizing society. In his opinion L.E.P. Insurance Plan sponsored by TESOL. and board charges, physicians' and surgeons' students who have been liberated through liter- During the current special enrollment periodfees, prescription drugs, anesthetic and its ad- acy are more tolerant individuals and have scheduled through April 1, 1985, all uninsured ministration, specialized equipment, blood and dispositions favorable to planned change in members and spouses under age 60as well as blood plasma, convalescent nursing home society. Classroom teachers seeking to achieve all their unmarried dependent children under charges, x-rays and laboratory tests. these results should 1) teach and not test; 2) age 19 (25 if a full-time student)may apply Each member has a choice of either a $250, make them learn on their own and if they don't, for this economically priced coverage. Informa- $500, or $1,000 deductible to fit his or her own help them; 3) teach grammar while teachingtion will be sent directly to members through particular needs and budget. Once the deduc- writing, discussing extensively what they will the mail. tible has been met, the plan will pay 80% of all write about first, forvocabulary,and grammar Since the plan's introduction, many members covered expenses. Then, after $2,000 in expenses awareness. He recommended classes rich in have enrolled and found it to be a practical have been paid by the insured, plus the deduc- content and discourse, free from traditional alternative to expensive and hard to find indi- tible, the plan takes over completely to pay _ vidual policies. Because TESOL co-sponsors 100% of all covered expenses for the rest of the the plan with many other professional associa- year. tions in a large group insurance trust, rates are For further information on the TESOL Major generally lower than comparable policies pur- Medical Insurance Plan, contact the TESOL chased on an individual basis. Insurance Administrator: Albert H. Wohlers & The TESOL plan provides high limit coverage Co., TESOL Group Insurance Plans, 1500 Hig- against the soaring cost of being sick or injured gins Road, Park Ridge, Illinois 60068, U.S.A. t4 Jacqueline Ross and Charles Stansfield Share ACTFL'S Pimsleur Award

The chairperson's and Some of the presenters at The Paul Pimsleur Award for Research in Foreign Language Education, one of the highest the fourth annual Bilingual/ESL Conference athonors given by the American Council on the Teaching of Foreign Languages (ACTFL), was William Paterson College. Left to right, Front row: granted to Jacqueline Ross and Charles Stansfield on November 18, 1984 for their jointly written Laura Aitken, Chantal Dejean. Charles Cairns and article, "Student-Teacheicognitive Styles and Foreign Language Achievement: A Preliminary Gladys Nussenbaum; Back row: Judith Martinez, Study" (Modern Language Journal, Autumn, 1982). Charlene Rivera, Laurie Moody, Maria Brisk, Ra- In presenting the commemorative plaques, numerous presentations and published several mon Santiago, Carlos Yorio, Ramona Santiago,Carl Johnson of the Texas Education Agency, articles in the areas of second language learning, Michelle Burtoff, and Martha Clark Cummings. commented: Your article attempts to determine bilingual education, and teacher training. She is the significance of the performance difference active in a number of professional organizations rules and sentence level exercises which don't in learning another language between field- such as the Colorado affiliate of TESOL, and rely enough on context. He stressed that com- dependent and field-independent students. The she is a past Fellow of the Institute for Educa- municative, grammatical and strategic compe- research also seeks to find out how a learner's tional Leadership's Education Policy Fellowship tence must all be learned through context, es- cognitive style interacts with other factors in the Program. pecially by people who have lived for some learning achievement. The article provides valu- Dr. Stansfield is associate program director time in the country where the target language is able insights about the relationship between of Language Programs, Educational Testing spoken. learner characteristics and teacher characteris- Service (ETS), Princeton, New Jersey. Before The second day of the Conference, keynoter tics and their impact on language learning. joining ETS in 1981, Dr. Stansfield was associ- Nina Wallerstein, elucidated the goals and tech- Readers will immediately reflect on their own ated with the University of Colorado as an asso- niques of her approach. She is the author of cognitive style as well as those of their students ciate professor of Spanish and as director of the Language and Culture in Conflict which pro- in an effort to see their similarity to the research University's study abroad programs in Xalapa, vides lesson plans for the problem-posing meth- results. The material is of extremely high interest Mexico, and in Valencia, Spain. He took a year and applicability to every language educator. od of ESL teaching, based on the work of Paolo off to direct the Peace Corps Training Centel in Freire. Learners come with hidden voices to This is very meticulously executed research and extends data analysis of solid research alreadyManagua, Nicaragua, and earlier spent a year uncover, she believes; they have emotional teaching English in Bogota, Colombia. blocks due to shame and job instability. Teach- begun." Dr. Ross works in the Office of Multilingual He is the author of numerous books and ers can help them move beyond these barriers articles, and is on the editorial advisory board by teaching them to think critically about their Multicultural Education of the Boulder Valley Public Schools where she coordinates the Dis- of the TESOL Quarterly. Over the years he has situation, by making the students own lives the presented more than forty papers at professional subject matter of the class and by requiring trict K-3 Bilingual Bicultural Program and also serves as administrative assistant to the Principal meetings, as well as workshops in school districts Continued on next page at Columbine Elementary School. She has made and lectures at educational institutions.

TN 2/85 3 4 Literacy Less Focus on Form More Important Continued from page 3 Important interaction between the individual and the Learner Variables group. She detailed a five-step inductive process 1. Age children adolescents for developing critical thinking and empower- adults ment which culminates in action for the resolu- 2. Proficiency beginning intermediate advanced tion of problems faced by individuals. Level Elsa Auerbach in her talk, entitled Beyond 3. Educational pre-literate; semi-literate; literate; Survival: Literacy as a Tool for Change, elabor- no formal ated the characteristics of liberator), as opposed some formal well to functional literacy. In the former, thestudeat education education educated isthe provider of the content and subject of Instructional Variables learning; andthe teacher isa learner, resource 4. Skill listening, reading speaking person and co-strategist. In this framework the writing classroom becomes the model of the process of 5. Register informal consultative3 formal change. 6. Need/Use survival vocational professional There are plans to publish the conference communication proceedings. If you wish to receive information, please write to: Dr. Gladys Nussenbaum, Direc- tor Bilingual/ESL Program, William Paterson This grid helps you to decide, for example, College, Matelson 221, Wayne, New Jersey when you are teaching beginning level 07470. 6adults who are pre-literate and are in need of survival communication skills, that focus on form is not important. On the other hand, when you are teaching literate young adults in college who are at the high intermediate level, then the grid tells you that Making Decisions focus on form is essential if you want to Continued from page I help them successfully complete their composition requirement. Instructional Variables Effective Ways to Focus on Form The need to focus on form also changes according to the objectives that the ESL By drawing on recent improvements in language teaching methodology, we can teacher must address. If one is teachinga receptive skill, i.e., listening or reading,isolate at least six different dimensions then it is distracting and irrelevant to emphasize grammar since these receptive skills require competence primarily in the area Less Ways to Focus on Form More of semantic processing. However, ifyou Effective Effective are teaching the productive skills (i.e. speaking and, in particular, writing), then manipulative drills communicative activities formal accuracy can become an important context-free practice context-embedded practice concern. Furthermore, for the productivesentence-based exercises text-based exercises skills, register and medium are additional cognitively undemanding activities cognitively demanding activities factors. If you are teaching a conversationcontrived materials authentic materials class, then accuracy of form is much lessdull or neutral content interesting and motivating content an issue than it is if you are teaching a class in formal expository writing? that can guide preparation of activitiesClassmate 1: Did you buy the monkey?/Is The final factor to consider is the learn- that will effectively focus our students'it the monkey? er's need: what will the learner have to be attention on form when this is necessary: ItStudent: No. able to do in English? If the learner's is not easy to be consistently on the right immediate goal is survival communication,side of this grid when teaching grammar;Classmate 2: Did you buy the dog?/Is it formal accuracy is of negligible value; onhowever, the more we can follow the sug-the dog? the other hand, if the learner wants togestions on the right, the more successfulStudent: No. function as an academic, a diplomat, or a we will be in getting our students to focusClassmate 7: Did you buy the pony?/Is it business executive, then a high degree of on form while at the same time experienc-the pony? formal accuracy is essential. ing language in context. Student: Yes. One example of an activity primarily on Learner and Instructional Variables the right side is the use of a pet store as the The classmate who guesses the right pet Given all of the learner variables andcontext for focusing the attention of ado-can then go to the front and make the next instructional variables we have discussed,lescent students on the form of yes-nosecret purchase. This can continue as long I would like to suggest that itis a bitquestions. Using pictures or small figures as such practice is useful. The activity can complicated but certainly not impossibleof 10 or 12 animals that are possible petsbe made more demanding by also requiring the class to guess the price of the pet. for ESL instructors to decide whether or(e.g., a do,,..:at, a pony, a goldfish, a not it is appropriate for them to focus on turtle, a canary, a parrot, a hamster, aEffective Ways to Correct Errors form with a given group of students. Imonkey, a snake), the teacher has one From classroom research we know that have found that a grid such as the follow- student come to the front of the class andthere are more effective and less effective ing is useful in helping me come to a sound secretly "buy" one of the pets. Then theways of correcting ESL students when decision: the more factors I identify on theclassmates must guess which pet the stu-formal accuracy is desirable. At least five left side of the grid, the less important it is dent has purchased by asking yes-no ques- dimensions should be kept in mind when for me to focus on form; the more factors Itions until someone guesses the correct you are doing correction. (Such activities identify on the right, the more essential it pet. (Note that different question formscan be planned in advance or occur spon- is that I focus on form. are possible): taneously as the need arises.) --*

4 TN 2/85 Making Decisions Continued from page 4 the best tithes for them to attend to form is after comprehension has been achieved and in conjunction with their production Less Teacher Correction Strategies More Effective Effective of meaningful discourse (perhaps spoken but more particularly written discourse). It must be recognized that grammar is teacher lectures, gives rule, or explains teacher elicits information from class but one of many important aspects of teacher corrects directly teacher elicits peer or self correction language teaching. To be optimally effec- -teacher gives indirect, diffuse cues on teacher gives focused, specific cues as totive an ESL teachtr also must be able to type and location of correction needed what correction is needed and where use the target language (English) well, teacher conducts mechanical drill of proble-teacher conducts meaningful practice of must have methodological expertise and matic form problematic form classroom management skillsnot to men- teacher corrects everything' teacher corrects selectively tion reasonable teaching materials, proper facilities and motivated students. Again one should attempt to stay to the (2) a. I remembered to lock the door. To conclude, let me return briefly to the right of this grid as much as possible. b. I remembered locking the door. moral of the tale of the four blind men of For example,8 if an ESL teacher wants Hindustan. I do not recommend that any to focus on the fact that several students in After some discussion, students generally ESL teacher take an extreme inflexible an intermediate college-level writing class agree that in (1) the first sentence can position (i.e., always teach grammar, never are using infinitives where gerunds areimply an unsuccessful attempt, while theteach grammar) based on limited experi- required, the teacher might start by puttingsecond sentence signals a successful one.ence with one small part of the total ESL some of the students' errors on the board: In (2) they see that in the first sentenceteaching-learning spectrum. I recommend remember occurs before lock in the se-that the ESL teacher consider all the rele- enjoy to see French movies. quence of events, while in the second sen-vant variables, and then arrive at an in- 'I stopped to smoke because it's bad for tence remember occurs after lock, whichformed decision for each distinct teaching my health. is a past fact. situation he or she faces. The teacher The students can then be asked to work The teacher then asks for corrections, and must, of course, also have acquired or be in pairs and do a role play involving awilling to develop the necessary knowl- in the unlikely event that the class cannotuniversity student and his/her advisor. make the corrections, the teacher can write edge of English grammar along with the Their role play should draw on a list ofpedagogical skills to apply that knowledge the correct form next to the incorrect formverbs supplied by the teacher: and say "That's how I write these sen- effectively .8 admit, advise, anticipate, encourage, en- tences. What's the difference?" Once the About the author: Marianne Celce-Murcia is cur- class decides that the student sentence joy, expect, force, forget, induce, justify, rently serving on the TESOL Executive Board as membeat-large, a threeyelr tern' concluding in 1987. uses infinitives rather than gerunds (or to like, motivate, permit, plan, postpone, forms rather than -ing forms), the teacher remember, try, urge, want Footnotes 2 In feet, when evaluating the formal writing of ESL students. can elicit partial lists from the class, show-In the course of doing the role plays, there trained Judges are m put off by minor but frequent errors in ing which verbs take only infinitives, which can be discussion, if necessary, as to wheth- surface grammar that the Judges can no longer properly ei.aluate the w raters organisation or ideas and simply rate such composi- take only gerunds, and which take bother a given verb takes an infinitive or a tions as unacceptable/not passing. In an interesting experiment gerund and why. Following the oral role- at UCLA, 40.i of the socalled failing ESL compositions re- forms. If they cannot do this from experi- ceied a rating of pass/acceptable once the surface errors had ence, they should be given some authentic playing, there might be one or two volun- been corrected (Mccirt. 1984). 3 Joos (1962) in The Five Clocks defines the consultative texts rich in examples of all three possibili-teer performances. Then, for homework register as the language we use with people we deal with each pair writes a dialog or short composi- frequentlyperhaps e% cry daybut w ith whom we are not ties and asked to develop the lists as a close on a personal level. This register is betty col formal (the group activity. tion based on the role play. The teacher language for public lectures and sermons) and informal (the will follow up on the written assignment if language used between fiends who know each other %cry well). For purposes of this paper I have ignored the other two 1 2 3 any further errors are made in the use of of Joos. five registers: intimate and froten. infinitives and gerunds. In any event, there 4 One cannot in fact correct every error that each ESL Infinitive Gerund Infinitive/ student makes. Teachers who try to do this are inconsistent in only only should be recycling of this point several what they' correctnot to mention that they typically stifle any Gerund spontaneity or creativity that their students :night have in using want enjoy try weeks later in another context to check for English Thus if one corrects. the only logical choice one has is retention. to correct selecthely. i.e , to correct all errors that hinder expect avoid like communication and those errors that do not but which represent areas of grammar that he been covered and practiced in hope finish rememberConclusion class. plan admit forget Part of this explanation and sonic of the exercises are Whatever your methodological prefer- adapted from CelecMurcia and Larsen-Freeman (1983 .433 - ence may be with respect to teaching ESL, 418). Our desire to help the ESL teacher dewlap this needed I would argue that you need to know the knowledge of English grammar ac ix ell as an ability to apply this knowledge effectix ely w as what motivated Diane Larsen rules of English grammar to carry out the Freeman and me to write The Grammar Book. The teacher can then ask questions aboutfollowing responsibilities adequately: lists 1 and 2: References 1. integrate form, meaning, and content iii Celec-Murcia. M. and I). Larsen-Freeman (1983) The Grammar syllabus design and lesson planning; Book. Ai ESL/EFL Teacher's Course. Row ley, Mass New- T: Which verbs refer more to past or bury house. current facts? 2. Selectively identify student production Cronbach. L. J. and R. E Snow (1977) Aptitudes and Instruc- errors in need of correction (consider tional Method: A Handbook far Research tin Interactions. Ss: Those in list 2. New York: IlalsteadPress learner variables and instructional vari- Cattegno, C (1972) Teaching Foreign Languages in Schools: T: Which refer more to future or hypo- ables); The Silent Way. New York: Educational Solutions. Inc. thetical events or states? Gattegne. C. (1976) The Common Sense of Teaching Foreign 3. Prepare appropriate activities for getting Languages. New York: Educational Solutions. Inc. Ss: List 1. Joos. M. (1962) The Five Clocks HAL Publication No, 22. Vol. students to focus on form when needed; 28. Part 2. Krashen, S. and T. Terrell (1983) The Natural Approach: The teacher can then ask the students to4. Develop effective strategies that raise Language Acquisition in the CI, ssroom. Hayward. CA. The students' awareness of their own errors Alcmany Press. use what they know about the differences Lado 11, (1964) Language Teaching: A Scientific Approach. and enhance their ability to self correct; New York: McGraw (1111 between List 1 and List 2 verbs to explain McCirt.3 I) (1984) The effect of morphological and syntactic the difference in meaning in pairs of sen-5. Answer students' questions about En- errors on the holistic scores of native and nonmative comp°. glish grammar. sitions. Unpublished M.A. thesis in TESL. UCLA. tences like these: Strevens, P. (1977)New Orientations in the Teaching of English. As a caveat, it should be noted that ESL Oxford: Oxford Unh Press. Witkin, H.A., C. A Moore, 1), R. Goodenough. and P. W. Cox (1) a. I tried to open the window. learners never truly attend to form unless (1977) Field- dependent and field-independent cognitive styles and their educational implications. Review of Educa. b. I tried opening the window. they want to and are able to do so. One of Bona: Research. Vol. 47, 1411

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6 TN 2/85 Furthermore, the type of information emphasized in the multiple-choice and true/false ex- REVIEWS ercises was unduly weighted towards details. The students were expected to write down exact dates, measurements, costs, and tempera- Edited by Ronii Id D. Eckard tures. For example, after a lecture on the Dust Western Kentucky University Bowl, students were expected to remember that it was or July 24, 1936 and not on July 4, ADVANCED LISTENING COMPREHENSION 1936 that the temperature reached 49°C in Kansas. Most history professors are satisfied if a by Patricia Dunkel and Frank Pialorsi. 1982. Newbury House Publishers, Rowley, Massachusetts student remembers the correct year of an event. 01969. (vii + 209 pp., $12.95; five cassettes: 1-3 $12.0; cassette 4, $9.95 anti cassette 5, $10.95) Moreover, a lecturer generally writes numbers Reviewed by Deborah A. Davidson and figures on the board. What needs more Arkansas State University emphasis, in my opinion, are main ideas, organi- Advanced Listening Comprehension is a lis- There are, however, some weaknesses tozational patterns, conclusions and inferences. tening, note-taking text for high-intermediate Advanced Listening Comprehension. One basic Students need practice in sifting through the and advanced ESL students. It contains fifteen problem is the lack of background readings that deluge of information they receive in the class- lectures on a variety of topics, mainly historical would make the listening, note-taking processroom to focus on the basic concepts and main and descriptive. As the material progresses, the more realistic. I began thinking about the natural points. For example, students could be given an lectures become longer and more detailed. Units process of note-taking in college when a student outline form to fill in with the main points of the 1-8 provide model notes which demonstrate of mine complained about the final exam I was lecture. Students might be asked to state or how information can be abbreviated and organ- giving in an ESL study skills class. I told the choose the thesis of the entire lecture. Students ized from the lecture. Unit 9 introduces the students that they would hear a new lecture might be given statements and asked to infer topic outline, and Units 11-15 provide outlines twice, after which they would answer questionswhether the lecturer would agree or disagree. alone, without model notes. about it. Mahmoud objected: "But at the uni- In this way, students would learn to discriminate Each unit is divided into four sections: pre- versity the professor will be repeating the in-between the essential and nonessential, rather listening activities, listening activities, post-lis- formation in our text." Indeed, more often than than try to record and remember every fact tening activities and follow-up activities. In the not, students are assigned to read certain pages given in a lecture. first section a brief overview of the lecture and a in a text before they hear the lecture material. Finally, I would like to see a teacher's manual preview of the vocabulary and sentences found The purpose of the lecture is then to explain, which includes the lecture transcripts and answer in the lecture are given. Students fill in blanks for clank/ and elaborate on the material that the keys. In the book's present format the transcripts each new vocabulary item, thus using the word students have already read. Thus, the good and answers appear on perforated pages in the or phrase in a context similar to that of the student is armed beforehand with specific ex-text, but students don't like ripping out pages. If lecture. In the listening section, a sample page of pectations, questions and vocabulary. students can read the lectures verbatim and see notes with abbreviated information is provided. Another problem that I found with Advanced the answers to questions, the purpose of listening In addition, there is a word guide with proper Listening Comprehension is the range of topics. for information is defeated. names and difficult-to-spell words. The students Each topic is new and unrelated to the one Despite these shortcomings, this text is an listen to the tape twice, once just looking at the before. Thus, there is no feeling of continuity easy-to-use and welcome addition to note-taking page of notes, and the second time taking their and of building on basic knowledge and vo- texts. A revised edition might include a separate own notes on the lines under the word guide. cabulary. Of course, there is a need for a variety teacher's manual and more exercises on main The post-listening activities include multiple- of topics since most ESL classrooms consist of ideas. In general, I would suggest background choice questions and true/false statements. The students who have varying interests. A compro- readings and several lectures on one topic to students listen to the questions on the tape and mise might be reached in this situation by better simulate the real experience of note- ekcle the answers in their books. Then, they do providing modules of three or four lectures taking within an academic setting. the true-false exercise fir theirbooks. The follow- each of which would focus on a specific area up section presents general discussion questions About the reviewer: Deborah A Davidson is an instruc- which would allow students to absorb new tor in the Center for English as a Second Language at related to the lecture. The appendix contains vocabulary and gain knowledge in an area. Arkansas State University in Jonesboro, Arkansas. lecture scripts and answer keys. This text is a useful, well-organized addition to the available texts specifically devoted to developing note-taking skills. (See Liz Hamp- A TRAINING COURSE FOR TEFL Lyons article "Survey of Materials for Teaching by Peter Hubbard, Hywel Jones, Barbara Thornton, and Rod Wheeler. Advanced Listening and Note-taking" in the 1983. Oxford University Press, 200 Madison Avenue, New York, New TESOL Quarterly, Vol. 17, No. 1, March 1983 York 10016 and Walton Street, Oxford OX2 6DP England (337 pp., for reviews of eight such texts.) The lectures are $7.95). clearly delivered with repetition common to an authentic lecture situation. Transitional state- Reviewed by Tom McArthur ments such as "now let me say a few words.. ." Cambridge University Press and "so we can perhaps sum up. ." clue the Time was when nobody trained anybody in book myselfand with the other place, Cam- listener to a shift in emphasis, Moreover, students the business, profession, art, craft or racket of bridge. However, the Oxford Training Course must use new vocabulary beforehand, allowing English for foreigners, and acronyms lilt, TEFL and the Cambridge Foundation Course for them to check their own understanding of the and TESOL were still to be conceived andLanguage Teachers are as different as any two words before the lecture. The word guide helps gestated. Nowadays, however, the teaching ofbooks could be that are purportedly about with spelling problems. Especially useful are English as a second, foreign or alternative lan- much the same thing. the model notes which illustrate how symbols guage is a mind-numbingly vast enterprise. Pub- It was a relief to discover this. Certainly, I and abbreviations can be used to express in- lishers and EFL gurus are enthusiastic about its could not have written the book that Hubbard formation with a minimum of writing. I have potential, and inevitably the guidebooks foret al. have produced, nor they mine, and there found that students enjoy answering the multi- trainers and trainees are rolling off the presses. appears to be room for both. Equally, certainly, pie- choice questions immediately after the lec- First questions then: How necessary are these the field is not yet so well marked out that ture to see how they comprehended and re- guidebooks, how many can the market support, everybody is producing variations on the same corded the information. In the early tapes the and what should they be like? We may nottheme. There are choices, and I think that it is lecturer stops occasionally to ask students if currently have the definitive answer to each of good to have choices. they understood the information and to encour- these questions, but we are going to need some At first sight, however, it might seem perverse age them. The progression to longer lectures kinds of answers before the 1980s are over, andto think like this. Wouldn't it be better if the with fewer interrupting comprehension checks I suspect that we ought to be including trainingbasic books were fundamentally in agreement, is gradual, allowing students sufficient time to in assessing such guides in the syllabuses of our tidily covering the received body of knowledge practice and develop their own note-takingvarious TEFL/TESL centers. My own mind and required classroom behavior for the pro- 'strategies. Thus this text is thorough, with enough has been exercised about these things not just fession? There is, after all, such a thing as a material for an eight- or sixteen-week course,because of this review, but because in the same received body of knowledge, etc., isn't there? 'depending on the class's level and interests. year (1983) I published a cgparable basi^ Continued on page 9

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9 TN 2/85 REVIEWS: TRAINING training goals, scheduling, cost, type of course, book, where I never had that problem with and the personal preferences of those who layeraft. The Hubbard course may work well Continued from page 7 choose the bookswhich in this instance boils for supervised people working systeinati. illy down to a preference for the slender and global through it or in certain sections, whereas for me Well, there is and there isn't. Nowadays, we can on the one hand or the voluminous and imme- and those of instudents who used it, the identify a core of theory and practice that diate on the other. Ilayeraft book presented no problem in class Arerybody should know about, but we can't The Training Course reminds me forcefully terms or for private work. pretend that everything else around that core is of an earlier Oxford work. the 346-page Lan- My own inclination, therefore, tt ould be to .neat, tidy, and ready for use. We struggle with guage Teaching Texts that Henry Widdowson staytt ith Ilay craft for practical matters, and it all the time, and our students will have to brought out in 1971. The same encyclopedic keep the Training Course in reserve for projects, carry on that struggle. So they should meet the range is there, the same admirable desire to fit general reference, deepening in specific areas, choices and the problems as soon as reasonably in anything that could be 'Tie% ant. Widdowson contrastit e stork, and so on. It is so thorough possible, including the problems of writing the relied on short, graduated texts from such 'greats' that one couldn't not hate a copy handy, for books about the problems. as Fries, Palmer, Strevens and West, packed quick reference to teaching aids, errors, plan- The Oxford book is a team job, by four around with exercises and support information. ning, pronunciation, testing and general method- people working in the very ,pecific milieu of Hubbard and his colleagues have used their ology. training non:native candidates for the Reiyal own texts and teaching specimens, and added That, however, may not be your conclusion, Society of Arts Certificate for Overseas Teach to them a wealth of illustrations and diagrams especially if y ou are in the RSA COTE business ers of English4RSA COTE) in Britain.' It thereof a very practical kind.-In fact, the book thator cater for similar goals. The book isn't all fore has the "itiengths, oU collaVoration and they seem to me to compete with is John Ilay - things to all people, butit k an abundant varied individual experience within a common craft's 146-page An Introduction to English storehouse, and deserves a thoughtful appraisal educational framework, and the weaknesses of Language Teaching (Longman, 1978), a prat by any body in the TEFI./TESL training area being compiled Ly committee. My, own book tical, classroom-related work that I have often as ell as a place for at least one copy on the developed out of notes and materials used in found valuable for starting off new students. I reference shelf. the universities of Edinburgh and Quebec in respect the sheer detail of the Training Course, About the reviewer:Tont McArthur, author of A training teachers; its unity of style and topics, but I am concerned about overkill, and myself Foundation Course for language Teachers(Cain. therefore inevitably, reflects one and only one had trouble sustaining a reading interest in the bridge), is the editor ofEnglish Today,a nett journal. of the many possible yiews of language teach ingIt seems ,to me that there are six major differences between the Oxford book and mine, TEACHING ENGLISH AS A SECOND LANGUAGE 2: and these differences tell us quite a lot about AN ANNOTATED BIBLIOGRAPHY the angles and options Open to writers of manuals for TEFL/TESL-trainees (See below). by Wallace L. Goldstein. 1984. Garland Publishing, 136 Madison Oxford: R Training Course Avenue, New York, NY 10016 (x + 323 pp., $37.00). Reviewed by Lev I, Soudek 1 a team job Northern Illinois University 2 arising fronvand centered upon one type of training situation In his preface the author characterizes his ty of TESOL-related research and interdisciplin- 3 immensely detailed, classroom-oriented, and new bibliography as an "updated" edition, com- ary activities in the past eight years, they are focused on immediate issues (practical) paring it with the "first" edition of his workalso of considerable help to the user. Even a 4337 pages, 10 chaitterS, plus appendices and (Goldstein 1975). The scope of new materials fleeting examination of some nest key tt ords, index covered, the absence of entries originally listed such as computers, discourse analysis, kincsics, 5 a kind of tutorial encyclopedia in the 1975 version, and also the numeral in the Krashcn's Monitor, neurolinguistics, scientific 6UK-based, but intended for international new book title indicate, hots ever, that the bibli- English, videotapes, shots the magnitude of an TEFL/TESL training purposes ography under review is actually Part 2 or information explosion in TESOL %vial which Cambridge: A Foundation Course Viotti= 2, rather than an expanded and revised students, teachers, and researchers have to cope. second edition of Goldstein's useful bibliogra- This new volume shares one area of difficulty 1one author phy. with its 1975 predecessor Is well as with scores 2 arising from and discussing a variety of The distinction becomes important when oneof bibliographies in other fields: the problem of training situations attempts to locate not only the most recent how to establish justifiable subject categories 3concise, oriented towards language educa- sources, but wants to add chronological depth which would help subdivide the vast amount of tion at large, and concerned with back- to a given problem by tracing its earlier stages. diverse materials into more or less logical and ground issues (philosophical) Most of the entries in the new volume date from coherent units. In this respect the first volume 4183 pages, 3 main topic areas, plus appen- 1975 to 1982. Only a few sources published had several deficiencies of omission (no cate- dices and index before 1974 have been included now, but only gories for reference materials, vocabulary, etc.) 5a kind of introductory overview because they were overlooked when the first as well as of arbitrariness (the category of 6international, and concerned with the teach- volume was being prepared. Thus for materials methodology was arbitrarily subdivided into ing and learning of all languages that appeared in the period from 1965 to 1974 sections A and B). The 1984 volume has a total one has to consult Goldstein's first volume. of 16 subject categories, with some innovations. It is unlikely that TESL training centers any- (One of the best sources covering materials Nett additions include General Instruction (a where will ignore either book or either style published before 1965 is Allen and Forman 1967 quite s ague container), Reference, Special Pur- Both books are up-to-date, cover the classic [reprint edition 1978].) poses, Listening (which has become a new part issues from grammar-translation to the com- The new edition has 935 entries (the first of Spoken English), and Vocabulary. Some of municative approach, and demonstrate that each volume had 852) consisting of books, disserta- the more contro. ersial changes include the style is viable As a consequence, both of these tions, readers, anthologies, articles, conference omission of the Adult, Methodology, and Texts books and probably all such books should get papers, and reports. One admitted restiction categories ss bid %% ere useful in the first vol- sLe!i space and perhaps be available for use in which could be a weakness because of its ume. smail-group activities, but the question of which subjc ity is the author's intentional exclusion Another problevi is the lack of cross-referenc- is specifically adopted as a course text is some- of documents "considered to be overly technical ing. In his first)1ine, Goldstein at least pro - thing else That will depend on such otheror not germane to the everyday teaching pro- sided a kind of token cross-referencing by factors as the location of the training center and ams" (p. IX). E% ...it so, the number of inclu- listing at the end of each category the respective the availability of the book, national and/or sions is quite impressive when compared with, numbers of compatible categories. lie has aban- institutional policies, perceived relevance to e.g., the 469 entries of the recent more narrowly doned this practice in his secont. %olume. It is a focused and unannotated catalog of ESL ma- characteristk feature of TESOL that many of terials compiled by Reich and Gage (1981). its materials deal with set eral aspects, subjects, Another expansion in scope and quality mani- approaches of ESL/EFL, sometimes linked with fests itself in the 303 items listed in the Key- other disciplines, and hence belong in several Word Index of the new volume (compared to subject categories. In Goldstein's scheme, host - 185 in the 1975 bibliography). The many new ever, each material shows up in only one cate- terns added exemplify the increasing complexi- Continued on page 13

9 . Edited by Cathy Day A WINNING Eastern Michigan University COMBINATION Trading Tail Tales FROM ADDISON-WESLEY by Christine S. Alvarado University of Panama in Chiriqui The following suggestion for a conversation class sounds like it would be fun. Although the Step Ahead and author does not mention the language level of the students,Iassume they are intermediates. Whynot try her technique if your class (or the Intermediate English teacher) is suffering from the winter doldrums? C.D. In conversation classes, getting students to listen to each other can be as much of a problem Together STEP AHEAD and INTERMEDIATE ENGLISH form a as getting them to speak. Trading Tall Tales complete six-level ESL/EFL course that's flexible and geared to the helps students do both, and more: needs of beginning to high intermediate students. Students use their imagination, the more the better. STEP AHEAD is a four-level series Students practice an important function of that combines functional language languagegiving an excuse. and a solid grammatical base with Students organize and present oral discourse, and they listen to and discuss that of others. realistic situations for beginning level Students work enthusiastically, unaware that language development. they are practicing skills. The object of the Features activity, for them at least, is to entertain andbe entertained. In fact, it is the major advantage of 30 units per book, with four pages this technique that students unconsciously refine for each lesson listening and speaking skills in real communi- Comprehensive listening tapes cation as they participate in an enjoyable ac- Detailed Teacher's Guides tivity. The technique is simple. Students are placed Easy-to-administer Placement Tests in groups of four, and each student is given a Practical Workbooks for every level situation card with pertinent information. For this activity, each card will describe a situation INTERMEDIATE ENGLISH is the in which an imaginary person missed an im ideal complement for STEP AHEAD. portant event at which attendance was nieces- nary. This two-volume.series features a Each student in the group takes the role of challenging mixture of listening and the person and is given ten minutes to make up language activities, with an emphasis an excuse that will last from two to three on real communication. minutes when presented. The excuse should be completely unbelievable, even outlandish. Nev- Features ertheless, it must be logically organizedand Two consumable student texts with understandable. Mott important, the topic and accompanying cassette tapes language used to explain it must be appropriate Realistic "In the Situation" for both the imaginary situation and the classroom. conversation-starters When the ten minutes are, up, all students High-interest readings by ,present their excuses to the other members of prominent American and British their group. Here students try to match the authors presentation to the content of the excuse in ordertrbe as effective as possible. When all Detailed Teacher's Guide for both members in the group have finished, the group levels as a whole discusses and selects the best excuse And for additional practice, on the basis of both content and presentation. Finally, the author of the excuse selected in A CLOSER LOOK is an easy-to-use grammar worktext o be used each group presents it to the entire class. Then with INTERMEDIATE ENGLISH, or for self-study. the class compares them all and decides who told the tallest tale, and did it the most convinc- ingly. I have heard a lot of tales, from banana peels For more information, please write or call to spaceships, as excuses for missing a wedding, a graduation, or whatever the event. But I have Addison-Weiley Publishing Co. also seen amused students work very hard in World Language Division class without even realizing itand that is no Reading, MA 01867 (617) 944.3700 tall tale. or your nearest Addison - Wesley representative About the author: Christine S. Alvarado has lived and taught in Latin America since 1970. She has published articles in the English Teaching Forum and the TESOL Newsletter including Supplement No. 1. Writing and Composition. 10 11 TN 2/85 The 1984 ABC Workshops Rouadtable it seems to me that these arc the necessary ,!sections sve should be asking corselves in by Marta Chtvero-Pamilla and Sergio Caftan some fora, at least. It's the wording itself which Teachers College, Columbia University is a problem but the issues :hems es, atriot a problem at di. They are the r ajar issues %.e The ABC Workshop:. held June 25July 12 at presentations and thus contribute to the discus- need to address. lind they didn't get addressed. Teachers College, Calmnbia.University, brought sion. "This had to be remembered that we didn't out in the open many more issues related to Of these presenters, Allwright alone chose to do it. :;:7 we are not capable of doing it, it's an language teaching, language teacher prepara- address Longs set of questions related to the extremely inip'ortant lesson to learn ... and vse tion and the TESOL profession in general than issues of professional aecruntability and :Ix all ought perhaps to plan to do something we had originnlly expected. Two special fea- role of research. lie did so in the last session, about it. Perhaps !the questions] ought to be tures of the workshops were the Roundtable when he presented an overview of what had translated into something that could have been and the ABC Weekend Colloquium, which was been happening at the Roundtable, from the easier for people to react to. Open ended reported by R. Oprandy in the October issue of perspective of "what deserves to be sewn: questions perhaps like: Ye believe that learn- TN. Our main purpose here is to report on the bereci" as opposed to '*what will he remem- ers' encounters with target language wthild be issues debated at ti:e Roundtable, the core bered." We present this section of tle., report progtable and meeting for all ,participants and staff of the iron: Allwright's perspective for two main rea- then we might see how people would complete workshops. sons. First, we agree with Allwright's analysis of the sentence. the difficulties at the Roundtable in discussing The Presentation of the Issocs "We got nearer (however] to the 'methods' the issues of accountability and the role of distinguishing lc: turea no: necessarily in those The Roundtable was chaired by, Patrick Early research (see below fora discussion of the terms either but at least we had deseriptions and Michael Long. Throughout its ten one-and- difficulties). Second, and more important, All- and in some cases video-presentation:, so we thalf hour sessions, an animated debate took %%Tight raised issues, or rather concerns, in re. could see the sort of things that were relevant to place around several issues proposed by Long lation to what happened at the Roundtable the way of teaching that was talked about.... during the first session. Two of the issues were and addressed then: to the TESOL profession (But] 1 don't think we were capable of talking professional accountability in second languige as a whole. We fed that you, the TESOL ahont critenal fewures either and this is worry- education and the role of research in relation to professional, should be informed of his preset]. ing too. U'hy fa it that we are not capable of thii accountability. Long also proposeno dis- Cation at The ABC Roundtable. talkirg about criteria] features? Are there none? cuss the language teaching! models presented in is it not true that methods can be distinguished The ABC Teaching Workshops: Silent 'Vas., The Debate of the Issues criterfally in this way? if not, then, thatis CL/CLL, and the Communicative Approach, worrying.... It's very difficult tn go to a ciasa- Professional ,Accountability in Second Lan- in relation to the issue of accountability. For this room and say that one is (a communicative ap- guage Education. Professional accountability purpose he put forward the following set of proach classroom], that one isn't. It's a difficul- was one, of. the most controversial to,d difficult questions to examine these teaching models: ty that the profession seems to face. (Another issues to be dealt with mainly during the dis- difficulty is] deciding what we mean by criteria! 1. What kind of target language experiences cussion period following some of the presen- features and then going ahead and drawing up are necessary for SLAP What kind of ex- tations. Most of these discussions dealt with the periences facilitate/speed up/impede SLA? criteria! features on anything we are doing. And meaning of the term accountability and the this is worrying." p.erson(s) to %%ham we, language teachers, 2. Dom the model/approach/method/sylla- The Role of Research. The role of research should be accoontable. It seems to us that the bus/etc. we advocate produce those target was debated mainly in relation to the type of controversy probably arose because the audi- language experiences for classroom learn- evidence that would be admissible to back up ence and some of the presenters felt that they ers? !low? the answers to Long's set of questions. In general were being asked to draw conclusions concern- 3. Does the model/approach/method/sylla- terms, we can identify three different research ing a term not clearly defined to them. Further, bus/etc. we advocate 'improve upon" perspectives on this issue. Two of these per- none of the presenters was requested to address some/all other alternatives? How? spectives were the rigorous experiniental-contin- issue of accountability directly and thus trol group research design proposed by Long, pm de the basis for discussion, Long proposed that the answers to these and the qualitative research tradition put forquestions were to be supported arefrably by As we stated earlier, Allwright chose to dip, ward by Bolin ie the second session of the "hard" experimental-research evidence or at cuss accountability during his overview of the Roundtable. Dunn; her presentation Bolin dis- !east by evidence which would be systematic Roundtable. He stated that one of the reasons tinguished between "two competing ideologies": and replicable. lie claimed that this research for the di(ficulties we had with the term ac the rigorous experimental research originated in perspective would lead into questions concern- countability is "that we have not spent much the Natural Sciences and "the qualitative or ing the description/operational definitions of time 'nlking about it at all. What the speakers interpretative research based on a philosophical models/methods/etc. For example: have mostly talked about is their particular ap- view of social inquiry." The third perspective proaches to the whole issue of language teach- was introduced first by Fanselow during his What are the critical distinguishing features ing and learning which they were initially representation entitled "Paradoxes and Peacema- of our "method" as realized in the ESOL quested to talk about." However, he stated, kers." He stated that "the dichotomy between classroom? "the. issue of accountability deserves to be re- science and art. measurable and immeasurable. That classroom behaviors are preicribed, membered because it serves as a warning: Gan 1 think, is wrong. The need we have hi our field and which ones are proscribed? u:c as a profession talk sensibly about account- and in any field is first to look systematically at ability? Can we In faCt point to the sort of events and then, of course, to try to see relation- How much variation is permissible before things that we .night want to point to, to :ay it no longer warrants the label we give it? ships." that we are accountable, that might give or the During his overview of the Roundtable, All- What system of classroom observation exists right to consider ourselves a profession?It wright supported Fansclow's perspective and or can we invent to recowsize our "method"? saws also as a warning] that if we cannot get added: fear th=at merely making the distinc- How would we identify the :method" for the discussion of accountability going, it per- tion (between the Natural Science approach novice teachers-in training?. haps has to get first priority on the agenda next and the qualitative or interpretative approach] time. Until we have cur own professional stall- now can be a colossal 'red herring for us ... With this set of questions in mind, Cecilia dards recognized by the outside, we ale ac- because we haven't got any study coming from Bartoli, Patrick Early, as well as Jeunybelle countable to other people, not to ourselves as a the (qualitative or interpretative] tradition sol- Rardin and Pat Tirone, instructors of the ABC profession. Until we are an autonomous profes- idly based and as rigorous as the one Mike's Teaching Workshops on the Silent Way, the sion, we ale accountable to others in their talking about. It can be equally rigorous but we Communicative Approach and C-L/CLL, re- terns, not in ours. This is an issue we have to can't point in many, many cases to anything spectively, were invited to talk about the lan- face." going on seriously in this tradition ... to justify guage teaching modeis they were advocating. 3ng's Set of Questions. Allwright discussed raising the alternativc of (interpretative Re- Frances Bolin, Mary Hines, John Fanselow, the difficulties at the Roundtable in addressing search]. U'e are not doing (interpretative re- and Richard Allwright were also invited to give Longs set of questions. lie said that the actual search]. We are talking about something being phrasing of these questions might have offended possible." I We are uting"models" as an umbrella term for -method: "approach: etc. though we are aware of the eontroceny about people.... I think unreasonably from my point ltt meaning. of view but presumably not from theirs, because Continued on page 13 TN 2/85 12 A new, four-level ESL/ EFL series designed for beginning through intermediate students in secondary schools

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REGENTS PUBLISHING COMPANY,INC. TWO PARK AVE. NEW YORK, N.Y. 10016 12 13 TN 2/85 REVIEWS: BIBLIOGRAPHY Continued front page 9., wily. This shortcoming which results ina -considerable loss of searching power for the User is 'only marginally alleviated in the expanded Key= Word Index which attempts to trace' at least' Edited by Howird Sige, New York University some of the more' salient key -word concepts through more than one category. .Despite theie-difficulties, which should-be Viewed with a sympathetic and understanding eye because of the absence of fail-proof reme- dies, the new bibliography is a good research tool with fine annotations of most of the essential sources that appeared in the past eight to nine years. Students; trainees, teachers, and researchers in various _areas of ESOL, as well as in related fields, will find it useful and time-saving ti:i-scan its annotations of materials on a particular topic before they proceed to select descrip- tois and formulate requests for more specific Our House in the Last World by Oscar Hijuelos. least the feeling of it, in the learning of L2, and onlihe searches of ERIC andother even more1984. Washington Square Books, 00 Pocket unless the need is a reality in the environment or specialized data bases. Books, 1230 Avenue of the Americas, New the mind, or both, of the learner, academic study will to a large degree be inefficient. REFERENCES York, NY 10019. Paperback, 235 pp., $3.95. Allen. Virginia.F.;and Sidney Forman.1978. English as a Grosjean, himself a bilingual, who has taught second language: a comprehensive bibliography.New York. Our House in the Last World, a first novel by and lived in Switzerland and Paris, and who is -Arriti Press. (Reprintofthe1967edition originally published by Teachers College Press, New York.) Oscar Hijuelos, describes in lucid, straightfor- now an associate professor of psychology at Goldstein: WallaceL. 1975. Teaching English as a second ward prose one Cuban family's odyssey from Northeastern University in Boston, writes in a ge: an' annotated bibliography.New York: Garland Pulisting. the Cuba of 1929 up to the New York of the clear, concise style of bilingual phenomena Reich, WilliamP.and JenniferC.Gage-1981 Guide to materials 1970's. The book is repiete with passionate and among individuals, in politics, and in education for Engltsh as a second language.Rosslyn. Virginia- National Clearinghouse for Bilingual Education. painful descriptions of the emotional turbulence the world over, and of raising the bilingual child. His book is presently being widely chosen About the reviewer-Lei, I. Soudekis a professor of and economic plight of the Santinio family as -English Linguistics and coordinator of programs in they struggle to find meaning and security in in American universities for introductory courses 'linguistics and TESOL at Northern Illinois University the "new world" as they ?hantasmagon,zally on bilingualism. -in De Kalb, Illinois. recall the images of the old one. The portraits of by Tim Murphey ABCWorkshops Cuba and New York are vividly rendered, and University de Neuchatel the host of relatives and acquaintances who (Reprinted from ETAS Newsletter, Dec. 1984) Continued from page 11 appear throughout the narrative are depicted No final conclusions were reached regardingwith an ironic and sympathetic eye. This book The Dance of Life: The Other DiMension by the issues of accountability and the role ofre-could be recommended as a reader for advanced Edward T. Hall. 1984. Anchor Press/Doubleday search. "It's worrying," Allwright said, "thatwestudents for its literate, yet colloquial style, and and Co., Inc., 245 Park Avenue, NY 10022. Paper- didn't demonstrate that we can handle those is-for its caustic, enchanting representation of back edition, 250 pp., $5.50. sues. .... because we haven't got the evidenceimmigrant life which almost every student, and we can't talk about the evidence very easilywhatever his or her background, should find To interlanguage, second languages, visual either. So we need to wonder why that might intriguing and insightful. and auditory language, and all the other lan- be? Is it just an artifact of this situation? Is it by Man Cerstle guages you find interesting, you can now add the something to do with the type of peoplewe Hostos Community College, CUNY 'language of Time. That's how Edward T. Hall happen to be that we are incapable of talking (The Silent Language, Beyond Culture) views it about these things as well as we would like... The Voice of Fulano by Tomas Mario Kalmar. in The Dance of Life, his most recent exploration or is it something else that is not right in theSchenkman Publishing Co., Inc., 3 Mount Au- of intercultural understanding and misunderstand- profession?" burn Place,Cambridge, Massachusetts 02138. ing. Without abandoning his previous interest in Although no conclusions were reached,we Paperback, 113 pp., $7.25. the relative influence of verbal and non-verbal believe that there are two outcomes of the ABC communication, calling the latter the "hidden Workshops Roundtable that make this event The Voice of Fulano by Tomas Mario Kalmar cultural grammar," he goes on here to say that very worthwhile. As Allwright stated, the first reveals the link between English language non- time and culture are iuseparable. With a base in outcome is the fact that "somewhere at lastfunctioning and social oppression. Through his studies of space in various cultures, he now someone [Michael Long] has raised the issue of"working papers," taken from his experience of states that time is the cultural world in which accountability." The second outcome, we think,teaching English to Mexican migrant workers in people live and explores that world from Japan is the fact that someone [Dick Allwright] raised Illinois, the author shows through these quasi through Western Europe to the United States. those many questions in relation to what hap-poetic vignettes how his students are subtly Look on with Hall as he puts "one little corner of pened at the Roundtable. Now we cansay that excluded for political reasons from learning human nature" under his microscope. there are some bases for further discussionon English. Illiteracy renders them powerless to by Howard Sage professional accountability. In thissense, All-resist sub-standard wages and living conditions. wright proposed' to make plans for morere- Literacy thus means more power to control search workshops like the ABC Workshops their own lives, a power employers are not UNIVERSITY OF MICHIGAN, ELI: Roundtable. "It could go British for a yearoroften willing to grant. The book reveals dilem- A CALL FOR ASSISTANCE Canadian in terms of location. It could be mas ESOL instructors are not always aware of. The Testing and Certification Division of the transferred anywher, around the world." In this respect, it would help make their teaching English Language Institute at The University of We have two purposes here, notone. Wemore effective. Michigan is preparing a report of studies which have accomplished the first one: to report about Vincent Spina have been conducted using the Michigan Test the 1984 ABC Workshops Roundtable. Our New York City Battery or parts of this test such as the Michigan second purpose is to invite you to accept Dick Test of English Language Proficiency (MTELP) Allwright's proposal and with his questions andLife With Two Languages: (An Introduction to or Michigan Test of Aural Comprehension worrying concerns in mind, work for an accoun- Bilingualism) by Francois Grosjean. 1982. Har- (MTAC). table TESOL profession. vard University Press, Cambridge, Mass. The Testing and Certification Division wel- About the authors:Marta Clavero-Pamilla and Ser- comes information about projects which have gio Caftan served as coordinators of the ABC Summer Ideally, as teachers, we would like our stu- used the Michigan Battery in research. Please Institutes/Workshops and both are in the doctoral program in TESOL at Teachers College. Columbia dents to become bilingual. Grosjean tells us direct correspondence to: Testing and Certifi- University. Mr. Caftan is director of the Instituto, what situations, needs and motivations provoke cation Division, English Language Institute, The Mexicano-Norteamericano de Relaciones Culturales, bilingualism and how it is maintained. Need is University of Michigan, 3020 North University rti.C. Mexico City, Mexico. perhaps the sjnkle). most important factor, at Building, Ann Arbor, Michigan 48109. TN, OS 14 13 mar lessons include movement of certain words; but this is sloW and too gripping. Another PLATO'S remedial grammar lessonsshows, morphemes or words scooting around the screen as a result of various transformational rules. Although PLATO is probably the best of Edited by Richaid Schreck the institutionally available courseware in terms ',Heidelberg College of its utilization of the graphics capabilities of Support the screen (graphics, speech, and touch-screen Current. E*SL Software capabilities), these lessons are already nearly a decade old, and the computer is currently cap- system by Gerard M. Dalgish able of much more. For example, Irene Dutra Baruch College, CUNY (Bronx Community College), using limited .nemory capacity, has developed lessons on for In this article and in the article to appear in past tense spelling rules which are already a the April TN, Gerard,Dalgish reviews currently available ESL courseware. These articles first step beyond PLATO'S systems in terms of learning appeared in Microcomputers and Teaching ESL, creative use of graphics. Some of Michael Research Monograph Series Report N o. 7 of the Southwell's (York College) Comp-Lab exer- Instructional Resource Center, Office of Aca- cises, though not necessarily ESL, show crea- to write demic Affairs, The City University of New tive use of color and animation for explana- York, 535 East 80th Street, NY 10021 and aretions and corrections of student exercises. On the other hand, I found that Regents/ALA, a in EnglishA reprinted here with permission. I hope that they software publishing company, has a chapter, will stimulate responses, whether in agreement "Expression of Quality," which was disappoint R.S. or otherwise. ing because the presentation of the material When I began this study, I contacted CUNY was too static. Although it was clear, with a faculty interested in ESL and CAI for their nicely constructed grid showing which nouns reactions to ESL software. My research in large can go with which articles/determiners, etc., measure confirms their views. Much of what the grid could just as easily have been a text- they said can also be a general criticism of CAI. book. Why not have nouns or article/deter- Guided Composition Herbert Seliger (Queens College) commentedminers float into their proper slots, or even that the poor quality software flooding thebetter, have the students manipulate them to Second Edition market was "re-inventing the 60's" with lan-match each other correctly? This is a case of Florence Baskoff guage-lab type materials based on Skinnerian grammatically sound lesson content failing to American Language Institute, stimulus-response (S-R) strategies that bored be matchedimaginatively or notto the cap- New York University the students. To a large extent, these observa- abilities of the computer. The Regents/ALA 271 pagespaperInstructor's tions are a result of the fact that CAI authoring material seemed the best in terms of gram- languages in which most courseware is written matically useful, correct, and sophisticated in- Annotated Edition1984 were produced by practitioners of programmed structional courseware, including a good set of Baskoffs text for ESL students instruction, a method of pedagogy based pri- dialogue questions and answers; however, it marily on the S-R behaviorist learning theory. could have gone further in terms of computer concentrates on writing para- In other words, it is the nature of CAI pro- potential. graphs and short compositions. gramming to be behaviorist, right down to the Documentation (computerese for the refer- Each chapter contains a model computer language used to produce the course- ence guide accompanying the software) suf- composition that focuses on a ware. Experts and novices alike might say that fers from inadequacies within and outside the rhetorical form, an organiza- computers will, because of their nature, always profession. Often the documentation is disor- be restricted to S-R-type interaction. ESL teach- ganized, badly sequenced, poorly indexed, un- tional principle, and a gram- ers shun S-R-type materials and methods so it necessarily colloquial, but most importantly, matical topic. should be no surprise that most ESL software lacks explanations of what one needs to know Exercises isolate specific created in this vein has met with disfavor. for instance, why the system is down or won't grammatical and lexical prob- Another general CAI shortcoming of ESLboot up. Moreover, HELP menus are hard to courseware is that it is restricted to drill and access and are often incomprehensible even lems for the non-native speaker practice in which the screen is the rough equi- when found. Most teachers, unless they have and provide extensive practice valent of the textbook. This is bad enough when extensive computer training, will feer.intimi- in sentence writing. Compo- courseware consists of some text/instruction dated when they cannot fix what is wrong by sition assignments are based on and exercises (as in most ESL software), but it reading the documentation. Most ESL students, the form and content of the is even worse when the "textbook" resembles, in turn, will be discourag.d. in form and content, no more than ditto sheets In general, if one is interested principally in model composition. as in the MECC Teacher Utility mini-authoring drill and practice (S-R), there is much material The Second Edition includes software. Most observers agree that there is no available, and it is relatively easy to create one's many new model compositions point to this use of CAI (Bork 1981, The 1982, own "lessons" in this framework. This use of the and dictations, an expanded Baum 1983, inter alia). Of course, the relative computer has certain value as an adjunct to handbook of English grammar value of the textbook would affect the quality classroom instruction. It is, however, limited of the software, but even an excellent textbookboth in the quality of existing material and in and rhetoric, anti a new In- reproduced on the screen would be expensive the fulfillment of the potential of computer structor's Annotated Edition. and of little value. assisted instruction for ESL students. There is In ESL software there is. very little departure need to explore and create new uses for micro- 40. from an exercise book. Even when the instruc- computers in the ESL classroom. For adoption consideration, request an tional text of the CAI courseware is of fairly examination copyfrom your regional high standard (notably the Regents/ALA ESL HoughtonMifflin office. material), the problem of not utilizing the full Sources Baum, J. 19v3. Computers W the English Claw With Particular 4 potential of the computer surfaces again. The Attention to the City University of New York. New York: Instructional Resource Center, Office of Academic Affairs. 1 result is that lesson material is bookish and The City University of New York. boring, and students, faculty, and reviewers Bork. A.1981. Educational Technology and the Future. Journal Houghton Mifflin Company quickly lose interest. of Educational Technology Systems 10(1) 3-20. This is.the major criticism of ESL software, The. L. 1982. Educational Software for the Home. Personal 13400 Midway Rd , Dallas, TX 752445165 Computing 6(6): 48.52,102.114. 1900 So. Batavia Ave., Geneva, IL 60134 and holds for.the most of what I reviewed. For PenningtonHopewell Rd., Hopewell, NJ 08525 example; BIPACS a,software publishing com- About the author: Gerard M. Dalgish fs ESL supervisor 777 California Ave., Palo Alto, CA 94304 pany, kis some slim, low-level graphics involv- of the Department of English, Baruch College, New ing words which appear one by one in cartoon York City, N.Y. He is also interested fn computers and Fubbles over static characters, and some gram- lexicography. 15 14: TN /85 Another problem is with the placement of teachers. Any graduate wanting to teach at a state secondary school has to pass a very theoretical examination (oposiciOn) which deals in detail with such subjects as history of the English Edited by Liz Hamp-Lyons language, phonetics and phonology, English University of Edinburgh grammar and British and American literature. Nevertheless, very little teacher training is re- Teaching English in Spanish Schools quired (a mere 60-hour training course), so new teachers entering the system are ill-prepared for by Carmen Mir and John McDowell the job and usually learn through trial and error Juan de Austria, Barcelona Autonomous University of Barcelona and experience. The school system in Spain consists basicallyof schools with video cassette players (for use All of these different problems lead to a lack of two main cyclesEGB or primary education by all departments), but unfortunately there is of motivation on the part of the learner and, ,(EducaciOn General Bisica) until the age of no budget for buying software. However, it sometimes, also on the part of the teacher. fourteen, which is 'Obligatory for everyone, after seems likely that the Ministry will propose an Coping with the situation which pupils may go on to either BUP (Bachil- administrative reform of the system which will lerato Unificado y Polivalente) and COU (Curio The series of problems mentioned may sound solve some of these deficiencies. quite discouraging. Nevertheless, for quite a de OrientaciOn Universitaria), the academic Most schools use textbooks and materials stream, Sr to FP (FOnnaciOn Profesional), theprinted and produced in Britain, and in the number of teachers, they tend to be the source technicil stream. The study of one foreign of lots of different creative solutions. In the context of Spain they often appear very culture- remainder of this article we discuss some simple language is obligatory in the last three years ofbound to the British way of life. While this may EGB and in BUP/COU and FP. In EGB there be useful for developing and widening the but important points which teachers can control are three hdurs of the foreign language a week and some ideas they can use to help themselves students' cultural awareness, it has the disadvan- and the learners make the best of the situation. and normally four houri and two -hours intage of making it difficult to engage the students BUP/COU and FP respectively. Schools offer It is true that lack of motivation can lead to in learning activities which relate to things they almost unbearable situations. We have said be- either English or French as the foreign language. are interested in and familiar with. Moreover, .Until recently French was the most' frequently fore that English is just one more subject on our many of the books are written with adults, not student? time-table. Why should we not try and selected laiiguage, especially in EGB; but now adolescents, in mind. The general picture is that English is gradually gaining' favor. make it a bit different from the others? We teachers work basically with a textbook and could, for example, make it obvious to our Teachers working in EGB must be 'maestros' blackboard, and will supplement these or not holding a diplonia from one of. the teacher students that we walk into the classroom with according to their own personal energies and some very clear objectives in mind. This is an training colleges (a three-year course in which a resources. essential point, but what follows is just as es- foreign language ii only one of a wide range of 'Students are placed in classes according to sential. How do we normally try to achieve subjects to be studied). Those teaching English their year within the general educational system, in BUP/COU and FP must hold a degree in those objectives? Are the activities we prepare not their level of English, which may be veryappealing enough? Do they mean anything to English (a five-year university course). The different for the following reasons: state schools employ only Spanish nationals. our students? Do our students need them to However, the very large private sector accepts communicate? Do we tend to keep on for too students may have studied French in primary a limited number of native speakers' with equiv- long with them jut to achieve complete ac- school and started English at secondary curacy? These andlot of other questions are alent qualifications, but on an unofficial basis. school; always in the minds of many teachers and, we The reality of the situation , students may have studied English in primaryhope, they will soon be in the minds of many ,Physical conditions in the schools are often school, that is, for three years, and gone on more. poor and make it difficult for the teacher to with it in secondary school. If we want to keep our students interested, create a sympathetic learning environment. The we must make things interesting. They must Classrooms are usually large bare rooms. with feel that they are doing something and that Both groups are mixed once they reach secon- what they are doing is useful. All of us use one very poor acoustics. So, in the plenary class dary school. Even if they are not, that is, if they -work the students often cannot hear what is language or another, and we use it for one main are kept apart, there are still differences ofreason, to communicate. Let us plan activities being said and if group work is used, the roomlevel, since they come from different schools, acts as an echo chamber which doubles the where the students actually communicate, some- and therefore they have had different teachers, times among themselves, sometimes with stu- noise and invokes complaints from neighbouring textbooks, environments, motivation, etc. In teachers. However, it is in fact often difficult to dents belonging to other groups, sometimes general, the level of foreign language teaching with pen-friends, or even with tourists visiting organise group work as chairs and desks are in primary schools is rather low, which means sometimes nailed to the floor. their country. Communication within the class- that most of the students starting secondary Continued on next page Each school has a budget for materials andeducation will still be false beginners. Some, for equipment but this is very low, so the teacherthe reasons mentioned above, will be complete normally has very few resources. Indeed, thebeginners, and just a few will be at pre-inter- typical classroom has only a blackboard and mediate level. chalk, with a cassette recorder provided by the As we have mentioned in the introduction, teacher. The teachers normally try to set up a students have to go through a three year course resources centre in each school, but lack of to finish their secondary education and an extra space and funds means that this is usuallya very' year if they want to go to university. In each of A new international quarterly magazine in basic affaira few tapes, some visual aidi and, these years, they have an average of eight or English about English, English Today will focus with luck, a couple of dictionaries. Rarely is it nine subjects to cover, which means that English on the uses and users of the language, on its possible to count on having a range of sup-is a very tiny part of their school work. Never- diversities and unities, on those who have ac- plementary materials, for use in the class. Re-'theless, in the last few years, the situation has quired it and those who have been born into it, cently the Ministry of Education proyided a lotimproved: English used to be considered a on its perceived virtues and vices, as well as on "minor" subject and has now become an "ordi- its literatures, its linguistics and on its past, BARCELONA TO HOST APPLIED nary" subject. present and possible future uses. English Today On the other hand, the system allows groups PSYCHOLINGUISTICS CONGRESS will be edited by Tom McArthur. David Crystal of forty students per class, which makes it even is consulting editor. The first International Congress of Appliedmore difficult to cope with the problem of The subscription rate is $18.50 in the United Psycholinguistics will be held in Barcelona,mixed ability groups. At the same time, dis- States and Canada. A special 30% discount is Spain firm June 17- 20,1985. The theme of the cipline has to be taken into account, and in offered to individual TESOL members: TESOL congress is Psycholinguistics in the World To- those conditions many teachers do not dare to member rate is $12.95. All subscriptions must driy: Additional information frOm: IgnasiVila,make use Of pair or group work because of the be prepaid. Send orders to Harry Florentine, .Coup de PsicOliigilistica, Facultat de Psicologia, level of noise that is generated. Also with such English Today, Dept. ESL, Cambridge Uni- Departament de Psicologia 'General, Avigudalarge numbers, homework and test correction versity Press, 32 East 57th Street, New York, de Xile s/n, EarcekincilkSfiiiin: create an enormous work load: y NY 10022, U.S.A. W84 16 15 Spanish Schools long activities as monotonous and tedious. Let OpenDoors 1983/84 Reports us try to give a.quick pace to our lessons. We 338,894 Foreign Students in the U.S. Continued from page 15 should try to think of many different activities For the educator, researcher, and official room may seem the most difficult because of whose business is to know the trends and analyze the noise problems mentioned above, but these their impact,Open Doors 1983/84published by can also be overcome. Students do not have to the Institute of International Education, pro- move from one end of the class to the other. vides the total statistical picture of today's for- They can work with the people sitting in front, eign student pursuing a U.S. higher education. behind or next to them. Changing class seats Foreign student growth never fell below an will avoid having always to communicate with annual rate of ten percent during the latter half the same people. Even in such an activity as making them as varied as possible. These may of the 1970s. The growth rate has, however, still be focused towards the same objective. Just "Find someone who. ." (e.g.: listened to the been declining since the end of that decade, radio yesterday), where they are expected to to conclude this very short series of comments we although the foreign student population of the ask as many of their classmates as necessary would like to encourage every teacher to take United States (338,894) continues to be much until they find the right person, not much advantage of English in the environment: songs, larger than that of any other country. Foreign movement, noise or chaos is provoked if you films, BBC radio programmes, advertisements, students were 2.7 percent of the total U.S. give the right instructions before the activitybrochures, etc. Perhaps the most common higher education enrollment of 12.3 million in starts. It is enough to let eight or ten of them sources are British and American films. Students the 1984 academic year. walk around asking (or being asked by) the initiative is unending when they are asked to Foreign students enrolled at 25,000 higher ones who are still sittingthese will be the bring materials to the classroom. Most of them do educational institutions, but just 75 institutions other 30 or 32 if it is a normal group. not mind providing the recordings and the lyrics. with 1,000 or more foreign students accounted Now that we have mentioned the word in- The choice of the songs provided and ways to for over one-third of total foreign student en- structions, we point out how important these exploit them remain the teacher's decision. rollment. Community colleges accounted for are, if we intend to help our students with the Theseare just a few hints of how some teachers one-eighth of all international students nation- task they are given. In any activity, there is a of English in Spain actually cope with the above- wide. mentioned problems and of how some others task or several to be accomplished, but if the Open Doors 1983/84,the result of IIE's annual instructions before the activity are not precise could face these difficulties, whirl we hope will census of foreign students includes tables pre- enough the result will be chaos. Going even not be everlasting. As may be see.: n the first part senting an overview of the foreign student further, we think of different tasks for differentof this article, most of the problems mentioned population, as well as student's nationalities, pairs or groups depending on their level of are due to lack of means and resources. academic and personal characteristics, financial English and their speed in completing the task, About the authors:Carmen Mir is "catedratica" (head support sources, and their distribution by state one way of dealing with mixed ability groups. of the English Department) at a state secondary school and type of institution. in Barcelona (Juan de Austria). She is also involved in Something we must also bear in mind when teacher training at the Institute de Ciencias de la To orderOpen Doors 1983/84send a check preparing lessons is whether the range of the Educdcion of the Central University, Barcelona. for $22.95, which, includes first-class postage activities is wide enough. Adolescents are nor- John McDowell is a teacher trainer at the British and handling, to: Communications Division, mally very restless and they tend to consider Council and at the Autonomous University, Barcelona. Box OD-F1, Institute of International Education, 809 United Nations Plaza, New York, New York 10017, U.S.A. INN MO MN MEM= Urn IMMO= 113NO =MEM MI =OMNI MI NM MI OEM= MI --I 1 I I University of South Florida International Language Institute announces I I I I I I I I I I SUMMER EXCHANGE I I I I I I PROGRAMS I I I I JULY, 1985 I I Brazil Egypt France Italy. Puerto Rico Spain I I Special features: Get FREE details on the University of 1 I I, I * Intensive foreign language program in South Florida's summer exchange pro- I I country of choice. gram. Clip and mail this coupon today to: I I * Planned opportunities for cultural ex- International Language Institute, I change. I CPR 293 I * Four weeks living on campus or in pri- I University of South Florida 1 vate homes (depending on country.). I Tampa, Florida 33620; 813 - 974 -3433 I I *Open to students and non-students I I alike. I I Tuition: $400 Name I I vast) (NM) I, Room & board: $500 Address I Air fare:* Brazil, $1070Italy, $935 (street or P 0 ) (apt. no,) I I Egypt, $1160Puerto Rico, $300 I I France, $835Spain, $880 (city) (state) (zip code) The University is an Affirmative AchonrEquelOpportuney Institution samsommou'Airfares sulinctreimummirmummismosmomssummiummisommumssomsviessiosilms.somum to thange 17 TESOL '85 SESSIONS ON MONDAY AND TUESDAY Monday, April 8, 9:15 a.m. to 12:00 Monday, 1:30 to 4:15 p.m. Fraida Dubin, Mary Lee Field, Gissi Sarig, and William Grabe noon and 1:30 to 4:15 p.m. Strategy-oriented activities in language learning Discussants: James Coady, Sandra Silberstein, TESOL and sociolinguistics (colloquium) materials development (workshop) Liz Hamp-Lyons, Andrew D. Cohen, and Sharon Allerson-Menke Moderators: Leslie M. Beebe and Nessa Wolfson Patrick Allen, Graham Barker, and Michael Presenters: Shoshana Blum-Kulka, Andrew D. Coale Student resource centres: the key to efficient Cohen, Teresa Pica, Ellen Rintell, Robin Scar- Developing a listening comprehension test individualized instruction (colloquium) cella, Richard Schmidt, Robin Uliss, and Helmut (workshop) Moderator: Greg Larocque Vollmer Presenters: William Cousin, Henri Holec, Penny Jean N. Benetti and Victor Sinclair Teaching and testing ESL writing skills (collo- Ur, and Elaine Race quium) Introspect '85: TESOL writers' forum on language materials (colloquium) Tuesday, 9:15 a.m. to 12:00 noon Sheila R. Brutten, Richard L. Larson, Leah D. Miller, and Stephen B. Ross Moderator: Pamela Breyer The freshman comp. administrators' session Presenters: Brian Abbs and Ingrid Freebairn, (colloquium) Classroom-centered research (colloquium) Jean Bodman, Donald R.H. Byrd, Steven Molin- Moderator: Dean Brodkey Moderators: Stephen J. Gales and Dick Allwright sky and Bill Bliss, and Michael Walker Presenters: Nancy Duke S. Lay, Robin Murie, Presenters: Al lie Cleghorn, Robert Milk, Teresa Irene Brosnahan, Roger M. Thompson, T.J. Pica, Diane vom Saal, Judit Zerkowitz, Craig Analyzing ESL course objectives: a workshop in curriculum design (workshop) Ray, and Gregory A. Barnes Chaudron, Catherine Doughty, Leo van Lier, Discussants: Shirley Wright, Janet C. Constan- and Donna Johnson Brita Butler-Wall tinides, Joy M. Reid, Leroy Perkins, and Patricia. R. Porter Current perspectives on pronunciation: practices Contrastive rhetoric: writing across cultures anchored in theory (colloquium) (colloquium) Purple cows or potato chips: multisensory lan- Moderator: Joan Morley Moderators: Ulla Connor and Robert B. Kaplan guage teaching (workshop) Presenters: William R. Acton, Sandra C. Brown, Presenters: William Grabe, Stan Jones, John Mary Ann Christison and Sharron Bassano John C. Catford, Marianne Celce-Murcia, Wil- Hinds, and Robin Scarce lla liam Crawford, Judy B. Gilbert, Thomas N. Discussants: Shoshana Blum-Kulka and Shirley Town/gown: university help for public school Huckin, Mary S. Temper ley, and Rita Wong. Ostler ESL programs (workshop) Ronald D. Eckard, Virginia Dieckman Lezhnev, Season of fruitfulness: planting and harvestingPre-employment training program design Therese Suzuki, Mary Ann Kearny, and Diane literature in ESOL (colloquium) (workshop) Eison Michael DiGregorio Moderator: Howard Sage L2 acquisition and cognitive development: an Presenters: Diana Chang, Henry Widdowson,Children and ESL: what we've learned, what integrated curriculum (workshop) Alan Maley, Mary Ann Christison, Jean Mullen we're learning (colloquhm) Smith, and Donald A. Sears. Livia Feneran and Ruthann Hilferty D. Scott Enright, Pat Rigg, Sarah Hudelson, Needs assessment in vocational ESL (collo- Performance tests of ESL for academic pur-Carole Urztia poses (colloquium) quium) How to conduct and rate oral proficiency inter- 'Moderator: Marjorie B. Wesche Julia Lakey Gage, Nick Kremer, and Jenise Presenters: J. Charles Alderson, Kathi Bailey, viJws (workshop) Rowekamp Clive Bruton, Brendan Carroll, Ellen Cray, Alan Anne Lindell Hagiwara and J. Sanford Dugan Video programs: selection and use (workshop) Davies, Stan Jones, Cyril Weir, and Don Porter Writing from experience: dialogue journals as a Joseph Helms and Miriam Espeseth teaching tool (workshop) Off-air video in language class:: oversight or Techniques for improving classroom dynamics overkill? (colloquium) Bonnie Meath-Lang and John Albertini (workshop) Moderator: Joyce Gilmour Zuck Initiatives in communicative language teaching Karl J. Krahnke and Marji Knowles Presenters: Joanne Brokaw, Marilyn Eisenhardt, Patricia Jensen, Monica Maxwell, and Louis V. (colloquium) Trouble-shooting and problem-solving for ESL Zuck Moderators: Sandra J. Savignon and Margie S.program administrators (workshop) Berns Martha C. Pennington and Robert P. Fox Monday, 9:15 a.m. to 12:00 noon Presenters: Christoph Edelhoff, Claire Kramsch, Hans-Eberhard Piepho, Hildebrando Ruiz-Mor- Mainstreaming the urban ESL college student: Educating refugee children K -12: two programs, ales, Stephen Smith, and Rebecca Ullman problems and prospects (colloquium) entry to exit (colloquium) An international TA program to meet your Moderator: Carolyn B. Raphael Susan Haverson, Linda Hughes, Hollis Stein university's needs (workshop) Presenters: Gilberto Arroyo, Mel Baron, Joan Gregg, Richard D. Leonard, Sally Mettler, Elisa- Computer-assisted language learning: from re- Jan Smith and Mark Landa beth Pennington, and Sue Shanker search to application (colloquium) Industrial linguistic support project (workshop)Respondents: Donald R.H. Byrd and Carlos A. Moderators: Roger Kenner and Karen Price Yorio Presenters: D.F. Clarke, Ronald Feare, Don Edward R. Terceiro and Wilfred Houle Loritz, Deborah Healey, and Dana Paramskas Technology in language testing (colloquium) Computer software review (colloquium) Moderator: Charles Stansfield The refugee, the teacher, and the role-play Moderator: Emily A. Thrush Presenters: Michael Canale, Alan Davies, Grant (workshop) Reviewers: to be announced Henning, Gary Mulholt, and Peter Tung Cesar Natividad, Timothy Maciel, Carol Gor- denstein, and Vilma Eleazar Tuesday, 9:15 b.m. to 12:00 noon Pre-employment training in refugee camps: ap- and 1:30 to 4:15 p.m. proaches and teaching activities (workshop) Developing task-based listening materials for Elizabeth Tannenbaum, Neil Anderson, Michael survival English classes (workshop) Evaluation of EFL programs (colloquium) DiGregorio, Linda Nelson, and Mark Preslan Susan M. Reinhart John Bordie, Jennifer DeCamp, Gloria Kreisher, Key questions about writing: a roundtable dis- and G. Richard Tucker Research on leainer strategies (colloquium) cussion (colloquium) Moderators: Anita Wenden, Carol Hosenfeld, Research in reading in a second language Moderator: Barry P. Taylor and Joan Rubin (colloquium) Presenters: Gay Brookes, William Gaskill, Su- Presenters: Carolyn Stanchina, Gloria Stewner- Moderator: David Eskey zanne Jacobs, Ann Raimes, Joy M. Reid, Henry Manzanares, Charles W. Twyford, J. Michael Presenters: Joanne Devine, Patricia Carrell, Widdowson, and Vivian Zamel O'Malley, and Anna Uhl Chamot Margaret Steffensen, Ulla Connor, Kyle Perkins, Continued on next page

TN 2/85 '86:SESSIONS- -19th ANNUAL CONVENTION 8-14 APRIL 1985 - Continued from page 17 NEW YORK HILTON 'HOTEL Teaching West Indian students in North Ameri- can schools (workshop) Use Winer Informal reading inventories for limited-En- Taking the Bite out of the glish-proficient students (workshop) Big Apple: A Test for Iva Wong TESOLers '85 Tuesday, 1 :30 to 4:15 p.m. by Lise Winer Devising strategies for absolute beginners, be- Southern Illinois University ginners, and false beginners (workshop) John Boyd and Maiy Ann Boyd ESL in the elementary grades (workshop) Instructions: Complete each section. 4. Between Kennedy airport and Midtown Manhattan, you can take: Gina Cantoni-Harvey and Patricia Mulligan Make arrangements to go to a. a taxi, which will take 30-50 minutes, Creating a curriculum for Caribbean students TESOL '85 in New York. for $24-30 plus tolls (workshop) Have a really fine time. b. a bus, which will take 45-60 minutes, Elizabeth Coelho for $7 Using poetry in the EFL classroom (workshop) c. a subway, which will take 50-60 min- Joann Collie and Gillian Porter Ladousse A. True or False utes, for $8 Personal marketing: resume development and 1. You can get anything in New York. Answer: All of the above evaltiation (workshop) 2. New Yorkers are unfriendly. Susan Rippert Davila and Michele J. Sabino 3. New Yorkers are unhelpful. 5. Between LaGuardia airport and Mid- Get to business: contracting, surveying, and town Manhattan, you can take: building a VESL program (colloquium) Answers: a. a taxi, which will take 20-40 minutes, for $13 plus tolls Joyce E.T. Dennis, Miriam Diaz, and Joyce 1. True, more or less. You just may not Penfield be able to find it in a hurry. If you b. a bus, which will take 30-60 minutes, plan to shop for specific items, spend for $5 Organizing to deliver ESL to exceptional LEP some time on the telephone first. students (workshop) Answer: both a and b Nancy Dew 2. False. New Yorkers are generally very friendly, especially indoors. 8. Between Newark airport and Midtown Manhattan, you can take: Theory into practice: perspectives in language 3. False. New Yorkers generally try to teacher education (colloquium) be quite helpful. They will always be a. a taxi, which will take 30-40 minutes, Moderator: Patrick Moran able to tell you which subway stop for $25-40 plus tolls Presenters: Mary Ashworth, Nicholas Elson, you're at, and which direction is up- b. a bus, which will take 30.40 minutes, Donald Freeman, Kathy Opel, and Andrew town; just don't expect them to give for $4 Thomas you adequate transit instructions if c. the Concorde Using drama techniques to teach oral skills in you ask about a place they don't go ESOL (workshop) to every day! Answer: a and b Hyacinth Gaudart B. Multiple Choice Hints: Take taxis and buses only at designated taxi and bus stops. The refugee Mainstream English Language 1. When coming to the TESOL '85 con- Training (MELT) project (colloquium) vention in New York, bring money in Ask if cheaper round-trip tick- Moderator: Jane Grover the form(s) of: ets are available for buses. Presenters: K. Lynn Savage, Linda S. Smith, a) U.S. cash Myrna Ann Adkins, Kathy Do, and Michael b) U.S. traveller's checks C.Matching Sentences on Safety Paul c) credit cardsd) non-U.S. currency e) personal checksf) bank checks Choices: a. bag, purse, wits One step beyond: the oral presentation of writ- Answer: a, b, or c. Do bring some U.S. b. lights ing (workshop) cash, as you will need it for trans- c. expensive jewelry, gold chains Jane B. Hughey and Deanna R. Wormuth portation. Obtain some tokensgood d. friendly New Yorker Preparing ESL students for freshman compo- for bus and subwayat any subway sition (colloquium) station. e. outside, back f. something to read Moderator: Christine Jensen 2. To control panic caused by crowds Presenters: Roseann D. Gonzalez, Alexandra R. and tall buildings, nip into: g. uniformed red-cap or porter Krapels. Robert Dakin, and Roger Thompson a) any giant department store 1. For self-protection and camouflage Basic skills simulations for the refugee ESL b) Times Square student (workshop) while traveling alone on the subway, c) a restaurant it's helpful to carry Laurie Kuntz and Steven DeBonis Answer: c) Have a cup of tea or a glass 2. Hang on tightly to your When worlds collide: insights from doss- cultural of papaya juice, and cool out for a few miscommunication (workshop) minutes. 3. Don't put your wallet in your Judy Winn-Bell Olsen and Yvonne Safwat pocket. 3. Bagel and lox: 4. Don't wear visible Listening comprehension: research, methods, and resources (colloquium) 1. The plural of bagel is: 5. Areas of the city vary tremendously, a) bagelb) bagelsc) baglen Moderator: Priscilla Fawn Whittaker sometimes from block to block. If you Presenters: Nancy M. Works, Patricia Wilcox 2. The lox is the:a) brown bread part aren't sure, ask a Peterson, Patricia A. Dunkel, Robert Oprandy, b) pink fish partc) white cheese 8. Never get into a subway car that has no and Margaret Graham part Respondents: Daniel Dropko, Monica A. Max - Answers: 1-a (you will also hear b) well, and Leslie Anne Boldt 23 Continued on next page 19 TN 2/85, 19th ANNUAL CONVENTION 8 -14 APRIL 1985 NEW YORK HILTON HOTEL

Take a Bite... TIPS FOR TESOL GREGORC Continued from page 18 TRAVELERS KEYNOTE NB: it is normal for subway cars in motion SPEAKER to lose lights for several seconds at a by Rosemarie Lytton time. TESOL Convention Coordinator Anthony F. Cregorc will be the keynote 7. Entrust your luggage only to a Are you new to traveling to regional confer- speaker at TESOL '85 on Tuesday evening, April 9. If you haven't heard of him, there's little Answers: 1-f; 2-a; 3-e; 4-c; 5-d; 6-b; 7-g ences, affiliate meetings, or international conventions? If so, here are a few suggestions to reduce reason you should have: he is not in TESOL. D., Cultural Kinesics Exercise travel costs and to minimize travel frustration: Nonetheless his message is definitely relevant. His field is human development systems and his 1. Where should you look while walking? Plan ahead as early as possible to arrange interest is the impact that the study of the mind for the most convenient flights at the best 2. How much eye contact with strangers has and will continue to have on education and possible fares. is permitted on the street, in buses or on us who a:e in education. on subways? Remember that fares quoted by an airline Cregorc came into the field of independent Answers: 1. More than a glance up at or a travel agent are not guaranteed until research and consulting after he had held and tall buildings marks you as a non-local the tickets are purchased, so purchase early. given up two tenured positions in education, but admire them anyway! Inquire about super-saver fares. If you plan one at the University of Illinois and one at the 2. More than one onehundredth of a to stay over a Saturday night and you make University of Connecticut. In addition, he has second is an openinvitation to anything. reservations seven days in advance, you been a public school teacher and administra- Keep observation distant or peripheral. might qualify for a super-saver fare. Some tor. airlines offer even lower fares if you make Aware of the differences in learning styles E. Ceogralihy and Map Practice reservations 14 days in advance. among learners as well as among teachers, he If you have friends in New York with Check with a travel agent. Most travel has developed a means of delineating those whom you are planning to stay or whom agents are paid a commission by the airlines styles so as to address the questions of how, you plan to visit, rather than a fee by the client. After you why, and what individuals can, will, and do 1. write a letter to them, and find out purchase your tickets, you should continue learn. That sounds like a tall order, doesn't it? In exactly how far they are from the to check with the travel agent in case a our field, which deals with cross-cultural en- convention site, better fare becomes available, in which counters, it is especially important, though, for us to consider other than "western" ways, pat- 2. locate their residence on a map, case the travel agent will arrange for a refund. terns, or channels, of thinking, and to realize 3. enquire about travel timeit can that individuals differ in the channels they use easily take an hour or two to get to Look into special fares offered by conven- most frequently or strongly. places in Brooklyn or Queens, for tion organizers. If traveling from within the Cregorc defines four dominant channels of example. United States to the annual TESOL con- thinking: abstract sequential (AS), concrete se- vention, for example, you are eligible for quential (CS), abstract random (AR) and con- F. Cloze up to a 40% discount on United Airlines and crete random (CR), terms which defy definition a 30% discount on Eastern New York has a great 1 system, a minimum of in a short space like this. Airlines with all minimum-stay and advance- including subways underground, and2 Nonetheless, each style or preferred learning and taxis on the surface. They are 3 purchase restrictions waived. Unftwtunately, due to legal restrictions TESOL cannot pattern includes a particular view of reality, an and extensive. At some times, you may ordering ability, a sense of tinie, and so on. have to 4for a subWay; do this in the negotiate for special fares outside the U.S. (For more information about special con- While we all possess some of the features of designated off-hours waiting area. each style, we all, to a more or less intense However, most of the time, people get vention fares, contact the TESOL Central Office.) degree, have a natural dominant point. For around on as this mode is faster, example, an AS person is a serious, intellectual cheaper and more convenient. But keep in Reconfirm the reservation a week in ad- realist; logical, analytical, and rational. A CS is a 6 mind that the concrete in New York vance and again on the day of the flight in patient, conservative realist; instinctive, method- are harder than anywhere else in the world. case there are any last-minute -,:hcdule ical, and deliberate. A person dominantly AR is So bring walking shoes or 7 and be changes. an emotional, exuberant idealist; psychic, per- in fashion tool Request in advance choice of seat (window, ceptive and critical. And a CR is an inquisitive Answers: 1transit,transportation center, aisle), section of the plane (smoking, and independent realist/idealist;intuitive, in- 2buses nonsmoking), and special snacks or meals stinctive,and impulsive. The affinity that each of us has for a pre- 3rapid, quick, fast (e.g., low-calorie, kosher, vegetarian). (This service is not available on all flights.) dominant learning style will have some influ- 4wait a long time Organize a group to rent a bus or van as an ence on how we teach and meet the needs and 5foot alternative to flying if many people from predominant styles of individual learners. Cre- 6sidewalks your area are traveling to the meeting and gorc will share some of the details of his re- 7sneakers, running shoes the meeting is within driving distance. search on how our complex minds create reality and how we in turn create reality for others. Total Score The implications of this research and knowl- All correct: You're a regula New Yawkal The Hilton Hotel is on edge for schooling will require a quantum leap 20 or more correct: No problem. in our present collective attitudes about teach- Sixth Avenue between ing and learning. 1-20 correct: Study up! A special issue of Leading Edge Bulletin (III, Watch for local quizzes on New 'York in the 53rd and 54th, Streets. 9; January 31, 1983) was devoted to Cregorc's TESOL'85 Convention Daily! work.

19 MEET THE LEADERS OF THE 1985 LSA/TESOL SUMMER INSTITUTE AND TESOL SUMMER MEETING

Deborah F. Tannen Wallace L. Chafe Diane Larsen-Freeman The director of the 1985 LSA/TESOL Institute The associate director for LSA of the 1985 Diane Larsen-Freeman %yin serve as the asso- is Deborah Tannen, assistant professor of lin- LSA/TESOL Institute is Wallace Chafe, profes- ciate director for TESOL of the 1985 LSA/ guistics at Georgetown University. Tannen re- sor of linguistics at the University of California, TESOL Institute. She received her Ph.D. in ceived an M.A. in English Literature from Berkeley. Chafe received his Ph.D. in Linguisti Linguistics from the University of Michigan. Wayne State University and an M.A. and Ph.D. from Yale University. One of the leadi..6 hi,- Since 1978 she has lived in Brattleboro, Ver- in Linguistics from the University of California, guists in the United States, he has contributed to mont, where she has served on the MAT faculty Berkeley. Her leadership of the institute epito- research in American Indian Languages, cogni- of The School for International Training of the mizes current trends toward a multidisciplinary tive aspects of language production, and differ- Experiment in International Living. approach to the study of language and com- ences between spoken and written language. LarsenFreernan has made extensive contribu- munication. A gifted poet and writer, she is Chafe's work provides excellent examples of tions to the fields of second language acquisition equally at home in the fields of English and the Institute theme: the interdependence of and language pedagogy. Besides numerous arti- Greek literature, discourse analysis, and cross- theory, data, and application. Through field- cles that have appeared in major journals and cultural communication. work in the Caddo language (1961-1965), the publications, she co-authored The Grammar As a sociolinguist, Tannen has challenged our study of semantic prerequisites to machine Book: An ESL/EFL Teacher's Course (New- traditional assumptions about the relative values translation (1972-74), "the pear film" project bury House, 1983) with Marianne Celce-Murcia

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placed on spoken and 0-Wen discourse. Most (1975-77), and research on differences between and An Introduction to Second Language Acqui- of us were sent to school by parents who spoken and written language (1980-present), he sition Researc:. (Longman, forthcoming) with believed that we needed to be taught a style ofhas pioneered in the development of methods Michael Long. She has been the editor of Lan- language that was more refined, more formal, for analyzing natural language discourse as it is guage Learning since 1980. more useful for intellectual purposes than the used in communicating and storing knowledge. She was a Peace Corps Volunteer in Malaysia style of ordinary conversation we had acquired Like other creative individuals, Chafe is able from 1967 to 1969. While serving as an ESL at home For'Tantien, however, it is everyday to perceive the connections between apparently teacher there, she became proficient in Malay conversation which provides the rich data es- diverse phenomena. He has successfully pulled and Indonesian. She has also taught at the sential fcr the study of language. She has turned together those insights from anthropology, psy- University of Michigan, Wayne State University in her research to investigating the relationships chology, and linguistics that have a practical and UCLA. betWeen conversation and poetry, story-telling application in untangling the complex interrela- Larsen-Freeman has also been ir.J1ved in and liierature, and everyday language and cul- tionships among cognition, language, memory, numerous professional activities in the LSA, tural epistemologies. and experience. TESOL, CATESOL, NNETESOL, and AAAL. Evidence that her approach has been produc- Like many linguists, Chafe began his training She served as a faculty member on two other tive is found in the six books she has written or and research as an American Indianist, an inter- TESOL summer institutes as well as on a Ful- edited and over fifty published articles. Two est he has maintained and deepened. In addition, bright program for Italian Teacher Trainees at books 'were published in 1982: Analyzing Dis- he developed an interest in semantics (his book UCLA during the summers of 1980.82, at Har- course: Text and Talk and Spoken and Written Meaning and the Structures of Language is a vard University in 1983, and at New York Uni- Language: Exploring Chanty and Literacy.classic in this field), and more recently, in versity in 1984. In 1983 she served as a consul- Conversational Style: Analyzing Talk Amonglanguage and cognition (his key articles "Lan- tant in Indonesia for the USIA and in 1984, she Friends, and Coherence in Spoken and Written guage and Memory" and "Language and Cogni- made two trips to Italy under the auspices of Discourie have just been published and Perspec- tion" appeared in Language in 1973 and 1974, the USIA. tives on Silence, edited with Muriel Saville - respectively). The book he edited, The Pear Larsen-Freeman will be organizing a special Troike, will be available soon. She has alsoStories: Cultural, Cognitive, and Linguistic workshop for the TESOL Summer Institute Written a book abOut the work of a modern Aspects of Narrative Production, grew out of a entitled "The Epistemology of Second Lan- Greek writer, Lilika Nakos. research project he directed at UC-Berkeley on guage Acquisition." She will also be teaching Tannen's interest in linguistics grew out of the verbalization of experience. two courses: "Pedagogical Grammar for Begin- her experience as an EFL teacher in Greece. During the 1985 LSA/TESOL Institute, he ning ESL/EFL Teachers" and "Pedagogical She has taught EFL at the Detroit Institute of will be teaching a course entitled "Spoken and Grammar for Experienced ESL/EFL Teachers." Technology, Lehman College, Wayne State Uni- Written Discourse." Continued on next page versity, Mercer County Community College, and'the UniVersity of California, Berkeley. She helped design EFL piograms for Mercer County The Amazing English Language Community College' and Lehman College. In 1977, she served as the summer coordinator of An eight-hour television miniseries, The Amazing English Language, began production in April the EFL' program at University of California, 1984 for air on the Public Broadcasting System (PBS USA) sometime in 1986. It is a project of Berkeley. MacNeilLehrer-Gannett Productions, co-producer of public television's "MacNeil/Lehrer News- Tannen believes that the study of language Hour," USA's only nation-wide hour of evening news. should contribute to solving,problems people The series, co-produced with the British Broad- "What we're doing is an out-and-out adventure encounter daily. Understanding communication casting Corporation (BBC), is being filmed on story about the transatlantic tongue which has is crucial to epch person's sense of well-being as location in 16 countries* on five continents. Four become, to a large extent, the world's language." well as his or her success. Tatinen and the other episodes were completed in 1984 and four are to For more information about this series, write leaders of the 1985 LSAITESOL,Institute hope be completed this year. to: MacNeil-Lehrer-Gannett Productions, 358 that all participants will experience the rewards "Essentially, the series examines the origin, West 58th Street, New York, NY 10019, USA. of better,underslariding communication and the 'Canada, U S A Barbados, Jamaica, Honduras, England, Scot. development and future of the English lan- land. Ireland. Wales, Holland, France, Sierra Leone. Nigeria. pleasure of "talk among friends." guage," said Al Vecchione, president of M-L-G. South Africa. India. Singapore and Australia 20 21 TN 2/85 will contribute to this view of language, Byrnes WETTHE LEADERS... is anticipating a very challenging and productive meeting are derived from her experiences as the summer. The classes; workshops, lectures, and wife of a foreign service officer, as an active Continued from page20 participant in a local TESOL affiliate, and as the other events will afford opportunities for formal mother of twin teenagers. Heidi Byrnes and informal exchanges between classroom teach- While her husband was serving in the diplo- ers, who must normally spend their time dealing matic corps, she organized numerous events in The assistant director of the 1985 LSA/TESOL with the practicalities that complicate langmge Institute is Heidi Byrnes, associate professor of teaching, and linguists, who are committed to German at Georgetown University. Born in studying language as a phenomenon in itself. She Germany, Byrnes first came to the United States expects the cross-fertilization of ideas between as an American Field Service exchange studentthese two groups to lead to more creative in 1960. Like many other exchange studentr, she solutions to language questions. made many lasting friendships. Later A.re- Byrnes is also looking forward to chairing a turned to the United States to study. She re- three-day workshop entitled, "European Ap- ceived an M.A. in Modern Languages and Lin- proaches to Second Language Acquisition," Mthich Nt,:11 include speakers from Italy, Finland, France, and Germany. For Byrnes, cooperation is the key to new discoveries about language.

Joyce Hutchings international settings. Not only did she expand her EFL teaching skills during her residence The director of the 1985 1 £SOL Summerabroad, but she also achieved proficiency in Meeting will be Joyce Hutchings. Hutchings has spoken Mandarin Chinese. been on the EFL faculty of Georgetown Univer- For the past several years, Hutchings has been sity since 1978. Before that she taught and did active in planning WATESOL (the Washington, graduate work at the University of Hong Kong; D.C. affiliate) conventions, serving as on-site Canberra College of Advanced Education andliaison and paper selection chairman. From this the Australian National University in Canberra, experience she has learned that the success of a guistics from Kansas State University and a Australia; and the American University, Wash- conference lies in the quality of the papers that Ph.D.in German and Linguistics from George- ington, D.C. are presented. Her staff will be diligent in their town University. Hutchings has contributed to the EFL teach- efforts to select papers which reflect current ing profession in many ways. She has developed Byrnes shares many professional interests with research in second language acquisition as well innovative techniques for the use of videotapesas those which present new and effective tech- the director of the institute, Deborah Tannen. in advanced listening-speaking classes. She has niques for the classroom. They organized Georgetown University Round also designed the curriculum for various EFL Because the summer meeting is co-hosted by Tables in successive years. In 1981, Tannen courses. This past summ, r, the United States WATESOL and the English teaching community directed "Analyzing Discourse: Text and Talk"; Information Agency sent her to Morocco where at Georgetown, an associate director will be the following year, Byrnes directed "Contem- she taught EFL methodology to high school serving with Hutchings: Mary Niebuhr, who is poi ary Perceptions of Language: Interdisciplin- teachers of English. not only active in affiliate matters but works as ary Dimensions." Hutchings' qualifications for her leadership associate director of the ERIC Clearinghouse on Both professors share the view that an ade- role in organizing the current TESOL summer Languages and Linguistics. quate understanding of language must be based on insights from many fields that differ in approaches and methodologies. Thus, a student of language can behefit from the principles found in linguistics, sociology, anthropology, psychology, literature, art, religion, mathematics, and philosophy. Language resists classifi- Let's meet at Georgetown1 1 1 catory systems which would impose boundaries between the sciences and the arts, theory and practice, artifact and tool, object and observer. Because the 1985 institute grows out of and 1985 TESOL SAINT MICHAEL'S COLLEGE Winooski, Vermont 05404 SUMMER.

MASTER'S IN TESL MEETING 36 credits GEORGETOWN ADVANCEDTESL Certificate Program 18 credits UNIVERSITY INSTITUTE IN TESL summers on10 JULY 12-13 9 graduate credits

INTENSIVE ENGLISH TRAINING PROGRAM Sessions, Workshops, Software Fair and Intensive English courses for foreign students Materials Exhibits. Capital Ideas in a Capital City. conducted on a yearround basis Plan on it! St. Wide, ales offers Mutes digress In Eduation, Theaogy, Adminietrabon and anal Psychlioll/ For more information contact: Joyce Hutchings, Director Ala available MEd. dith conantrationa in TESL, Special Education, Admbootrebon, curoculum. 1985 TESOL Summer Meeting Reading and Canute( Education Intercultural Center wain Orator Georgetown University TESL Proceed Boo 11 Washington, D.C. 20057 USA St. Rauh Coleco Winoald, Vermont 0640I Telephone 202 625-4985 or USA 625-8189

22 21 CONFERENCE ANNOLI3 CEMENTS AND CALLS FOR PAPERS

CLASS ACTS OF IS grammar; Kari Sajavaara (Finland) on "The JALT INTERNATIONAL CONFERENCE TEAL (The Associat13) of BC Teachers ofsiler t Finn" and foreign language communica- ON LANGUAGE TEACHING/LEARNING English as an Additional Language) have come tion; Earl Stevick (USA) on Humanistic psy- The Japan Association of Language Teachers up with one of the most creative and innovativecho! )gy in foreign language learningcompe- will sponsor its eleventh annual International ideas for conference presentations. At their con tencthrough confidence; and Frank Zapp Conference on Language Teaching and Learn- ference, March 14 -18, at Richmond Inn in Rich- (Federal Republic of Ccrrnany) on Language ing at Kyoto Sangyo University, Kyoto from mond BC, they will present Class Acts '85. This pol:cy in Europe. September 14 through 18, 1985. The conference is a kaleidoscope of ideas, multicultural talents Fo.. more information, write to: 15th FIPLV will feature over 150 workshops, demonstra- and products of ESL classes throughout BC. VcIc Congress, Finnish Foreign Language tions, and papers dealing with a wide range of They will feature a walk-throtigh gallery for Teachers Association (Sukol), Annankatu 22A1, topics relevant tc language teaching, learning, verbal/visual display and demonstrations, a SF-00100 Helsinki 10, Finland. and acquisition. theatre for live perforrhances of discovered Persons interested in attending can receive in- classroom talents and other treasures. If you EMTIPPINGililVilCONPVITION formation from: JALT, c/o Kyoto English Cen- would like more information on planning a ter, Sumitomo Seimei Bldg. 8F, ShijoKarasuma nwn MICHATEL SWEVEUTE w COMMICCE similar presentation for your conference con- Shimogyo.ku, Kyoto 600, Japan. tact: BC TEAL, 1208.1124 Lonsdale Avenue, North Vancouver, B.C. Canada V7M 2H1. The two year old English Teachers Associa- CALL FOR PARTICIPATION tion, Switzerland is having its first major con- The sixth annual VATESOL Convention will 15th FIPLV WORLD CONGRESS vention May 11,1985 in NeuchAtel. The focus is be held on October 4 and 5, 1985 at the Univer- ON MODERN LANGUAGE LEARNING on hands-on, practical material for the class- sity of Maryland, College Park, Maryland. The.-15th World Congress on Modern Lan- room. There will be congruent sessions, special VATESOL solicits proposals foi presentations guage Learning, organized jointly by the Feder- interest group discussions, a teacher-made-relating to the theory and practice of second ation Internationale des Frofesseurs de Langues materials display area, as well as several promi- language education and bilingual education. Vivantes (FIPLV) and the Finnish Foreign Lan- nent speakers and authors from around Switzer- For a proposal form, contact: Janet Ciannotti, guage Teachers' Association (Sukol) will be land. For further information, please contact: VATESOL, 5017 Thirteenth Street North, Arling- held in Helsinki, Finland from July 22. 28,1985. Tim Murphey, English Seminar, Universite de ton, Virginia 22205. Proposal forms are due on More than 20 featured speakers are scheduled Neuchatel, 2000 Neuchatel, Switzerland. May 15, 1985. including: Chris Bruirifit (Great Britain) on The teicher's role in communicative teaching; Claus FIFTH EUROPEAN SYMPOSIUM ON LSP PENNTESOL-EAST SPRING MEETING `Faerch (Denmark) on Negotiating learning in The fifth European Symposium on Language The fifth annual spring meeting of Penn- FL classrooms; Ake Hfigg (Sweden) on A look for Specific Purposes will be held August 28.30, TESOL-East will be held on March 15th at at computers in language learning; Torsten Lind- 1985 in Leuven, Belgium. For more information, Temple University, Philadelphia, Pennsylvania. blad (SWeden) on Time for new eclecticism ?!; write to: Professor L. K. Engles, Organizer, For information write to: Patrick S. J. Ruffin, John Oiler (USA) on Testing-communicative Instituut voor Levende Talen, Katholieki Univer- PennTESOL-East, c/o ALA Beaver College, competence;-Mario Rinvolucri (Great Britain) siteit Leuven, Vesaliusstraat 21, B4000 Leuven, Glenside, Pennsylvania 19038. on Personal awareness activities for teaching Belgium. Continued on page24

7apTESOL/LSA 1985 Institute Linguistics and Language in Context The Interdependence of Theory, Data, and Application A full range of introductory and advanced courses Two, three, and six week credit courses Workshops, symposia, conferences, panels, meetings Georgetown University, June 24-August 2, 1985 Sponsored jointly by Teachers of English to Speakers of Other Languages and the Linguistic Society of America Faculty Kathleen M. Bailey, Simon Battestini, Russell N. Campbell, Michael Canale, Marianne Celce-Murcia, Wallace Chafe, Mark A. Clarke, Walter A. Cook, S.J., Jenny Cook-Gumperz, Robert L. Cooper, Flonan Coulmas, Francis P. Dinneen, S.J., Frederick Erickson, John F. Fanselow, Ralph Fasold, Charles A. Ferguson, Charles J. Fillmore, Lily Wong Fillmore, John J. Gumperz, Evelyn Hatch, Shirley Brice Heath, Paul J. Hopper, Robert E. Johnson, Charles W. Kreidler, Steven T. Kuhn, Robert Lado, Robin Tolmach Lakoff, Diane Larsen-Freeman, Beatriz R. Lavandera, Scott K. Liddell, Michael H. Long, Peter H. Lowenberg, James D. McCawley, Marianne Mithun, Joan Morley, Daniel Moshenberg, William G. Moblton, Elinor Ochs, Andrew Fawley, Susan U. Philips, Suzanne Romaine, Haj Ross, Solomon I. Sara, S.J., Emanuel A. Schegloff, Bambi B. Schieffelin, Deborah Schiffrin, Shaligram Shulda, Roger W. Shuy, John J. Staczek, Earl W. Stevick, Leonard Talm;!, G. Richard Tucker, Thomas J. Walsh, H. G. Widdowson, Walt Wolfram, Rita Wong, Vivian Zamel, Michael Zarechnak

For more information write: Professor Deborah Tannen, 1985 Institute, Department of Linguistics, Georgetown University, Washington, D.C. 20057 USA

23 TN 2/85 .44 Edited by Mary Ann Christison Snow College TWINNING OF AFFILIATES At TESOL 84 in Houston, the twinning of Affiliates was suggested, and it seems like a good idea. The idea is simply that one affiliate would invite any other affiliate (not yet twinned) to be its twin. They would then work out between them what the functions of the twinning would be. We particularly have in mind the twinning of geographically distant affiliates, especially a North American affiliate with one in another part of the world. Some of the things the twins cruold do are: exchange/reprint newsletters write for each other's newsletters invite main speakers from the twin attend each other's conferences, staying on a family basis at a low(er) cost sponsor a member of the twin affiliate at a TESOL summer meeting/institute or TESOL convention helping to defray costs work with twin members in M.A. programs in research and advisement swap information about jobs establish a regular exchange program for jobs and study Affiliates interested in this type of exchange will think of many mon, ideas. TESOL is large and diverse: this is one way for groups to discover how close they are in so many ways. This sort of sharing can make each affiliate, and through them TESOL as a whole, even richer. Any affiliate that is .interestediSi participating can either write directly to another affiliate, or to Bob Ramsey at the American Graduate School for International Management, Thunderbird Campus, Glendale, Arizona 85308 USA, asking for a suggestion for a twin. He will act as a kind of clearinghouse. If you decide to make your own arrangements, please let Bob Ramsey and Mary Ann Christison know. We WATESOL HIGHER ED SIC DISCUSSES OKTESOL HOLDS LARGEST will publish and update on "twinning" peri- PROFESSIONAL STANDARDS MEETING YET odicilly in the TESOL Newsletter. Liz liampLyons The issue for equal pay and benefits for ESL The third annual OKTESOL (Oklahoma TE- University of Edinburgh teachers in the Washington Area was discussed SOL) Conference was held November 3, 1984 at the fall meeting of the Higher Educationon the campus of Oklahoma State University. CONSTANTINIDES RECEIVES Special Interest Croup of WATESOL. At the There were 135 people in attendance to hear DISTINGUISHED SERVICE AWARD meeting were representatives from Georgetown Scott Enright, Georgia State University, speak University, George Washington University, the on The Implications of Recent Child Second Intermountain TESOL presented Janet Con - University of the District of Columbia, the Language Acquisition Research for AU Language stantinides, University of Wyoining, with the University of Maryland /College Park, Mont- Educators." While the focus of the conferenceDistinguished Service Award at their Fall Con- gomery College, George Mason University, and ference, October 19 and 20 in Salt ,Lake City, Northern Virginia Community College. Utah. Constantinides was a founding member Regardless of how long they have been em- of I-TESOL in 1973 and has been active in the ployed or how many hours per week they teach, affiliate for the past ten years serving as the vice ESL instructors are often restricted to part-time president/program chair 75-78 and president positions which may pay only an hourly wage 78-77. In addition to the many services she has and carry no benefits. There may be no griev- provided and the presentations she has given, ance procedures and no leave policy. Several she founded 1TESOL Papers and has served as institutions require sick teachers to hire and pay the editor of that journal for the past four years. their own substitutes. Furthermore, at many of Congratulations, Janet! The award is well- the schools represented, the ESL program is a deserved. separate institution rather than a department was ESL'in public schools, Dr. Enright did a within the university; this situation can result in superb Job of relating the topic to the interests NEW EDITORS pay scales which differ substantially fiorn those of all participants. A highlight of the conference MATSOL (Massachusetts TESOL) and Gulf of equivalent faculty in the same university. was'the apPearaiwe of The Small World Sing- Area TESOL have named new newsletter edi- As a result of these inequities, ESL teachers ers, a 'multicultural singing group from West- tors. Carla Meskill of Boston University is the .are becoming more politically aware. Those wood Elementary School in Stillwater, Oklaho- new MATSOL Newsletter Editor. Randall L piesent were urged to join advocacy groups ma. We are proud of our growth and increased Alford and Marie J. Humsik of the Language and to seek the support of others within their participation at the conferences. Institute at Florida Institute of Technology are Kay W. Keyes university community who have faced similar OKTESOL Liaison co-editors for Gulf Area News. Congratulations! situations. No formal action was taken. Oklahoma State University Continued on next page

.TN42/85 23 3 24 ANNOUNCEMENTS TESOL FRANCE AFFILIATE/IS NEWS The 1985 convention of TESOL France will Continued from page 22 be on March 15-16 at Ecole Nationale Superieure Continucfrom page 23 COMPUTER HIGH TECHNOLOGY de Telecommunications, Paris. Invited speakers NYS TESOL HONORS THE SEMINAR SERIES include C. Candlin (University of Lancaster, BOARD OF REGENTS U.K.), Bernadette Grandcolas (University de A special tribute to the New York State Board Rutgers, the State University of New Jersey, Vincennes, France), John Upshur (Concordia of Regents was made jointly by Eric Na del- will host a series of lectures and 'workshops on University, Canada), and H. Widdowson (Uni- stern, first vice president, and Irene Frankel, TechnolOgy and Language Teaching: Wave of versity of London, U.K.) For more information second vice president, on behalf of NYS TESOL the Future on its New Brunswick campus from write to: TESOL-France, C/o E.N.S.T., Bureau at its fall conference. It was accompanied by March 7 to May 2. The focus of the series is 430, 46 rue Barrault, 75013 Paris, France. ongoing research into the use of computers in the following text. first and second language acquisition. Presenta- IATEFL TO MEET IN BRIGHTON Since its inception in 1784, the Board of Re- tions will address foreign language, ESL, and gents has provided educational opportunities to The International Association of TeachIrs of language arts teaching. Invited speakers include a great diversity of citizens in New work State. Michael Canale from OISE; JoAnn Crandall English as a Foreign Language ( IATEFL) will As millions of immigrants reached our shores hold its 19th international conference at the and Michele Burtoff from the Center for Ap- and settled in our state, they looked to our edu- Metropole Hotel, Brighton, from the 8.13 April. plied Linguistics; Hugh Mehan from University cational institutions for the knowledge and skills of CalifomiaSan Diego. For information write to: Mrs. B. Thomas, necessary to fulfill their dreams of economic IATEFL Executive Officer, 87 Bennell's Ave- The lectures will be held on Thursday after- and social equality. For two hundred years, our nue, Tankert on, Whitstable, Kent, England noons and the workshops on Friday mornings schools have consistently met this challenge CT5 211 R. at the Graduate School of Education, Computer under the guidance of the Regents. This bicentennial year has been highlighted Lab. For registration information contact: Joyce RELC REGIONAL SEMINAR Penfield, Conference Coordinator, Rutgers Uni by the Regents Action Plan to Improve Elemen- versity, Graduate School of Education, 10 The theme of the April 22-26 Regional Lan- tary and Secondary Education in New York Seminary Place, New Brunswick, New Jersey guage Center (RELC) conference in Singapore State. As a professional organization, New York 08903 USA. Telephone: (201) 932-7614. is Language Across the Curriculum. For full State Teachers of English to Speakers of Other information write to: Director (Attn.: Seminar Languages is proud to be part of this effort to NABE CONFERENCE Planning Committee), SEAMED Regional Lan- attain excellence in education in our state. We The National Association for Bilingual Educa guage Center, RELC Building, 30 Orange Grove are gratified that in this farreaching initiative, tion (NA BE) will hold its 14th annual conference Road, Singapore 1025. the members of the Board of Regents have on March 12,16 in San Francisco, California. recognized the importance of an enhanced ap- The theme is Bilingval Education, Government, ISRATESOL CONFERENCE preciation of the linguistic and cultural diversity and Corporate Ame.leaPartners in the Na- The deadline for submitting abstracts for the of our student population. And, we are grateful tional Interest. For mt re information, write or July 14.18 IsraTESOL conference is March 31. for the educational leadership that the Regents call: Blanca Mosa Carrvon, NABE Conference The conference theme is Looking Ahead. More have exercised in stressing the need to provide Headquarters, The National Hispanic Univer- information from: Mrs. II. Barag, Conference programs of English as a Second Language for sity, 255 East 14th Stres. t, Oakland, California Secretariat, 12 Schlonizion lianialkah Street, limited English proficient students in order to 94606. Telephone: (415) 451-0511. Jerusalem 94146, Israel. Continuer' on next page "...the best programonthe market ..." John W. Oiler, Jr. University of New Mexico Express English: Transitions

The intermediate course of a bold, new communicative series

LINDA A. FERREIRA

NEWBURY HOUSE PUBLISHERS, INC. Timmy, MA 01960 Orderlispea1-800443-1240 Maw, (617) 148-2540 Main °Mew (117) S46-2704 Way 1782011 NHPUT To order an examination copy of the Student Text, please write Dept. 404 J 25 TN 2/85 ArFILIATE/IS NEWS PROPOSAL FOR A NEW INTEREST TEXTESOL I, H, III. IV AND V: SECTION OF TESOL T.E.P.P. E PLURIBUS UNUM Continued from page 24 We are proposing that a new TESOL Interest, pluribus unum" has become a reality for ensure the well-being and fuller participation of Section be formed for those directly concerned TESOL affiliates in Texar at last. Representa- all of our citizens in the life of the state and the with teaching English for professional purposes, tives from all five TEXTESOL groups met in nation. e.g., within in-service language training in bus'. San Antonio in November, 1984 to form the In recognition of two centuries of educational ncss, industry, science and research centers, for first TEXTESOL Council of Presidents, an in- leadership and achievement culminating in the branches and colleges of the military, civil formal association which will allow for greater depth of vision and clarity of purpose embodied service, diplomatic corps etc. or vocational cooperation and better communication among in the Regents Action Plan, New York State training coiieges and institutes. the Texas affiliates. This cooperative venture, Teachers of Enslish to Speakers of Other Lan- An organizing meeting will take pace at although urgently needed and eagerly desired guages confers this tribute to the Board of TESOL '85 on Wednesday, April 10th, 8:15-7:15 by many, has bech a long time in coming. Regents at the NYS TESOL Fourteenth Annual p.m., in Suite 543. In the 1970s as ESL began to grin recognition Fall Conference, October 19- 21,1984, in Tarry- This interest section, T.E.P.P, is presently as a profession and TESOL gathered .nomentum town, New York. We pledge our continued foreseen as having the following aims and ob- in this area of the country, independent affiliates commitment and dedication to the Regents' jective,, within TESOL at large and at TESOL sprang up in various metropolitan areas of the goal of excell-nlec in zducation for all students conferences. state. El Paso was the original TEXTESOL. throughout Ncw York State. I.To provide a forum for the exchange of Several y ears later in TEXTESOL II San Antonio The tribute was accepted on behalf of the experience and know-how in dealing with was born, followed in rapid succession by af- Board of Regents by Regent Louise P. Matteoni. problem areas most commonly encountered filiates in Austin, the Houston area, and Dallas- when teaching adults English to fulfill their Fort Worth. Each group was complete}; auton- WATESOL HOLDS SUCCESSFUL job requirements. These could cover the omous, maintaining closer tics to TESOL than CONFERENCE following range: to each other, but there was a growitwealization that we needed to have a unified voice within WATESOL (Washington, D.C. area) held its special problems of adult learners fifth annual convention on the campus of North- Texas and TESOL. typical factors influencing course organ'. San Antonio hosted a statewide fall conference cm Virginia Community College in Alexandria, cation in vocational training programs, Virginia the week-end of October 12 and 13, in 1979, establishing an informal arrangement etc. whereby such a conference would be hosted by 1984. Approximately 400 participants attended course design approaches, i.e., needs an- this year's convention. The convention team alyses, language specifications, syllabus was headed by Chair Janet Ciannotti. design, etc. unique to T.E.P.P. The plenary speaker, Robert Di Pietro, spoke evaluation of published courses for pro- about the Strategic Interaction Approach to fessional, business, technical, etc. English Language Teaching. The Saturday luncheon exploitation of software/hardware com- featured topic tables, an idea which worked monly used in teaching trainees, mana well and other affiliates may want to try. gcrs, scientists, technicians etc. WATESOL has also established a scholarship quality control of courses taught to pro. fund with an initial $500 contribution in memory fessionals. of James E. Weaver who served WATESOL faithfully in many ways and will be greatly, 2.To develop and establish standards of achieve- missed. ment and performance for schools, teachers one of the five every year (rotating in numerical and course developers. order). Soon after that, leadership of the various NNE TESOL PRODUCES 3.To foster the recognition of EFL as a train- affiliates began discussing possibilities for creat- COMPREHENSIVE REPORT ing discipline within commerce, industry ing a sort of "umbrella" organization, which and vocational training institutions. was to be a compromise between maintaining Northern Ncw England TESOL has recently the status quo and merging of the five ;nto a produced a comprehensive report on ESL in. 4.To establish the priority areas for and deter- single affiliate. Due to a variety of factorsboth struct ion in Maine, New Hampshire and N'er mine effective approaches to teacher train- geographic and attitudinalthe umbrella idea morn entitled English as a Second Language in ing within business, industry, government never came to fruition. Northern New England; The Slate of the Art, etc. as well as to investigate potential teacher Then at TESOL '84 in Houston, Texas affiliate 1984. This report, prepared by current affiliate training facilities within T.E.P.P. leaders gathered once again to discuss unifi- president, Donald N. Flemming, discusses the 5.To establish a data bank to facilitate recnait- cation. In spite of varying opinions there full range of ESL-related concerns such as mcnt of suitable teachers into this area. emerged a consensus that neither a merger nor instruction at all levels, the roles of state and 6. To positively support and influence emu- an umbrella would best serve the needs of private agencies, and teacher training. To obtain TEXTESOL inetrs-crs around the state. Over a copy, contact Professor Flemming at the niereial publishers of course mat srials/software for this market. the summer, presidents and executive boards following address: Keene State College, 229 hammered out (and ultimately approved) a Main Street, Keene, New Hampshire 03431. 7.To establish a data bank for the exchange constitution for the Council of Presidents. of information about and possible access to LOS BESOL ELECTS 1985 OFFICERS The council consists of one delegate (the specialized courses (ESP-courses, ESC- president, president-elect, or immediate past LOS BESOL (Lower Susquehanna Pcnnsyl. courses, EOPcourses, etc.). president) from each TEXTESOL affiliate. A vania) is pleased to announce the new officers 8.To provide support and actively supervise representative from each affiliate may also at- for 1985; Douglas E. Dockey, presiani., ! mutual projects to produce syllabuses, course. tend council meetings, which are to be held Tere McLaughlin, first vice president; Kathy ware and teacher training materials, etc. twice a year (at the TEXTESOL State Con- Labe, second vice president; Debbie Williard, 9.To research significant didactic/linguistic vention in the fall and at TESOL in the spring). secretary.treasurer. Zandra Blowers and Bit problem areas encountered by teachers/ The offices of chair and recorder rotate among Jongsma join Stuart Foreman as membersat- administrators in this field. the delegates and all council members share the large. Phyllis Derr has accepted the position of responsibilities of communicating with the other membership committee chair. The officers and 10. To provide input and an exchange of experience in teaching English for interna- Texas affiliates, helping with the annual con- members extend their thanks to Linda Black, vention, and otherwise seeking ways to ad- past president for her fine service last year. tional business and affairs, using English as a lingua franca with added emphasis on vance the purposes of TESOL around the state. cross-cultural behavior training within lan- In its first meeting, the council elected offi guage teaching. cers for the first year. Dennis Cone (immediate past president of TEXTESOL V) was selected 11. To establish a data bank for the exchange as chair and Joe Davidson (president-elect of "4 of information on available research work TEXTESOL IV) as recorder. Other business relevant to T.E.P.P. included planning for next year's state con- TESOL members interested in this newly vention to be held in Austin and discussion of proposed interest section may write to: Richard the "Texas Roundup" traditionally held during Wilcox, Manager of Language Training, KWU, the TESOL convention. The next meeting of Postfuch 962, 6050 Offenbach, West Germany. the council was set for New York in April. TN .2/85 26 25 Report of the week, they attend their home school. In school-aged children. The local schools are addition, specialist teachers from the centres housing the program for the 3-5 year olds. visit schools on a regular basis to teach ESL Although I spent much of my time visiting Bilingual Education in classes. schools, I did arrange to spend one day touring At the primary level, children are taught by a the University of Edinburgh while serving as a Great Britain regular classroom teacher, assisted by a trained guest lecturer on "Bilingual/ESL Programs in ESL specialist. They do not leave their home the U.S., with Special Emphasis on Kentucky." by Maxine Elliott school for ESL classes. I spoke to post-graduate student classes at the Jefferson County Schools The Unified Language Service also provides Institute for Applied Linguistics, which is a part Kentucky in-service training for (1) ESL specialists who of the Department of Linguistics at the Univer- This past summer was quite an exciting ad- work in the schools and in the language centres, sity of Edinburgh. I was warmly welcomed and venture for me. I had the good fortune ofand for (2) regular classroom teachers who I enjoyec meeting many students from around visiting several elementary and secondary work directly with children whose home lan- the world who were there to study. The Institute schools offering bilingual/ESL ,....ograms in guage is not English. is a centre for research and development in England, Scotland and In addition, I A more recent development of the Unifiedlanguage teaching, and I was fortunate to be served as a giiest lecturer to the applied lin- Language Service is the provision for a pre- able to spend the day there. guistics classes at the University of Edinburgh. school program called "Bilingual Under-Fives." Great Britain's buildings, cathedrals, towers, The centres have de 'eloped teaching materials Repnnted from the Kentucky TESOL Newsletter, vol. 6, no. 2. and monuments dating back to Roman times and a series of video programs aimed at nursery December 1984. made history book stories come to life for me. However, visiting with modern-day ESL teach- Cambridge ESL ers quickly brought the trip into perspective. They, like all other ESL teachers, experience the task of teaching English to learners who are at varying levels of English proficiency. During New American English one school year these teachers served 50,373 limited English proficient children, according to the Inner London Education Authority Titles From Cambridge (ILEA), which is the governing educational body for the inner London school system. These Listening Tasks numbers break down into one child in seven in the ILEA schools who is bilingual, i.e., any child For intermediate students of American who regularly uses two languages but does not English necessarily have command of both. Statistically, SANDRA SCHECTER over half of this number (53%) are rated as being Provides practice in understanding authentic Amer- fully competent in English. The others are at various stages of English proficiency, ranging ican English, spoken at normal speed in everyday from beginners (14%) through intermediate or situations. Follow-up reading and writing tasks. second-stage learners (18%) to advanced or third- Student's Book: 27898-81 stage learners (21%). These children represent Teacher's Manual: 27897-X/Cassette: 26258-5 131 languages and a reservoir of linguistic skill and knowledge unequalled elsewhere in Great Britain, perhaps the world. Of this large number Speaking Naturally of languages, 12 (Bengali, Turkish, Greek, Communication skills in American English Spanish, Gujarati, Punjabi, Italian, Urdu, Chi- nese, French, Arabic, and Portuguese) are each BRUCE TILLITT and MARY N. BRUDER spoken by more than 1,000 students and together For intermediate students who need to communi- account for 82% of the ILEA's bilingual popu- cate effectively in both formal and iafcrmal situa- lation. tions. Recorded dialogues, informative readings The ILEA policy towards bilingual education about sociolinguistic "rules': pair practice, role plays. has always been that the le-zning of English has to be addressed first. ILEA asserts that in order Book: 27130 -4 /Cassette: 25007-2 .111111710111.1. to control access to the curriculum and to better equip students for life and work outside school, English must be the language taught in the Clear Speech schools. Little attention has been given to the Pronunciation and listening comprehension home language of each student. Advocates of in American English bilingual education have criticized the ILEA for JUDY B. GILBERT failing to acknowledge the significance of native language skills. However, in recent years, the A new approach to listening comprehension and ILEA has begun promoting a policy to more pronunciation through intonation, stress, and fully develop students' native language skills, as rhythm. Clear, nontechnical explanations for stu- well as their command of English. Evidence of dents accompanied by listening activities and prac- this change is the development of a program .-4t tice exercises. the Tower Hamlets English Language Centre in Student's Book: 28790-11 London in which 20 tutors provide 80 two-hour sessions a week for 1,000 students to learn Teacher's Manual: 28791-X/Set of 2 Cassettes: 24570-2 Bengali. This program is in its second year, and from all indications, it is well received. OTHER POPULAR TITLES IN AMERICAN ENGLISH: Functions of In order to better provide ESL instruction, American English and How to Survive in the U.S.A. the ILEA developed the Unified Language Service, a resource unit consisting of 10 language Outside the U.S.A. and Canada order from your usual ESL supplier, or in case of difficulty order directly from Cambridge University Press, The Edinburgh Building, centres located throughout London. Staffing Shaftesbury Road, Cambridge CB2 2RU, England. consists of a team of 90 trained English language teachers who provide support to schools by "se' working directly with the staff at the local schools offering ESL classes. At the secondary level, the language centres CAMBRIDGE UNIVERSITY PRESS offer classes for students for half the week 32 EAST 57TH STREET/NEW YORK, NY 10022/212 688-8885 (mornings or afternoons). During the other half

28 27 TN 2/85 poorer countries where the fact that one speaks Englis' at all is enough to qualify '1 one for the lob. The British Council can only open its services to Commonwealth members. Simi- Edited by Carol J. Kreidler larly, Canadian University Students Over- Georgetown University seas (CUSO) assists Canadians exclusively in finding overseas teaching positions. The USIA, mentioned earlier, naturally recruits A Citizen of the World most of its EFL teachers in the States, although a certain amount of on-location by Joseph Liebermann hiring is also done. Of these three, only the Ashiya University Council provides contracted teachers with The information presented here is a condensed version of two articles which appeared in the continuous information concerning future EFL Gazette in November and December of 1983. Collected over a period of time from wide openings that can affect career moves and geographical experience, this information is presented here to help those who wish to obtain provide dependability in what is too often employment outside of their own countries. C.J.K. an insecure profession. One of the most fascinating aspects of EFLapart from the EFL Gazette form The exact services and differences be- the EFL profession is its inherent mobility. a small minority of vacancies. tween these organizations are too specific It is a career with built-in wanderlust, more to thoroughly examine here. In general, than a hint of the exotic, and a potential Obstacles USIA recruits a handful of teachers each for expanding the horizons of all who join year to serve in its several bi-national Getting started in EFL can pose a doublecentres, the bulk of which are located in with it. Catch-22 problem. Most employers want In addition, teaching EFL has sev "ralto hire experienced people, but how doSouth America, though there is a scatter- unique advantages over other educational ing in Europe and Africa. CUSO often you get the experience unless someone firsthas positions similar to the U.S. Peace positions. It is one of the few careers in the hires you? Working overseas may be twice world in which frequent job changes can as difficult because there is also a visaCorps (another source of volunteer over- actually show up as an advantage on your seas-ESL teaching work) in nature, pre- problem. Very often you cannot be givendominantly in developing nations. The resume (as long as they are not too fre- a work visa, unless you first have a job. Yet quent). Council is more extensive, initiating teach- most employers will not give you a jobing centres and cultural organizations as Overseas experience is an excellent way unless you have a work visa. There arewell as acting as consultants for existent to get started, but the more varieties of itseveral ways to deal with both Catch-22programmes. you encounter, (refugee programs, business situations, and once again these depend programs, bicultural centers, varying levelsupon both your goals and your country of of age and ability), the better preparedpreference. In many countries, a four year Europe you will be to get a job back in your En- degree with experience "preferred" but The European countries where both glish-speaking homeland, where students not necessitated was enough to land manyBritish and American teachers may find from all nations may be mixed in yourworthwhile jobs. work are Spain, Portugal, and for another classroom. Citizenship can also be an obstacle in thefive years or so, Greece, while it makes its Where and how does the professional true internationalization of EFL because,transition into being a full member of the who is not satisfied with letting the world like many other trades, there is a fair EEC. come to his doorstep but desires to beamount of protectionism going on. This has Americans may not expect to receive surrounded and saturated by another cul- less to do with linguistics or politics than itwork visas for EEC countries in Europe. ture, get started in a life abroad? has to do with formal systems of education. Even British nationals must wait in line The answer largely depends upon the Books are being published now which takeuntil the non-native English speaking EFL teacher's country of origin. Non-nativeslight differences between British andteachers of certain countries find full em- speakers of English have little hope of American English in spelling and linguistics ployment. That shatters the dreams of work outside their home country in compe-into account, as an international Englishmany EFL teachers from Pittsburgh, who tition with native speakers, as long as a evolves. fantasize a job in Paris. trace of accent remainsunless they are And of course, within Canada, the U.S., Salaries are low in all of those countries multilingual and can market this to an ad- Britain and several other English speaking and many dubious quality, profit-motivated vantage. Quebecois Canadians brought upnations, there are restrictions on the grant-"street-corner" EFL schools exist which in a bilingual nation, but with their strength ing of work permits in job areas hit by will be glad to take advantage of any EFL in French, may still find dual EFL tx FFLunemployment. teacher willing to work under their condi- positions open to them in many third But discrimination based on citizenship tions. jobs in higher level and reputable world countries. or, rather, on where one graduated from,schools also occur, and these are often For citizens of Great Britain, the Britishcan be an important factor in getting jobsadvertised abroad. Council provides more job opportunitiesin many nations which subscribe to the In central and northern Europe, specifi- than any government agency in the world.supremacy of the basic educational sys-cally Holland, Sweden and Switzerland, The U.S. Information Agency does not tems of either England or America. there is also no law about the nationality of even run a close second. This is more true of EFL positions at the applicants save that, once again, there must be evidence that a foreign teacher is Like Americans, British Commonwealth primary and secondary levels than it is in tertiary education or business schools. Andnot going to create unemployment for an citizens have, alternatives to the British equally qualified resident before a visa Council. All universities have some sort ofof course, to balance this, there are many can be issued. graduate placement service, of varying de- Different institutions have various ways pendability. Newspapers, of course, are around thisfor example, if you are a the place most people think of looking for a student in Switzerland, you may be allowed job. Both the New York Times and the to work. So many foreign teachers first London Times have Educational Supple- become students in order to get a job. ments. The Chronicle of Higher Education is a paper devoted in its entirety to that Even in England there are some summer -subject: But announcements of positions in Continued on page 29

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ORDER BOOKS NOW, CALL TOLL FREE. I. 800-323-4900 IN ILLINOIS 312-679-5500 8511 .2.NATIONAL TEXTBOOK COMPANY Nu= 4255 W. TouhyAvenue, Lincolnwood IL 60646-1975 29 TN 2/84 Citizen paying as the Middle East) are rising now ica, there is almost a universal pattern of in Southeast Asia, primarily in oil produc- interesting jobs with low salaries, constant Continued from page 27 ing Indonesia. Crowded and poor, it is aopenings and accessible visas. courses which will hire Americans. And at far cry from the empty desert spaces of An exception is Venezuela, an OPEC na- International House, teachers who haveArabia, but the same conditions of freetion, which is stringent about local partici- done the I.H. training course are hired forhousing and transportation are provided pation, in this case a law stating that a ma- their network of European schools. These with the job. jority of employees in any educational courses are open to all nationalities, so it is There and a little further north, in Honginstitution must be Venezuelan citizens, possible for an American to teach in Lon- Kong and the Philippines, as well as inwhether or not they are as qualified to don. northern Australia, refugee programs forteach EFL as foreign instructors. British nationals seem to be found onlyformer boat people from Vietnam and Colombia is the leading employer of at the level of higher education in the U.S. Kampucheans are always in need of teach- EFL instructors in South America with where an instructor's publishing historyers at the voluntary level, while well paid Peru running second. Both locations pay and curriculum vitae mean more than coun-administrative positions are also open oc- about US$3 per hour (22.00) but cost of try of origin. In fact, university positionscasionally through Catholic Relief Services living is not high. worldwide seem to be internationalized toor the School for International Training in Many teachers with Rio in their minds a much greater extent than other positions.Brattleboro, Vermont. seek positions in Brazil only to find that In count:cs bordering on the USSR, In East Asia, China may still set sometheir reciprocal visa standards make this there are a number of Fulbright scholar- pulses racing with a spirit of adventure,nearly impossible for Americans. People ships available annually. but it's not nearly in the same position as itgo there anyway and teach, at their risk, Between Europe and the Middle East,was in 1979. Things have become a lot"under the table" for salaries that are the the situation in Turkey regarding EFL ismore sophisticated and even the Foreignhighest on that continentup to about much the same as in other mattersit is aExpert's Bureau has been replaced by the US$25 per hour (217). land between. Not as wealthy as its oil- Foreign Ministry where choosing teachers Mexico and especially Mexico City is a producing neighbors to the south, nor asis concerned. Also, after all of the initial constant and unfailing soume of EFL open- modernized as its European allies, with excitement wore off, many teachers found ings. Salaries are on a par with the cost of high inflation and a fluctuatingcurrency that the daily realities of life, especially in living, but that translates to a joke meaning rate, many EFL jobs there go begging for the cold and unheated north, were not to you don't save anything. Again, it's a place lack of takers. Some of these are at presti-their liking, and their pioneering spirits,for those to whom money takes second gious and capable private schools, but which previously could accept a salary ofplace to culture and gaining experience. here is a case where the supply of jobs US$300 (ca £200) per month for the sake exceeds demands. of selflessness, faded away. The attrition Middle East rate has been unduly high, but a core of truly dedicated teachers has remained and Education in much chof Africa 1F. deter- When people want to know where the mined largely by continuing contacts with best paying jobs for EFL are in the world former colonial powers which, after all, today, the answer is unhesitatingly the INVITATION TO SUBMIT established many of the national education Middle East, predominantly in Saudi Ara- PROPOSALS FOR TESOL systems still in use. These connections are bia. Starting pay there averages US$23,000 SUMMER INSTITUTES even more evident in private and parochial per annum (ca £15,000) with free fur- THE TESOL Executive Board is inviting schools there. In more rural areas, many nished, air conditioned housing, round trip institutions to submit proposals to conduct teaching positions are referred through the transportation, medical benefits, bonuses, Summer Institutes and Meetings on their Peace Corps, missionary societies and vol- and a month of paid vacation. I met one campuses. Applications should be sub- untary organisations. fellow in his third year there who was mitted 2-22,1 years in advance. For infor- Another source of higher level employ- clearing US$63,000 (ca 242,400) annually, mationand Guidelines for Summer Insti- ment in developing nations is the UNESCO tax free. On the down side is the social tute Proposals, write to:James E. Alatis, office in Paris which publishes, in French situation which many westerners find re- Executive Director, TESOL, 201 D.C. and English, a monthly listing of openings. Transit Building, Georgetown University, strictive, to say the least: the bulk of Washington, D.C. 20057. These include educational, administrative, employment is for men only; there is little and development positions. contact with the local population; hours There is a long list of other nations such are long and full; alcohol is forbidden; aother replacements are always welcome. as India, Malaysia, Jamaica etc., for which 'kind of celibacy is sometimes required;Hiring is done mostly by submitting resu-English is, in effect, the national language and policies from both school and govern-mes and other forms to the Peking Foreignalthough it may not be the most common ment officials are reputed to be inconsis- Ministry with duplicates to the consulatelanguage heard on the streets. In these tent or unpredictable. If one can make donearest you. Other jobs are availablelocations, English is generally taught as the with that, the money isn't bad, and somethrough sister schools, and a few alterna-first or second language by competent locations there do hire women or marriedtive programs. local instructors without much call for couples. Further north, South Korea plays a second foreign assistance. The Middle Eastern goldmine is limit ?tl, in salaries and opportunities only to Japan All in all it is clear that there are ample however, and since the initiation of two on the Asian continent. Visas are also easieropportunities for EFL instructors with var- eventsthe Islamic fundamentalist revo-to arrange in the former, sometimes instan- ied degrees of ability worldwide. Where lution in Iran, and the world oil gluttheretaneously, compared to eight weeks for Ja-one might choose to go depends a lot upon are trends that the future may not be aspan. In the latter country, however, jobs an ability to temper dreams with reality. golden for EFL teaching positions there. are more easily arranged from abroad and In many cases, one must let the job choose Some companies have already replacedadvertisements for teachers appear fre- you instead of vice versa. inany American teachers with less expen-quently in the range of publications pre- Joseph Liebermann is an EFL professor at Ashiya University, sive, non-native English speaking Middleviously referred to. The bulk are in private Japan and chairperson of English Education Services inferno. tional, a nonprofit making EFL employment service For Eastern teachers, most notably refugees business schools, mostly evening work, at details on EES1 write to: 139 Massachusetts Avenue. Boston, from Lebanon. a survivor's wage, considering the high Massachusetts 0211$, USA. cost of living there. Far East Reprinted with permission fromThe ESL Gazette.November and December 1983 Persons interested in subscription informa- As a small counterweight to that trend, Central and South America tion toThe EFL Gazette areadvise,: to write to Subscriptions Fulfilment, Manager, Journal Sales Department, Pergamon well-paying jobs (but not nearly as well- Turning next to Central and South Amer- Press. fleadington Hill Hall, Oxford OX3 OM England. , TN 2/65, 30 29 National Longitudinal Study of the Effectiveness of Ser- vices Provided to Language Minority Limited-English Pro- Went Students: Boston, Mk, New York. NY: Newark. NJ: Miami, FL Clevelend, OH, St Peul, MN, Espanola, Gadsden, NM, Dallas. San Antonio, Brownsville, TX; Los Angeles, San Frencisco, CA. Part -time positions, Persons with clessroom experience and background in ESL methods or in second language acquisition needed to assist in national study on Ohio Gniversity.ithens. The Ohio Program of Intensive Gulf Po *Whole: lea Thin,' Gehreln.'Sevirial positions education provided to limitedEnglishproficient students, Re- open, for EFL fecturers. Ph.D.' or MA.' in; English is seeking applicants for an Associate Director for External Programming. Responsibilities: recruit and register sponsibilities include clessroom observetion and deta collec- English or applied linguistics (preferably) and TESL/TEFL tion within public schools. Salery $8-12.60 per hour Send training:'or B A. in English'plus TESL/TEFL training; at least new students: develop and maintain relationships with soon- siring agencies, embassies. overseas contacts; develop ex- resume to: Development Associates. Inc., 2924 Columbia three years of TEFL/TESL experience, some overseas; know?. Pike, Arlington, Virginia 22204 edge of/experience in Middle East or with Arabicspeaking terns! programs Involving the intensive English program and students desirable. One position requires training/experience other academic units at Ohio University; position involves in testing/evaluation; another requires specialization In travel. Requirements: experience in an intensive English The Experiment In International living is seeking appli- CALL/A-V. Employment conditions: rank and salary depend program, particularly in recruiting and external program delve!. cants for ESL teacher supervisor for its refugee camp pro- onquilifications: two-year appointment, renewable; no taxes: °went: experience overseas, experience in writing grant grems in Penet Nikhom, Thailand end Galeng, Indonesia. ESL travel allowance for self/spouse/up to three children under proposels; M.A. ( preferably in ESL). Salary: *30-40.000 for teacher supervisors provide training to Thai and Indonesian 18 years: air-conditioned housing furnished: eighweek an- 12month administrative appointment beginning July 1. Ap- ESL teachers in theory end methodology end supervise the nual summer leave: other monetery and partial education plication deadline: March 15. Send resume and three recom- implementation of competency-based ESL curriculum for benefits (for children). Starting date September 1986. Send mendations to: Dr. James Coady, Chairman. OPIE Search refugees resettling in the USA. Quelifications: sustained Inquiries, or letter of application and resume to: Heed. English Committee, Gordy Hall 103. Ohio University. Athens. Ohio teecher training and supervising experience. ESL classroom Language Unit. Gulf, Polytechnic. P.O. Box 32038. Isa Town. 45701. AA/EOE experience overseas, gradual r degree in ESL or equivalent. Bahrain. Interviews in the U.SA.. Britain and Canada. and proven ebility to work in a team atmosphere in challenging Ohio University. Athens. Director for The Ohio Progrem of conditions. Salary: $15.600/year plus major benefits. Start- possibly et TESOL '86. Intensive English. Responsibilities: budget. stetting, curricu- ing Date: immediete openings both sites. To apply, send lum. testing. placement, teaching in OPIE or Linguistics current resume to: Mr. Peter Fallon, Projects and Grants, EIL, San Jose State University. San Jose, California. Assistant (minimum one course per year). liaison with university and Brattleboro, Vermont 05301. (802I 257-4628. AA/EOE professor. full -time, probationary position in English begin- community. Required: MA in ESL: teaching and administra- ning August 21, 1985. Qualifications: Ph.D. prior to appoint- tive experience in an intensive English program et an Ameri Florida State University, Tallahassee. Four assistantships ment: experience in teacher education; secondary interest can university. Desireble: overseas experience; Ph D. with at the Florida State University's Center for Intensive English desirable in either ethnic or interdisciplinary studies: evidence record of research and scholarly ectivity. Salary *30-46,000 Studies will be awerded to newly admitted doctoral students of scholarly activity. Salery: *20,148-524,216. Duties: Teach for 12month contract beginning July 1 Rank and possibility for endemic year 1985-1986. The awards will be given to. 12 u nits per semester (low roe. u n it courses:. These include of tenure dependent on qualifications. Application deadline. doctoral candidates in multilingual/multicultural education, English methods, teacher supervision. general education. February 16. Send resume and three recommendations to Dr (TESL/TEFL specialization). Duties are teaching part-time at and composition courses. Courses may range from MA. level James Coady, Chairman. OPI E Search Committee. Gordy Hell CIES.The awards are renewable annually. For further informa- to undergraduate. depending on the appointee's particular 103. Ohio University. Athens, Ohio 46701 AA/EOE tion, contact Dr. F.L Jenks, CIES-FSU, 918 West Park Avenue, abilities and experience. Committee work and other depart- Faint Graduate School of Psychology. Yeshiva Univer- Tallahassee, Florida 32306. Interviews mey be arranged at mental assignments required by university. By April 1. 1985 sity, Bronx, New York. Opening for an Assistant Professor of TESOL '85 by contecting Dr. Jenks at the convention hotel. submit letter of application, vitae and supporting documents bilingual education on a one year basis. Requirements: Ph D. to: Lou Lewandowski. Chair. English DepartMent, San Jose or Ed.D., native fluency in Spanish. interest and experience in University of Washington, Seattle. English MATESL ex- State Univiirsity, San Jose, California 96192. research. Responsibilities: teach two graduate courses per pected leave replacement. September 1986-June 1986. ass's- semester in linguistics: introduction. write; applied, Spenish tent or associate professor to teach graduate courses in linguistics and/or special topics seminar plus doctoral and second language acquisition theory, methods and materials. ACADEMIC DEPARTMENT HEAD predoctoral research guidance. Salery range. *16.000. introduction to TESL Aoki:cations by 28 February: appoint- *18,000 plus summer extra. Send resume, letter of applica- ment by 15 April. Write to Richan; uunn, GN-30. Foreign Languages and Bilingual Studies tion and references to Dr. Joshua A. Fishman. Ferkauf University of Washington. Seattle, Washington 98196. EASTERN MICHIGAN- UNIVERSITY Graduete School of Psychology. Yeshiva University. 1165 AA/EOE Morris Perk Avenue. Bronx. New York 10461. Continued on next page Eastern Michigan University is accepting applications for the position of Aca- demic Department Head to administer and direct the developmental, personnel, financial and operational activities of the Department of Foreign Languages and Bilingual Studies. Qualifications: 1) Ph.D. ASSISTANT DEAN/DIRECTOR from an accredited institution (or the 4A* equivalent combination of education and 0,44SDivision of Communication Programs experience) in a program offered by the Department: Bilingual Studies, French, (' Rochester Institute of T6chnology German, Language and International National Technical Institute for the Deaf Trade, Spanish, and Teaching English to Speakers of Other Languages; 2) signifi- p sirDescription Provide academic leadership for a division, cant academic experience in more than comprised of 100 faculty/staff in seven departments, which serves NTID students with varying communication and language skills. one area taught within the Department; Clinical and consumer services are offered by the division to 3) significant teaching experience at the students, as well as credit-bearing courses, for further development university level; 4) appropriate foreign and refinement of speaking, listening, speechreading, reading, residence (e.g., studies, travel); 5) native writing, sign and simultaneous communication skills. The division or near-native proficiency (oral and writ- faculty represents a commitment to the advancement of knowledge ten) in English and either French, Ger- incommunication-related disciplines and multi-disciplinary man, or Spanish; 6) appropriate adminis- approaches to, instruction, research,curriculum,assessment and trative experience; and 7) demonstrated advising, for NTID students. professional achievement. This is a 12- month position beginning August 1, 1985. Qualifications: Candidates must possess an earned doctorate and Salary range: commensurate with back- appropriate certification in, speech-language pathology, audiology, applied linguistics, English as a second language, education or ground and experience; liberal fringe applied psychology. In addition, administrative experience and skill benefits plan. To apply, please contact in sign communication is strongly preferred. Candidates must have the University for a standard application. demonstrated academic leadership, teaching, and research This application must be completed and competence in the area of communication and deafness. returned with a current curriculum vitae and graduate transcripts byMarch 15, Appirca!ion A letter of Interest, a current vita and the names of three 1985to: references, should be sent by February 15, 1985, to: Dr. Robert L. Whitehead, Chair, Eastern Michigan University Assistant Dean /Dire ctor Search Committee Personnel Office Department of Communication Research 310 King Hall Rochester Institute of Technology National Technical Institute for the Deaf Ypsilanti, Michigan 48197 One Lomb Memorial Drive, PO Box 9887 (313) 487-3430 Rochester, N'tw York 14623-0887 An Affirmative Action/Equal Opportunity Employer and Educational Institution RIT is an Affirmative Action/Equal Opportunity Employer

31. TN 2/85 JOBS Jakarta. Indonesia. TOEFL Instructors. Private language Colombo. Sri Lanka. Full-time English Language Consul- Continued from page 30 school in Indonesia teaks two instructors with TOEFL expert. tant. Qualifications: MA, or Ph.D. in applied linguistics or ence to teach at tw. offshore oil Installation. Due to nature of TEFL experience teaching/organizing ELT programs in a location. only applications from single male instructors can developing country: maturity/cultural sensitivity, capability of Anatolia College, Thessaloniki, Greece. Positions for be considered. Requirements are relevant experience, MA working in facilities below U.S. standards: selfmotivetion. master teachers beginning September. 1986 and beyond in a TESOL and ability to live in an isolated area. Overseas six-year EFL and 1.2 literature program, levels from zero to independence end organization essential. Duties: advise Uni- proficiency (850 experience preferred. Good salary. accommodations air fare. versity Grants Commission on ELT, including materials deve l TOEFL). 25member department within and other benefits. Please rush resume. three references and Anatolia College, a private Americansponsored secondary opment needs analysis, syllabus design, in- service teacher letter of application to: Jim Wrightsmen. ILP, JL. Ciomes training, testing/evaluation. encourage inter university devel- school for Greek youth. Qualifications: minimum M A /M S. 7 Kebayoran Baru, Jakarta, Indonesia. opment of consistent standards/methods; some teaching; Ed. In applied linguistics/EFL or English and American litera- participate in seminars/conferences/symposia. Employment ture. Experience: extensive-preferably overseas-at the terms: one -year contract. renewable; round-trip travel, in- secondary and/or university level; directing of extracumcular San Francisco State University. TEF/SL tenuretrack country travel: shipment of personal effectsi housing; health/ activities, e g., publications, drama, forensics, sports and opening for assistant professor, 8/85. teaching MA. TEF/SL. hobby clubs. Benefits: 3-year initial contract, partial payment ESL and undergraduate linguistic courses. Salary: $22,000- life insurance; salary: $20.000 Starting date: May 1985. Contact: Elizabeth H. White. Area Director-Sri Lanka. The In US$; rent-free. furnished, maintained campus hou..lng: 27.000 Qualifications: Ph.D.: experience teaching EF/SL. Asia Foundation. 550 Kearny Street. San Francisco, Califor- academic preps ration to teach graduate level TEF/SL courses. Blue CrossBlue Shield; transportation and shipping. Candi- nia. Telephone: (415) 982.4640. dates should send a complete resume to: Michael R. Bash. Complete job description available from Chair. Full curriculum Chairman, English Department, Anatolia College, Theses. vitae and dossier required by March 15, 1985. All applications ioniki. Greece. acknowledged. Minority candidates are strongly urged to apply. Write to:Thurston Womack. Chair, English Department. Izmir. Turkey. The Turkish American Association. a Bina- San Francisco State University, 1600 Holloway Avenue. San tional Center. is looking for a Teacher Trainer/Academic Cambridge, Massachusetts. Harvard Summer School an- Consultant. Requirements: MA. in TESOL or related field. ticipates possible openings for instructors in the eightweek Francisco. California 94132. Telephone: (415) 469.2265. AA/EOE two years of teaching experience, and some teacher training summer intensive English program. June 19August 16, experience. Salary: $8,000, round trip transportation. One 1985. Qualifications: M.A. in 1ESL or equivalent significant year renewable contract. Letters of interest and curriculum post-degree teaching experience, preferably at collage level Institute for International Studies and Training. Japan. vitae should be sent to: Assistant Program Miter, Room 304. In the United States. We seek applicants with knowledge of. Six -month opening for Teaching Associates in the Intensive United States Information Agency, Washington, D.C. 20547. and experience in. English for academic or professional English Program for Businessmen from late August '85 to purposes, also strong teachers at bSginner end lower inter- early March '86. Candidates should be unaccomparied males mediate levels. Most instructors will guide a teacher-in- between the ages of 25 and 35, with EFL/ESL training and training. A few posit. ns may Involve some evening teaching Northeastern Illinois University, Chicago, Illinois. Open- experience. Remuneration is v 250.000 monthly salary (cur- ing for a tenuretrack assistant professor for September Salary: $4200. Write, with resume. before TESOL Convention, rently about $1,041) and free lodging in a campus dormitory. 1985. Qualifications: Ph.D. in linguistics. We are particularly to Anne R. Dow, Director. ESL Programs, 301 Sever Hall. International travel is not provided. Duties include classroom interested in en individual who will strengthen our work in Harvard University, Cambridge, Massachusetts 02138. leaching. LL monitoring. and a residential commitment in a AA/EOE. some areas of applied linguistics. Please submit only a CV dormitory. Address resumes and Inquiries to English Depart- and brief letter stating your interests. We will contact individ- mant TA Search Committee, IIST, Kemiide 1650-3, Fuji- uate to request supporting materials. UNI Ise statesupported Tokyo. Japan. The Simul Academy of International Com- nomiya City, Shizuoka, Japan 418-02. commuter university offering programs at undergraduate and munication, a private language school, has full-time teaching masters levels In numerous fields including linguistics. Salary positions open starting October, 1985. Simul Academy. the American University in Cairo. Egypt. Division of Commer- range: to $2200 per month with a ten -month contract. By education division of the Simul Group which includes Simul cial and Industrial Training. Positions teaching general English March 1.1985, send materials to: Search Committee, Depart- International, Inc. and the Simul Press, has programs emphe for most part, also ESP. Beginning September 1985. Will be ment of Linguistics. 5500 N. St. Louis Avenue. Chicago. sizing the teaching of English as an International language. located in Cairo or in a provincial city such as Mansura or Illinois 60625. AA/EOE also courses for interpreters, translators, and business people. Minis. Two-year contracts renewable. Housing. Transporta- Requirements: teaching experience: degree in TEFL or related tion. Salary dependent on qualifications. M.A. required. Ex- field. For teachers in the business programs, a background in Miyagi College for Women. Sendai. Japan. The Depart- business and/or economics is required. Starting salary: perience abroad. some knowledge of Arabic helpful. See Michael Liggett at TESOL 85 or write Michael Liggett. c/o ment of English end American Literature seeks two teachers V 300,000 to 350.000. Benefits housing subsidy; transporta- for AY 1985.86 starting in April. Qualifications: M A. for both tion: one-way return air fare Send resume with cover letter Priscilla Blakemore, American University in Cairo. United Nations Plata, New York. NY 10017. Telephone: (212) 421. teachers One needed to teach comparative culture, possibly to Simul Academy. 1.5-17 Roppongi, Minatoku, Tokyo 106, oral English, English or American life and culture, survey of Japan. 6320. Address in Egypt: CIT Division, Room 207. New Cam- pus. American University in Cairo, P.O. Box 2511, Cairo. Christian civilization, etc. TESL teacher to teach mainly in oral Telephone: 29011, Ext. 6882. AA/EOE. program but possibly some of the aforementioned courses, if qualified. Desirable: some knowledge of spoken Japanese; college level teaching. Terms of employment: one -year con- Assistant Professor Okayama YMCA, Japan. Position for a full -time English tract beginning 4/1/85; contract renewable if mutually agree. teacher, native speaker (female), at the Okayama YMCA able. Salary dependent on experience and rank; two-month ENGLISH DEPARTMENT beginning April 1, 1985. Appropriate university degree and bonus in summer end winter: generous housing allowance; Indiana University of Pennsylvania teaching experience. Two-year contract available. For appli- round -trip transportation. By February 15. apply to: Mr. Takao cation contact Dean Yujiro Koizumi, Kobe YMCA, 7.15, Kano- Yernagete. President. Mimi Women's College, 9.1-1, Saku- cho 2-chome, Chuoku, Kobe 650 Japan. Telephone: (078) ragaoka, Sendai, Japan 980. Indiana University of Pennsylvania in- 241-7201. vites applications for a tenure-track position (Assistant Professor) in the English Colorado State University. Ft. Collins, Colorado. Tenure Department beginning September 1985 track assistant professor position effective fall 1985. Training with specialization in ESL/applied lin- and expertise in general linguistics with emphasis in syntax, JOB NOTICES semantics and discourse analysis: statistical methods in guistics. Doctorate required in applied literary research. Ph.D. end interest in TESOL applications Notices of job openings, assistantships linguistics, TESOL or related field. Quali- required. Knowledge of modern composition theory and prec or fellowships are printed without charge fications include teaching experience in tice and teaching experience desired. Send application and vita by February 20, 1985 to Rosemary Whitaker, Chair. provided they are 100 words or less. TESL/TEFL and evidence of scholarly English Department, Colorado State University, Fort Collins. Address and equal opportunity employ- promise. Responsibilities include under- Colorado 80523. CSU is EO/AA employer. er/affirmative action (EOE /AA) state- graduate ESL, introductory courses in ment may be excluded from the word linguistics and ESL methods for teachers, The George Washington University, Washington, D.C. count. Type double space: first state and graduate courses in the MA TEFL/ English for International Students. GWU, announces two f ull name of institution and location (city, TESOL and Ph.D. Rhetoric/Linguistics time. non-tenure-track, one-year, renewable, Adjunct Instruc torships for 1985.86. Duties include 12 hours teaching per state/country); include address and tele- programs. Teaching experience in a col- week plus concomitant nonteaching assignments; salary in phone number last. Do not use any ab- lege or university is preferred. The can- midte ens. Candidates should hold. Master's degree in TEFL. breviations except for academic degrees. didate should recognize that a significant linguistics. or related field, and should have had at lent three years of full-time university teaching experience. Application Send two copies to: Alice H. Osman, TN part of the teaching load (a total of 12 deadline: 31 March 1985. Send to Dr. Shirley M. Wright, Editor, 370 Riverside Drive, New York, credit hours per semester) will be in Director. English for International Students, The George NY 10025, U.S.A. If copy requires clari- undergraduate composition and literature Washington University, Washington, D.C. 20052. AA/EOE fication, the Editor will call collect. Please courses. Participation in departmental, note: no tear sheets are sent for free ads. college and university committees, con- Ferris State College, Big Rapids, Michigan. Position open for instruction in ESL in Intensive English Program beginning A fee. is charged for longer job notices ferences and workshops is also expected, spring term, March 5, 1985. Temporary appointment with or if an institution desires a special boxed as well as occasional teaching at nearby possibility of subsequent regular appointment. M.A. and notice. Due to space limitations, a half- branch campuses. We are partibularly teaching experience in ESL are minimum requirements. Send resume and other supportive information to: Mr. Daniel L column (5") size is strongly encouraged. interested in seeking minority candidates For rates, please write or call Aaron Ber- for the position. Burcham, Director, Student Development Services. Ferris State College, Big Rapids. Michigan 49307. Telephone: (616) man, TESOL Development & Promotions, Salary is competitive, plus excellent 796.0461, ext. 3190. P.O. Box 14398, San Francisco, California fringe benefits. Send application to: Dr. 94114, U.S.A. Ronald Emerick, Search Committee, Saudi Arabia.,Robert Ventre Associates, Inc., a consulting See page 2 for deadlines. Late job Leonard 110, IUP, Indiana, PA 15705. company, is looking for ESL instructors and managers for Present and future openings at the programs in Riyadh and notices accepted provided there is space. Application deadline: March 15, 1985. Tali. Please direct Inquiries to: Robert Ventre Associates, Inc., Call TN Editor (212) 683-5819 or (718) IUP is an affirmative action/equal opportunity employer. 10 Ferry Wharf. Newburyport, Massachusetts 01950. Tele- 628-8546. phone: (617)462-2550.

32 31 Macmillan ESL A program for every level

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EeachersofEnghihtô Speakers of seetanguages: :vaajetindotStavioiard as sSei Officers 1984.as , .... , rsee Fri:Merit,: ,Seceisd Vice President Tea H: Blateti ' Jean Handscombe" , ,, ' " - ;Jean McConochie .,,k3101 Raissistie Reid ,!:.,,. North York Board of Education ' . Pace University,' FilikPalegCalifoink0190221::, ,,,, Toronto, Ontario M2N 5NS 'New,York;yey,terk 10038 er.k.it;4,1L-,,--,..-.1'1"., ',.-.,.." \ ',..i . , %. .' MiAbas;Freniis C. Hainmond jr.,High Sehikil, 'Alerandria,' Virginia; Jeffrey P. BWght, City C011ege of Chicago. Chicaio, lilois, Marianne Celce-ifircia, ' c University Z.f,GeNtesolai California; JoAnn Crandall: Center for Applied LinguIstics;Washnlgton, D C ; John Haskell, Temple University, Tokyo. Japan; Holly I.: Jacobs, Marlatta;Ierliat 14 nivel-ski of Illinois at Chicago, Chicago, Illinois. Darlene Linen, New York University, New york; NewYork;Penny Larson, ,San Francisco gentles; Si lionised,' California; Liu I:: Loniteed; Instructional Design Internationals , Inc.; Washington, D.C.

..3'iseesiii4itireelor- James S.Alatis.. , GeorgeroWn UnCvarsitY, Washington, at.

.Wahington D - ., Cannrs Hon Coordgeini: noreinerie Lilt:in:Washington:D.0. ,-,..1. Aaron Berman, San Francisco. California ... 'Field &niece Coordinator :Susan Bayley, Washington, D.C. ...,..,.; .., 'Edith- iiioi. iiiiuniettir ' ' 'Eider,' Goireessitrs 154iiii . ''':.` ''''''':, ''' - - Alice H.?I" Osman ,- . . Jerry _Messec-" F H. LaGuardia Community College, CUNY' Florida State University 50014.4--.>,:';;1", .LLaniashind City;- New York 11101 Tallahassee, Florida 32306 1 4.1- ti',1-vul.V: -r.', meinberahlp ncIudes a mbsiii n, to thi.TESOL rtelg and the ITSOI:Newalitter, Anitialiiiinibership' Sates :Regular MeMbeiship, i3d; Student' t half-time .stud6:816.; Joint Membershiis'(two=meMber household), $49.50; Institutional meinbership, $49.50; ;...,..:;,: ', .... lifilttlXiiiik-at. .,giembinhiii.e141e4k Parinrofeistionid,'Retired: Unemployed or Volunteer membership, $16.50. Additional mailing fee: Foreign surface mail add $5 the...,,....finlien'aietind144d $15. Please make check in U.S: funds' drawn on a U.S:: bank payable to TESOL. Mail to; TESOL Central Office, 201 D.C. Transit .6011.Lc11411014?"#1,I.,1#:.e#1ty:Wits1#gsztt;5pc :,:20057 ..Telephone:,(202) 8257:159 . For change of address or ,Other information;,,write to TESOL at the .

.4,4,.... w5,....,,dt$1,--;,;(4.',441:,,-;,,ii:g14: sAi,s.:,,,,,:. '''';`,..reiz,-;-.~..(,-;:',.; , ., ,.- ,,, * ,,,,,,..' t: -... - - .. 4.-"it'V-Z.K4v:',1"1",;',.R.ik",,e.C4Tix..0...,,.X.)...vf,f,' -.,',,'.'':,,It' ,,,e,',.;,i,s1;:;,..i,W.,..;,','._ Y ,, , :_ ..., ., :. . -..,.,.,, TESOL, 201 D.C:Transit Building, Georgetown University, Washington, D.C. 20057 U.S.A. TESOL NEWSLETTER VOL XIX, NO. 1, FEBRUARY 1985

NON PROFIT ORG. U.S. POSTAGE PAID Bloomingh,n, III. Permit No. 16

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- 33

Ate'#0.00S-044M. 07-7 Vol. XIX No. 2 Teachers of English to Speakers of Other Languages April 1985 TESOL Gears Up Relaxed Reading in ESP by Margaret van Naerssen for Summer Meeting Hong Kong Polytechnic

by Mary Bandas Relaxed reading can be a valuable source of input for subconscious acquisition of English as well Georgetown University as a source of professional cultural orientation for students of English for specific purposes. But many science majors, for example, have little interest in general literature in English. And those that Plans are in high gear for the annual might, usually find their study, work and personal priorities do not allow for much general reading. TESOL summer meeting which will be However, they may be willing to consider literature that focuses on their specialty areas. held on July 12 and 13 at the beautiful Intercultural Center at Georgetown Uni- In a study of college students and their com- also the type that had been "flashlight under the versity. Under the able direction of GU's positions, the reading habits of some students covers" readers when they were younger, i.e., Joyce Hutchings and CAL's Mary Niebuhr, were examined in order to look at the role of those who, after being told by their parents, reading as input for writing. Students who "Stop reading and turn off the lights," continued it appears that it will be a smashing success. wrote clear, well organized compositions also reading with their flashlights under the sheets. A host of stimulating workshops, special frequently read magazines, newspapers and (Krashen, in press) sessions, plenary speakers and papers, as other material for pleasure. These students were As teachers we may o: may not be able to change the reading habits of our ESP students significantly. However, by providing reading of high interest to students, we might be able to encourage some to do relaxed reading who might not otherwise read any English outside of technical materials due to study, work or other _do priorities. There are several compelling reasons for encouraging this kind of reading among students of English for specific purposes: 1) It promotes second language acquisition by providing appropriate input under favorable conditions (as such readings would tigels have high interest and would be selected for general reading difficulty).

)6-'6 2) It provides professional cultural orientation. 3) It provides exposure to general English. 4) It is supportive of the non-native English teacher and those native English-speaking Continued on page 6 The Intercultural Centerat Georgetown University well as several gala social events, promisesthe University of Michigan will hold apoint out the relevance of the Michigan to provide a professionally profitable andpanel discussion in which they will try to approach to language teaching today. The socially pleasurable time. present an accurate notion of what Fries panel will consist of Russ Campbell, Rob- Among the highlights on the academicactually did and said as opposed to whatert Lado, Betty Robinett, Robert Di Pie- side are the two widely-known and re-was "exported" for use in other places.tro, Jerry Strain, Bill Norris, Fred Bosco spected plenary speakers, Henry Widdow- They will show that what actually went onand others. This promises to be a fascina- son from the University of London and in the program was much closer to what ting panel. Lily Wong Fillmore from the University we are still successfully doing today than Also, a "What Works" Workshop is being of California at Berkeley. They are sched-is generally believed. They will show that uled to speak on Friday and Saturday planned. Kay Scruggs is moderating a he actually created a total language teach-panel of teachers who will present short mornings respectively. In addition, a grouping environment, not just a series of pattern of veterans from the Charles Fries era at practices andanbstitution drills, and will Continued on page4

TN' 4/85 3 4 1 Pudic &dd. Itote tode Nosedou

It is February 18 in a cold and snowy Toronto. I fins their contributions to TESOL particu- On my desk is the TESOL election material for larly impressive. Consider the collective number 1985-8 it is decision time again! of hours which they have already contributed This year, as incoming President, I have a as Affiliate and Interest Section leaders, as particular interest in who is elected since those conference organizers, as members of TESOL individuals will be my colleagues on the Board committees, as advisors to and writers for our for the next 2-3 years. We will spend some Quarterly and Newsletter, as readers of Con- intense hours together engaged in such tasks as vention proposals, as speakers at professional hearing reports from the various TESOL and political gatherings. In other words, they all Standing Committees and advising on future come with plenty of experience of what it is like action which they might take, reviewing to be a TESOL volunteer! recommendations from our two major Councils Their statements of philosophy, too, show "(Affiliate and Interest Section), debating the keen insight into many of the issues facing the pros and cons of proposed convention and organization at this time the crucial need summer institute sites, wrestling with the dif- to keep teacher and researcher in close and ficult decisions that must be made around the respectful touch with each other,the growing budget, and discussing suggestions from our complexity of TESOL as new Interest Sections Executive Director and the Central Office staff are added which deal with areas that had as to how the organization can be run efficiently previously received little attention in our publi- and effectively. Since we meet as a Board only cations and at our conventions learner groups twice a year once at the annual Conventionsuch as refugees, professional groups such as and once in October we will also be con- program administrators and media groups such tacting each other on a regular basis by mail as computer-assisted language learning,the and when necessary by telephone. And we will differences which must be taken into account in be taking every opportunity to meet in twos or serving members who teach in English-speaking threes when our paths happen to cross at local countri s in contrast with those who work in conferences or when we are just passing through countries in which English is a foreign language. each other's home towns. They are, in short, a thoroughly professional During the three years that I have been on the group of colleagues, all of whom I, personally, TESOL Executive Board, there have been times would be delighted to work with on the Execu- when we did not always agree and consensus tive Board. I intend to keep my copy of the was hard, if not impossible, to reach. Of course, information supplied to us on the 11 candidates given the diversity of interests which we repre- and it will be one of the items which I show to sent, it would be most surprising if there were people, who ask, 'Well, what is TESOL any no differences of opinion. But through our work on the Board, every one of us has de- Though the results of the elections will be veloped a broader view of who and what the known by the time you read this, I would like to organization represents. Clearly in evidence, take this opportunity to record my appreciation too, has been a strong commitment to making to this year's nominating committee Anna TESOL work not just for its members but also Uhl Chamot, Liz HampLyons, Mary Hines and for its members' students a commitment Richard Orem and to Linda Schinke-Llano, the which takes us right into the thorn-filled arena committee's painstaking and meticulous chair. of local, national and international politics. Above all, I would like to thank every candidate Heady stuff, indeed! who agreed to stand Joan Morley, Henry When I read through this year's election in Widdowson, Michele Sabino, Lydia Stack, Elite formation, there is no doubt in my mind that all Olshtain, Hector Pena, Denise Staines, Andrew whose names are on the ballot are equal to the Cohen, Miriam Lykke, Carole Urzda, Dick task. I was very pleased to see the diversity of Allwright, Rosita Apodaca and Mary Ashworth. TESOL represented by the candidates diver- I am proud to be associated with you. sity in terms of primary Interest Section membership, focus of their work (classroom teaching, research, administration, teacher training, materials development), parts of the world in JEAN HANDSCOMBE which they live and have lived, native and non native speakers of English, males and females.

TN Calls for Articles for Topical Issues

The TESOL Newsletter is planning several teaching reading in ESL or EFL (due April issues in the near future with a concentration of 15, 1988 for the August '88 TN) articles on selected topics. Articles on the following topics are invited at this time: Manuscripts must be typed double-space and should not exceed six pages. Send four copies to teaching listening comprehension (articles Alice H. Osman, Editor, TESOL Newsletter due August 15, 1985 for the December '85 (see address in column 1 on this page). For the TN); preparation of the manuscript, ask the editor teaching English internationally, i.e., out- for guidelines or follow those in recent Decem- side the U.S., U.K., Canada, Australia and ber issues of the TESOL Quarterly. Authors are New Zealand (due December 10, 1985 for advised to specify the topical issue for which the April '88 TN); their articles are intended. Watch for TESOL '86 Call for Papers Direct Mailing to Members 35 TN 4/85 TESOL OFFICERS AND EXECUTIVE BOARD MEMBERS 1985-86 Executive Director James E. Alatis announced TESOL election resultsAllwright who will serve as member-at-large, and Hector M. Pella and shortly after the counting of the ballots on March 8, 1985. Carole Urzita who will serve as representatives respectively of the 'Affiliate and Interest Section Councils. Joan Morley and Michele Sabino will serve as first and second vice presidents respectively during 1985-88. Jean Handscombe (vice president Continuing Executive Board members are Penelope M. Alatis (to in 1984-85) succeeds to the position of president. 1988), Charles H. Blatchford (to 1987), Jeffrey P. Bright (to 1987), Marianne Celce-Murcia (to 1987), JoAnn Crandall (to 1988), John Haskell Elected to three terms (1985-88) on the Executive Baud are Richard (to 1988), Elliot Judd (to 1987) and Jean McConochie (to 1988).

FIRST VICE PRESIDENT PRESIDENT SECOND VICE PRESIDENT

Joan Morley Jean Handsciiinbe Michels Sabino The University of Michigan North Board of Education University of HoustonDowntown Ann Arbor, Michigan, U.S.A. Toronto, Ontario, Canada Houston, Texas, U.SA EXECUTIVE BOARD MEMBERS

Penelope M. Alatis lUdsard AllwrIghs Charles H. Blatchford Jeffrey P. &right Francis C Hammond, jr. S. Member.m.lak: Past President interest Section CouncilRepresenuthe Alexandria, Virginia, U.S.A. University of lancaster Fair Oaks, Callfanb,USA City College of Chicago Lancaster, England Chicago, Illinois, U.S.A.

Marbuine Celce.klurcla JoAnn Crandall John Haskell Member.m.large Member Past President University of California, Los Angeles Center for Applied Linguistics Temple University Los Angeles,California, USA Washington, D.C.USA Tokyo, Japan

Eillotiodd Jean McCOnochle Hector M. Pella Carole Ursula AniseCouncil Reprdentadve Past Second Vice President Affiliate Council Representative interest Section Council Rqxesentadve University of Illinois Pace University Bayamon Technological University College UP.R. Lewis and aark College ChknnMo,1111 PS.A. New York, NewYork USAF Sayan)* Puerto Rico,USA. Portland Oregon,USA. 36 3 Georgetown Setting for SUMMER INSTITUTE OFFERINGS 1 1985 LSA/TESOL by Fran Smith Institute Georgetown University The School of Languages and Linguistics, The nearly 60 courses plus workshops, meet- During the first half of the institute, Marianne ings and conferences of the 1985 LSA/TESOL located in the new Intercultural Center of Celce-Murcia will provide an introductory Georgetown University, is the site of the 1985 Institute will afford many opportunities for course, ESL/EFL Methodology for Beginning LSA/TESOL Institute. The SLL, as it is called, formal and informal exchanges between class- Teachers. Earl Stevick will present a survey of room teachers involved in teaching languages, has been a leader in the fields of languages and language teaching methodologies in Language linguistics and the integration of the two since and linguists who study language. In the past, Teaching: Images and Options. Russell Camp- the interests of these two groups have not its founding in 1949. Georgetown, the oldest bell will deal with the needs of students in Catholic university in the United States, has a always appeared as close as they really are. The various academic, professional, and occupation. goal of the 1985 Institute, Linguistics and Lan- long tradition of providing a cosmopolitan con- al contexts in English for Specific Purposes. text for learning. In the SLL, American and guage in Context: The Interdependence of Michael Canale will explore the field of language Theory, Data, and Application, is to dispel old international scholars and students explore to- proficiency testing in minority and majority gether new approaches to understanding lan- illusions and replace them with more realistic contexts in Second Language Assessment. Rob- and useful perspectives on language and language and communication. ert Lado will offer a Seminar in Early Reading. The campus is located in the neighborhood guage teaching. And Roger Shuy will survey the applications of Many of the 57 two- three- and six-week of Georgetowna quaint, historic area easily sociolinguistic research to classroom teaching as recognized by its brick townhouses and side- courses are designed especially for TESOL part of his course Linguistics in the Professions. professionals. Mark Clarke John Fanselow, and walks and old-fashioned street lamps. Once an Equally exciting courses will be offered dur- independent city, it was incorporated into the Michael Long will offer six-week courses on ing the second half of the institute. ESL/EFL TESL methods and techniques. Clarke will city of Washington, D.C. in 1871. The two teachers who would like to know how they can major streets in Georgetown, Wisconsin Avenue focus on Techniques for Teaching Reading and use their own experiences to shape the future of Writing in ESL; Fanselow will offer Observation and M Street, are lined with some of the city's their profession will find themselves in the finest specialty shops, gourmet restaurants, and for ESL Teachers; and Long will review current forefront of current trends in Classroom Cen- theory, research, and practice in second lan- night-time entertainment spots. tered Research on Language Teaching and And, of course, the city of Washington pro- guage teaching in TESL Methods for Experi- Learning, taught by Kathleen Bailey. In a two- enced Teachers. vides a unique gathering place for people from week course, Lily Wong Fillmore will examineall over the world, especially those interested in For those who cat ome for only two or three Instructional Issues in Second Language Learn- weeks, three-week courses and special two- ing. Evelyn Hatch will teach Linguistics and representing their concerns before world leaders. week workshops will also be available. The Washington, thus, will provide a natural context Reading. And Diane Larsen-Freeman will offer for the exchange of ideas expected at the 1985 three-week courses will run from June 24- July two courses designed to help teachers make 12 and July 15 August 2. LSA/TESOL Institute. Continued on next page Participants will also be able to take advantage of the largest concentration of museums in SUMMER MEETING the United States for which admission is free, numerous historic sites, and theatres, as well as Continued from page 1 the beauties of the surrounding Chesapeake presentations of specific, practical class- Bay region and the Blue Ridge mountains and room techniques. This has been successful valleys. The annual fireworks display over the recently at WATESOL (Washington, D.C. National Monuments on July 4 will be a mem- Area) conventions and is a boon to those orable experience which everyone will enjoy. who are looking for practical applications So, come to the nation's capital this year to hear of the theoretical language-learning theories and be heard, to explore language and ways of which are often the major part of many teaching it, and to discover new paths of personal growth in this unique setting. conferences. by Fran Smith Of course, there will be a wide selection of papers presented on various aspects of orable sites. There will be plenty of food ESL/EFL. Everyone is invited, and you and drinks and a live band for your danc- are requested to submit proposals for this ing pleasure. This will undoubtedly be the core of the program. Newcomers to popular, so early reservations are recom- the field are especially encouraged. This is mended. a good opportunity to get your feet wet The TESOL/publishers' party will take and/or try out presentations you plan to place on Saturday evening. This will be submit for the larger conferences. It is a held in Copley Lounge, a beautiful hall in marvelous chance for first-timers to startMichigan on The Art and Science of Ma- medieval style. A Renaissance ensemble their TESOL involvement since the environ-terials Development. This should be ex- will roam throughout the building to pro- ment will be low-key, non-threatening and tremely helpful for wot Id-be authors and vide atmosphere and complement the of manageable group size. teaches who perennially need to supple- decor. Among the special sessions planned is a ment textbooks. Since there are other functions taking Software Fair, executed by WATESOL's Needless to say, the TESOL summer place at Georgetown on the same week- computer specialist, David Wyatt. Here, meeting will,pot be all work and no play. end, housing on campus will be limited, people will be invited to show off theThe meeting will begin with a gala wel- but there will be a few 4-person apartments materials they have created for computer-come reception from 8:00-10:00 p.m. on for those who register early. A list of assisted language learning. David hasThursday evening, July 11 in the elegant nearby hotels and motels will be mailed to worked extensively with M'ATESOL inGalleria of the Intercultural Center. This is all who preregister, so early registration is this area giving numerous presentationsan excellent opportunity to renew old ac- encouraged. There will also be low-cost and professional development seminars. quaintances and meet new people. On meal plans in the campus cafeterias. More And this is the tip of the iceberg. Else- Friday evening, the exciting double-deckercomplete information on these can be where in this issue you will see calls for "Spirit of '76" bus will transport you to the found elsewhere in this issue. participation, which are eagerly awaited. Washington Marina where you will board All in all, the TESOL summer meeting Among the workshops already in the plan-"The Diplomat" and sail up the Potomac promises to be a memorable and reward- ning stages is one by Joan Morley and by moonlight past the Kennedy Center,ing event. You can't afford to miss it. See Sandra Silberstein from the University of the Jefferson Memorial and other mem you there! 37 TN 4/85 Linguistics for the EFL Insurance Report: Teacher: Trivial Pursuit Catastrophe Major Medical Plan Offered or Raison d'etre? Readers are reminded that TESOL offers five different group plans of medical and term life Seriously now, on a scale of 1-10 of "Things insurance. The insurance administrator, located in the U.S., is often prohibited by laws of other I Would Like to Know More About," where countries from distributing promotional material in those countries. However, TESOL members would you put "linguistics"-5... 7 ... 2? If you outside of the U.S. may write directly to the insurance administrator forinformation and theywill would like to raise that score, you might con- be accommodated. To obtaininformation on anyof the plans, please write to Albert 11. Wohlers sider some of the following topics to be dis- Insurance, 1500 Higgins Road, Park Ridge, Illinois 60068, U.S.A. (See alsoTESOLNewsletter, cussed this summer: October 1983, p. 2.) The report below highlights the terms and benefits of the catastrophe major "A Phoneme Is a Phoneme Is a Phoneme" medical plan. During the 1941 Linguistic Institute, the most Enrollment Period Is Now widely attended and fully discussed course was the Introduction to Linguistic Science. Interest A special enrollment period is now in progress in the course was primarily due to the rapid for the TESOL $1,000,000 Catastrophe Major changes which linguistics was undergoing at the Medical Insurance Plan. During this time, en- time. As a result of all the disagreements over rollment is open to all members and spouses basic concepts, a student reporting for the regardless of age. Unmarried dependent chil- university newspaper defined "phoneme" as an dren from birth to age 25 also qualify. Accept- "auditory hallucination of voices and spoken ance is guaranteed. Enrollment closes June 15th. words." The Catastrophe Major Medical Insurance By taking Introduction to Linguistics with Plan provides insurance protection designed to Hal Ross at the 1985 Institute, you will find out take over after basic health insurance benefits about phonemes, and much more. Ross is an are exhausted. Skyrocketing hospital and nursing home costs, escalating doctors' fees, expen- enormously charismatic as well as accomplished and renowned linguist who will not only intro- sive medicines, specialized surgical procedures duce you to "surface structure" but will also and new equipment can push expenses far over take you beyond "deep structure" to what lies the limit basic health insurance was designed to below. You will feast on metaphorical, morpho- handle. This is where the Catastrophe Major logical, semantic, syntactic, phonetic, and prag- Medical Insurance Plan comes in. matic linguistic structures... on up to "the $25,000 Deductible ballet of conversation." This course will be to Since this plan is supplemental coverage for language-lovers what chocolate is to chocoholics. serious, long-term illnesses and accidents, it "You Say 'To-MAY-to'; I Say 'To-MAH-to' " includes a $25,000 deductible. All eligibleex- In Introduction to Sociolinguistics, Deborah penses for an illness or accident are applied Schiffrin, cif Georgetown University, will lead toward the deductible in full whether paid out- discussions on the various ways that language is of-pocket or by other insurance. part of a social context. Learn how language is Once the deductible has been reached, the viewed as communication in discourse analysis, Catastrophe Major Medical Plan pays 100% of pragmatics, variational analysis, and ethnogra- all eligible hospital-medical-surgical-convales- phy of communication. cent expenses up to $1,000,000 for up to 10 full "Would You Be Kind Enough to Put That in years. A period of two years is given to reach Writing, Please?" the deductible amount. Should more than one insured family member The effect of literacy on the individual and be injured in the same accident, or contract the society is an Intriguing topic which is becoming same disease within 30 days, only one deductible very popular because of recent, innovative re- will apply for those involved. Yet, each insured search into the relationship between spoken is eligible for full benefits. This is just one of the and written discourse. Four courses will focus outstanding features of this low-cost plan. on various aspects of this subject. Wallace Chafe, INSTITUTE OFFERINGS in Spoken and Written Discourse, will look at Continuedfrom page 4 Information by Mail cognitive aspects of discourse production in the effective useof "pedagogical grammar" in their All U.S. members will receive complete in- two modes. Florian Coulmas will explore Writ- ESL/EFL classrooms. formation on the TESOL $1,000,000 Catastrophe ing Systems and Language. Shirley Brice Heath A special feature of this year's institute willbe Major Medical Insurance Plan in the mail. Or, will examine Language Change and Literacy. three two-week skills-oriented workshops. Rita members may contact the TESOL Insurance And Henry Widdowson will show how the Wong will lead a workshop on teaching oral study of literature relates to current linguistic Administrator: AlbeTt 11. Wohlers & Co., communication skills, with a focus on pronun- TESOL CROUP INSURANCE PLANS, 1500 theories in Aspects of Literary Discourse. ciation. Joan Morley will look at the role of Higgins Road, Park Ridge, Illinois 80068, U.S.A. "A Little Learning is a Dangerous Thing." listening in second language learning. Vivian But... Zamel will focus on the pedagogical implications That will not be a problem for those who attend of recent research in ESL writing. the 1985 Institute. If you want to learn how to As TESOL members already know, the field analyze verbal communication in relation toof second language teaching is expanding at a INVITATION TO SUBMIT non-verbal, there will be a course for you phenomenal rate, with hundreds of publications PROPOSALS FOR TESOL taught by Frederick Erickson. If you are inter-coming out every year. The 1985 institute will SUMMER INSTITUTES provide you with the necessary information and ested in the many dialects, varieties, and genres The TESOL Executive Board is inviting) of Language in Religion, Charles Ferguson will perspectives to help you "stay on top" of all these newly available materials, allowing you to institutions to submit proposals to conduct,/ lead you in exploring that field. Or, how about Summer Institutes on their campuses. Ap- the perennially favorite topic of Language,experience a more successful and rewarding career. plications should be submitted 2-21.4 years1 Culture, and Society? John Cumperz will help in advance. For information and you discover how discourse strategics shape If you are interested in a certificate in Lin- Gt:ide-4 quistics/Teachers of English to Speakers of lines for Summer Institute Proposals, write "real life" events. In Susan Philips' course, Lan- to: James E. Alatis, Executive Director,) guage and Political Institutions, you will gather Other Languages, you may earn one by taking any six credits of coursework at the Institute. TESOL, 201 D.C. Transit Building. George- and analyze data on language in political and town University, Washington, D.C. 20057, legal activities. For further information, send for a brochure to: Dr. Deborah Tannen, Director, 1985 Institute, U.S.A. Linguistics Department, Georgetown Univer- by Fran Smith sity, Washington, D.C. 20057, U.S.A.

TN 4/85 5 Relaxed Reading contentrelated materials directed at native En- Encouraging Specialized Reading for Fun glish speakers are the category of materials Specialized reading for fun can be encouraged Continued from page 1 being sought. Materials that include poems, on a personal basis, or encouraged more formal- teacher and those native English speaking short essays or song words could also be re ly as part of an extensive reading program. In teachers who might feel uncomfortable corded for relaxed listening practice. either case, it is suggested that the bibliography with a specialty area. It is strongly recommended that all who offerbe distributed in class, samples of a few ma- 5) It helps to develop a strategy for learn- suggestions also be requested to provide an terials on the bibliography shown, and that an ing English that students can carry with initial reading level judgment (from easy to explanation be given on how such reading for them after they leave a program; the tech- difficult). This will assist in organizing the fun can assist the students' second language nique is enjoyable, thus more likely to bebibliography. As time permits, the developer of development and provide further professional continued than perhaps some others. the bibliography should try to at least skim the cultural orientation. If some of the items can be materials included on the bibliography to verify brought into class, the teacher might at least 6) There is evidence in such studies as the recommended reading levels. El ley and Mangubhai (1983) and Huang display the books and possibly allow some free It is also useful to determine the availability of time for students to examine the books. If (1984) that extensive, free reading on a these materials in the school or university library regular basis does have a positive influence scheduling permits, some time might occasion- and mark in some way those available. The bibli- on second/foreign language acquisition. ally be alloted to free reading in class to get the ography could also be given to the university Developing Specialized Reading Lists students started. Once they understand how this bookstore and library for their consideration in kind of reading can assist them in their language To develop specialized relaxed reading lists, future orders. If books from the list are ordered, development and see what the materials arc like, one might first approach a few content area interested teachers could be informed so theythey might be more encouraged to make the specialists in the specific field of the students could announce the new acquisitions in class. next step, of beginning to read them. and request suggestions. A draft would then be A preliminary bibliography for relaxed read- circulated to additional content specialists to ing in the medical field has been developed by show them examples of what you have in mind. bibliography the following types of materials REFERENCES These might more easily trigger additional sug- EUey. V.'. and F Mangubhal. 1983. The impact of reading on have been included: poems, words to songs, second language learning. grading annuls Quarterly. gestions. English teachers who have been teach- letters to the editor in professional journals, 1910:5161. ing ESP students might also occasionally run Ifiggenbotham. M. and M. in Naerssen. 1964. Relaxed readings histories, biographies, essays on ethics and so- In the medical field. Unpublished bibliography to be available across such readings so they might be included cietal issues, novels (including hospital drama through the English for Special Purposes Clearinghouse. in those receiving the request. The request Oregon State University, Corvallis. Oregon. U.S.A.. and medical science fiction), and short stories Huang. X. H. 1964. An hwestlgationoflearning strategies In oral should, however, specify that materials written of medical e ection. A bibliography on the pe- communication employed by Chinese EFL students in China. specifically for non-native speakers of English M.A. thesis. Chinese University of Ilona Kong. troleum industry is currently being developed Kruhen. S.D. In press. Writing: Research. theory and practice. are not among those being requested. Authentic, by van Naerssen (suggestions are welcome). Oxford: Pergamors Press.

female. Therefore in some subtle and some not- Do We Know the Sex of Our sosubtle ways I teach my students English as it English Language Teaching? is spoken by women. My attention was sharply drawn to this problem when a Russian student by Claire V. Smith of mine, a large, bearded, deep-voiced fellow, Lexington, Massachusetts parted from me one day, saying When we speak and when we teach weerafly been adopted, such as: use passive or "Bye consider English as a language which is not plural to avoid generiche.So Adoctor works bye. differentiated by gender. The materials we use long hours; he generally works nights,becomes I was very shaken, with a peculicr gut feeling for teaching make the same assumption. WereDoctors work long hours; they . .., or Night that something was wrong. I said the phrase we to learn or teach Japanese, we would work work is common.Another style rule is: instead over and over, and I could hear that I sometimes with a language which explicitly describes men'sof genericheuseheorshe, s/htt or s(he). said it with much the same pattern. What was versus women's forms. Because we do not find Gender specific occupation names are now to wrong? It took me a while to realize that the such explicit distinctions spelled out in ourbe avoided: instead offiremanusefirefighter; common uses of that pattern are by a woman, texts, we are generally unaware that the distinc- instead ofsteward/stewardessuseairflight at- or :otrby a child. A more common male tions exist. We therefore are unconscious of the tendant.These devices have become familiar to pattern forBye-byewould have less of a pitch linguistic choices we constantly make. all of us in our teaching materials. sfaybe somedrop and no glide. In the past ten years there has been an of us are even using these kinds of devices to explosion of research into the differences in the change the way we ourselves speak in the Female and effeminate male speech are ap- English linguistic behavior of men and women. search for a non-sexist language. parently distinguished from "ordinary" male The studies range across all areas of language All of these style alterations however, will not speech in the following ways: the male pitch communication, including interactions in the make our personal speech less sex-linked. Stu- range is narrower than the female/effeminate home and workplace, informal and formal lan- dies of intonation patterns show that patterns and shows slower and less frequent pitch guage, the way women or men speak withcommonly used by women differ from those shifts (NfcConnellGinet 1983). children, markers used by the gay and lesbian commonly used by men. communities, and the political and social impli- It felt very strange, in fact, it felt foreign to hear cations of these differences (sec the bibliography Men rarely, if ever, use the highest level it from a large older man. We must unwittingly in Thome, Kramarae and Henley 1983:151). of pits` that women use.. .. Men avoid finalbe passing such gender-marked speech traits to There is also a great deal of interest in ways patterns which do not terminate at the lowest our students. to change English to a non-sexist language; this level of pitch ... they seem in general to The problem is more serious for women centers on problems with generiche/man. avoid the one-syllable long pitch glides teachers than for men, as English is considered There are proposals to legitimize the singular (Bre nd 1975:86-87). unmarked for male speech and marked for they/their,asin Someone lost their sweater Syntax studies indicate that women are more female speech. That means that there is a range (Bodine 1975). Another proposal is to introduce likely to use tag questions to qualify assertions of intonation patterns and syntax and lexical a singular neutral pronounEto serveforshe/he (Lakoff 1975). And we are all familiar with the choices which may be used by both males and (MacKay, 1980). In fact, this is the usage found lexical choices which cue us. On readingShould females, but specific female choices and pat- in Cullah, the Creole language found in the the walls be painted mauve or beige?we con- terns which will give misinformation when used Georgia Sea Isles and coastal South Carolina, clude that the speaker is a) a woman, b) an by a male. McConnell-Ginet suggests that fem- where eestands for he, she, it, his, hers, its interior decorator, or c) a homosexual. inine intonation is used by males in a derogatory (Nichols, 1983). I am concerned about what takes place when imitation of women, as well as to indicate Publishers are certainly very conscious of the a teacher models language for an ESL class. homosexuality (McConnell /Cinet 1983). These gender pitfalls, and teaching materials do their Obviously teachers use their own version of cues are not ones which the ESL teacher intends best to avoid generiche/man(as do the TESOL English. (You note that I have avoidedhis/her to teach. guidelines). New style prescriptions have gen- by going pitman) But my version n forced to be Continued on page 15

8 TN 4/85 REVIEWS TWO BOOKS FOR ESL TUTORS Edited by Ronald D. Eckard Western Kentucky University TUTORING ESL STUDENTS by Marian Arkin, 1982. Longman, Inc., 19 West teacher and student is particularly ineffective 44th Street, New York, NY 10038 (88 pp., $4.95). with ESL students who are bombarded with EMERGENCY ENGLISH: A HANDBOOK FOR TUTORS by Martha A. Lane, language they cannot understand. Arkin's text 1981 Kendall/Hunt Publishing Co. Order from The Lutheran Church Women, helps compensate for the insufficiencies of the 2900 Queens Lane, Philadelphia, Pennsylvania 19129 (ix + 102pp., $4.00). lecture class by providing tutors with meaningful strategies to help ESL students overcome Reviewed by LIMA Hirsch some of the cognitive and linguistic barriers Hostos Community College, CUNY which inhibit their success in content courses. The text, while it encourages students active While the use of tutors is not a recent edu- The pamphlet's particular strength lies in its participation in the tutoring process, could have cational practice, the great increase in peer underlying assumption that students should be tutoring programs over the last ten to twenty been further enhanced by a greater emphasis active participants in the tutoring process. The on the role that language plays in the learning years points to a renewed appreciation of the recommended techniques require ESL students value of students helping other students. Tutors, process. The chapters on speaking and writing, to listen, speak, read and write in older to while focusing on improving student skills in unlike classroom instructors with large numbers facilitate their understanding of course material. these areas, do no underscore their value as of students to teach, can address themselves to Rather than be passive receivers of tutor ex-learning tools. Content tutors and teachers the specific needs of individual students andplanalons of material, students share in thecould benefit from an appreciation of how can provide an atmosphere in which students responsibility for their own learning. The tra- feel freer to ask questions and take risks. Yet too ditional lecture/note-taking exchange between Continued on page 9 of ten tutoring programs are haphazard affairs, founded on no particular thecretical bases and provided as "quick fixes" to student learning MISSING PERSON: A RADIO PLAY problems. Tutors frequently are inadequately trained and often resort to teaching pedagogics by Karen Hunter Anderson, Kathleen Breugging, and John Lance, 1983. Longman, which mimic the classroom environment a" Inc., 19 West 44th Street, New York, NY 10038 (Student's Book, 92 pp., $4.80; fail to take advantage of the unique opportuni- Cassette $13.75. Book and tape ordered together: $18.50). ties provided by a tutor's close relationship with a student. While tutoring programs must be Reviewed by Kay Westerfield flexible and adapt themselves to the needs of University of Oregon their students, ESL students provide tutors with "What happened to Tony?" is the question all excerpt from the story and fill in the blanks additional challenges. Some tutors may work of your student detectives will be asking as they with items crucial to understanding the dialog. with ESL students who are taking subject attempt to solve the mystery presented in the As a change of pace from the traditional doze courses in English; others are called upon to radio play, Missing Person. The story, which format, the students as the authors suggest, may supplement or even substitute for ESL class- revolves around the entertaining adventures of first predict 'what goes in the blanks and then room instruction. The recognition of the unique four college students on vacation in Washington, listen to test their predictions. merits of tutoringalong with a continuing influx D.C., provides the framework for extensive In subsequent exercises, students are asked to of non-native speakers of English into American exercises that develop listening fluency. The listen for main ideas, sequences of events, in- society make the appearance of texts which authors recommend using the tape and accom- ferences, and attitudes. There is also an exercise center on tutoring ESL students both timely panying text to improve the listening strategies called "Listening and Function Practice" which and necessary. of beginning level students; however, it seems is a limited attempt to deal with some of the Of the two texts reviewed here, Tutoring the text could prove interesting and challenginglanguage functions that appear in the story, ESL Students is directed to tutors and teachers to upper level students as well due to its wealth such as making introductions and ordering in a in all 'subject areas who would like help in of vocabulary and idiomatic expressions and its restaurant. Some of these functional exercises, meeting the special learning needs of ESL stu- realistic rate of speech and use of conversational however, are weak, such as those involved in dents. It identifies the problems of ES L students language. offering to help or interrupting conversations; in content classes and highlights the four major The materials consist of a cassette and a therefore, individual teachers may wish to ex- areas in which ESL students encounter diffi- student's book, the latter containing the answer pand upon them by providing additional func- culty: likening, speaking, reading and writing,key and tape script. Each of the book's twelve tional/notional formulas. and offers methodologies and techniques tutorschapters has a variety of multi-skill problem- One particularly effective, problem-solving can use to deal with these problems. The textsolving exercises which develop strategies used exercise included in each chapter is "Reading encourages tutors to focus not only on problems in successful listening comprehension. The for- and Listening for Specific Information." In this unique to a discipline, such as content-specific mat, which varies sited), from chapter to chap- multi-skill activity the students are asked to vocabulary and jargon, but also on ESL students' ter, includes basically the following exercises. compare what they have read in a short diary linguistic problems. For example, in order to First, students are presented with several pre- entry to what they hear on tape in order to enhance a student's listening skills, the :Author listening questions that either focus attention on complete a specific task first distinguishes between listening and hearingkey points in the episode or encourage students The materials have one major We as; it is and then gives tutors a variety of suggestions to predict what will happentwo activities that frequently difficult for students to "who's such as preparing 10-minute mini-lectures on stimulate active, goal-oriented listening. This who" on the tape. The similarity of the four relevant cluswodc so that students may better exercise is then followed by a brief list of new main characters, two male and two female understand classroom lectures. In addition to words and expressions with which the students college students, makes it difficult to distinguish asking students questions based on the mini- might not be familiar. The authors chose, how- voices; this is further complicated by the choice lecture, tutors are advised to use the lecture as aever, to omit from the list certain colorful, of androgynous names, i.e., "Kim" and "Terry" source of note-taking practice as well. Other idiomatic expressions and vocabulary items that for the young women. techniques include the use of recorded conver- would probably be unfamiliar to even the more Missing Person is an entertaining, although sation in which tutors are advised to tape record advanced ESL student, let alone the beginner. not enthralling, story that provides a motivating a relevant section of the subject-area end ask As a result, the teacher after previewing thebasis for a variety of enjoyable, well thought- students to write or recite a summary showing tape might decide to add items to the students' out listening exercises. Teachers looking for what they understood. An excellent series of list, which could then be discussed either before listening materials that employ genuine and dictation activities completes the section. The or after listening to the episode. After hearing interesting language would do well to introduce chapters on speaking, reading and writing arethe tape, the students are presented with a their classes to Missing Person. organized in a similar manner. They offer im- quick comprehension check in the form of About the r.- chars: Kay Westerfield is an instructor at the portant background information, contain a diag- true/false or multiple choice questions. is American English Institute at the UM% miry of Oregon. She is nostic test, and provide useful strategies for co-author of Meet the U.S.. 1984. Prentke-Ilall. Inc.. a reader then followed by a "Listening for Language" for ESL/EFL -tudents at high4nteernediate and advanced coping with student problems in these areas. doze exercise in which the students 1 to an levels. TN 4/85 40 7 Reviews: intermediate composition to the adult ESL student. A possible composition evaluation chart as well as swill :. classroom activities are given. ASPECTS OF TESOL: AN ANTHOLOGY Selecting and Preparing Meaningful and Com- (GRAMMAR AND COMPOSITION) municative Exercises for the ESL Writing Class, Chapter 3, by Gerry Strei compares mechanical by Carol Cargill-Power, ed. 1984. The Warwick Press, Inc.: College Park, drills with communicative exercises. Examples Maryland 20740 (151 pp., $8.95). including tense drills and affirmative-negative drills are provided. Strei concludes that com- Reviewed by Cheryl Walsh municative exercises can bring challenge and University of South Florida excitement to the classroom. Chapter 4, The If you're looking for an additional text to add Smith provides a list of suggested grammatical ABCs of Advanced Composition: A Cross-Cul- to your teacher-training program or if you're an structures at the beginning, intermediate, and tural Approach, by Louise Dames provides a in-service teacher who wants to update youradvanced levels. John Haskell's chapter, X- comprehensive overview of teaching advanced understanding of the dynamics of English in a Word Grammar, provides a look at Robert composition including curriculum design, cur- second language setting, Aspects of TESOL Allen's Sector Analysis as a means for an ESL riculum objectives, textbook choice, and evalu- would be a good choice. According to the teacher to see and present language in a wayation. Appendices to this chapter provide ex- editor, Carol Cargill-Power, "no one book does that is easy for the students to understand and amples involving the descriptive essay. The it all" because teachers find themselves in a e. Most of his chapter concentrates on the final chapter, Paula Sunderman's Teaching Writ- variety of settings from teaching in an ditensive explanation and demonstration of the x-word. ing Skills to ESL Students in Applied Scientific university ESL program to teaching English as The chapter on ESL Grammar by Carol Cargill- and Technical Fields, provides background on a foreign language overseas. However, this text Power provides a brief overview of Tagmemic the growing area of English for Specific Pur- successfully presents an overview of two areas Theory focusing on tagmemic analysis. Exam- poses. A plan for an English for Science and of language development: grammar and comp- ples involving of,-'s, frequency adverbials, Technology curriculum is discussed with an osition. Each of these units includes chaptersindirect objects, and nominal modifiers are impressive bibliography of ESP/EST materials. written by outstanding and experienced profes- discussed. The only weakness of this text is that there sionals in the field such as John Haskell and The second unit focuses on writing. In this aren't more articles. Those contained in Aspects John Staczek. section, more in-depth explanations are given of TESOL provide up-to-date, comprehensive The first unit focuses on grammar. All four for the methodologies presented, and againinformation about the important areas of gram- chapters offer not only a brief summary of generous examples are included. The first chap- mar and composition. This text would be an current theories in the field but also generous ter, Two Critical Elements in Teaching Compo- invaluable resource for the new ESL teacher, a examples. The first chapter, Performance and sition, by Mary Ellen Barrett gives suggestions handy reference text for the experienced ESL the Teaching of Grammar, focuses on learner as to how students can begin to state theirteacher, and a useful classroom text for the performance in ESL as a consequence of ac- controlling idea in compositions by initial focus teacher trainer. quired competence. John Staczek concludes and further focus techniques. Varied examples About the reviewer: Cheryl Walsh has been teaching ESL since that grammar teaching must include formal and are given on topics ranging from gold to the 1977 in Pans and at the University of Arizona and the University informal English. The second chapter on Teach- role of the modern scientist. Yvonne Cadiz of South Florida. ing survival Level ESL by Sheila Smith provides provides a beginning ESL teacher with some an in-depth look at this area's special problems. practical ideas and suggestions for teaching More reviews on page 9

ELTSecond Edition Comprehensive English Language Test David P. Hams Leslie A. Palmer The highly-renowned diagnostic test for your secondary and adult students is here: v Completely New Form B! M v Revised Form A! col TOEFLTest Preparation Materials H from Educational Testing Service Give your students real TOEFL with the preparation with: v Understanding TOEFL: Test Kit 1 most effective TOEFL Tast Kit 1: Workbook testing Package v Listening to TOEFL: Test Kit 2 and test TOEFL Sample Test preparation materials.. . McGraw-Hill Book Company, International Group, ELT Dept. 1221 Avenue of the Americas, New York, NY 10020

8 41 TN 4/85, Reviews: would probably be able to handle a rewrite of The exercise material seems well done. None "The Minotaur was a strange, dangerous animal. of the exercises is merely mechanical manipula- SECRETS AMONG It had the body of a man and the head of a tion of language; almost all seem to focus on bull." to something like "The Minotaur was ahelping the reader understand or build on the THE RUINS strange, dangerous animal that had the body ofcontent of what was just read. One of them a man and the head of a bull." takes the reader beyond the sentence to work by Stewart Agor and Barbara Agor, 1984. If nothing else, relatively complex sentence with a discourse feature like anaphora (reference Regents Publishing Co., Two Park Avenue,structure can be introduced on the principle of pronouns over several sentences). Many of New York, NY 10016 (64 pp., $1.95). that language students of this kind can handle the exercises increase the reader's understanding Reviewed by Madeline Ehrmanfar more material receptively than they can of the context of the reading passage. In general, Foreign Service Instituteproduce. The authors seem to take this point of they are consistent with an emphasis on com- My background is not in ESL but rather inview in their treatment of vocabulary and con- municative competence. teaching foreign languages, all of them "exotic," tent; why not with grammar? I am not advocat- Illustrations are clear and well chosen. A to adult Americans. When I attend conferencesing convoluted sentences of the sort that occur consistently used time-line helps the reader like TESOL, I become a little envious of thein completely unrestricted texts, but a few relate the many events and sites to each other. vast resources available to the ESL professional relatively straightforward subordinate clauses On occasion, even within the very strict styl- in the U.S. These include both published re-would make the grammatical level much more istic limits the authors have set themselves, the sources as well as environmental and humanconsistent with the content and vocabulary level text becomes a pleasure to read (e.g., "You can resources that are simply not available toand greatly reduce the first-grade primer tone visit Mycenae today. You will feel the hot sun teachers of Cambodian, Japanese, or Turkish.of the book. Continued on page 11 This little book, Secrets Among the Ruins, is an example of the kind of published material that TWO BOOKS FOR ESL TUTORS arouses my envy, for there is no published material of this sort available in the languages I Continued from page 7 work with. writing which stresses meaning rather than cor- Secrets Among the Ruins deals with content rectness aids in the actual comprehension of 3. Check the student's comprehension of the that is of interest to adults: major archeologicalsubject material and how talk can be used to aid sentence pattern by varying the question excavations and their relation to the history ofthinking rather than just provide language prac- but using only known vocabulary words the area and culture of the area in which they tice. are found. Geographical distribution of the sites In all, however, Tutoring ESL Students does seems fairly good: the five chapters are Troy The text is written for those who not only an excellent job of alerting tutors to the par- know very little English but may also be unable and Mycenae, Knossos, Stonehenge, Machu Pic- ticular needs of ESL students and offers a chu, Angkor. It is a little odd that none of the to read or write in any language. Thus, the variety of approaches for dealing with the teaching of writing is presented as the learning major archeological excavations in the Middle problems ESL students encounter in content East was included; on the other hand, to the of the alphabet and the completion of simple courses. The pamphlet may also be used in"writ'ig exercises" (p. 15). Reading is viewed as degree that this book is not only a source of conjunction with The Tutor Book, (Arkin and reading practice but also an introduction to the acquisition of vocabulary and the ability to Schollar, Longman, Inc.), which provides a read sentence patterns. Tutors, however, are information underlying references in English comprehensive syllabus for tutor training in any prose and verse (e.g., the myth of Theseus and encouraged to give students "practice in reading discipline. signs, forms, charts, books with special formats the Minotaur), some concentration on the Medi- While Arkin's book is aimed at the ESL terranean and Stonehenge is reasonable. Inclu- (phone books cookbooks), newspapers, student's academic survival, Emergency English magazines, schedules, tickets, and so on" (p. sion of Angkor and Machu Picchu serves theconcerns itself with the learning of English for purpose of increasing the relevance of the read- 13). Yet tutors are not given any advice as to non-academic purposes. The text provides les- how to teach to the wide range of reading levels ing for students from Asia and Latin America. son outlines which contain vocabulary and dia- Another major virtue of Secrets Among the presented in these materials. logues on day-to-day topics such as shopping, The book, however, does have its strengths Ruins is the accessibility of its text to non-money, and mail. Tutors are given suggestions proficient readers. The vocabulary is controlled, for those tutors without any experience in for developing their own lesson plans, and theteaching ESL. Its "General Tutoring Hints" are and new items are carefully defined both overt- remainder of the book (at least half of it) ly and through rich contextual surroundings. sound, and its suggestions to "teach culture contains decontextualized pronunciation lessons. along with language" (p. 13), should foster There is enough in the materials to challenge While Emergency English strives to prepare and attract even good students, but it is limited communicative competence as well as mutual America's newcomers for the English required respect among tutor and students. Though the in such a way that most students should not find in daily living, its highly structured and pat- it discouraging to deal with. The content is of handbook may be used independently of other terned exercises are rather contrived and do not materials, the author recommends that tutors sufficient intrinsic interest that students are like-really encourage meaningful conversation. The ly to want to read for gist where they cannot also use The Emergency English Workbook, book's theoretical orientation is primarily anwhich contains reading and writing exercises read for 100% comprehension. In this way, the audiolingual one. Though it is not concerned content is likely to serve as comprehensible related to lessons in the handbook, as well as 50 with the formal teaching of grammar, the text additional pronunciation lessons. input, in keeping with Krashen's input hypo-presents language first in its spoken form, and thesis. Those who do not mind the constraints im- lessons are structured around the introduction posed by audiolingual teaching will find a On the other hand, in some ways the text is of vocabulary, dialogues, and sentence patterns. overly controlled. The introduction "To the variety of well-organized lessons which can be A sample of the text's pedagogy, taken fromreadily implemented by even novice tutors. Teacher" states that "Subordinate constructions page 9, is presented below: are limited to clauses introduced by that or However, it is just this lack of input required of (after day, think, and know) with that omitted." For example, in Lesson 1, you would teach tutors and tutees which may be the text's greatest The book is quite faithful to this restriction. I "Do you have a ?" and the ap- weakness, inhibiting any meaningful interaction found the resulting overuse of short, simple propriate response like this among second-language learners and their tutors sentences highly intrusive; it affected my ability and the more natural acquisition of the second 1. Tutor (pointing to student's pen and ges- language. to read the text. Part of this reaction was that of turing for the student to listen): a native speaker and editor (I kept rewriting While the two texts reviewed here are targeted sentences as I read), but part of it comes from "Do you have a pen? Yes, I do. for different audiences and purposes, both seek my language teaching background. From the Do you have a pen? Yes, I do. to assist the tutor who is working with ESL point of view of comprehensible input, Secrets Do you have a pen? Yes, I do." students. Though no book can substitute for a Among the Ruins is missing out on a good Student: (listens, says nothing) comprehensive tutor training program, a good opportunity to help students acquire complex text can definitely serve as the basis for one. 2. Tutor: "Do you have a pen?" The appearance of books in the area of tutoring, sentence patterns. Reading is an important Student: "Yes, I do." source of comprehensible input (much of which and particularly ESL tutoring, can only be eventually appears in speech). Tutor: "Do you have a pen?" encouraging. This book is clearly aimed at literats% adult Student: "Yes, I do." About the reviewer: Linda Hirsch has developed and runs a students, all of whom are used to reading comprehensive tutoring pro am for ESL students across the Tutor: "Do you have a pen?" curriculum. She is also the director of the Ilostos Community complex sentences in their own languages. They Student: "Yes, I do." College Writing Center. TN1/85., 42 9 New /984.editio,2 English fora Changing World 6 levels for ages 10-17 Contains all-new content and visuals plus more help for teachers in presenting grammar, pronunciation, and culture. The four basic language skills receive careful, balanced attention. All materials necessary for a complete program are available at each level: Student Book Teacher's Annotated Edition Cue Book Workbook/Listening Comprehension Manual Audio Book _Scott, Foresman and Company E NInternational Division 1900 East Lake Avenue, Glenview, IL 60025 r. Telephone: (312) 729-3000 Telex: 724371 Cable: SCORESMAN, Glenview, IL 60025, U.S.A. BETWEEN THE LINES: READING SKILLS FOR INTERMEDIATE-ADVANCED STUDENTS OF ENGLISH AS A SECOND LANGUAGE by jean Zukowski/Faust, Susan S. Johnson and Clark S. Atkinson. 1983. Holt, Rinehart & Winston, 383 Madison Ave., New York, New York 10017. (viii + 264 pp., $14.95). Reviewed by Mary Ellen Barrett The American University In their never-ending search for good text- text attempt to provide practice in this important hension exercise, the student is '.-..structed to books, ESL teachers, might, at first glance, beskill. In the preliminary unit, the terms facts, compare the Josefstrasse and Hagenholz plants. attracted to Between the Lines. Here is a hand-inferences, and judgments are introduced. In The reading points out only the differences some reading text for the high-intermediate the five subsequent units there are exercises in between these two plants, so the item should student, which contains lively, high-interest which students are directed to identify state- ask for a contrast, not a comparison. readings. The eight units deal with such general ments based on readings as one of these three This review suggests some of the problems topics as endangered species, the media, mys-categories. The problem arises in that itis facing the teachers and students who use this teries of the past, and global problems. Further, possible to make an inference which is a fact or book. While it is true that each reading and the exercises focus on developing reading skills a judgment, so the three categories are not exercise must be previewed carefully to antici- rather than on content analysis. There is recur-mutually exclusive. In the Instructor's Manual, pate the difficulties which could arise, there are ring practice in identifying main ideas and sup- the authors do indicate that "students may be benefits to using the book. The students find all porting details, guessing vocabulary from con- able to justify other answers." This is certainly but a few of the readings interesting and enjoy text, separating fact from opinion, making in- true. As a result, the exercises are frequently discussing them. The topics provide the oppor- ferences, and recognizing organizational pat- ambiguous, lead to confusion and are of dubious tunity to bring reality into the classroomquilts, ternsto mention a few of the types of exercises. help to the student who wants to know "the batik fabric, Japanese food, etc.and to expand Indeed, the authors goal is to provide theright answer." In Unit Six the critical reading on the readings with a video component. Our student with exactly the kinds of skills needed exercises change somewhat. The student is asked university library had a number of video tapes to read effectively. There are problems, how- to deride whether the statements are facts or on such things as the Tunguska explosion and the ever, in the manner in which students are direc- opinions of the author, a slightly easier task, continental drift theory, which further stimu- ted towards the acquisition of these skills. which might have been better placed at the lated class discussions of these reading topics. Perhaps the most severe problem our college- beginning of the book, but even here there is The overall result is a toss-up: the students enjoy bound students face is in the area of vocabulary; ambiguity. In an article by Ellen Goodman it, but the teacher faces a continuing challenge in they are still entirely too dependent on theirabout a family watching The Diary of Anne previewing and planning. In deciding whether dictionaries and need training in determiningFrank on TV, Goodman says, "The grown-ups or not to use this text, the teacher must determine meaning from context. Unfortunately, the con- watch the performance with a different eye whether student enthusiasm warrants the time textual defining clues in these specially written than the little girl beside them. She was not as and effort necessary to use it successfully. or adapted readings are too frequently aiSposi- tough as they were." In the exercise, the state- About the reviewer: Mary Ellen Barrett has fourteen tives, or phrases, and reduced or complete ment "The little girl was not as tough as the years _experience as an ESL teacher. She is co-author relative clauses. For example, in "A Theory of grown-ups." is identified as a fact. Some of my of Paragraph Development (Prentice-Hall, Inc., 1981) the Earth's Structure," we find eight such con- students claimed that tough was a judgmental and Approaches to Acedemic Reading and Writing text cluesone participial reduction, two orword and that it actually was the author's (Prentice-Hall. Inc., 1984). phrases, and five appositive structures. These opinion. In too many instances, the students are More reviews on page 13 clues are certainly not representative of the vari- led into an almost philosophical debate over ety of contextual clues that one finds in unedited these itemssomething which distracts from BOOK REVIEWS college level texts. The only other kind of con- the intent of this kind of exercise. Please address reviews and/or inquires to text clue that is dealt with is that of anaphoric Recognizing paragraph organization is another Ronald C. Eckard, Department of English, reference. The result is that students can do skill which helps students to be able to anticipate Western Kentucky University, Bowling these exercises easily and might be misled into the kind of information to come and thus to Green, Kentucky 42101, U.S.A. thinking that all contextual clues are this clear. become better readers. Finding "pure" para- A further problem in the vocabulary exercises graph types and then deciding what to name is the choice of items to be defined. Why do the them is a tricky process, primarily because CARNIVAL OF READING authors, in an article on folk art (quilting), there is so much organizational overlap in un- The 30th annual IRA Convention will take choose to have items on such words as garment, edited texts. Although I am fully aware of the place May 5-9, 1985 in New Orleans, Louisiana. patch, f iller, down, and scraps, but ignore other difficulty here, the organization recognition ex- The theme is Carnival of Reading. More infor- more high-frequency words such as function ercises in this text seem to complicate the task mation from: International Reading Association, (n.), uniform (adj.), exclusively, and the distinc- unnecessarily. A paragraph for which the "cor- 800 Barksdale Road, P.O. Box 8139, Newark, tion between economical (in the reading) and rect" principal type of organization is "reasons" Delaware 19714, U.S.A. economic? A number of other readings, which begins, "The painting of Michelangelo is the do not have accompanying vocabulary exer- paintitig of a sculptor. Like the other artists of cises, include words which will require explan- his time Michelangelo painted from religious SECRETS ation for even the better students, e.g., scape- stories. Unlike his contemporaries, he framed goats, awkwardness, chuckle and neglect (n.). his work in architectural structures." (Emphasis Continued from page 9 In other instances, the definitions are so vague mine.) The rest of the paragraph gives specific that even the students question their accuracy. reasons and examples of why Michelangelo's over your head and the hard, dry ground under The word professionals, for instance, is defined painting is the painting of a sculptor, but the your feet. You can pass through the Lion as "people who have studied a field." There are difficult distractors caused all but my very best Gate. .. From there you canlook up at the other incongruities in the vocabulary exercisesstudents to identify the organization as com- mountains and down at the dry, brown valleys as well. The authors fail to inform the student parison/contrast. not far away, and you can think about the time that the word offspring is plural and will there- In a subsequent exercise, there is a paragraph of Agamemnon."). fore never become offsprings; they define thewhich describes an experiment on the effects of The book is a convenient size to handle and word immense in an exercise while the word in overpopulation on rats. The student is asked to short enough to present a manageable task to the reading is actually immerse. These are minor decide whether the paragraph is organized ac- the reader of low proficiency. I would be distractions, however. The real problem with cording to: A. reasons, B. description, C. ex- delighted to have such a book in the appropriate the vocabulary exercises is inadequate selectionamples, or D. definition. Given those choices, language for the archeological sites of Turkey, of words to be defined and simplistic contextual description is a pt,ssibility, but, in fact, the japan, or Southeast Asia. clues. development is process, which might also be About the reviewerMadeline Ehrman is in charge of language training in Japanese, Tagalog. and Turkish and responsible for Our students often have difficulty in making termed causal or chronological. Related to these certain staff and curriculum development projects at the Foreign inferences. The critical reading exercises in this organizational overlap problems, in a compre- Service Institute in Washington, D.C. A new, four-level ESL/ EFL series designed for beginning through intermediate students in secondary schools

Imaginative, high-interest activities POW that can make even the most t otdet* an r-9., tattle '''h 10 -- reluctant students participate in o ,. Stdshte ut th voelw the class _.---r WW1 c-7:\ Appealing, up-to-date artwork and photos that really motivate st. teenagers Simple teaching and learning techniques for teachers with large classes and little time for preparation you Extensive reading and writing activities to aid mainstreaming

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REGENTS PUBLISHING COMPANY, INC.. TWO PARK AVE. NEW YORK, N.Y. 10016 12 45 TN 4/85 of group discussion, brainstorming, freewriting, journal keeping, and peer editingmight more naturally stimulate these skills. A PRACTICAL GUIDE All of this is not to say that A Practical Guide will not help ESL students write more proficient FOR ADVANCED WRITERS IN ENGLISH essays in English. But teachers may wish their students to generate essays more energetic and AS A SECOND LANGUAGE purposeful than the model reading selections by Paul Munsell and Martha Clough. 1984. Macmillan, provided in the text, of which the following 866 3rd Avenue, New York, NY 10022. (314 pp., $14.98). excerpt (the concluding paragraph of "A Short Autobiography") is fairly representative: Reviewed by Amy Tucker Queens College, C UNY I have several other interests in addition to horticulture. I still love to play the guitar and to This Practical Guide can perhaps be used text has the same format: introduction, warmup meet people socially. I enjoy traveling very most effectively as a composition workbookto exercises, editing practice, planning and writing, much and hope to visit many parts of the world be supplemented with grammar exercises, read- in addition, most units contain an anonymous as part of my work. I am a fan of adventure ings, or whatever else the teacher deems ap- sample essay, presumably produced by the movies and do my best to go to a theater to see propriatesince it offers a wide assortment ofauthors of the book. These materials are helpful one at least once a month. I am not married yet, writing topics that teachers and students can and informative, providing as they do rules andbut I hope to be before too long. I am looking use as the starting point for investigating the models for different kinds of writing tasks, but forward eagerly to the year that I will spend writing process. students may at times have difficulty applyinghere and hope that I will learn a lot about my Geared to intermediate and advanced col- such general dicta to the specific problems they field, meet a lot of interesting people, travel, lege-level students, A Practical Guide is intended encounter during the successive stages of a improve my English, and still have time to play to give ESL learners ample practice in writing particular composition. Writing activities, as my guitar occasionally. short compositions. Indeed, this encouragement well as editing and grammar practice, might of prolific writingan activity that improves more profitably grow out of the students' own About the reviewer:Amy Tucker directs the ESL student writing more dramatically than any Composition Program at Queens College, The City composing processe. and individual areas of University of New York, and is coauthor, with Jac- number of lessons or lecturesis the authors' interest and fluency. By the same token, greater queline Costello, ofRandom House Writing Course greatest strength. The three division of the text use of the classroom environmentin the form for ESL Students. logically follow the usual composition-course sequence, moving from introductory units on the personal subjects with which beginning writers are most comfortable, to more general ENGLISH BY NEWSPAPER issues of universal interest, and finally to the research topics and methods that are the pro- by Terry L. Fredrickson and Paul F. Wedel, 1984. Newbury House Publishers, Inc., vince of upper-level writing courses. Rowley, Massachusetts 01969 (179 pp. $8.95). Some sixty assignments are outlined in separ- Reviewed by Daniel Dropko ate units, so teachers using this text will have University of Florida considerable flexibility in planning their courses. Each unit averages three to four pages in length The introduction to English by Newspaper national community. Any student or foreign and is designed to be covered in one classstates that "The English language newspaper is visitor willing to spend the time necessary to meeting, though many instructors will probablyan attractive possibility for almosty reading understand the social and cultural context of elect instead to carry an assignment over several comprehension program." Many teachers, I what appears in the papers will probably find class periods to allow for rewriting and the think, would agree. But turning "an attractive the effort rewarding. It seems worth pointing development of longer and more complex es- possibility" intc a direct asset is not always easy. out, however, that not everyone's purpose for says. Fortunately in this case we are ably assisted by being in the United States automatically includes But - "writing, a matter of increasing impor- this modest but very attractive text. this desire. tance to college composition instructors across There are several advantages to using a news- These difficulties notwithstanding, there are the U.S., is not a major concern of this book. In paper ti teach reading. A paper is inexpensive, certain things about newspapers that favor their addition to the exercises in each unit that ask easily obtained, nnd "authentic" in the sense use in ESL classes. Though they often use students to line-edit sample paragraphs, five that the English is unsimplified and intended complex structures, the actual number of these revision units do in fact occur at intervals through- for native speakers. It is also true that a great structures is relatively small, and their use is out the text. Each of these units, however, many foreign students who come to the United consistent from story to story. Information is essentially consists of the same page or two of States in university programs want to be able to often recycled, both within a single story and in directions, advising students to reread the com- read the papers, if only because they are already the day-to-day coverage of continuing stories. positions in their folders, choose one they think newspaper readers in their own countries. Finally, they provide an up-to-the-minute source "needs to be rewritten," make an outline of There ate, however, other considerations. of public language, the English of most of our improvements "you think you can make," and For one thing, newspapers are not easy to read. business and social transactions. These advan- then make these corrections, using the checklist We have become so used to the journalistic tages, and others, are explored in English by of seven questions appended to the book. style as it appears in wire service stories or in Newspaper. This apparatus presents revision virtually aslocally written news copy that we sometimes The book is divides_. into three sections. The an afterthought, tie "finishing touches" super- lose sight of the fact that newspapers rely on a first, called "A Reading Comprehension Meth- imposed on a writing product, rather than as a highly specific and colloquial vocabulary and a od," comprises about one-half the book. The fundamental stage in the composing sequence. complex, highly embedded sentence structure. seven chapters are titled. Scanning, The News- Yet as authors of a spate of teacher training For another, foreign students frequently want paper Lead, Beyond th,.. Lead, Uoderstanding manuals on the New Rhetoric and the Process to read newspapers because they are interested Words in Context, Understanding Headlines, Method have been reminding us for some time, in news from their home countriesnews that Reading a Story Critically, and Other Kinds of professional and student writers alike seem to is often not included in American newspapers. Newspaper Writing (i.e., reviews, editorials, work by methods that are recursive or cyclical Moreover, much of the rk ws that is included columns, and features). Part Two is a series of rather than linear: we write so that we can find relies heavily on the reader's knowledge ofspecially-written news stories on seven of the out what we've been thinking. Whether the social and cultural institutions that visitors to most common topics found in newspaper writ- assignment at hand be an autobiographical es- our country cannot be reasonably expected to ing. There are an average of six stories per say, a textbook, or a book review, most of us possess. Just as a university newspaper reflects topic, and each story includes a set of compre- mull the topic over, throw down some notes on the particular campus on which it is published, hension questions. Part Three is an 1100-word paper or computer screen, come up with a or a local paper identifies itself with a particularglossary of high-frequency news vocabulary working draft, and then once we've discovered community, our English language newspapers items. Throughout the text, glossed words ap- what we really want to say, revise. mirror our national values, habits and prefer- pear in italics. Each of the first seven chapters As the revision units illustrate, the teachingences. Newspaper reading, rather than being method of A Practical Guide is more otten simply the acquisition of new infonation, is a prescriptive than inductive. Each unit of the kind of passive participation in the life of the Continued on page 15 r; :T/s1 405 46 13 1. Choose a short story brief enough to be read and written about in class. Allot fifteen minutes in class for reading it. Dictionaries may be used as this is not an exam. The story's interest level should be high. We chose The Edited by Cathy Day Open Window by "Saki," as the surprise ending Eastern Michigan University requires a high degree of understanding. 2. Have students write a summary of the story and copy their work onto a ditto master. An Authentic Writing Ask them also to comment on the meaning of done in class, analyzing the literary technique the story and whether they like it or not. No used by the author. Experience names on the dittos are needed; titles are enough 8. Let students view the video twice, taking for future identification. notes the second time. Give them about half an by Mona Schreiber 3. Run off copies of each summary for the hour to write up a summary of the lecture. Bar-Ilan University, Israel whole class and distribute them the following 9. Collect summaries, and time permitting, As I'm currently teaching composition, I par- session. Ask students to quietly read the sum- either continue the error analysis on the sum- ticularly enjoyed this teaching technique. The maries and rate each one according to whether maries of the story, or discuss the video and/or author states that this idea has worked success- or not the story was understood, and the main the whole writing project. fully with advanced level students majoring in points and comments expressed clearly. Have Interestingly enough, we found that while the English literature or linguistics in Israel, and them use a notation system to indicate if the first summaries of the short story were varied in that she and her colleagues have used it for two paper is a) good, b) OK, or c) weak. ability, the summaries of the video-taped lecture years. If you're teaching composition to ad- 4.Record individual ratings of each summary were much more accurate, reflecting a higher vanced students, why not try it? C.D. on the board. Share your own ratings with the degree of comprehension, even by those who class as well. Discuss the results, especially had missed the point of the story the first time To have the written assignments in an ESL cases of disagreement. Reasons for ratings around. This may have been due to the valuable composition class become more "authentic," it should be discussed, too. experience of sharing each other's work and is necessary to give students tasks that resemble 5. Use one or two of the generally agreed getting feedback which was often eye-opening those required of them in their academic upon weak papers for an error analysis. Students from fellow classmates. This system of evalua- courses. It is also necessary to let them write for can correct language mistakes together and tion is certainly less threatening than what the a real audience, fellow classmates. In Bar-flan's point out examples of faulty comprehension. It students are used to anfar more motivating. English Department we have recently found a should be noted that the weak papers always Suddenly students are writing for a genuine way to combine these facets of authenticity into lacked personal comments on the story. audience, and most of our students wished to a successful writing project, which our students 6. Time permitting, go over one or two of the score high in the public rating. Moreover, during have responded to very enthusiastically. better papers. Have students discuss what makes the rating, we noticed a transfer between the The project spanned three class setsions and them good summaries. ability to wn.: a good composition and the involved the following activities: reading a short 7. In the third session, show students a video- ability to judge one. story and summarizing it in class, reading and taped lecture of about ten minutes delivered by About the author: Mona Schreiber has an M.Ed. in TESOL rating fellow students' summaries, and viewing one of their literature teachers at the university from Temple University and is currently working on a Ph Din Applied Linguistics at Bar-Ilan University, where she has been a video-taped lecture on the story and summari- (preferably a cooperative one). In our case the teaching language courses (pronunciation, conversation, and z:ng it. The detailed procedure follows: lecturer discussed the story as she might have writing) to English majors (or nine years.

ORIENTATION IN AMERICAN ENGLISH A six-level basal course for junior high school sit' through adult education ESL S11 -- MAMA SR® Basal Program NOW PUBLISHED BY SW. NATIONAL TEXTBOOK COMPANY Sit T "' \ r SW A Communicative Approach to Oral Proficiency ORIENTABON IN Designed through intensive worldwide language Level four (10 lessons) for intermediate stu AMERICAN ENGLISH training experience, SRsituational reinforce- dents contains discussions of career opportuni- mentfeatures direct acquisition of language ties, environmental issues, recreational through conversation. The core of the SR activities, and presents "consumer" situations method is the response techniquea statement Including charge accounts, budgets, and using of command, a question, and an answerelicits the telephone. personal information or revolves around the performance of some action. Levels five snd six Each lesson is divided into three parts; each part emphasizes a different set of skills: part Six Levels of Progress oneconversational skills, part twoproduction of discourse, part threeparaphrasing through Each level ofOrientation in American Englishis designed for 80-100 classroom hours. manipulation of sentence structure. Placement and r rofIclency Level one (20 lessons) helps beginning stu- Integrated Learning Materials 0 Tests dents to understand and produce commands, questions and responses related to greetings, 0 Texts, Levels One-Six 0 Teacher's Manual telling time, hobbies and pamIlt.1 situations. 0 Readers, Levels One-Six SAVE$680 Level two (10 lessons) covers practical topics such as money, measuring and shopping. O Workbocks, Level:: One-Four For economical evaluation, order sam- 0 Cassettes, Levels One-Four plerone each of texts 1-4 plus one Level three (10 lessons) teaches the language Teacher's Manual needed to order lunch, buy and pay for a car, O Tapebooks, Levels One-Four and look for an apartment. ,No. 0566-X9.995 ORDER BOOKS NOW, CALL TOLL FREE. 800.323 -4900 IN ILLINOIS 312-679-5500 85.11 NATIONAL TEXTBOOK COMPANY agra 4255 W. Triuhy Avenue, Lincolnwood IL60646-1975 47 14 TN 4/8.5 Reviews: credibility of news reporting should certainly have a place in a book like this, but I think the ENGLISH BY NEWSPAPER issue is more involved than it is presented in Chapter Six. Continued from page 13 The sample news stories in Pert Two are included for comprehension practice and vo- follows a similar pattern. A short paragraph ing the discussion of headlines until the students explains the purpose of the chapter, after which have had a chance to work with the rest of the cabulary study. Even though they have been there are one or :nose subsections. Each sttbsec- news story. There is a short (90 word) glossary written especially for this book, they are in- don consists of an introductory explanation, of common headline words (e.g., sack = fire, distinguishable from standard wire-service with examples drawn from major wire-4ervice sway = influence, weigh = consider) and a shortcopy. (Not surprising, since coauthor Paul news stories, and a series of exercises, also section on idioms. Headlines are approached asWedel is a graduate of the Columbia School of based on actual news items. Exercise types abbreviated forms of complete statements, and journalism and is also UPI's Manager for South range from multiple choice to finding main students are asked to reconstruct complete senAsia.) The advantage of this approach is that it ideas to general comprehension questions. These tences from sample headlines and to identify enables the authors to include a high percentage are varied from chapter to chapter, and oc- the general subject of a story on the basis of its of the glossed vocabulary in each story. The casionally within subsections of a chapter, de- headline. There is also an interesting section on glossary definitions, by the way, are not compre- pending on the material being discussed. A the use of punctuation in headlines. hensive; they define the words only as used in complete answer key is included at the back of The two chapters on reading the body of the the context of the stories. Nevertheless, it is a the book. news story and on other types of newspaperstrikingly effective use of vocabulary study The strongest charters are Chapter Two, writing are principally content-oriented, and through content area. Reservations aside, I like this book very much. "The Newspaper Lead," and Chapter Five, the exercises are straightforward comprehension "Understanding Headlines." The leadthe first questions. The chapters on words-incontext It is especially well presented and attractively paragraph of a news storyis crucial to the and scanning use conventional approaches. designed and has an adult and businesslike ap- understanding of the entire story. It is, in effect, Teachers should note that the chapter on scan- pearance too often lacking in ESL textbooks. a one- or two-sentence summary of the par- ning is placed first in the book. For me, scanning The authors suggest using the book in conjunc- ticular event being reported. Because so much has always been as much a matter of discarding tion with a daily newspaper, probably a good information must be compressed into a small irrelevant material as of recognizing the relevant. i a since students will want to practice with space, multiple-embedded sentences are theConsequently, it is difficult to scan something more examples than the book provides. The authors also indicate that the book may be used rule. Furthermore, the number of past and that contains unfamiliar vocabulary and sentence present participles used tends to obscure the patterns. In my own reading, I seldom "scan" a for selfstudy as well as in a classroom. Given basic structure of the sentence, in particular the newspaper story, since the headline and firstthe previously mentioned tendency of news- location of the main verb. (This process by paragraph effectively summarize its content. papers to incorporate culturally-conditioned inwhich a simple sentence is expanded into a lead The only chapter about which I have major formation without further explanation (refer- is nicely illustrated in the initial example in reservations is Chapter Six, "Reading a Story ences to the U.S. legal system, or to the election process, for example), I wonder how effective Chapter Two.) Exercises emphasize finding theCritically." I very much like the idea of teaching subject and main verb, recognizing relative students to assess the reliability of a story based the book would be without access to a native speaker's experiences. clauses, and understanding opening phrases be- on information about its source, but some of the ginning with past participles, gerunds, and prep- examples offered in the book are unconvincing. One final point ought to be made for those ositional phrases. These structures are aUuded For example, "U.S. intelligence sources" arewho are contemplating using this material in a class. As implied earlier, reading a newspaper is to without grammatical explanations, the em- considered more reliable than "Brazilian intel- phasis here and elsewhere in the book being on ligence sources" when discussing aerial recon- not a sociologically "neutral" activity. New- t.e content of the story. Students who may benaissance flights over Cuba by U.S. planes. papers, beca se they are an integral part of the unfamiliar with these structures may requireWhile it is true that U.S. sources may have "real" world, often involve us in matters about which we feel strongly. They can delight us, but extra help at this point. What I find most better access to the information, they might also attractive about this chapter is the practice ithave more reason to conceal or alter that in- they can also frustrate and anger us. If your gives students in analyzing and sorting infor-formation. We should remember that in this classroom has enough room in it for frustration, mation found in long, often complex sentences, chapter, as in the other sections of the book, the ange-, and delight as well as verbs and parti- a skill that can be applied to other tyres ofconcept of news reporting is approached from ciples, then English by Newspaper may be reading as well. the viewpoint of the Western democracies, and weicome addition to your syllabus. About the reviewer:Daniel Dropko is an instructor In the Headlines pose special difficulties, and the may not reflect the experience of those who English Language Institute at the Ur iversity of Florida in authors have shown good judgment in postpon- might be using the book. Discussions of the Gainesville. Sex of Our English Language Teaching SAINT MICHAEL'S COLLEGE. Continued from page 6 Winooski, Vermont 05404 Our concern must be for what comes out of itself deals with our own language usage whether our classrooms. Sortie of these gender errorswe are male or female, political or apolitical. MASTER'S IN TESL will be automatically excused by the hearer as The insights we find in these studies will enrich 36 credits part of the wrong accent/incomplete knowledge our understanding and guide us with our students. of the language pattern. J hive not seen research ADVANCED TESLCertificate Program on how listeners classify such errors; I believe a About the author:Claire Smith is an ESL teacher and freelance 18 crocks certain portion of a foreign accent is due to ESL editor. She holds an M.A. in TESOL from Boston University. INSTITUTE IN TESL gender-marked speech errors rather than to the more readily heard and corrected errors in REFERENCES summers only Bodine. Ann. 1975. Androcentrfsm in prescriptive grammar: 9 graduate creeks lexicon, syntax and intonation. For teachers to Singular "they." sepindefinite "he" and "he or she." Language help their students, the teacher must first recog- in society,4:129-48. Brend, Ruth M 1972. Malefemale intonation patterns In Ameri- INTENSIVE ENGLISH TRAINING PROGRAMnize the problem. Once aware, the teacher's can ish.Proceedings of the Seventh InternationalCon- Intensive English courses for foreign students own ear will begin to notice the gender markers. gress o Phonetic Sciences,1971. The Hague:Mouton. Re- p:int in Barrie Thorne & Nancy Henley (eds.), Language condueted on a yearround basis Even a small amount of reading in this area will andSex: Difference and dominance.Rowley, MA: Newbury permanently change the native speaker's con- House. 1975. Lakoff, Robin. 1975.Language and Women's Place.NY: Harp«. St Ka iwers oleo oilers /desteste *No In sciousness of cues given and received. The new & Row. Educebon. libeologv. Acirriristratices and Mimi Pevehciogs book by Thorne, Kramarae and Henley, Lan- MacKay, Donald G. 1980. On the goals, principles. and proce- Also evadable KEd. aids concentreskes dures for prescriptive grammar.Language in Society,9:349-87. Suechl EdurAtion, Athirietrabon, Curds:4" guage,Gender and Society,has an extensive McConnellCinet, Sally. 1983. Intonation in a Man's World. In Readingand Gomm* Education bibliography broken down by categories so Barrie Thorne, Chris Kramarae and Nancy Henley (eds.), Language, Gender and Society.OD-88. Rowley, MA: Newbury write: Direcsor that the reader can easily find worxs in any area House. TESL Pregrerna for follow -up reading. Nichols. Patricia C. 1983. Linguistic Options and Choices for Boa 11 We owe it to ourselves and our students to Black Women In the Rural South. In Barrie Thorne. awris St. Michael's College Kramarae and Nancy Henley (eds.), Language,Gentler and know about this research. Much of it was done Society.54.68. Rowley, MA: Newbury House. WkwakVOTOOrl MOS Thorne. Barrie, Coeds Kramarae. and Nancy Henley. 1983. US.A. for political or social reasons; the women's Language,Gender and Society.rlowley, MA: Newbury movement was the main force. But the research House.

TN 4/85 15 48 Shot in the Arm Prince Philip, the Duke of Edinburgh, chose show format in which the actor-contestants are the day I attended the fair to present the fair'sasked to give the meanings of various English The English Language Fair1st Prize Award for a new publication to Sea- road signs and words. The hilarious answers speak, an English in navigation text. Red carpets, given by the bizarre looking and sounding by Christine Luginbiihl-Maloofspeeches and flashbulbs, and then crowds were characters kept the packed house, including the A brick and concrete complex of apartmentsnavigated first here and then there as the prince Prince, roaring with laughter. and shops surrounding a token wading pool,and his entourage made their way from booth In all, the fair was very enlightening on the some shrubbery and ducksthe only concessionto booth. state of the art of English teaching, and after to natureis the home of the Barbican Centre In addition to the regular exhibits, hourlyfive hours, left me with a "shot in the arm" in northeast London, site of the English Lan-presentations were held in the rear theater. inspiration we teachers could use from time to guage Fair from October 22-24. Making my Some of these included talks on books such as time. way down the long walkways, up and downSeaspeak, Streamlines, and Departures in Read- Reprinted from the ETAS Newsletter (English Teachers Assocl ing. Other talks were about "Computers in Minn, Switzerland), Vol. 2, No. 1, December 1984. flights of stairs and around bends, forever fol- About the author: Christine LuginbChMaloof earned her M.A. lowing the yellow painted line and accompany-English Teaching," "English in Broadcasting" in TESOL from Boston University. She has taught there and in and "English Across Frontiers." I managed to Madrid, Spain. She is presently teaching incompany business ing signs, I came at last to the fair's registration English courses in Switzerland. where she was recently g-Jest desk. catch the Emilish Teaching Theatre's "What editor of the English Teachers Association, Switzerland (ETAS) My official catalogue having been bought,Does it Metea take-off on the TV game Newsletter. and all other formalities having been taken care of, I proceeded to the entrance, showed my Cambridge ESL ticket, and was about to go in when I was stopped by security. "Please open your hand- bag," I was asked. "What could they possibly be looking for," I wondered, "a smuggled manuscript I was planning to hound publishers with, perhaps?" "The Duke of Edinburgh, the Patron of the fair, will be here today," I was told. "Oh." Having passed through security, a quick overview of the exhibition hall and a glance through my catalogue told me that the fair was divided into two sections/floors: 1) English Teaching Programs and 2) Publishers' Displays. Wandering through the first floor, I was overwhelmed by the number of English programs and private schools throughout Britain offering summer, part-time or intensive courses to children, teens and adults. Competition was keen, so some schools were emphasizing, in addition to their regular academic program, such selling points as comprehensive extra-curricular activities and tours, a "rate your English" computer ,analysis (which was, in reality, the school's placement exam), and Linguasport, an elective in which intensive tennis and English are taught simultaneously. A few teacher training and business public speaking programs were also represented, as well as TESOL, IATEFL and OXFORD-ARELS. On the second floor were exhibits of most British ESL/EFL publishers, as well as some Speaking Naturally American ones. To my personal disappointment, the selection of American textbooks was naturally limited, with just one or two books or series COMMUNICATION SKILLS IN AMERICAN ENGLISH available per publisher. Assorted bookstores and publications such as "The Times Education. BRUCE TILLITT and MARY N. BRUDER al Supplement," The EFL Gazette," (the international review of the English language) were Speaking Naturally is for intermediate and high intermediate also displayed. students who want to communicate effectively in both formal But by far the latest buzzword in the field of and informal situations. English language teaching is the use of comput- Recorded dialogues illustrate language functions in both for- ers both in the classroom and at home. Videos, mal and informal settings. programs and accompanying books abounded, Informative readings describe sociolingt istic "rules" in with BBC and its soundproof booths as well as various publishers and programs sporting fancy plain terms. hardware housing some good and not-so-good Useful phrases (recorded) are listed in order of more formal to teaching material. Despite a slight inhibition less formal. about taking up much of a salesman's time to Small group practice gives students opportunity to interact explain the intricacies of a program, I did through role plays and cued dialogues. manage to try out one system. This particular piogram was designed as a test for English Book: 0-521-27130-4Cassette: 0-521-25007-2 speakers learning French and vice-versa. I decided to test my fledgling French and opted for the beginners test. I was then given a series of words and expressions in either French or En- glish for which I had to supply the translation, CAMBRIDGE UNIVERSITY PRESS and was rewarded with a "That's right, 'Iris- 32 EAST 57TH STREET/NEW YORK, NY 10022/212 68g-8885 tine" when my answer was right. The only Outside the U.S.A. and Canada order from your usual ESL supplier, or in case problem was that if I misspelled the word or of difficulty order directly from Cambridge University Press, The Edinburgh didn't give the exact synonym the computer Building, Shaftesbury Road, Cambridge, CB2 2RU, England. was programmed for, my answer was marked wrong. 18 49 TN 4/85 ESL Techniques Benefit Hearing- Impaired Students Edited by Howard Sage, New YorkUniversity by Diane Currie Richardson St. Paul, Minnesota I have taught English to deaf and hard-of- hearing students for ten years. In the mid to late 1970s, I began hearing vague murmurings about how ESL might be workable with deaf students. So in 1978, after deciding I wasn't satisfied with my students progress in English, I started investigating ESL methods. By way of background, I teach in a vocational school and have students for three months, one hour a day. They are high school graduates and usually 18-20 years old. Most have been educated in special schools or classes for the hear- The Conquest of America: The Question of theTwo Years in the Melting Pot by Liu Zongren. ing-impaired, but many mainstreamed Other by Tzvetan Todorov, translated from the 1984. China Books and Periodicals, 2929 24thwith hearing students. They commonly read at French by Richard Howard. 1984. Harper & Street, San Francisco, California 94110 and 125 a second to fourth grade levelmostly because Row, 10 East 53rd Street, New York, New York Fifth Avenue, New York, New York 10011. 105 of limited or no exposure to spoken English. 10022. 274 pp. $6.95 Paperback. pp. $14.95 cloth, $8.95 paperback. I settled on the use of grammatical sequench.g for my class. Despite drawbacks to such a The Conquest of America is an examination Easily readable by college ESL students, this method, it provided an opportunity for indi- of the overthrow and genocidal destruction of unpretentious account of a Chinese newsman'svidualized self-paced instruction, which was the Amerindian populations of Latin and South two year stay in Chicago offers some provoca- necessary with the diversity of my students. America by the Spanish Conquistadores. Todo- tive comments on our American way of life.Over a few years, I wrote 30 grammatically- rov's focus is the driving force of symbols and For those Americans who envision third worldsequenced lessons (with special features for symbology, how they enter the consciousness visitors to our land as children going wild in the hearing impaired students) with an abundance of conqueror and conquered alike and thuscandy store of our material wealth, Liu has of repetitions and drills. animate and intensify economic and socio-pouti- some surprising remarks about the discomfort Each student writes only lessons daemed cal struggle. The analysis is brilliant (Todorov is this affluence may cause. Interweaving descrip- necessary through writing samples and someone of the world's leading theorists of the tions of American situations with reflections on times pretests (the same tests used for the symbol and the structural approach to langu- comparative circumstances in China, Liu reveals lessons). Students work at their own paces and age), terrifying and cautionary. In Todorov's interesting differences betwee:. the two cultures, check their own answers. account, the symbols by which a culture lives materially of course, but psychologically as Well over 800 students have used lessons. The become the armature for action against and for well. He is bemused by the numbers of his overwhelming reactions indicate that students mismading of the "other", the support for mur- friends who are single; he is alienated by the enjoy them (supposedly because they are work- der, exploitation or fatalistic acceptance ofisolative living of suburbia; he is attracted by ing at a level they are ready forsometimes for doom. Todorov's purpose is not to recount the sincerely friendly people and the rich farm- the first time), and students understand/learn 'istory but to ret...Ind us of "what can happen ifland of the Midwest and by the free blues music more than they did in high school (according to we do net succeed in disemering the other." In and bargain prices of the Maxwell Street open students' comments). a world in which phy:ical distance is abolished market. His candid opinions on his encounters As much as possible, I separate English from and contact with diverse cultureanmediate, with America, most of which will be familiar in signing, a controversial issue in education of 'here may be no alternative to inch constant some ckigee to our college ESL students, should deaf students. Most teachers combine signs discovery. generate thoughtful discussion in our class- with English word order This is the same as by Michael Heller rooms. speaking Chinese words in English word order, and it's often not understood. So, if I want to American Language Institute by Joan Gregg Ne York Unwereity convey English, I write or speak it. I don't sign New York City Technical College, CilNY it. For explanations, I use whatever method of communication students understand best. This Empire! The Creative Writing Journal of New Nicaragua: America's New Vietnend by Karl York State Inmates, I, i. 19E4. Department of is usually American Sign Language (ASL). I do Grossman. 1984. The Permanent Press, Noyac not use my voice or mouth English words when Correctional Services, Albany, New York 12228. Road, Sag Harbor, NN: 11963. 2i8 pp., $18.95. 28 pp. Free paperback. I sign ASL. I also incorporate a modified form of Total This collection of creative writing, poems, Did you know that Tegucigalpa is the capitol Physical Response in class. I sometimes write and short essays 4s a successful attempt to of Honduras? If you didn't, you probably don't out directions for students to perform or other- capture the loneliness and agony, the longing knew about the U.S. Army's Readiness Com- wise demonstrate. They may also show defini- and regrets, and the anger of prisoners whose mand there or that the leadership of the tions, concepts, or sentences with "word boxes." reaching out to fill the void they experience is Nicarguan contras operates ct of South Florida. These are plastic boxes filled with buttons, shattering. The pieces are experiential and poig- Investigative reporter Crossman tels us that paper clips, erasers, rocks, and other small nant. "Shin Lo," a detailed lyrical description of Latin America "begins these days just south ofobjects. Students assign identities to each object a French-Vietnamese beauty who was killed Fort Lauderdale." In thoughtful, on-the-sceneand move them around to explain an idea. stepping accidentally on an American mine, interviews with the editor of the largest Nica- My students' understanding, retention, and raguan newspaper, Pedro Joaquin Chamoro, progress have increased with these techniques. points out the tragic futility of that and all war. Through a survey I conducted last spring of 250 Her lover, the poet and Vietnam veteran, la- and with the U.S. Ambassador to Nicaragua, Anthony Quaintain, among others, and withschools with deaf students, I found only four ments the doable waste. Their pride, mingled which use ESL techniques with American deaf with nostalgia for their native land, comes solid historical and analytical chapters, Gross- students. This is, as yet, a greatly untapped through the bilinguals' writing. They are theman provides an excellent introduction to an area and an issue that cannot be easily shieldedarea. After my experiences and positive reac- ones who have been caught between the pulling tions from other instructors of hearing-impaired and tearing that result from belonging to two from or dismissed by us on the basis of borders. students, I can't help but believe ESL with deaf cultures. Moreover, Grossman's attention to the develop- students will continue to spread. Tnis initial and commendable effort is to be ment and use of idioms, including English For more information, contact me at 2805 encouraged, and ESL teachers might want to idioms, to serve the purp...:es of one or another North Chisholm Avenue, North St. Paul, Minne- share with their students the talent and sensitiv- faction in the struggles, is an extra benefit of sota 55109, U.S.A. ity that are hidden behind prison bars. this volume. About the author; Diane Currie Richardson is a speaker and consultant on hearing impairments. Effie Papatzikou Cochran by Michael Hersch (Reprinted from MINNETESOL Newsletter. Vol. 9, No. 2, Baruch College, CUNY Hostos Community College, CUNY Winter 1985.) TN '4/85 50 17 : I

ILLINOIS TESOL/BE THIRTEENTH DELAWARE SYMPOSIUM ON TESOL SCOTLAND'S ANNUAL STAVE CONVENTION LANGUAGE STUDIES THIRD CONFERENCE The seventh annual Delaware Symposium on Illinois TESOL/BE will hold its thirteenth TESOL Scotland will hold its third annual annual state convention at the Ramada Hotel in Language Studies will be held October 24 -28, 1985, in Newark, Delaware. The theme of thisconference on October 28, 1985 in Glasgow, Peoria, Illinois on Friday, May 3 and Saturday, Scotland. The plenary speakers will be jean May 4, 1985. Illinois TESOL/BE extends year's symposium is Issues in L2: Theory an as Handscombe, president of TESOL and an ex- invitation to the convention to all persons in- Practice/Practice as Theory. Abstracts are in-patriate Scot, and Andrew Cohen, Hebron terested in ESL, bilingual education, adult ed-vited on the following topics: Discourse in the classroom; L2 methodology and universals; Ap- University of Jerusalem. There will be a wide ucation, applied linguistics, culture, testing, and range of papers by ESL/EFL teachers in Scot- other related topics. For further information, plied psycholinguistics; Teaching L2 at advanced levels; Drama in the classroom; Teachealeamer land and a large display of British publishers' contact: Richard Orem, Executive Secretary, materials. TESOL Scotland welcomes submis- Illinois TESOL/BE, Graduate Studies in Adult interaction; Proficiency testing; L2 competence through literature; Research on 1.2 variation; sions from teachers in other countriesor just Continuing Education, 101 Gabel Hall, Northern come and be with us. Write for further details and L2 performance vs. L2 competence. Illinois University, DeKalb, Illinois 80115. to Liz Hamp-Lyons, IALS, University of Edin- Those interested in giving papers at the sym- burgh, 21 Hill Place, Edinburgh EH8 9DP, posium are invited to submit abstracts or in- Scotland. OKTESOL CONFERENCE quiries by April 20, 1985 to: James P. Lantolf, CALL FOR PAPERS Dept. of Languages & Literature, University of Delaware, Newark, Delaware 19718. COLLEGE LEARNING ASSISTANCE The fourth annual OKTESOL conference CENTERS CONFERENCE will be held on the campus of Tulsa University on November 2, 1985. The theme for this year's The seventh national conference on College conference will be High Tech in ESL, with LANGUAGE SYMPOSIUM Learning Assistance Centers will be held at the emphasis on the use of video and computers in AT MEDGAR EVERS COLLEGE Brooklyn Campus of Long Island University the classroom. The program committee invites May 18-18,1985. Conference topics will include The sixth annual language symposium on the a broad spectrum of learning center issues. the submission of abstracts for papers and improvement of language skills in multicultural, demonstrations of either forty-five minutes orpluralistic institutions of higher education will Participants are expected from across the con- one hour. Please send three copies of the one-be held at Medgar Evers College on May 4, tinental U.S. and Canada and Puerto Rico as page abstract, titled but anonymous, to: Pitt 1985. The theme of this year's conference is well. For more information write to: Dr. Lester Hadley, ELS Language Center, 1915 N. W.Language and Learning: Cross-Cultural Per- Wilson, Dean; Instructional Resources, Brooklyn 24th, Oklahoma City, Oklahoma 73108. Include spectives. For more information, write or call: Campus, Long Island University, University a 3" x 5" card with the title, your name, andProf. Irene Aponte, Medgar Evers College, Plaza, Brooklyn, NY 11201, U.S.A. address. Deadline for submission of abstracts is CUNY, 1150 Carroll Street, Brooklyn, NY 11225. July 1, 1985. Telephone: (718) 735.1959. Continued on page 24

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Edited by Liz Hamp-Lyons 'Interpretive Conventions: Problems University of Edinburgh for the English Teacher which idealized network should you teach? Language without such conventions would be by Barbara Lopez impoverished, language use psychologically Inter-American University impossible. This is why, when conventions are Brag Kachru s article in the October 1984 issue prompted several responses, not taught (which is the general case), students two of which are printed here. L.11.-L, transfer conventions from their native language In the article "World Englishes and the Teach- Thus, even without altering lexical content or network. Cumperz analyzes examples of trans- ing of English to Non-native Speakers: Contexts, syntactic form, speakers choose "how they're fer of Northern Indian conventions into English, Attitudes, and Concerns" appearing in Inter- going to put it." Cumperz cites prosody (into-and most ESL teachers have formed a stereo- national Exchange this past October, Braj nation, loudness, stress, phrasing, speed, overall type of Arab English, Japanese English, etc. Kachru discusses the Internationalization and speech register), phonetic variables, and non- Transfer of Li conventions works between universalization" of English from three distinct verbal signals as cues for determining interpre-speakers of the same background. Unfortunate- analytical points of view. The first is similar totive frame and, within a given frame, distin-ly, since native speakers of, in Kachru's terms, that of Ferguson in his work on diglossiaguishing old information from new, contrasting, the inner circle, do not understand conventions (Ferguson: 1959); here the question is "Who placing emphasis, etc. for conveying bothof other networks, but rather apply their own speaks English to whom in what situations andintent and rhetorical structure. Clearly, if the conventions, the result in interethnic situations as an alternative to what other language(s) ?"speaker is to get anywhere using such cues, the (which are also generally inter-network situa- Next, in 'explaining his use of the plural "En- listener has to understand them. Furthermore, tions) is miscommunication. But does this mean glishes," Kachru suggests that we make the the listener has to either signal his acceptance of that everyone should learn inner - circle conven- Firthian distinction between the wider "speech the interpretation the speaker has chosen or tions? community" of Ideal speaker-listeners" whopresent an alternative. Speakers "negotiate" One problem with this approach is that there share la langue" and the closer "speech fellow- interaction. are many inner-circle networks, each with its ship," the actual language users that form the The fact that people do in general understand own set of interpretive conventions. Differences sample when we focus on "la parole." This meanings that are derivable neither from lexical between these inner eircle sets of conventions distinction will help us explore the implicationscontent nor from socio-cultural context is evi- can be large. Cumperz cites ndranderstandings of teaching language use. Finally, Kachru points dence that interpretive conventions form an resulting from differences between Black Eng- out that we must consider the "divergent situa- analytically distinct, learnable system, a con-lish and White English, American English and tions and contexts... and various linguistic and clusion which has been confirmed by research. British English, and, within American English ethnic attitudes" affecting the use of English, There are, however, two important differences of the same class and ethnic group, Californian parameters basic to the ethnography of com- for the language teacher between the system of English and New York English. Would it be munication (see Saville-Troike: 1982). In this interpretive conventions and the phonological, possible to isolate a common denominator of article, I would like to add a fourth perspective lexical, or syntactic systems. The first is thatinner-circle conventions, and if so, would it b which assumes and goes beyon.: the three interpretive conventions cannot be given mean- sufficiently rich? Another major considcraticn above; this is the perspective of communication ing or form independent of use; people learn is: will eu. students be using English with the network and network-specific interpretive con- (more exactly, acquire) them in the course of inner circle? If not, if they are going to use ventions which has been developed by Cumperz interaction. The second is that interpretive con- E:,glish with people who have the same native- (Cumperz: 1982). From thii, perspective, theventions vary, at times dramatically, by "net- language interpretive conventions (for example, old problem of "knowing what he's getting at" work," or group of people who interact on speakers of the various l-lorthern Indian lan- assumes now meaning and the responsibilitrasome regular basis, but who are not necessarily guages), or if they are going to use it primarily of teaching the use of English to a wide spec-of the same class, ethnic group, or even language in bilingual code-switching situations, then per- trum of potential users increase. group. haps their needs arc best met by helping them Interpretive conventions are an aspect of The problem interpretive conventions poseto transfer their Li conventions to create language use that has only recently come under for the English teacher is correspondingly two-their own English. Clearly, however, for teach- systematic analysis, and which is as yet very fold. First, assuming the teacher has a target set ine Fnglish to internationally-operating business- imperfectly understood. It has by now becomeof interpretive conventions, there is the question men or scientists a different approach is re- commonplace to say that communicative intent of how they, and the interpretive frames theyquired perhaps developing sets of ESP in- of an utterance is not unambiguously determined elicit, can be taught. But even assuming a terpretive conventions, or analyzing them if by the syntactic form and lexical content alone, solution to this problem, a more basic onethey already exist. but must be interpreted in the light of not only remains. Whose conventions conventions of Continued on next page the discourse context but also extra-linguistic factors such as the physical setting, the socio- MORE ON WORLD ENCLISHES cultural background of participants, their rela- Dear Liz: would expunge the term "non-native" when tive status and role expectations, etc. What is referring to world Englishes and their speakers. Braj Kachru's paper (anu his book The Other not commonly recognized, and this is the main Clearly, for many users of institutionalized vari- point here, is that "putting an utterance into Tongue) on the emergence of "world Englishes"eties, English is Li; to call them "non-native" context" does not disambiguate it. Within aprovides a proper context and a proper catalyst speakers is erroneous. Nor should their variety given socio-cultural and situational context for a long-overdue discussion. Teachers of En- Iher in ESL/EFL or not, must beginof English be called "non-native" when it has speakers still have many options, among which glish been so worked into the fabric of the culture as they ,select according not only to their own:ec. .licize" (as Firth says) or "de-Amen- 1r concept of acceptable English. to have become institutionalizedin some cases, goals and attitude, but also to their estimr -7e the people of the culture have spoken English of the goali, attitude, and personality .:: the '...cAi4r A to say they should teach in America longer than the people of the American or listener and their own speaking style the same a -, ^erioan variety of English. In other 'er, "inner circle" (in Kachru's Australian or Canadian cultures. words can be used in different ways to highlight I.atexts, 1,, The big disadvantage of the term, as I see it, tr ms) English teachers nted to learn and teach different aspects of shared socio- cultural knowl- is that it perpetuates a terminological (and also edge and thereby, in Cumperis terms, "re- w , atever variety of English matches the com- attitudinal) antagonism among a group of lan- trieve" different experientially-constructed "in- m Mc:alive needs of their students in that context. This means we need to accept the clearguage varietiesIndian, Kenyan, Caribbean, terpretive frames." In other words, the speaker American, Canadian, R.P. that should be signals to the listener which aspects and associ- possibility that in many contexts, students may treated with parity. They are all world En- ations of context and background knowledge not need to learn "inner circle" English. It also glishes, and they all have native speakers. be/she should use as guides in interpretation means that, in approaching "extended circle" and response. On this basis, the listener both and "expanding circle" contexts, we may find it anticipates the line of argument and evaluates necessary to learn another English. Michael Spooner the attitude and expectations of the speaker. Apropos to this same discussion, I wish we Champaign, Illinois U.S.A. 52 19 INT'L EXCHANGE

Continued from page 19 Whatever approach we as teachers choose, Let's our treatment of interpretive conventions will meet at Georgetown be a major factor determining our students' capacity to communicate, all the more so since the role of interpretive conventions is notgen- 1985 erally recognized, nor are the contrasts they establish readily verbalized. While most people recognize inability to interpret a word and can, TESOL TESOL if necessary, ask "Do yoti mean 'pin' as for sewing or 'pen as for writing?", few people SUMER either consistently recognize interpretive prob- AI& lems or feel comfortable saying "Now, just how MEETING do you mean that?", and fewer people stillare wil!ing and able to give a satisfactoryanswer. GEORGETOWN Most of us have for a long time recognized this general problem and the negative stereotypes UNIVERSITY and frustration it generates; now, it'sour responsibility as teachers of a world language to ? do something about it, even if this is only to JULY 12-13 make our students aware of the role that interpretive conventions play. S Sessions, Workshops, Software Fairand IlEFERENCES Materials Exhibits. Capital Ideas ina Capital City. Ferguson. Mules A. 1960. Diglossia. Word 1525.340. Compers.64betJ.lligliDiert. own Strategics. New York. NY: Plan on it! Cam Savale4n3ae. Muriel. 196t. The Ethnography ofCommnni ation: AN betroth:dim Baktmore. Marylat4: Uravenity For more information contact: Joyce Hutchings,Director Park Press. 1985 TESOL Summer Meeting Intercultural Center Georgetown University Washington, D.C. 20057 USA Telephone 202 625-4985 or: 625-8189

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53 TN 4/85 LEARNER ASSESSMENT THROUGH :.iURVEYS

by Joyce Gilmour Zuck Ann Arbor, Michigan "What's Your Opinion?: Surveys and Second Language Learning," which appeared in the October 1984 TN, promiseda follow up article on self -assessment of language learning through surveys. This app[us below. The article is based on a presentation at the 1984 AILA Conference in Brussels by J. G. Zuck and L. V. Zuck, "Self-evaluation of Performance ina Second Language: the Route to Learner Independence." Editor

"How am I doing?" is one of the saddest most willing to communicate in situations where writers. However, the standards used by the questions that can be put to a teacher. Thes/he will get immediate results. Face-to-facelearners vary not only over titre but c*o :- question implies that the learner doesn't really communication maximizes this condition. Fourth, cording to context, situation, e.nd person spoken /snow what is going on nor what is expected of a learner must know and be able to use theto. For instance, if we don't especially enjoy him. In other words, the learner has failed, foryardstick which indicates whether s/he has talking to someone, we judge a communication any one of a number of reasons, to take respon- succeeded or not. A learner judges whether s/he as adequate when only minimal information is sibility for his own learning. The use of surveys is has understood well enough based on what s/he exchanged. Similarly, minimal information is a means of facilitating this assumption of respon- needs to know and what s/he is prepare& to satisfactory when either of the participants is in sibility by the language learner and is therefore know. Taken together, these four conditions pro- a hurry. In order to judge the ability to use seen as an effective device for continuing self-duce a context in which learners are most likely nguage fairly, the learner needs to participate assessment of communicative ability. to accept responsibility for the communication. in a series of potentially similar performances. By definition, a survey fills this requirement. Assessment and Learning Preparation for the Performance In education two types of assessment exist Once the context for the responsible use of Face-to-Face and need to be distinguished. (Holec 1981:18-language has been established, two types of Communication between two people is com- 18). The most familiar type of assessment (for preparation are useful. The first type of prepara- plicated lot only by the relatively untrained example, proficiency testing) is conductedac- tion is essentially personal and is carried out on judgments of the learner but also by the un- cording to external criteria for the purpose ofan individual basis although the results may be trained judgments of the other person who has certifying a learner's level of achievement. The discussed in the group. Learners are encouraged his own expectations, levels of patience, and other type is conducted by the learner according to keep personal reading notes (not summaries) other biases. Studies at CITO (reported by to his own needs and standards for the purpose on the topic of the survey. (The variations in Kreeft and Sanders 1983) have shown that un- of directing his own learning. This self-assess- student notetaking are discussed in Zuck, Jensen trained raters differ on a single paper and a ment is the ongoing questioning process which and Hogg 1984.) Simultaneously, the memberssingle rater differs on subsequent readings .1 a addresses such questions as "How am I doing?" of the group develop their sensitivity and refine single paper. Obviously, the ratings of oral "Am I doing what I need to be doing?" "Is what their questions by trying them out on the mem-performance are much more complex to judge. I am achieving worth the effort and time?"bers of the group. In this second sype of prep- One way to seek a balance between extreme Such questioning allows e sterner to be self-aration, learners help each other to develop ratings is the use of multiple judges. In the case critical and ultimately to make his own decisions sensitivity to potential communication problems, of the survey, communication is attempted with about learning. O'Neill (1977) stated that "ef- to devise strategies for dealing with these prob- several people who have .imilar roles and who fective performance" was ". .a subjectivelems, and in the process to invent metalanguage are expected to have similar facts. (We arbi- evaluation, made by the learn,and the people to describe these growing sensitivities. The trarily chose ten interactions to simplify statis- he has to interact with, not by us." group preparation changes to group supporttics, but the ideal number merely requires the while the survey is underway. By sharing their Language Use language learner to go beyond his immediate experiences, the learners become both morecircle of friends. For some learners, surveying If the learner's motivation is to use the lan- willing and more able to evaluate the reasons four people represents a significant achievement guage eventually, then measurement of the for unsuccessful communication. An "I don't and provides enough repetition to show the progress or success of his learning can best beknow" on the part of the person being inter- learner that he is making progress.) made in the context of real communication.viewed could mean variously, "I don't under- Unfortunately, as Goody (1978:39) and others stand your question." "I genuinely don't know Role of the Teacher have pointed out, real communication is diffi- the answer." "I am too busy." etc. Usually Our experience with adult language learners cult with a person in a well-defined authorityfellow students are able to use available clues to whose motivation is to use the lang sage is that role. Therefore, assessment of adequacy ofattribute the problem to a probable cause of the teacher is most useful solely as a resource on communicative use of language is best donecomplexity, poor pronunciation, poor timing, communication. In this role the teacher is asked outside the teacher-student context. lack of knowledge, etc. to confirm or not confirm the hypotheses that A Self-Assessment Model the students devise out of their observations Knowledge of Results and discussions. Other types of intervention by An effective, flexible model for continuing The pressure to understand (and to remem- the teacher, although useful for other purposes, learner assessment is a survey. (Technically, ber) responses is lessened by attempting to do not appear to contribute to learner self- poll is more accurate but survey is so generally categorize the range of expected possible an- assessment strategies. used that it is retained here without the implied swers in advaece. Initially, learners fudge their Both learners and instructors have to unlearn comprehensiveness.; Further, the content and success or failure by whether they can interpret old itsbits and to develop new styles of inter- process of surveys contain material which ap- the response enough to place it in an appropriate acting. A teacher's intrusion, however gentle pear to be inherently interesting to groups of category. As the pressure to remember deta;is is and well-meaning, diverts group discussion leas ners thus enabling them to discuss strategies limited and the progress continues, learnersaway from learner interests and needs. In one although they may have neither attainment increasingly experiment with followup questionsattempt to provoke discussion and to give learn levels nor goals in common. that indicate that not only do they understand ers a tense of structure, we developed state- but also that they are able to use what they ments for learners to react to. These stutem. ^ts Communicative Performance understand. were, in feet, based on the free discusser,; of "Communicative urgency" to perform ap- previous groups. One example: "I can 1,. ag- pears to be maximized by four conditions.Adequacy of the Communication nize when a person doesn't like my question. I First, the learner has to care about the com- know some strategies to mike a question more Although the motivation for much real world acceptable." (Note: *hen statements are not munication, i.e., s/he has to be interested in the communication aprears to be quite binary, unlile those presented in Oskarsson 1980 ap- information s/he is seeking. Second, the learner language learning practice is seldom set up this pendices.) We found that using teacher-provid- has to have enough confidence in his ability to way. Holec (1980) notes that learner judgments ed statements resulted in u rather disjointed antl understand that s/he pays attention. (This con- aLent their performance tend to be global; they useless discussion. On tie other hand, student- fidence is built up through previous knowledge. make subjective decisions "good enough" vs. controlled discussion leads to the same topics of the topic and previous experience in shralar "not good enough" and exhibit little interest in although the order varies. communicative situations.) Third, the leas aer is the finer gradations used by teachers and test Continued on next page I ;s: TN 4/85 5 4 21 SURVEYS Surveys are not easy for those who lack confidence in their language ability. The group The School for Continued from page 21 provides encouragement and feedback in a non-threatening environment. Group members International The most effective technique was merely to have been known to accompany a timid student Training suggest that the participants in the group dis- to help him get started. Surveys accommodate cIssion use the last few minutes of each meeting growing abilitic., greater sensitivities, and 44,....c .., to write down in their notebooks (for themselves changing needs. Surveys allow the language .,.:L- onlynot the teacher) one interesting idea that learner to set his own limits and to evaluate his ..smAa .k..,_. q they wanted to retain from the discussion. This own adequacy on a sliding scale which he can `.Eit reflective time proved very valuable in the cumu modify to suit his interpretation of the com- --viO T_, lative discovery process of individual learners. munication situation. ..i I iM"' The most positive aspect of a survey as self- Extensions assessment of language learning is that once Get a better job Although surveys were originally limited to learners begin to communicate successfully Do a better job. spoken interaction on a topic of current interest, within the limits they set for themselves, they Master of Arts In Teaching for certilicatlon and effective the learners themselves have made interesting set new limits and embark on self-training by career preparation in extensions based on their language learning trial and error as they begin to direct their own English as a Second purposes. Some students have conducted sur- learning. Language veys by mail nr by telephone. Learners have French. Spanish About the author: Joyce Zuck has done curriculum develop- Bllingual/Multicultural made use of the results of their surveys to ment and teacher training In the United States, japan, Hollaod education establish dorm rules, to write (and send) memos and Poland. She is an expert in the uses of media in the classroom. in two consecutive summers or one academic year. Also. to their companies and sponsors, and most Mc 'er's in Intercultural Human SELECTED REFI1RENCES importantly to design and embark on more Sek .ace Management Goody. Esther N. (Ed.). 1978. Questions and politeness Strate- @ sophisticated language use. gies in social interaction. Cambridge: Cambridge University c0The School Press. Tor International Trail:dug Holec, H. 1980. Learner training: meeting needs in self-directed v.) 32 Kipling Road. Brattleboro. VT05301 Sununary !taming. In Foreign language teaching: meeting individual 1.800-451-4465 What have these surveys had in common? All needs. rlowud B. Altman and C. Vaughn James (Eds.), 30. 45. Oxford: Pergamon Institute ofEnglish. have centered around carefully devised and Hoke, H. 1961.Autonomy and foreign language learning constantly refined requests for information. The Oxford: PergamonPress. 1985 NAFSA CONFERENCE MAY 28-31 Kreeft, Henk and Piet enders. 1983. Model responses for learners have taken .-,e-iously the need to prepare examinations with of at-ended questions. In Practice and The 37th Annual NAFSA Conference, to be problems in language testing & non-classleal test theory and themselvei and 0group members for the final examinations in secondug school,J. Van Weeren (Ed.), held in Baltimore, Maryland, will focus on communication in 1-zth form and content. The 105.117. Arnhem, the Netherleods: CITO relationships between U.S. educational institu- learners have planned a series of communicative O'Neill, Robert. 1977. The limits of functionalnotional busesor "My guinea pig died with its legs crossed.In tions and U.S. and foreign governments as it interactions in which they have sought the in- English for specific purposes. Susan Holden (Ed.), 8-11 covers the theme of International Educational London: Modem English Publications. formation from a number of resources. They Oskarsson, M. 1980. Approaches to self - assessment in foreign Exchanges and Governments: Policy and Pro. have discussed their experiences in groups and language learning. Oxford: Pergamon Press. cess. For information write: National Associa- Zuck, J C., Pat Jensen and Sheryl Hogg. 1984.Leamerinitipted developed strategies for dealing with communi- vocabulary practice. Paper presentedat the 18th Annual tion for Foreign Student Affairs, 1860 19th cation breakdowns as they saw the need. TESOL Convention, Houston, Texas, March &11,1984. Street, N.W., Washington, D.C. 20009, U.S.A. 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TN 4/85 In fairness, it is an extremely difficult task to program the computer to anticipate all possible near misses or all possible answers. Herb Stahlke of Ball State University has worked on a program that can judge open-endedly near-miss Edited by Richard Schreck spelling errors, but even this ingenious program Heidelberg College has some problems and might be difficult to incorporate into individual lessons, given hardware and software limitations (in its original Current ESL Software: form, Stahlke's program was self-standing). Thus, we may be stuck with inappropriate Branching and Error Correction computer responses for some time. by Gerard M. Dalgish Student control of the computer/lesson is an Baruch College, CUNY important concept in good CAI, but sometimes the ESL lessons "take over." The Regents/ALA In this second part of Gerard Dalgish's review of software, he addresses the ways current Grammar Masteryintroductory diskette added programs deal with branching and error correction. This article is taken with permission from paragraphs and "turned pages" in some cases Microcomputers and Teaching ESL, Research Monograph Series Report No.7 of the Instructional without specific instructions to do so (they were Resource Center, Office of Academic Affairs, The City University of New York, 535 Last 80th automatically timed), although in most of the Street, NY _10021 and is reprinted here withpermission. Responses are welcome. R.S. later sections, notably the very informative lessons on Expressions of Quantity, the program A major criticism of available ESL software lates an instance PLATO (Delaware) on returned full control to the student. In some is tb lock-step fashion of the lessons. There are article lessons where she typed "shes" (no circumstances in some lessons, the University of at least two subdivisions of tiris kind of short-apostrophe) and was reminded ti.at "the article Illinois PLATO system enforces time rules and coming: inability to move forward or backward goes before the noun." Typing in "aren't" in- bumps the student off the computer. Good within a lesson, and inability to skip ahead to stead of "are" in PLATO (Delaware), Exercise programs will be sprinkled with simple com- another lesson. The PLATOESLseries (Uni- One, Be Going,results in being told that that is mands like "Press any key to go on" or "Press versity of Illinois and University of Delaware) the wrong form of the verb "be." There is nospacebar to continue" so that it is the student, is probably most notorious for this. In PLATO "intelligent" compute response to trivial student not the computer or the lesson, that sets the one must answer every question and exercise typos in Intellectual Software's lessons, either. pace. before one can be ''released" to go on. In other For instance, some questions require students to Students should be made to feel that they ESL packages (Regents/ALA, Damao and By-identify two improper words in a sentence by control the computer, not the other way around. pacs, for example) one cannot go back to antyping them in, separated by a comma. If theIf a student inputs an error of a trivial nature earlier part of the lesson without removing the student forgets to do one of the words, the that ;1, a mere typo or a word not related to the diskette, booting up from scratch, and answer- answer is completely wrong, and an "explana-targ,. structureand/or the computer gives an ing all of the questions again. The same is true tion" that :ncludes his correct answer is pro-inappropriate response, these will almost cer- for Intellectual Software's Comprehensive Gram- vided. Of course, omitting the comma results in tainly promote a feeling of powerlessness over marReview, inwhich students get the same a wrong answer, which is confusing because in the computer which can easily be transferred to questions whenever they begin.and where it is other lessons the righi answer might be two the ESL material itself. In addition, students impossible to do anything but start againno numbers that must NOT be separated by com- often miss a chance to manipulate or control the jumping or skipping ahead or back is possible. mas. computer in ways that go beyond the typing in Some courseware (Regents/ALA, for example) But even when a genuine error occurs in the of correct responses. While I am not advocating provides a review of incorrect answers by show- student input on some multiple-choice-type arcade game lessons, there should be room for ing the wrong answer, or one like it, to the exercises, computer messages are still uninform- some student control over some graphics-type student at the end of the lesson. This is highly ative as to the reason for the error. Guilty lessons. This seems not to be the case in most desirable, and lacking in most other software, software here includes DORMAC, Teacher's ESL software. but one still cannot go back to find the principle Friend, and Hartley, although DORMAC will or rule behind the wrong answer without boot- sometimes give the entirenot individualized About the author:Gerard M Dalgish is ESL supervisor of the Department of English. Baruch College, New York City, N.Y. ing up again. As in PLATO, one cannot go onexplanation back. The student may be given a He is also kiterested in computers and lexicography. until one gets the right answers again, but there few chances to get it right (Intellectual Soft- is no awareness (on the part of the computer or ware's tests do not give the student even a the student) that errors form any sort of pattern. second chance) and may sometimes be told the One error after another is flashed on the screen, correct answer, but there is no or very little taken in numerical order from stud: It mistakes.connection to the cause or the rule behind the Since, as in nearly all materials,`.ere is no correct answer. Obviously, by forcing one and distinction between a mere typo and a com- only one possible correct answer, the lesson is pletely wrong answer, students are forced to stifling creativity in language use. Van: 'on and slog through a number of correctional exercises, creativity, which adequate branching would some of which they may not really need, some- facilitate, are the very skills that ESL students times without a hint as to the reason behind need to develop and be encouraged to use, their real cr spurious mistakes. since so often their writing is restricted either The reason for lock-step progress through syntactically or lexically. lessons, lock-step input and lock-stepped computer responses has to do with branching (really, the lack of branching). The term branching is MATERIALS ON CAREER DEVELOPMENT AND COUNSELING used to describe the ability of programs to FOR INDOCHINESE IMMIGRANTS respond in different ways depending on student input (it sometimes refers to skipping ahead in a Career Development for Indochinese: A Cur- Career Counseling Materials and Techniques lesson, but this, too, depends on student input). riculum Guide isa comprehensive 8001 page for Use With Vietnamesea valuable source of Much software, and much ESL software, hascareer development curriculum which contains information. Published by the Career/Vocation- very limited branching. Typos, misspellings, more than 60 hours of lessons designed for use al Education, Guidance Department of the Santa nonsense words, and gibberish may Al bewith Vietnamese, Laotian, and Cambodian stu- Clara County Office of Education, this 340* lumped together and considered by the com- dents. The Career/Vocational Education, Guid- page manual contains successful "model" pro- puter as wrong answers alongside genuine er- ance Department of the Santa Clara County grams, job description 1,heets in both Vietna- rors. These "errors" may be grouped togetherOffice of Education has developed this publi- mese and English, a section of resources and with abbreviations, contractions, or rephrasings cation primarily for high school teachers and appropriate bibliographies. that are essentially appropriate or correct stu- career counselors. It contains instructor guide- For more informationbout these publica- dent inputs. This is because a blrct computer lines, support materials and student materials in tions, write or call: C/VEG Publications, Santa response is often programmed in for every both English and the students native languages.Clara County Office of Education, 100 Skyport input that does not match a single answer. Guidance and counseling personnel who work Drive, M/C 236, San Jose, California 95115, Peggy Ebebach (personal communication) re- with Vietnamese clients will find the manual U.S.A. Phone: (408) 947-6758. TN 4/85 56 23 ANNOUNCEMENTS Continued from page 18 MI '01.1.7,STTESOL CONFERENCE Wisconsin 1 ESOL will host the 5th Annual Conference of Midwest TESOL on October 17- 19, 1985. The conference will explore compu- fete44,1, 6444 ter-assisted instruction, methodology, research areas related to the discipline and practical ideas fcr the classroom. The program committee welcomes proposals from TESOL and its affiliate members involved in all aspects and levels of ESL instruction, administration, and research. For proposal forms and additional information contact: Rita Rutkowski, College of fetters and Sciince, Department of Linguis- tics, ESL Program, Box 413, Milwaukee, Wis- consin 53201, U.S.A. MID-ATLANTIC REGIONAL CONFERENCE wesemENII:N. Plans for a Mid-Atlantic Regional Conference in the spring of 1986 are being made by representatives of LOS BESOL, WATESOL, BA- TESOL, and Penn TESOL East. Susan Bayley, TESOL's field services coordinator, has also participated in the steering committee's meetings. Tentative plans indicate that the conference will be held in April, 1986 in Wilmington, Delaware. Watch for additional conference news in the future. RESEARCH ON LEARNER STRATEGIES COLLOQUIUM FOR TESOL '86 Abstracts or outlines of contributions to the TER proposed colloquium on research on learner strategies being organized for TESOL '86 are solicited in the following areas: 1) theoretical Uniquely designed, T.E.N. features 114 cards with photo- and methodological issues; 2) research projects graphs of everyday situations to encourage class discussions in the area of learner strategies and related and skill-building. These action photo cardseach with a cognitive processes; and 3) learner training projects. Send three copies of your abstract to: detailed lesson plan on the backare divided into ten Anita Wenden, 97-37 63rd Road, apt. 15-E, thematic units, including: Forest Hills North, NY 11374, U.S.A. Deadline: Welcome The Classroom July 1, 1985. The School Body Parts and Clothing CALL FOR PAPERS FROM LASSO The Neighborhood The Birthday Party The fourteenth annual meeting of the Lin- Ideal for students of all ages and language backgrounds, guistic Association of the Southwest (LASSO) T.E.N. is available as a complete package (all ten units) or in will be held October 10-12, 1985, in Houston, three separate modules (three to four units each). Texas. The association welcomes 25-minute- long papers dealing with phonology, morphology, syntax, semantics, psycholinguistics, socio- In the words of one enthusiastic reviewer: linguistics, language acquisition, multilingualism, "With T.E.N., every ESL teacher can have access to the language contact, language pedagogy, discourse latest methodology in one complete, soundly sequenced analysis, nonverbal communication, and linguis- system. I recommend it highly." t'analyses of literature. Submit a double- Esther Eisenhower, Ph.D. spaced page-long abstract by May 15, 1985 to: Richard V. Teschner, Secrettu-y-Treasurer LAS- ESL Program Director and SO, Dept. of Modern Languages, L'TEP, El Paso, Curriculum Specialist Texas 79968. Presentation is a privilege of 1985 LASSO membership ($15 regular, $7.50 student /non- employed /retiree) paid by May 15. We think you'll agree... Submit all abstracts in duplicate without submit- tees name or affiliation but with a 3" x 5" card Naturally, you'll want containing submitter's name and address along with the title of abstract/paper. to teach with T.E.N.! COURT INTERPRETING INSTITUTE For more information, please call or write: Montclair State College is pleased to host the 1985 Summer Institute for Court Interpretation, Addison-Wesley Publishing Co. June 14-July 6, for Spanish/English bilingual World Language Division participants. The institute is endorsed by the Reading, Massachusetts 01867 American Translators Association and the Court (617) 944-3700 Interpreters and Translators Association. Some scholarships are available. For more information, write or call: Dr. Marilyn Frankanthaler, or your nearest Addison-Wesley representative Director, Center for Legal Studies, Montclair State College, Upper Montclair, New Jersey 07043, U.S.A. Telephone: (201) 893-4285. 24 57 TN 4/85 a

Edited by Carol J. Kreidler Georgetown University TESOL's Standards The following draft of TESOL's standards represents the culmination of several years work by the Committee on Professional Standards. These standards are meant to serve as part of an ongoing process of self-study to be conducted by the staff of an ESOL program with the support and assistance of the TESOL organization. Guidelines for self-study are being prepared. Programs which endorse these standards are invited to send a letter to the TESOL central office stating the endorsement. The next step in the process is to conduct a self-evaluation. The results of this self-evaluation including documentation can then be filed with the TESOL central office. Having a letter on file which endorses the standards is prerequisite to filing the report of the program self-evaluation. Programs which file endorsements and documented reports of self- evaluations will be recognized; the greatest effectiveness of the self-study approach, however, comes from the dynamic interaction of the review process as it evolves among teachers, staff and administration. At its mid-year meeting in October, 1984, the Executive Board of TESOL reaffirmed its commitment to these standards and the program for self - evaluation and recommended publication of the standards. TESOL encourages program staffs to initiate self-regulation through self-study. C.J.K. STATEMENT OF CORE STANDARDS FOR LANGUAGE input from the instructional staff, support staff and students is AND PROFESSIONAL PREPARATION PROGRAMS sought and utilized in an atmosphere of trust and respect. This past half century has seen a rapid and significant rise in the use of 2. Instructional Staff English throughout the world. The number of programs providing A quality program employs instructional staff who have profes- English language training for speakers of other languages and the number sional preparation and experience for the duties assigned them. of programs offering degrees and training in the teaching of English to Permanent, full-time positions are created and maintained to the speakers of other languages have increased accordingly. fullest extent possible with the role of each member of the instruc- Teaching English to speakers of other languages is an academic field tional staff clearly defined in terms of the total program and the requiring special programs for its students and special professional larger institution. Scholarly and professional development, such as education and preparation for its practitioners. Although the name of the research and publication and/or participation in workshops, study organization is Teachers of English to Speakers of Other Languages, its groups, professional organizations and coursework is encouraged members include researchers and administrators, materials developers and supported by the institution and program administration. and testing specialists, classroom teachers and linguists, as well as Opportunities for advancement, essential to the best performance specialists in the area of teaching standard English as a second dialect. As of the instructional staff, are provided. All instructional staff the largest professional association dedicated to teaching English to members are treated equitably and compensated comparably within speakers of other languages, TESOL proposes the following set of the program and within the larger institution. standards fo quality programs to impre,,e ESOL instruction and preparation of professionals in the field. 3. Support Services A quality program recognizes that students with limited English I. LANGUAGE TEACHING PROGRAMS proficiency need special attention and provides adequate support Programs for teaching English to Speakers of Other Languages (ESOL services to both students and instructional staff. Examples of programs) with many students or with only a few adhere to basic support services for students include counseling, classroom space principles and goals. Presented here are statements of standards that the and extra-curricular activities; for instructional staff, quality ma- TESOL organization believes to be inherent in quality programs. terials, office space and secretarial support.

A. Statement of Purpose and Coals C. Program Curriculum A quality program of teaching English to spea.:iers of other languages A quality program of teaching English to speakers of other languages is based upon a set of principles which recognize that all associated implements a curriculum that indicates expected learner outcomes in with the programinstructional and support staffs, administrators and the various instructional components. Methods and materials, selected studentshave a wide range of needs and the basic right to pursue the and/or developed for the particular age, skill level and needs of the fulfillment of those needs; that language is an essential tool for students, are compatible with the goals of the program. Instructional communication and the fulfillment of academic and personal needs; decisions, such as format and intensity of the program, class size, that there are differences between first and second language learning; program and course objectives, learning activities and performance and that all languages and cultures are worthy of respect and ap- standards are made to serve the needs and interests of the student, the preciation. institution and society at large. The administrative and instructional A quality program establishes goals which are based on these staff share in the responsibility for this decision-making with systematic principles and which guide the program in the development, imple- input from the students served by the program. mentation and evaluation of appropriate performance objectives and operational procedures. These goals are readily available in a written D. Program Implementation statement which describes the purpose, scope and nature of the program. A quality program of English to speakers of other languages is implemented in a systematic manner following the progression of B. Program Structure assessment, instruction, evaluation, review and revision. Upon entry 1. Administrat'on into the program, students are fairly and appropriately assessed with these results dictating the instructional placement, approach and ma- A quality program of English to speakers of other languages is terials for each student. Accurate records are kept on each student and under the direction of a professionally-educated administration the instructional program is coordir2d with other services which the which is knowledgeable and supportive of the program goals and student may be receiving. Progres. .3 m .,sored at regular intervals to objectives. The administration implements the principles of mutual determine growth or changes in student per..rmance. responsibility and participatory management in personnel practices, A quality program provides the public with clear and honest utilization of resources, supervision of program staff and evaluation of program activities. Throughout the decision-making process, Continued on page 27 TN 4/85 58 25 FROM THE CENTRAL Help from RISE: OFFICE: DUES, AWARDS, Finding a Teaching Job Outside the U.S. PUBLICATIONS The Register for International Servic. Ed- RISE is open to registrants in all fields. It ucation (RISE) is a computer-based rerralworks primarily to aid developing countries At this late February writing the staff is busy service administered by the Institute of Inter- with annual mail inundation: ballots, member- locate educators and specialists in needed fields national education (11E). It enables primary including the teaching of ESL/EFL and teacher ship renewals, convention preregistrations, af-and secondary schools, universities, technical filiate reports, and scholarship/award applica- education. institutes, research centers, and government ed- For those individuals iegistering with the tions. ucation ministries and agencies outside the The new schedule of dues took effect service, RISE will prox .de, over a one-year on United States to locate qualified educators, period, data on all overseas educational employ- February 1, according to the letter sent to all specialists, researchers, and consultants for ed- members in November 1984. As your member- ment opportunities listed with the Register that ucation-related assignments. These assignments correspond to the registrant's qualifications and ship expiration date approaches, you will receive may range in duration from a few weeks to a renewal notice imprinted with the new rate preferences. It is the individual registrant's several years. responsibility to investigate conditions of the schedule ($40 regular, $20 student, $60 joint, $75 RISE's purpose is to match needs of educa- institution/library, and $200 commercial, $20 assignments as they relate to his or her own tional and research institutions, agencies, and personal situation (in regard to dependents, for paraprofessional, retired, unemployedor volun- development projects in other countries with teer). You will note that overall it is an entirely example) and specific professional interests. the qualifications of U.S. trained teachers,con- RISE currently lists more than 1,500 assignments new form, one that lists all 14 interest sections. sultants, and specialists available for education- The renewal notice alga includes slots wherein 65 countries. Individuals seeking assignments related assignments outside the U.S. may register with HE for a fee of $45 for one by members who wish co do so may contribute Since RISE is designed to draw on the U.S. to the three awards funds which TESOL has year. They may update their bio-data at any education system for its registrants, most of time without additional charge. now established: the Albert H. Marckwardtthem are U.S. nationals. However, increasing Memorial Fund to assist U.S. and Canadian For more information, contact: RISE, Insti- numbers of those who earn U.S. graduate de- tute of International Education, 809 United graduate students with travel expenses to the grees in key development fields are from other annual conventions; the Ruth Crymes Memorial Nations Plaza, New York, NY 10017, U.S.A. or countries. U.S. citizenship is not a requirement call Sandra Cervera at (212) 883-8241. Telex: Fund to award one or two fully paid fellowships for registering with RISE. to the TESOL Summer Institute; and the new ITT-422207; Cable: INTERED General Awards Fund, with specificawarc.s to be established at a later date. AVAILABLE FROM INTESOL In addition, TESOL administers three other New Directions for TESOL: Proceedings of the Second Midwest TESOLConference is awards: the USIA/HE awards to help non-U.S. available from INTESOL. The contents include articles by Paul Angelis, students studying in the U.S. with travel Elliot Judd, Liz ex- Hamp-Lyons, Laura Latulippe, Richard Orem, Adelaide Heyde Parsons andmany others. penses to the conventions; the TESOL Research The cost is $7.50 payable to INTESOL. For more informationorto place an orderwrite to: IS/Newbury House Distinguished Research Marlin Howard, Dept. of Linguistics, Indiana University, Bloomington, Award to recog lin unpublished research in the Indiana 47405, U.S.A. field, and the TESOL/Regents Publishing Com- pany Fellowship to provide for further academic education in the TESOL field. While the USIA/HE grant has been administered by TE- SOL for several years, the two latter awardsare new this year. The text The Central Office staff is planning to expand the number of publications from othersources which it offers for sale to its members. As just for students I one example among others, for the past several years TESOL has purchased bulk quantities of who Adapting .lad Writing Language Lessons by mean Earl Stevick from the Government Printing Office in order to snake them easily availableto business members. To obtain feedback from members regarding what other publications or types of Jcseph Ruschini and Richard Reynolds publications they would like to see TESOL About 350 Pages. Instructor's Manual. offer, the staff has now prepareda one-page Transparency Masters.April 1985 questionnaire to be enclosed with renewal notices in the coming months. Input receivedin answer to this questionnaire will help us improve Here is a comprehensive, thoroughly researchednew text our publications service. designed to teach students how to improve theirbusiness communication skills. comprehensive coverage of essential business topics authoritative style guides TASK-BASED LnARNING WORKSHOP AT THE UNIVERSITY OF MICHIGAN developmental writing assignments and hundreds ofexercises The English Language Institute at the Uni- chapter on world trade communications versity of Michigan will hold asummer work- up-to-date computer terminology shop on task-based learning, July 7-July 19, 1985. The workshop is designed for experienced teachers of international students of general and From the publishers of English Alfa specific purpose English. The workshop will 8 offer opportunities for both discussion and de- For adoption consideration, request sign of task-based materials. For further infor- an examination copy from mation contact: John Swales, Acting Director, English Language Institute, University of Michi- Houghton MifflinOne Beacon St., Boston, MA 02108 gan, Ann Arbor, Michigan 48109, U.S.A. Tele- phone: (313) 784-2413.

59 TN 4/85 STANDARD BEARER C. Program Curriculum It is recognized that there is a great deal of variation in the goals and Continued from page25 objectives of professional preparation programs in teaching English to speakers of other languages. However, regardless of the variation, each information regarding its purposes, nature and goals as well as infor- program should have courses which present basic theory and practice mation about the community in which the program ;s located. The covering the second language and teaching paradigm, such as those cultural, personal, and/or career needs of students, as well as the guidelines TESOL and other professional organizations have estab- preferences of sponsors, parents, or guaru. ins, are recognized and lished.' respected. D. Program Implementation E. Program Assessment A quality ESOL professional preparation program ensures that A quality program of teaching English to speakers of other languages quality instruction is available to all students on all levels; that its periodically reviews its objectives, resources and operation in order to courses are appropriate and relevant to the needs of its students, and determine the program's strengths and weaknesses. Curriculum content, that its requirements for graduation are clearly written and available to materials and methodologies are scrutinized in relation to student students when they enter the program. Instructional staff and adminis- achievement and goals. Availability, cost and quality of human and tration attend to record keeping, orientation and assessment of needs material resources are considered in program review. Periodic student throughout the time the student is in the program and in follow-up assessment throughout the program operation and in follow-up studies studies. assures awareness of changing needs and facilitates adjustment of various program decisions such as student placement and scheduling, staff E. Program Assessment assignments, instructional strategies and extra-curricular considerations. A quality program of professional preparation for teachers of A quality program evaluates its effectiveness on a continual basis as English to speakers of other languages systematically and periodically determined by the program staff, administration and students, as well as reviews its goals, objectives, resources and operations to determine its when required by outside agencies or the larger institution in which the strengths .nd weaknesses. The needs of its students, trends in the field, program operates. and the course offering- and their content are scrutinized in relation to student achievement and goals. Periodic assessment and/or counseling throughout the program operation and in follow-up studies assures II. PROFESSIONAL PREPARATION PROGRAMS' awareness of changing needs and facilitates adjustment of various program decisions. Although the organizational structure of professional preparation pro- In a quality program, evaluation of effectiveness is undertaken as grams may differ in various institutions, the principles and goals adhered determined by the program staff, administration and students, as well to throughout the varied professional preparation programs remain the as when required by outside agencies or the larger institution in which same. Presented here are statements of standards the TESOL organization the program operates. believes to be inherent in quality programs of professional preparation. s- FOOTNOTE A. Statement of Purpose and Goals Refer to the TESOL publication Guidelines for the Certification and Preparation of Teachers of English to Speakers of Other Languages in the United States. A quality program of professional preparation for teaching English Copies of these standards along with descrtptions of ES01. programs are available from TESOL, to speakers of other languages is based on the same principles as the 201 D.C. Transit Building, Georgetown University, Washington. D C. 20057. English language teaching programs. Additionally, since such a professional preparation program is usually offered in an institution of higher education, its goals and purposes must be onsistent with those of the institution under which it functions. Committee on Professional Standards A quality program establishes goals which are based on these principles and which guide the program in the development, imple- Members who have worked on TESOL's Committee on Professional mentation, and evaluation of performance objectives (competencies) Standards include the following: and operational procedures. Since the professional preparation program prepares teachers ft.r many kinds and levels of programs, it may have a Paul Angelis Phyllis Jae number of orientations reflected in its goals. These goals are readily Joan Biagini Mary Ann Kearny available in a written statement which describes the purpose, scope John Boyd Joan Kertis and nature of the program. Mary Ann Boyd Carol J. Kreidler, Chair Jeffrey Bright Paul Krueger B. Program Structure Gina Can toni-Harvey Richard Light 1. Administration Susan Carkin Victor Mason A quality program of ESOL professional preparation is a desig- Frances Clark Howard Morarie nated unit of an institution of higher education. This unit is under Janet Constantinides Richard Orem the direction of faculty members, knowledgeable and supportive of Cathy Day Fay Pallen the program goals and objectives, who have the major responsibility Richard Day Adelaide H. Parsons for organizing and coordinating the activities of the program. The Peggy Doherty Betty Prados faculty, support staff and students are systematically involved in the Phillip Edmondson Jean Ramirez decisiommaking process regardir g personnel practices, utilization Donald Enoki Rebecca T. Richards of resources, supervision of program staff and evaluation of program Sergio Caftan Marsha Santelli activities. Karen Galeano Milton Saltzer Mary Galvan Gwendolyn Schwabe 2. Instructional Staff Richard Handscombe Peter Strevens Linda Tobash A quality ESOL professional preparation program employs faculty Marc E. Helgesen Shirley Wright who have scholarly preparation and professional experience for the Lynn Henrichsen duties assigned them. Permanent, full-time positions are created and maintaMed to the fullest extent possible with the role of each faculty member clearly defined in terms of the total program. All faculty are treated equitably and compensated comparably within the program and within the larger institution. The administration of the institution of higher education encourages the faculty to engage in scholarly activities, exploration of teaching and service, thereby enriching the program and the field.

3. Support Staff A quality ESOL professional preparation program provides a trained support staff which includes secretaries, advisors, librarians and, perhaps, technolot :sts.

27 IT MUST BE SPRING. The New Books Are inBloom at Longman.

The Longman Intermediate ListeningSeries Longman American Fast Forward Missing Person Structural Readers Paula Fassman and Suzanne Tavares Karen Hunter Anderson, Kathleen Bruegging, and John Lance Horizontal Ten-Pack Our newest title uses everyday language Ten exciting stories make up this mobile situations to help young adult and adult How about using a radio-style mystery story learnir.,library for beginning students. learners develop stronger listening andto help students develop stronger listening Each 1....x features: speaking skills. Ten professionally recorded and speaking skills? The cassette contains and acted listening units provide a wide 12 dramatic episodes that correspond unit- Large, full color illustrations with limited range of contexts (a radio commercial,by-unit with the text. The exercises in the text gossip, a phone conversation, etc.) with book are designed to help students who Controlled structures and vocabulary language scripted to reflect natural speech. have had 80 hours of instioction move High interest stories for teens and young Each unit on the cassette has a correspond- easily from language recognition to oral adults ing unit in the text which provides exercises production. A Student's Workbook for Stage 1 (the that help students to understand the lan- first five readers) and Stage 2 (the second Book 582-79790-X $ 5.50 guage and use it to meet their own commu- five) Cassette 582-79759-6 $13.75 nicative needs. Discount Package The convenient Ten-Pack contains two Book 582-79808-6$ 5.50 (Book and Cassette) 582-79814-0 $17.25 copies of each reader and two copies of the Cassette 582-79805-1$15.75 Teacher's Workbook. Discount Package (Book and Cassette)582-79813-2$19.15

For a complete catalog of our materials,contact Longman. Longman Inc. 95 Church Street White Plains, NY10601 igTESOL/LSA 1985 Institute Linguistics and. Language inContext The Interdependence of Theory,Data, and Application A full range of introductory and advancedcourses Two, three, and six week creditcourses Workshops, symposia, conferenc.s, panels,meetings Georgetown University, June 24- August 2,1985 Sponsored jointly by Teachers of Englishto Speakers of Other Languages and the LinguisticSociety of America FacultyKathleen M. Bailey, Simon Battestini, RussellN.Campbell, Michael Canale, Marianne Celce-Murcia, Wallace Chafe, Mark A. Clarke, Walter A. Cook, S.J.,Jenny Cook-Gumperz, Robert L. Cooper, Florian Coulmas, Francis P. Dinneen, S.J., Frederick Erickson, John F.Fanselow, Ralph Fasold, CharlesA.Ferguson, Charles J. Fillmore, Lily Wong I illmore, John J. Gumperz, Evelyn Hatch, Shirley Brice Heath, Paul J. Hopper, Robert E. Johnsen, Charles W. Kieidler,Steven T. Kuhn, Robert Lado, Robin Tolmach Lakoff, Diane Larsen-Freeman, Beatriz R. Lavandera,Scott K. Liddell, Michael H. Long, Teter H. Lowenberg, James D. McCawley, Marianne MitIun, Joan Morley, Daniel Moshenberg,William G. Moulton, Elinor Ochs, Andrew Pawley, Susan U. Philips, SuzanneRomaine, Haj Ross, Solomon I. Sara, S.J., Emanuel A. Schegloff, Bambi B. Schieffelin, Deborah Schiffrin,Shaligram Shulda, Roger W. Shay, John J. Staczek, Earl W. Stevick, Leonard Talmy, G. Richard Tucker,Thomas J. Walsh, H. G. .Widdowson, Walt Wolfram, Rita Wong, Vivian Zamel, Michael Zarechnak

For more information write:Professor Deborah Tannen, 1985 Institute, Department of Linguistics, Georgetown University, Washington, D.C. 20057 USA INIIIIIIIIMI 61 TN 4/85 Edited by Mary Ann Christison Snow College TESOL IN TEXAS During the week of October 28-November 3, 1984, designated as English as a Second Lan- UPCOMING TESOL AFFILIATE MEETINGS guage Week, TEXTESOLers, five-hundred April 19-20 Kansas TESOL, Wichita, Kansas strong, met in San Antonio for the sixth annual convention of TEXTESOL. They came from April 19-20 MIDTESOL Spring Conference, Columbia, Missouri all over: Houston, El Paso, Dallas, Wink, Pleas- April 20 TEXTESOL V Spring Workshop, Bedford, Texas anton, New Braunfels, Denton, as well as from several other regions of the State, to participate April 20 MEXTESOL Mini-Convention, Torreon, Mexico in the annual TEXTESOL State Convention. April 19-21 CATESOL state Conference, San Diego, California The theme, ESL: Coming of Age in Texas, signified that ESL had come full circle since the April 27 WAESOL Spring Mini-Conference, Ellensburg, Washington first TEXTESOL Convention in Can Antonio in May 3-4 Illinois TESOL/BE, Peoria, Illinois 1979. The participants converged upon the historic Gunter Hotel, site of the second TESOL May 4 MinneTESOL, St. Paul, Minnesota Convention in 1968, to hear presentations on May 10-11 CONN TESOL, Meriden, Connecticut computers, dialogue journals, the use of photog- raphy, music, and literature in English language May 17-18 Gt'lf Area TESOL, Sarasota, Florida teachingmore than sixty presentations in all. May 24 -28 Venezuela TESOL Annual Convention, Caradelleda, Venezuela Festivities began with an address by Roddy Stinson, Texas Columnist of the Year, whose May 25 MEXTESOL Mini-Convention, Morelos, Mexico presentation, The Failure to Communicate, pre- June 12-15 SPEAQ Convention, Montreal, Canada ceded the wine and cheese reception sponsored July 14-18 by Addison-Wesley Publishers. Keynote speaker ISRATESOL and ETAI, Jerusalem, Israel Lin Lougheed, president of Instructional Design September 14-15 JALT, Tokyo, Japan International and currently member of the executive board of TESOL, led off with Listening: October 4-5 WATESOL Convention, College Park, Maryland Making Cultural Assumptions. At the mid-day October 11-12 TEXTESOL V Conference, Arlington, Texas luncheon, James E. Alatis addressed participants October 17-19 5th Midwest Regional TESOL Conference, Milwaukee, Wisconsin on a variety of issues, including past TESOL accomplishments and future directions. One October 18-20 NYS TESOL, Syranure, New York highpoint of the luncheon was the honor con- October 28 TESOL Scotland Annual Conference, Glasgow, Scotland ferred on Dr. Alatis by the mayor of San Antonio, Henry Cisneros, who awarded Dr. October 28 Carolina TESOL Conference, Greensboro, North Carolina Alatis the title of "Al lealde," mayor designate of November 22-23 Puerto Rico TESOL, Convention Center, San Juan, Puerto Rico San Antonio, La Cuidad de la Villita. Dr. Alatis has promised that he will serve faithfully in this If you wish more information on any of the meetings, please write to: Sue Bayley, Field office and "will perform the duties of mayor if Services Coordinator, TESOL, 201 D.C. Transit Building, Georgetown University, Washing- and when he is present within the city limits, ton, D.C. 20057, U.S.A. and at other times agrees to tell the story of La Villita, its beauties, attractions, and culture." NEW EDITOR FOR JALTS determines that the proposed chapter does not Dr. Alatis in accepting the title of "Alcalde," THE LANGUAGE TEACHER overlap with other existing chapters. Once these pointed out that TESOL will convene in San The Language Teacher. formerly the Japan criteria have been met, $100 will be issued for Antonio in 1989 and at that time he will assume Association of Language Teachers' monthly start-up expenses. the role of "Alcalde." The group must next draft a petition to newsletter, has grown to a 50f page monthly establish a chapter, defining its boundaries, Last, but certainly not least, five members of news magazine, with a circulation of more than TEXTESOL Affiliates were honored as "Mem- 3000. In addition, it identifying who will serve as president and is sold in the English treasurer, and signed by at least 20 CATESOL bers of the Year" for their work in TESOL.language section of bookstores throughout Ja- From the El Paso region (I) Joan Ponsford;pan. Editor since January 1983, Virginia Lo- members representing four levels: elementary, from the San Antonio region (II), Danis Bing- secondary, adult and college/university. Castro has become the Publications Committee The Orange County Chapter organized a ham; from the Austin region (III), Charl-ne chairperson. The new editor of TLT is Deborah Perez; from the Houston region (IV), Jane mini-conference at Chapman College on Oc- Foreman-Takano of Hiroshima. Her address is: tober 13, 1984. It was attended by 50 to 60 Hughey; and from the Dallas region (V), Diana4-13-1 Ushita Higashi, Higashi-ku, Hiroshima B. Boncher Belvin. teachers. Mary McGroarty, assistant professor 730, Japan. at UCLA, spoke on the testing and placement of ESL students. Other affiliates interested in CHAPTERS INCORPORATED the "chapter concept" could contact CATESOL INTO CATESOL Liaison Officer, Lydia Stack, 437 Bartlett St., At its November meeting, the executive com- San Francisco, California 94110, U.S.A. who mittee of CATESOL voted to incorporate the has more information on the formation of chap- chapter concept into the organization's structure, ters in CATESOL. after a successful one-year pilot period involving (Reprinted in part from CATESOL News, Vol. 18, No. 4.) three provisional chapters: Sacramento, Nevada and Orange County. The move to organize local chapters was initiated by a group of Sacramento CATESOL members in fall 1982. The procedure for forming a chapter is trig- At the annual state convention of TEXTESOL (left gered when a minimum of three CATESOL to right); Curt Hayes, past president, TEXTESOL members from the same geographical region II; James Mails, executive director, TESOI, and indicate an interest in starting a chapter by "Alcalde" of San Antonio; Carolyn Kessler, presi- submitting a request to the CATESOL liaison dent; TEXTESOL II; and Danis Bingham, vice officer. The liaison officer verifies the member- president, TEXTESOL IL ship status of those making the request and 62 29 choices that contribute to the sexist bias ofThey were more secure in letting others decide a English. For guidance TESOL might look to what to do and then blaming them if it didn't the book mentioned above by Miller and Swift work. But some smiledaknowing smile. And or any other number of more comprehensive Cie world turned. guidelines, such as McGraw-Hill's Guidelines for Bias-Free Publishing. PRAISE FOR TESOL'S 19046 Sometimes methodologies are something like INTERNATIONAL SLATE Doris Shiffman religionsthey work because people believe In Department of English them. So perhaps the important thing is to January 12,1985 Towson State University believe in what you do, or to find something To the Editor: Towson, ',.laryland 21204 worth believing in. But it is nice (and Tyactical) It has never been easy to choose among the to be open to the beauties in all religions candidates in a TP,SOL election. In the past, (methods) and to avoid confining yourself to however, it was easier for members not resident CCER's NUCLEAR FREEZE ahy one dogma (pseudofairy tale go;) simply in the U.S. because there were seldom any non- STATEMENT PRAISED because you "chose" it. U.S. candidates to vote for. Unfortunately, this We have evolved beyond the binary idea of also resulted in the fact that many of TESOL's February 21, 1985 "choose one and call the rest sacrilege." Eclec- international members (or more to the point, To the Editor: ticism proudly and paradoxically states that "it's many of TESOL International's members) had Congratulations on the Coordinatir g Com- true and so is the contrary," for it realises the reason to feel disenfranchised (not just taxationmittee's Nuclear Freeze Statement that appear- realities of individual adjustment and selection without representation but added cost for less ed in the October, 1984 TN. It is indeed ato unique situations. service). pleasure to see a committee with the courage Amen (though I be damned by the band). I must therefore say how pleased and gratified and humanity to take a public stand on such a I was at the new burden on international voters vital issue as the arms race. Tim Murphey this year: without any impairment in the high If organizations all over the world refuse to English Seminar quality of candidates or the excellent record ofbe silent on this crucial issue, then perhaps we University de Neuchatel their past service to TESOL, the Nominating will be able to reverse the current suicidal 2000 Neuchatel Committee, the Affiliate Council, and the Sec-armament trend. Switzerland tion Council were able among them to nominate Thank you, CCERI a slate nearly half of whom live or work outside the U.S. Sylvia McCloud By the time this letter is published, the mem- P.O. Box 24923 Three TESOLers Share bership will have made its difficult choices, but Kuwait University however the balloting comes, I would like to Fac. Med., E.L. U. MLA Award say how pleased I was to see this formal ex- Sa fat, Kuwait. Three authors of respected second-language pression of TESOL's maturity as the interna- learning books have been awarded the Modern tional organization for teachers of the English Language Association's 1983 Kenneth W. Mil- language. ON THE EXPRESSWAY OF LIFE APPLICATIONS TO TEACHING ESOL denberger Medal for outstanding research pub- Bernard Spolsky lication in the field of teaching foreign languages Department of EnglishTo the Editor: and literatures. Bar-Ban University A man started out in a wagon. He felt he John W. Oiler, Jr. and Patricia Richard-Ama- Ramat-Gan, Israel knew where he was going, was codident, and to, editors of Methods that Work: A Smorgas- his wagon rolled well for him. Others saw himbord of Ideas for Language Teachers (Newbury ON AVOIDING LEXICAL CHOICES and his contented face. He even went so far as House) and Sandra J. Savignon, author of Com TRAT CONTRIBUTE TO SEX BIAS--to write books about how he had found con- municative Competence: Theory and Classroom tentment. Practice (Addison-Wesley), are the winners. January 18, 1985 Some of the people began jumping up and Oiler, presently a professor of linguistics at To the Editor down screaming "Look, he has found the mean- the University of New Mexico, has taught at the TESOL's guidelines on gender usage for itsing of life! He has all the answers." And so they Ur..Prsit y of Ce"comia at Los Angeles, South- publications are clearly set forth and are helpfulall (well, at least very many) jumped on theern Illinois University, and Concordia Univer- to the writer but are not yet comprehensive wagon. The band and all. sity, Canada. He has also written several other enough. Recently an otherwise excellent article The poor man was at first pleased, then second-language learning volumes, including in the TESOL Newsletter, "The Responsibilities troubled. He knew the wagon worked for him Focus on the Learner: Pragmatic Perspectives of EFL/ESL Teachers and Their Associations"but that others would not at all be content for the Language Teacher (with jack C. Rich- (TN, August 1984), used the term mother tongue rolling where he was going. But for awhile they ards). He holds a Ph.D. in lingustics from the to refer to a person's native or first language. all sm"d as children do at the end of a fairy University of New Mexico Co-author Patricia Two problems are created by the choice of tale. I iappy-ever-after. Richard-Amato teaches second-language theory such a term. The first involves sexist language. But after Happy-ever-after, some became and methodology at California State University, As Casey Miller and Kate Swift point out in The upset. They thought the man should go faster ur Los Angeles. She has also prepared a videotape, Handbook of NonSexist Writing, often in En-slower, in one direction or another. And he did The Second Language Experience, used in glish, concepts and inanimate objects that are not at all control the weather! They got off the teacher training programs throughout the United thought of as nurturing or bringing forth are wagon and joined another going the other way, States. The third recipient, Sandra J. Savignon, personified as women, e.g., the earth and nature. saying they had tried and his wagon was a Professor of French and ESL at the University Concepts and inanimate objects that are seen as doomed. Soon even half the band joined the of Illinois, Urbana, in 1984 received the Robert active or strong are, on the other hand, usually other wagon, provoking a cacaphon; of dis- J. Ludwig National Distinguished Foreign Lan- personified as men, e.g., time and death. The cordant melodies. guage Leadership Award of the New York use of such terms as mother tongue or mother The poor man was upset. But luckily he saw State Association of Foreign Language Teachers. earth reinforces stereotypical thinking about his direction was still true for him, although he Her scholarly articles have appeared in various women. The second problem concerns the en- admitted it might not be for everyone. For professional journals.

couragement of good writing. If writers choose some he saw it rolled pleasantly en-rugh but GININIm1= a cliché-type metaphor, they are not likely to usually only some of the time. He finally stop- think of these concepts and objects in a new ped his wagon and sat beside the expressway of EDITOR'S NOTE way nor to continue to search for more preciselife and thought and thought. He read a little The full acknowledgement for the reprinting language to describe them. bit, too. of Janice I. Solkov-Brecher's article, Improving If TESOL is to remain true to its commitment, Finally he said, "I think it's best if people find Bilingual Education Exit Criteria and Main- as expressed in the TESOL Quarterly, to "science their own wagons and are responsible for their streaming Programs in the December 1984 TN and the fair treatment of individuals and own direction. Then they can travel roads that should have read: Reprinted with permission groups," it needs to do more than just edit out are suited to them and construct their wagons from The Clearing House, Vol. 57, No. 9, words such as he and man in generalizations the way they like." April, 1984, a publication of the Helen Dwight that are true for both males and females; it must The people didn't care much for his advice. Reid Educational Foundation. also become aware of other kinds of lexicalThey preferred fairy tales and band wagons. s 3 TN 4/8,5 Four 'lessons Language School and Cultural Center. 4- The Experiment In International Living Is seeking appli- 32.5 Sanarudal, Hamamatsu 432. Japan. English Instruc- cants for ESL teacher supervisor for its refugee camp pro- : tors wanted to teach chidren and adults, days and evenings. grams in Parisi Nikhom. Thailand and Galang. Indonesia. ESL TESOL background and/or teaching experience preferred. teacher supervisors provide training to Thal and Indonesian Strong commitment to teaching a must. Monthly salary: ESL teachers in theory and methodology and supervise the C. 240.000 Japanese yen plus attractive benefits. One year Implementation of competency-based ESL curriculum for renewable contract. To apply, send resume, recent photograph refugees resettling In the USA. Qualifications: sustained and summary of teaching philosophy to school or Nancy teacher training and supervising experience. ESL classroom 'Amerieen School of Laguna Verde, Wm:my, Veracruz, Olivetti. 312 Grand Avenue. Apartment 5k Palisades Park. experiel.ce overseas. graduate degree in ESL or equivalent. Mexico. Applications sought for full time elementary ESL New Jersey 07850 or contact Nancy Olivetti at TESOL Con- proven ability to work In a team atmosphere in challenging positions beginning August 28. 1985. rxperienced ESL vention Employment Clearinghouse. conditions. Salary: 115.500/year plus major oanefits. Stan- teachers with an interest and appreciation kn other cukures log Date: Immediate openings both sites. To apply, send are desired. Salary based on qualification& Free housing/ Waged' University. Tokyo. Japan. April 1986 opening for current resume to: Mr. Peter Falion. Projects a Id Grants. EIL utilities. Blue Cross/Blue Shield end additional benefits oro- *contract lecturer In American English and cukure. Age: less Brattleboro, Vermont 05301. (802) 257-4828. AA/EIDE vided. To apply send resume with handwritten cover letter to: than 33 years as of April 1st. 1986. Qualifications: M.A. or American School of Laguna Verde. apartado Postal 264, higher degree. Salary3,830.000- 4.635,000. For further Veracruz. Veracruz. Mc; 319986 ext. 306. details, write to Institute of Language Teaching. Waseda Centro Colombo American*. Sermnquille. Colombia. For University of Arkansas, Nock, .4rItansas. Lecturers: University. 8-1, Nishiwaseda 1-chome. Shinjuku-ku, Tokyo m!d-1985 and January 1986, three positions for TESL In- Two lecturer positions to each in c daytime, six-level 100, Japan. Application deadline: 30th April, 1985. structors. Diploma or transcript must clearly state TESL/ University- preparatory Intensive English program; 4-5 hours ESL/English/Education or Linguistics In order to obtain a work permit. B.A. or M.A. required. Some knowledge of deify, five days a week two month arms: three to four Florida State University. Tallahassee. Four assistantships Spanish helpful. Salary moderate; best for motivated. recent osperations; some ctonmittee wore on curriculum develop- Will be awarded to doctoral applicants of The Florida State graduate desiring overseas experience of semi-retired teach- ment: possibly some lahtiniorY monitoring; extra -ompen- University for that academic year 1985-1988. The assistant- Anion possible for night classes. M.A. TESL in-hand; teaching ship duties are teaching intensive ESL at the Center for ers. Write Centro Colombo Americana, Ann: TESOL Apartedo Aareo 2097. Barranquilla, Colombia. experience. preferably in university Intensive program. Ability Intensive English Studies while pursuing the doctorate in to teach grammar, reeding, writing, and listening/speaking multilingual /multicultural education (TESL/TEFL specializa- from beginner to advanced levels. Salary to be arranged. tion. The awards are renewable annually. For further infor- Approximate range: $10,400 to 1112.000 for eight months; mation. contact Dr. F.L Jenks, Director. CIES-FS U, 918 West Fulbright Scholar Awards. The Council for International 113.000 to $15.000 for ten months. Good university medical Park Avenue. Tallahassee. Florida 32306. Exchange of Scholar* has announced the opening of compe- insurance, pension plans. Application deed! I ne: April 1, 1985. tition for the 1986.87 Fulbright Scholar Awards in research Contact: Rebecca Smith. Director, Intensive English Language and university lecturing abroad. Benefits Include round-trip Program, University of Arkansas at Little Rock. Little Rock. Anatolia College. Thessaloniki. Greece. Positions for travel for the grantee and, for full academic year awards, one Arkansas 72204. AA /EOE master teachers beginning September. 1986 and beyond in a dependent: maintenance allowance to cover living costs of sixyear EFL and U literature program, levels from zero to grantee and family: tuition allowance. in many countries, for Ohio University. Athens, Ohio. Department of Linguistics proficiency (650 + TOEFL). 25memhor department within school-age children: and book and baggage allowances. Magic has a tenure-track position at assistant professorship level Anatolia College. a private American-sponsored secondary eligibility requirements are U.S. citizenship: Ph.D. or com- available beginning September 1, 1985. Ph.D. In linguistm/ school for Greek youth. Qualifications: minimum MA./M.S. parable professional qualifications; university or college TEFL required with expertise, teaching, and research experi- in applied linguistics/EFL or English and American literature. teaching experience; and for selected assignments, profi- ence in ESL/EFL methodology; experience In applied lin- Experience: extensive-preferably oversees -at the secondary ciency in a foreign language. The two major application guistics znd competence in another language desirable. and/or university level; diractin9 of extracurricular activities. deadlines for the 1988.87 Awards are: June 15, 1985 (for Salary: 119,000-122.000 for nine months depending upon e.g.. publications. drams'orensics, sports and hobby clubs. Austrtlasia. India, Latin America and the Caribbean): and Sep- qualifications. Send application, representative publications, Benefits: 3year initial c,..cract. partial payment in US$; rent- tember 15, 1985 (for Africa. AWL Europe, and the Middle 'Ma. and three recommendations to Dr. James Coady. Chair- free, furnished. maintained campus hanging; Blue Cross- East). For full information and applications, all or write person. Search Committee. Linguistics Department. Ohio Blue Shield; transportation and shipping. Candidates should Council for International Exchange of Scholars, Eleven Dupont University. 103 Gordy Hall, Athens. Ohio 45701. (814) 594- send a complete resume to: Michael R. Bash. Chairman, Circle, N.W. Washington. D.C. 20036. U.S.A. Telephone: 5892. To receive full considerstion, applications must be English Department, Anatolia College. Thessaloniki. Greece. (202) 939-5401. received by April 15. 1985. AA/EOE U.C.LA.. Los Angeles, California. The U.C.LA. TE SLAP- plied Linguistics Program announces the probi.bility of positions Ina joint U.C.LA.Chinese Academy of Social Sciences English Language Canter in Beijing, P.R.C., to be Inaugurated September 1985. Need is projected (ch. 1) one Chief-of-Party in charge of direction of teaching and research in English for KING FAISAL UNIVERSITY Academic Purposes (Ph.D. In TESL/Applied Linguistics and experience required); and 2) four Teacher/Researchers (cur- College of Education rent graduate study In EAR/ESP for MA or Ph.D. in progress, with experience in EAP/ESP preferred). Inquiries and cur- AL HASA, SAUDI ARABIA ricula vitae should be sent to: Dr. Russell N. Campbell, China Exchange Program, 1201 Campbell Hell. U.C.Lk. Los An- geles. California 90024. M/EOE Announcement of positions inEnglish in the Foreign Language Department:

The College of Education of King Faisal University an- JOB NOTICES nounces vacancies at the levels of Professor, Associate Praha- ear and Assistant Professor in the following areas ofspeciali- Notices of job openings, assistantships zation.These appointments will be for the academic year or fellowships are printed without charge 1 985-1 986. provided they are 100 words or less. Address and equal opportunity employ- 1. GENERAL LINGUISTICS-to teach coursesingeneral areas oflin- er/affirmative action (EOE/AA) state- guistics ment may be excluded from the word count. Type double space: first state 2. TEFL METHODOLOGY-toteach coursesin TEFLMethodology name of institution and location (city, state/country); include address and tele- Positionsat the level of English Language Instructor are available phone number last. Do not use any ab- for the teaching of TESL courses from basic to advanced levels. breviations except for academic degress. Send two copies to: Alice H. Osman, TN 3. TESL-to teach courses in genera! skills as well as courses in the Editor, 370 Riverside Drive, New York, program for English majors. NY 10025,1I.S.A. If copy requires clarification, the Editor will call collect. Please POSITION REOUIREMENTS: Ph.D. isrequired for positions #1 & #2. M.A. note: no tear sheets are sent for free ads. (TESL) is required for position #3. Teaching A fee is charged for longer job notices experience on theUniversity level of at least or if an institution desires a special boxed notice. Due to space limitations, a half- two years is desirable. column (5") size is strongly encouraged. For rates, please write or call Aaron Ber- APPLICANTS SHOULD WRITE TO: man, TESOL Development & Promotions, P.O. Box 14396, San Francisco, California Office of the Dean King Faisal University 94114, U.S.A. College of Education U.S. Recruiting Office King Faisal University WestLoop South, See page 2 for deadlines.Late Sob or 2425 notices accepted provided there is space. P.O. Box 1759 Suite 540 Call TN Editor (212) 663-5819 or (718) Al Hasa, Saudi Arabia 31982 Houston, Texas 77027 626-8546. 800-231.0792 64 Macmillan ESL A program forevery level

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, PLUS: Graded Readers Adult Basal Programs Writing and Grammar Itacher Resources Speaking and Listening Supplementary and Audio-visual Survival Skills Materials

VMto !occur utsIow IIACIAILIAll ?NUNN CONAIWITSCHOOL 11,01111110 NI TIM AVENUE. NM YORK, NV 10022

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TESOL, 201 D.C. Transit Building, Georgetown University, Washington, D.C. 20057 U.S.A. TESOL NEWSLETTER VOL XIX, NO. 2, APRIL 1985 NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID Bluomington, Ill, TESOL/LSA INSTITUTE June 21.August 2. 1985 Permit No. 16 Georgetown University TESOL SUMMER MEETING July 12.13. 1985 Georgetown University Mart irotio from: Deborah Tannen. Director 1985 Institute Linguistics Department Georgetown University Washington. D.C. 20a57 USA Telephone (202)025.88M Joyce Hutchings. Director I 1985 TESOL Summer Meeting R5 ICC:Georgetown University Washington. D.C. 2C057 USA Telephone (202) 625.4985 Vol. XIX No. 3 Teachers of English to Speakers of Other Languages June 1985 Using a Grid in Broadway Comes to TESOL '85 Beginning Reading by Tracey Forrest Hunter College, CUNY by Greg Larocque Public ServiceCommission ofCanada It wasthemorning of the Thursday Plenary. With respect to the relationship between lis- Language Training Program Branch The atmosphere was electric. The Grand Ball- tening and speaking, Dr. Aaron explained that room of the Hilton Hotel in New York City was students are often blocked as listeners because The teaching of reading skills to begin-packed with conventioneers engaged in an up- of their self-consciousness. He urged the audi- ning level students can be effectively or- beat happening with a special personal quality. ence to help students overcome embarrassment ganized by using a question grid. This Broadway had come to TESOL '85. so that they may become receptive learners. He technique, originally suggested by Earl Sparkling with the charm, wit and spontaneity mentioned that in speech classes at Juilliard, it Stevick, is a very effective tool for introducing students to the variety of reading skills and for provoking an awareness of language conrlexity, while at the same time getting them personally involved in the reading passage at hand. For the teacher, this technique is an always-available guide to exploitation of reading assignments, such as a newspaper article or a passage a student has just written. For purposes of this article, we will consider the three reading skills of scanning, skimming, and in-depth reading. We will definescanningas the quick search for a particular piece of information in a photo by Ian laBounly Continued on page 4 The Broadway Cemes torEsoz.15 panel (left to eight) Mary Hines, who introduced the panelists, Gook Davis, Ruby Dee, Stephen Aaron, and Muriel Costa-Greenspon. INSIDE of theatrical professionals, Dr, Stephen Aaron usually takes a minimum of 12-18 months for (The Juilliard Theater Center), Muriel Costa- changes in students speech to start to occur. Dr. Sapp kment No 2 Branching Ow, ed by L Winer. Centerfold. Creenspon (New York City Opera) and stage Aaron encouraged teachers to be patient and Choice of language used by the speaker: :he teal issue of and screen stars Ossie Davis and Ruby Dee, this tireless in their efforts to free students from whkh method 1 use, by C Ebel. Page 7. plenary session brought to TESOL '85 the es- inhibition so that they may pass to the next Feeling foreign, by). Zoller Wagner. Page 10. sence of realworld issues, alive and current, stage of development in their roles as learners. just as TESOL educators attempt to bring real- On this note, Ms. Costa-Creenspon shared Aft Illate/IS News 25 Miniscules 11 world meanings into their classrooms. with the audience her early experiences as the Corderences/Calls 21 On line 9 Dr. Aaron, a member of the acting faculty at child of deaf parents. Her reminders that we Intl Etzhange 13 President's Note 2 Juilliard, deftly escorted the star-studded panel must learn to hear with our "eyes and other It Works 5 Reviews 17 through reflections on their own experiences as senses" were inspiring. Job Openings 27 Standard Bearer 15 "communication specialists," encouraging the Dr. Aaron emphasized the importance of audience participants to connect and associate enactment in children's language expression. Call for Video Theater/IFSOL '86. Par 6 their remarks to relevant issues in language He told of an experience in his career as a Other TESOL '86 Calls. Page 21 acquisition and teaching. psychoanalyst with a young child with severe WHe much attention is paid by TESOL mumbling problems. Dr. Aaron honored the Call for nominations and TESOL '86 2 professionals to the element of student listening, child with the role of Cod in a summer camp Thematic volumes: Pergunon Alemany; CUP's CAL7: Ossie Davis focused on teacher listening. In a production of Oscar Wilde's The HappyPrince. Marckwardt, USWI1E, and TESOL/Regents poignant moment, Mr. Davis pointed to listen. Through confidence building and practice, and Awardees 3 ing as the key to learning and understanding. the safety of a role-play persona, the child Call for CALL Papers 9 He remarked that teachers must learn to teach overcame his mumbling, lived up to his role TESOL 135 Sweatshirts 14 on a "horizontal plane"; they need to listen to and was able to begin a course of progress. Australia's Summer School 16 students in order to solidify the all important TESOL 135 Reports and Resolutions 22 teacher-student relationship. Continued on page 5 TN6/85 66 1 Pfseaded4 hole to taw Newdsvps

1 recently attemied the annual meeting of the study the legislative and fiscal provisions made Joint National Committee for Languages (J NCL) by countries whose success rate in second and and the Council for Languages and Other Inter- foreign language teaching is better than that of national Studies (CLOIS) in Washington, D.C. the U.S. The staff of JNCL/CLOIS under its TESOL is a long-standing member of JNCL/ Director, Dr. J. David Edwards, have expressed CLOIS which now comprises 32 professional interest in pursuing an exchange of information organizations drawn together out of a common of this kind. desire to develop and expand the linguistic and Which of TESOL's interests are best served cultural resources currently available in the U.S. by our involvement in JNCL/CLOIS L. how- JNCL/CLOIS's President is TESOL's Executive ever, surely less important than the broader Director, James Alatis. JNCL's mandate is to question as to what unites teachers of English to serve as a forum for the exchange of information speakers of other languages with teachers of and ideas among the language professions and languages other than English. A simple answer as a point of reference for the planning of is that both groups are engaged in helping language policies and the identification of needs individuals add another language to the one or in this field. CLOIS membership includes most more they have already mastered. of these same language associations but is also As former U.S. Secretary of Education Terre! open to organizations concerned with interna- Bell reminded us at the 1984 TESOL Conven- tional studies, global affairs .,nd international tion "As we emphasize the very important education. Its major activity is maintaining con- responsibility of teaching English to our lan- tact with legislators and policy-makers; in short, guage minority population, we must be careful CLOIS plays a lobbying role on behalf of its not to imply that we wish in any way to ignore members. or eliminate their foreign language competen- Given that both the exchange of information cies. It would certainly be illogical and hypo- and the lobbying undertaken by JNCL/CLOIS critical to step up efforts in foreign language are clearly focussed upon the U.S., TESOL's and international study, and at the same time non-U.S. members may legitimately raise the allow these skills to erode within our foreign question as to the relevance or even the language community". Our foreign language appropriateness of TESOL's involvement in colleagues, then, have a major role to play in the these activities. As a non-U.S. member, I per- education of our students, as well as with native sonally recognize and accept the need for my speakers of English. They might also welcome U.S. colleagues to be a part of the collective our support in resisting notions of linguistic voice which JNCL/CLOIS represents; the polit- imperialism vis a vis English, notions which im- ical system operating in the U.S. demands such pede students' efforts in both acquiring as a involvement if progress is to be made in pro- second and maintaining as a first, languages viding quality programs. I also appreciate the other than English. fact that JNCL/CLOIS' efforts at arguing for There are other basic issues we might discuss, the provision of work and study experiences for many of which have implications for classroom citizens abroad and for non-U.S. citizens in the practice. These include the role of language as U.S. have direct educational and employment an object of study and as a tool for learning, the implications for a wide spectrum of the TESOL development of effective translation skills, the membership. description and evaluation of alternative meth- At the present time, TESOL is not formally odologies. engaged in liaison and lobbying activities in the A common, tangible goal might be to work other countries of the world where we have together towards the establishment of Certifi- members. TESOL can, however, make available cates of Bilingual Competence in elementary to members outside the U.S. information such school, high school, college and work place. as major policy statements or strategies which For native speakers of English, this would in- have proved effective in a U.S. setting. At the volve acquiring high level proficiency in a same time, the work of JNCL/CLOIS can be second language, for non-native speakers, usu. augmented by collecting similar inforosatiol, from elsewhere. It may well be rrditable to Continued on next page

Special Combined Mailing to TESOL Members Call for Nonijnations and Call for TESOL '86 Call for Nominations

The Call for Nominations for first vice president/president-elect (1986. 87,1987 -88), seconds ice president (1986-87), and member-at-large of the Executive Board (1986.89) is in the mail. The Nominating Committee encourages all members to participate in the nominating process. Please note that nominations must be postmarked by July 15, 1985. The members of the Nominating Committee are Mary Hines, Chair, Cheryl Brown, Diane Larsen-Freeman, Dorothy Messerschmitt, and Denise Staines. Call for Papers for TESOL '86 The Call for Papers for TESOL '86 is included in the mailing with the Call for Nominations. Proposals for paper presentations for TESOL '86 must be postmarked by August 28, 1985.

If a member of TESOL has not received this mailing, s/he is urged to write or call immediately. Rosemarie Lytton, Convention Coordinator, TESOL, 201 D.C. Transit Building, Georgetown University, Washington, D.C. 200.57, U.S.A. Telephone: (202) 625-4569. 2 f7 TN 6/85 *ssstmcms: TESOL/Regents Publishing Company Fellowship President's Note Goes to Pioneer in ESL Special Education

Continued from page2 The first TESOL/Regents Publishing Company Fellowship has been awarded to Kim Chi Thi Crittenden of Arlington, Virginia. The fellowship, a $5,000 award, is designed to encourage ally resident in a non-English speaking country, teachers working at the graduate level to further their study and research in ESL and return their their development of competency in English added expertise to the profession and the classroom. would be the major focus; for nonwaive speakers of English living in an English-speaking Ms. Crittenden, a Vietnamese roingee who country, their task would be to learn English arrived in the United States in 1971, is today a and to develop their mother tongue skills. consummate speaker of English and teaches It seems to me that both groups of profes-ESL students ranging in age from kindergarten sionals would benefit from discussions around to adult. She is a program supervisor and a cur- these kinds of common goals and concerns. riculum developer, but the most unique of all her Moreover, the individual conversations which endeavors is her work as a pioneer in the field of we have within our institutions and our com- ESL as it applies ta students with learning munities will ultimately provide the muscledisabilities. The TESOL/Regents Fellowship behind the collective dialogue we engage in will help her pursue studies t!rt will contribute through our participation in a group such as to a better understanding of special iechniques JNCL/CLOIS, I am interested in working onneeded in classroom teaching and curriculum these issues at both levels arc you? development for ESL special education stu- JNCL/CLOIS has recently moved to a newdents. Crittenden's project includes four goals: Kim Chl Thl Crittenden office at 20 F Street NW, 4th Floor, Washing-to better identify ESOL students with special ton, D.C., 20001, USA, (202) 783.2211, the staffeducation problems, to properly assess for place- Mason University, pursuing endorsement in would welcome hearing from you by mail orment purposes, to develop teaching materials ESOL and an M.A. degree in bilingual special phone. and curricula, and to serve as a resource to theeducation. She has worked with Indochinese school system in this area of specialization. refugees since 1975, helping them find housing Jean liandscombe. In addition to her other pursuits, Ms. Crit- and jobs, enrolling children in school, arranging tenden has earned an Associate of Arts degree for medical and social services and translating Thematic Volumes from Truett-McConnell Collcge (1979), a B.S. in the courts. in six 'al education from North Georgia College The profession looks forward to her develop- Explored by Publications (1982), and is currently enroi:ed in George ments in the field of ESL special education. Committee Graduate Students Receive As an alternative to the OnTESOLseries, Financial Assistance to TESOL '85 which is being discontinued, the Publications Sayuri Masud* (japan) at Colorado State Uni- Committee announces that several anthologies Marckwardt Award versity; Maria Luiz* Melo (Brazil) at Iowa of papers presented at TESOL '85 colloquia Recipients State University; Leif Nielsen (Denmark) at and other sessions will be published by TESOL San Francisco State; Philip J. Pinsent (United in separate thematic volumes. Classroom cen- Six graduate students in TESOL received fi- Kingdom) at the University of Hawaii; Suraprom tered research, current perspectives on pronun nancial assistance to attend TESOL '85 through Puangmali (Thailand) at the University of Texas dation, research in testing in a second language, the Albert H. Marckwardt Memorial Fundat Austin; Nicole Quentin (France! at Ball State technology in language testing, liste.,ing compr- which is supported by donations from TESOL University; Miguel A. Soto (Chile) at Florida hension, and children and ESI, are among the members. They were Sylvia Aruffo of North- Internatonal University; Chuanhong Yu (Peo- topics being explored. The Publications Com- western University; Maureen Evans of Eastern ple's Republic if China) at Boston University, mittee invites TESOL members to suggest ad- Michigan University; Charmian Hamilton of and Khadija Zizi ;Morocco) at the University of ditional topics or to comment cm the ones The University of Michigan; 13.7xliara L. Hoskins Illinois. of Northern Arizona University; 'Susan Parks named. Please direct your letters tf.1 11. Douglas 'Chosen but could not attend the convention. Brown, Chair, TESOL Publications Committee, of Colorado State University; Ellen B. Smith of Department of English, San Francisco StateSan Francisco State University. University, 1600 Holloway Avenue, San Fran else°, California 94132, U.S.A. Ms. Parks had to declime and was replaced by PargamonAlemany 'Cm/Jet!), Evans of the University of Northern Partnership Contributors Sought Alemany Press, a division of Janus Book for Contemporary U.S.I.A. /I.I.E. Travel Awards Publishers, Inc., Hayward, California, and Pcr- to Students from Outside ganion Institute of English, Oxford, England Approaches to jointly announce that effective April 1, 1985, Language Teaching the U.S. Ale:many Press is exclusive distributor for the Awards from the United Stat.. , Information United States and Canada for all English lan- Cambridge University Press has established a Agency, administered by the Institute of Inter- guy ,r,c training materials publiThed by Pergamon new series with the general title ofContempo national Education, were made to the following Institute of Englis:i. rary Approaches to Loncuage Teachingunder students from outside the 13.5. All of the recipi- In addition to Pergamon% current list of t:-,e editorship of Marianne Cc IceMurcia. ents are currently pursuing a full-time course of approximately 200 titles in the areas of meth- The series will focus on new ways of teachingstud.; in teaching English to speakers of other odology, professional development, course ma- second languages that integrate the four skillslanguages on the graduate level at the U.S. terials and English for Specific Purposes, many and strike a methodological balance between institution named. new American English titles will be introduced comprehension and production as well as con- during the coming year, including a major new tent and form. Each volume will present a Recipients Represent Twelve Nations basal program calledBreakthrough. timely practical slant ant: will include sufficient Mohammed AI- Chamdi (Saudi Arabia) at Alan Davies, managing director of Pergamon guidelines on syllabus design, teaching materials, Northern Arizona University; Tzung Yeh Cheng* Institute of English, views the agreement with and classroom pi ocedures to permit implemen- (Taiwan) at Ball State University, Alba Maria Alemany as significantly strengthening market- tation of the author's proposals. Douradc-cle-Souza (Brazil) at Ohio State Uni ing of Pergamon FLT titles in the important Those who are interested in contributing a versity; Jacy P. Ciumaraes (Brazil) at Eastern North American market. Robert Tong, president volume to the series or in making suggestionsMichigan University; Irene Hill (Australi4) at of Janus Book Publishers, Inc., believes that for volumes should write to the series editor. Iowa State University; Sachiko Ikeda (Japan) at inclusion in the Alemany catalog of this broad Professor Marianne Celee- Murcia, TESL/Ap- St. Michael's College; Yinhua Li (People's Re-offering from an established and highly respec- plied Linguistics, 3303 Rolfe Hall, University of public of China) at SUNY at Albany; Hsien-ted British publisher will be a significant t us California, Los Angeles, California 90024, U.S.A. chin Liou(Taiwan)at Iowa State University; for our customers.' TN.8/85 68 3 Using a Grid Reading Objectives Dimersion Continued from page 1 Finding Facts Making Inferences Personal Invoivement given text. Skimming is perusinga text, picking out bi ; and pieces here and there 1.a. 1 b. 1.c. Was Ostman given only Is snuff a kind of tobacco?Do you know of any other to get an overall picture.In-depth reading yes/no grass to eat during his is use of tobacco besides a much closer examination of a text to Language captivity? cigarettes and snuff? get a great deal of information and to Structure buildamore complete understanding of 2.a 2.b. or 2.c. it. either/ Did the Sasquatch Did the 'old man' like the Do you think tobacco The grid (See sample at right.) offersa Or family live in the snuff or not? moimtaini or in a harms or benefits the user? reading skills approach which takes into Complexity lowland valley? account both reading objectives and lan- Dimension guage complexity. It can be used with any 3 a. wh- 3.b 3 c. text. The sample grid you see is based on How long was it How did Ostman escape? Why do you think the the following mid-intermediatepassage before Ostman Sasquatch family let fromRead Canada! 2,published by the escaped? Ostman live? English Development Section of the Lin- Answer Key guistic Services Directorate. 1.a. in the text 1.b. inference yes 1.c. personal know- At dawn, Ostman saw that he was ina "grass and roots" "offered snuff" & ledge natural bowl high in the mountains with "took tobacco powder." e.g. "yes. I think..." only cne way to enter and !eave. For 2.a. in the text "in 2 b. inferem probably 2c. personal opinion seven days the lumberjack was a prisoner the mountains" (Note not "swallowed e g.. "I think of the Sasquatch family. T1. son offered the "lowlands" dis- powder" & "ran for it harms because.. Ostman grass and sweet rwts to eat. In tractor.) water." return, Ostman offered the son and the 3 a in the text days" 3 b. inference "offered 3 c. personal conjecture, 'old man some of his snuff. On the snuff" & "old man ate" e g"Well, perhaps..." "ran to spring" & "Ost- seventh day, the 'old man' took some of man ran for opening." Ostman's tobacco powder and swallowed it. His eyes began to roll and he ran off to the more ode.:-ended questions in "Mak- a spring for water. Ostman knew that his (3) question related to the text by the ing Inferences." Question 3.b., for example, student; chance had come. He ran for the opening requires that students have understood the in the circle of mountains and wos free. (4) answer found by the student; information that certain text items pro- (5) answer formulated and given by the Many of the questions in the gridcan be vided ("offered snuff," "old man ate," student; and presented in a different format. They still"ran to spring," "Ostman ran") and have (6) answer confirmed by the teacher. accomplish the same objectives, but they identified the process of sequence of events provide a '..ariety to the usual lists ofthat took place. Questions of the "3.b." The Language Structure Dimension fo- questions students are often confronted type tend to force students to: cusses specifically on (2), (3), (4), and (5) with. The teacher could create multiple above. Yes/no questions are often the most choice questions, for example: 1 understand textual information; easily understood. 2 make text-related relationships; and Either/or questions have two possibili- During his captivity, Ostman ate.. . 3 accomplish a synthesizing task. ties explicitly stated, "Did X or Y..?". (Check one) This requires comprehension of both X In addition, the entire "personal involve- and Y (2), relating each to the text (3), and 0meat tobacco grass only ment" category encourages students toresponding with a whole phrasal Xor Y grass and roots 0 invest some part of themselves in their"lement as response (4) rather thana "yes" Or a True/False format might also be activity. This category makes a crucial linkor a "no." Th.:re is a double process hap- interesting, for example: between the students' own experiencespening here, whereas previously there was and their involvement in the activity they a single process. During his captivity, Ostman are performing. This consideration is per- By their very nature, wh- questions are was given only grass to eat. ._T haps most obvious in students whoaremuch more complex to process and to particularly unmotivated because theyseeanswer, since one must supply words not The Role of the Reading Objectives no relationship between their own concernsincluded in the question. The primary clue Dimension of 'Cue Grid and needs and the activity the teacherto direct students to what to look for is in As is evident from examining the gridwants to do. This category of questionsthe question word itself (a person, thing, and questions, the Reading Objectivesencourages t' em to perceive the activityplace, time, etc.). This clue must then be Dimension is not an exhaustive key toin their own terms and to va.idate theirthe basis of the search for the relevant skills-approach questions, nor is it meantown life experiences within their secondtextual information amidst all the textual to be. Rather it provides a solid platformlanguage learning. information students have processed. It is for more complex or other skill-related Needless to say, focussing on either "a."this very open-endedness which requires activities by assuring that students getor "b." questions gives considerable skillsextensive filtering and (3)/(4). In basic information from the text (the "a"practice for those students who are weakaddition, students must produce an answer questions), that they can perceive text-in either scanning or skimming. which may or may not be the sameas in related relationships (the "b" questions), the text, but certainly is radically different and that they will remember certainas- The Role of the Language Structure/ from the language of the questionunlike pects of the text by relating them to their Complexity Dimension of the Grid the two previous question types. own experiences (the "c" questions). It If we examine the "question/answer" Conclusion seems to be quite true that skimming is thetechnique, we would arrive at the follow- bridge between simple factual discrimina-ing process: Certain aspects of this technique are tion (scanning) and complex textprocess- extremely familiar to teachers as activities ing and task accomplishment (in-depth (1) question asked by the teacher; they have always done. However, perhaps reading). It comes as no surprise, then,to (2) question processed and understoodthe variety these dimensions provide is see aspects of in-depth reading appear in by the student; Continued on next page 4 R9 Using a Grid

Continued from page 4 something that has been daunting. This Edited by Cathy Day need not be the case. Teachers can learn Eastern Michigan University this technique quite easily. For my part, I found I had to sit down with a text beforeRooks with OptionsA Way to Motivate Language class with the grid beside me and write out the questions I wanted toask.Soon, Building in the ESL Classroom I found myself asking the "personal in- by Jolene Gear and Robert Gear volvement" questions as "warm-up" and, Austin, Texas while the students read the text, I drew the grid in the palm of my hand in pencil or When the follows .g article arrived, I was intrigued by the authors' two years of successful use of pen and prepared questions in my mind to materials for native English-speaking students with their ESL students who ranged in age from 14 ask when the students had finished. It is to 25. The idea sounds as if. would also besuccessful with younger and older students. Why not C.D. not long before the teacher eliminates thistryit? visual crutch and poses questions quite A multipurpose e..ercise which we find useful Once the students have understood the con- fluidly, in great variety, and eit}'er pre-in motivating intermediate ESL students to cept of making their own adventure, the class conceived or spontaneous. practice listening, reading, writing, and com- works with the books on an individual or small This grid is not a panacea for everymunicating skills, is adapted from theChoose group basis. Students choose and read through level, skill or task in a reading skills ap-Your Own Adventurebooks orWhich Way a story they will later present to the class. When books aimed at native English-speaking childrenrecounting their e Ries they may be asked by proach. However, it is readily applicable class members or the instructor to justify the to any reading text, does foster basic read-and young adults. These surprisingly inexpensive books published by Bantam Books offer options they have selected. ing skills while considering language diffi-readers a chance to be the heroes or heroines of These books also serve as a basis for writing culty, and does encourage real readingtheir own adventures. A story typically begins practice. Students can make outlines of the skill awareness on the part of both studentsby providing a setting and then moving the story that was read and then write it in their and teachers. "you" character into a situation where a choi^e own words. Creative writing is another follow- of action must be made from two or more up activity; the class collectively writes its own About the author: Greg Larocque is a materials de% elopment options. Each option directs the reader to turn original options book. and curriculum specialist with the Language Training Program Books with options are thus a fertile source of Branch of the Public Service Commission of Canada. He has to a different page in the book, thus taking the gh en numerous workshops on teaching reading, writing and reader/protagonist through a variety of situa-language practice. All the major language skills listening skills, and ESL methodologies Ile is also author of the tions. Such choices must be made throughout can be brought into focus. Above all, communi- ESP coursebook Administrative Writing the story. The outcome, which may be happy cative functions such as justifying and disputing or sad, depends on the series o decisions thedecisions, and reaching mutually acceptable ACKNOWLEDGEMENTS reader has made. Any one of these books could compromises are emphasized throughout the The author could like to thank Earl Stmick. Deborah Doherty. entire exercise. Michael Sutton. and Howard Woods for their help in revising be read and reread about forty times without this article. EEFERENCES (IN TR ()DUCTION Edwards. Peter 1979 Reading Problems: Identification and Treatment. London. Heineman Educational Books. Dubin. Fraida and Elite Olshtain. 1981.Readingby All Means. Reading. Massachusetts: Addison-Wesley. Grad. Franeoise. 1981. Developing Reading Skills. Cambridge: Option1 Option 2 Cambridge University. Press. McGinnis. Dorothy and Dorothy Smith. 1982. Analyzing and go to go to Treating Reading Problems. Nev. York: Macmillan Publishing page 2 page 3 Company. Smith. Frank. 1971. Understanding Reading. New York: Holt. Rinehart and Winston. L Smith. Frank 1978. Reading. Cambridge: Cambridge Univer Option 2 Opt,on 1 Option 2 say Press. Option 1 go to go to go to 60 to page 4 page 5 page 6 page 7 BROADWAY/TESOL I__ Continued from page 1 Option 1 Option 2 Option 1 Option 2 Option I Option 2 Option 1 Option 2 go to go to go to go to go to go to go to go to Ruby Dee illustrated the effectsof changes in page 8 page 9 page 10 page 11 page 12 page 13 page 14 page 15 dialect on personality in a most unique way. Switching from one English dialect to another in rapid succession, Ms. Dee demonstrated the many and complex physical and vocal alter- II II ations accompanying dialectic changes. She ex- II emplified fluctuation in levels of language confidence through changes in body langauge andrepeating the same plot. The diagram above About the authors: Jolene Gear has taught ESL/EFL in Mexico a schematic representation ofhow the and the U.S since 1973. She's currently teaching ESL to Saudi vocal variation. Throughout her discourse, Ms. shows Arabian aviation technicians in Atin. Texas Robert Gear has Dee electrified the audience with her rapid-fire plots are generally structured. taught in England, Kuwait. Japan, Mexico. and the U S. since portrayals of characters molded and defined by We have found that the best way to introduce 1973 He is currently working on a PhD in TESL at the their language. She seemed to change beforethese stories is to read aloud the introduction, University of Texas at Austin. our very eyes. which describes the setting. The students must The superb improvisational quality of the listen carefully and then ask questions concern- panel's manner set a magical tone for the pre- ing the adventure and any new vocabulary. At ponderance of serious educational matters.the first set of decisions, the students must From the star-studded dais, the main messagesnegotiate among themselves to agree on the to TESOLers resounded. In Ossie Davis' words, option they will follow. These negotiations take "Open, invite, encourage. Bring freedom andplace each time a decision has to be reached. encouragement to those who come to learn." This continues until completion of the story. indeed, it was a memorable experience. S Good-natured chiding often follows an unfortunate conclusion; light-hearted boasting follows Aboutthe author:Tracey Forrest teaches ESL and drama and has acted professionally in theater and television. She was chair a happy one. In such cases students are again of the Theatre Events Committee for TESOL communicating in functionally useful ways. TN, 6/85 70 5 TESOL '86 CALL FOR VIDEO THEATER Due Date:October 1, 1985 The 1986 TESOL Convention in Anaheim, California will includea video theater Wednesday, March 5 through Friday, March 7. All presenters will b- allowed 45-minute time slots. Opening remarks, distribution of handouts,tape running time, and closing comments must be made within this time frame. If you have several tapes to show, please consolidate them intoa demonstration tape. Bring a good "dub" of your tape (no master copies, please) and thirty-fiveto fifty handouts to the video theater at least ten minutes before your presentation is scheduled. Take yoi.tape and extra handouts with you after your presentation. The schedule of video showings and summaries of contort will be included in theconvention program. STEPS IN SUBMITTING A PROPOSAL 1. Complete the form below. (It may be photocopied.) 4.Mail fourcopies of the abstract and the proposal form 2.Prepare an abstract of 250 words. It should include: below to: alDescription of video (organization, format, support materials, etc.) Joseph Helms b)Intended use (teacher raining, direct teaching, promotions, etc.) TESOL '86 Video Theater c)In top right corner, include: genre, audience, and title 1841 North 183rd Street d)On one copy only, type the name(s) of the presenter(s) and affiliation(s) Seattle, Washington 98133, U.S.A. 3.(Optional) Send a 10-minute sample tape (not master). It is returnableupon request. Telephone: (206) 542-4522 TESOL '85 VIDEO PRODUCTION DESCRIPTION FORM (Please type) Name(s) of presenter(s) and affiliation(s): - (Last name first, in the order in which you want them listed. 1 2. 3 Title of Video Program: Summary: (75-word maximum. This will appear in the convention program.)

Biographic& Statement:(25-word maximum per presenter. Use additional page ifnecessary. Begin with first presenter's first name or initials.)

Genre: Documentary Drama Short Situation News Other Purpose: Teacher Training_ Classroom Use 0 Cultural Awareness Student Project r'romotions U Self-study Student Feedback Other Video Format: Pal-Secam NSTC Beta 1/2" VHS 3/4" U-Matic Availability: Can be purchased C Can be rented/borrowed Not available to public Sample Tape: Sample Tape enclosed Return sample tape Producer(s): Video is completed: Yes No -If "no,"completion date' Audience Primary interest section (check ONE): Primary professional category (check ONE) Applied linguistics Administrators Computer-assisted language learning Classroom teachers EFL for foreign students in English-speaking countries Materials developers/curriculum designers ESL in adult education Researchers 0ESL in bilingual education Teachers educators or ESL in elementary schools All interested persons ESL in secondary schools Is there a day you cannot present? 0ESL in higher education If so, check: Wednesday Thursday 0 Friday Program administrators Presenter to whom correspondence should be sent: Refugee concerns Naar): Research Address: Standard English as a second dialect Teacher education City, State, zip: Teaching English Internationally or Country: Of general relevance 71 Telephone:

6 TN 6/85 Choice of Language Used by the Speaker: The Real Issue of Which Method I Use in My ESL Classroom by Carolyn Williams Ebel Georgetown University I have observed for myself that all meth- that the pupil doesn't have it. The learn-topic, the time when a student speaks, ods for teaching English as a second lan-ing, in ESL terms, is "learning" versusplanning for the class, and the actual language (ESL) fall somewhere in between "acquiring." It is inductive, teacher con-guage form being used. These methods two extremes: 1) total teacher control, and trolled, the teacher leading the lessonshow extremes of both teacher and student 2) total student control over the choice of toward a preconceived and desired goalcontrol. language being used by the speaker in theor product, to a pre-set conclusion, to the Education is more and more experiential classroom. (A laissez-faire situation lacksteacher's opinion. There is tremendousin a student-centered arena in which the structure and no form can exist withoutresponsibility on the shoulders of the goal of the teacher is to facilitate or coach. structure; therefore, a method being ateacher to guide the lesson, to make it There is physical as well as mental involve- form of learning, laissez-faire cannot be asucceed. Student-centered approaches are ment, as in the Total Physical Response method.) deductive in nature, with the process, not(TPR) approach, although in TPR there The accompanying chart places severalthe product, being all important to draware attempts at extreme control over lan- of the methods along the continuum be- ont personal responses, to encourage spon-guage structure on the part of the teacher; tween teacher-centered and student-cen- taneous self-expression, to create language tudents do not speak in the early stages tered classrooms. Starting at the student- oneself. Specific language from results is although they follow commands of the centered end of the chart, I like to compare not predictable. Initiation of communica-teacher. such a method to features of natural con- tion is by the student instead of by the In he extreme student-centered ap- versation. Natural conversation is spon- teacher, who provides structure, not con-proach, Organic (Total Participation) Ap- taneous, unpredictable, personal, and or- tent. proach to Communication, students be- ganic. It takes place by agreement between The more extreme methods based on come involved physically as well as men- the parties involved in the discussion. Only student control of the language spokentally in action to carry out a project, thus through cooperation does it continue; ei- are the Organic (Total Participation) Ap-communicating through action to get some- ther party can terminate it at any time.proach to Communication and Freire'sthing done; they determine to a large Natural conversation is an organic (Chand-Literacy Approach (although not specifi-extent the choice of language used. Freire, ler, 1984) phenomenLn; one contributes,cally developed as an ESL approach).in his philosophy of preparing for the the next is stimulated to new thoughts, and These methods are based on participationgreater society and for active participation the process repeats itself. The language is in a group. Moving along the chart wein such a society, has students communi- not predictable nor controlled by any onefind Values Clarification, which encour-cating for a cause to which they are coin party. The whole event is "created fromages self-awareness and expression but is mitted. And Curran, in Counseling Learn- nothing." more individualistic in nature (versus ing, has students taking responsibility for In the student-centered classroom, the group-oriented). their own learning or communication; stu- student is personally involved in the learn- Further along the chart are Counselingdents themselves determine the choice of ing. The focus is on the message or social-Learning, Suggestopedia, Strategic Inter- the language they use. ization, communicating to convey messages action, Total Physical Response (TPR), Della-Dora, in Moving Toward Self- in lieu of language form. Silent Way and Notional Functional. High-Directed Learning (ASCD, 1979) examines In the autocratic, teacher-centered class- ly student-centered in that they encouragethe nature of the behavior of students who room, the teacher is the principal prob-personal involvement of students, theseare becoming more self-directed (the left lem solver and decision maker, choosingmethods have elements of tight teacherside of the chart). "Students who are mak- both form and function, and leaving littlecontrol at one point or another. The con- room for students to be in on decisions of trol exerts itself in such areas as choice of Continued on next page classroom structure. The responsibility for language learning appears to be synon- ymous with language teaching and theWho Determines Chce of Language Used by the Speaker teacher is fully responsible. The teacher is deeply involved, himself, in "creating from nothing"; he experiences the re- IMethods Fell Between These Two Extremes wards of t;': ,xing up lessons, of bringing forth ideas, of structuring lessons, and he "delivers" the lesson, or "gives" his planned information to the students. Creative, Student Control Teacher Control natural language is minimal. Methods of Language Used of Language Used which could be included under this cate- in Classroom in Classroom gory are Audio-Lingual and Grammar Translation. The same chart can be used to show the Organic Approach to Values Clarification Counseling Learning Grammar Translation degree of emphasis on intellect versus Communication (Total experience in the learning process. In the Participation) Suggestopedia Reading autocratic, teacher-centered classroom in Noire Literacy Approach Strategic Interaction Audio-Lingual which information-giving is the goal of the teacher, there is heavy reliance on teacher Total Physical intellect. Students expect the teacher, the Response (TPR) expert, to give information. There is an Silent Way assumption that the teacher has the an- mer, that there is one right answer and 72 Notional Functional TN ,t3/8.5 7 Choice of Language

Continued from page7 ing significant progress toward self-directed learning will (p. 4): Want to take increased responsibility for their own learning. Be willing and capable of learning from and with others. Participate in diagnosing, prescribing, and evaluating their own progress. Clarify their values and establish goals consistent with their values. Develop individual and group plans for achieving their goals. Exercise self-discipline. Understand their own learning style and be willing to try other potentially useful learning styles. Become familiar with and know how to use a variety of resources for learning. Be capable of reporting what they have learned in a variety of ways. Know when and how to ask for help or direction from others. Analyze the dynamics of groups and become capable of using the group decision-making process." Uniquely designed, T.E.N. features 114 cards with photo- It is a matter of philosophy, where teach- graphs of everyday situations to encourage class discussions ers are themselves in relation to their stu- and skill-building. These action photo cardseach witha dents. Do they see themselves as learning detailed lesson plan on the backare divided intoten along with their students while providing thematic units, including: a strict structure within which to work? Or Welcome The Classroom do they view themselves as information The School Body Parts and Clothing givers with students as consumers of their The Neighborhood The Birthday Party product? The teachers' own philosophy Ideal for students of all ages and language backgrounds, about themselves and their role in respect to their students will determine which T.E.N. is available as a complete package (allten units) or in approach they choose. three separate modules (three to four units each).

About the author: Carolyn Ebel is on the faculty of Georgetown In the words of one enthuFiastic reviewer: University. School of Languages and Linguistics She is a specialist in the field of ESL and has taken an active role in "With T.E.N., every ESL teacher can haveaccess to the TESOL as well as having served as acting executive director of latest methodology in one complete, soundly sequenced the Natinnal Association of Bilingual Education She has written semal articles on the Organic Approach to Communication system. I recommend it highly" and utilizes this approach in the training of teachers for ESL classrooms Esther Eisenhower, Ph.D. ESL Program Director and BIBLIOGRAPHY Curriculum Specialist Chandler. Don: ldR.1984. What Is! SPECTRA School of Design, Flint Hill, Virginia 22827. Dells.Dora. De lmo and Lois Blanchard, eds. 1979. Moving Toward Self Directed Learning. Washington, D C: Assocs ation for Supe.vision and Curnculum Developmet t We think you'll agree... Ebel, Carolyn. Forthcoming. Hammers, nails and !vn on a weekend' the teacher as a coach in the english as a xscond Naturally, you'll want language classroom. Bulletin. National Association for Seo. ondary School Principals. Ebel. Carolyn. 1984. -The Orgmsic ApproachNatural Lan. to teach with T.E.N.! gu98age for the ESL Classroom." Unp.klished manuscript. 14. Freire. Paulo. 1973. Education for Critical Consciousness. New York: The Seahon Press. For more information, please call or write: Gattegno. Caleb. 1970. What We Owe Children The Subordi nation of Teaching to Learning. New York: Outberhridge & Addison-Wesley Publishing Co. Dienstfrey. Krashm. Stephen and Tracey Terrell. 1983. The Natural Ai, World Language Division proach. Language Acquisition in the Classroom. San Fran. cisco. Alemany Press. Reading, Massachusetts 01867 Oiler. John W. and Patricia A. RichasdAmato. eds 1983. (617) 944-3700 Methods That Work. A Smorgasbord of Ideas for Languare Teachers. Rowley, Massachusetts. Newbury House Publiso. ers, Inc. or your nearest Addison-Wesley representative Stevick, Earl. 1980. Language Teaching. A Way and Ways. Rowley, Massachusetts: Newbury House.

8 73 TN 8/85 lesson diskettes, provided the teacher gets the diskette before the next student uses it. The degree of availability and ability of score-keeping varies, but an important problem persists: most programs do not allow the computer's Edited by RiChard Schreck responses and the student's responses to be Heidelberg College printed out. Although the CAI authoring language PILOT is at this point probably the most Current ESL Software: popular authoring language, at the present time Student Control/Teacher Control it has no provision for reproducing the contents of the session as hard copy. The result of this is by Gerard M. Dalgish that the teacher cannot determine where the Baruch College, CUNY student went wrong, why he went wrong, if there is a bug in the computer, or if the student In this article, Gerard Dalgish deals with the very significant problem of human control over attempted the right answer but entered it the computer operations in CALL. This article is taken with permission from Microcomputersandwrong wayperhaps by hitting the space bar Teaching ESL,Research Monograph Series Report No. 7 of the Instructional Resource Center, instead of the return key. To my knowledge, Office of Academic Affairs, The City University of New York, 535 East 80th Street, NY 10v21, most of the ESL commercial software has lim- U.S.A. Responses are welcome. R.S. ited capability hard copy of student input The degree of student input is part of theproblem concerns the appropriateness of the and computer response beyond multiple-choim concept of control and is an important criterion response provided by the computer to student This is all the more striking in that word pro- for evaluating the usefulness of ESL software. input. Inappropriate responses run the full Zamut cessing, an effective tool in ESL writing, can In this category we find a wide range of degrees from annoyingly "user-friendly" messages likeand does effectively utilize hard copy. For of unacceptability. In some software, lessons "way to go," and tonal beeps (from "victorious" programs written in BASIC, it is a very simr '^ are nearly entirely multiple-choice, in which the to "agonizing"), through bland and essentiallyprocedure to turn the printer on or off within - student's input is expected to be not even theuseless answers such as "That is not the correct program. word, phrase or sentence, but the correct letter answer," "Try it again," (Teacher's Friend) that A final problem that arises with locked soft- or number alone. For example, Teacher's Friend lack any indication of the reason for the error, ware concerns factual errors in the text or uses multiple-choice- questions in which theal: the way down to downright wrong responses lessons. The Hartley series gives us such news as student types in,the number as well as True/such as telling a student her answer is right or The past tense of an irregular verb is often the False grammar questions. Hartley has within wrong when in fact it is not. Since the firstsame for singular and plural verbs," and The the same lesson multiple-choice questions in category is really a question of taste, I will not in English has three main forms; [sic] which the letter of the correct answer must be concentrate on it beyond saying that soundinrimtive, past, past participle." This kind of chosen; later in the lesson the word itself (taken effects can sometimes be controlled or removed, misinformation can't be corrected or removed from a choice of words) must be typed. especially in a learning center or library settIng. by the teacherbecause most software is "locked" Some DORMAC syntax drills are multiple- These video arcade 'effects do seem out ofSince most of what appears on the screen is choice by letter; no student interaction here. A place at a university, and only serve to detract believed to be written in stoneand if locked failing in these sets is that even after the correct from the seriousness of the educational com-may as well be so writtenthe consequences of answer is arrived at the student does not see the puter. factual error in software are grave. completed, correct sentence with the correct Not only does the student often not have About the author:Gerard M. Dalgish is ESL supervisor of the choice put in its proper place. He is merely told much control, but in most ESL software, as in Department of English. Baruch College. New Yorl City. N Y . "That's correct," and just goes on to the next software generally, there is little chance for the U S A He is also interested in computers and lexicography sentence, where same thing happens again. teacher to add to or modify the existing pro- SOURCES Intellectual S eftware's Grammar Review I has a grams. In fact, teachers can't copy or modify Stevens. V. 1983 English lessons on PLATO.TESOL Quarterly multiple-choice test on identifying parts of the software they purchase because most of it is 17.2.293300. speech in which such non-mnemonic letters as "locked" electronically to prevent pirating. Some A for noun, D for adjective, etc. are used; in lesson software may claim to be adaptable, but Grammar Review II there are numbers instead the degree to which the lessons can really be of letters. Minimal student input like this does altered is usually quite trivial, at best involving little for recognition of correct answers, but different vocabulary items. Wholesale or even does even less for learning how to correctly partial modification of much of the structure of proch.ce good writing. As Irene Dutra (personal ESL course?... -re is not possible. The MECC communication) says, many of these lessons English miniauthoring allows the teacher to neither "bring nor assume" any intelligence (to select sentences from within the disk or lesson or of the student). and to write some, but this is very limiting. Some PLATO (Illinois) lessons go to the Unless ESL teachers are prepared to write their other extreme in terms of student input, and own software, control of the lessons is not in require input that is much too lengthy and their hands. CALL FOR PAPERS hence subject to typographical errors (see Ste- Some ESL software lessons keep a "score" of vens 1983 fur a discussion of this). The result the student's performance on the lesson. The The Computer-Assisted Language Learning Interest Section of TES01, is compiling a vc.'- here will be that the student's sentence is classi- Regents/ALA Grammar Mastery software al- fied as wrong even though the grammatical lows a teacher to read a student's scores from ume of papers dealing with applications of focus of the lesson was done correctly. A typo computers in language learning. Of interest are on a word unrelated to the syntactic target of . esults of CALL-related research, descriptions of unique and imaginative uses of computers in the lesson renders the sentence wrong, and INVITATION TO SUBMIT because of the inappropriateness of the com- language learning, applications of computers in PROPOSALS FOR TESOL particular skill areas (e.g. reading, writing, lis- puter response, the student does not know what SUMMER INSTITUTES she has done. tening, communication), reports on technologi- In terms of student input, then, most ESL The TESOL Executive Board is inviting cal innovations in CALL, papers relating CALL software demands too little or too much. For institutions to submit proposals to cnnd.tct4 with ct.rrent teaching methodology, literature the ESL student, too little input means the loss Summer Institutes on their campu es. Ap- arches and meta-analyses, reports on actual of an opportunity to practice production; too plications should be submitted S-214 years1 implementations, etc. Papers accepted will be much required input can only dampen enthu- in advance. For information and Guide- submitted to the TESOL Publications Commit- siasm for creativity or promote an "only-one- lines for Summer Institute Proposals, write tee for consideration as an anthology on CALL. answer-is-correct" mentality that is too confin- to: James E. Alatis, Executive Director,1 Send papers to: Vance Stevens, Hawaii Pre- ing. ESL teachers spend enough time trying to TESOL, 201 D.C. Transit Building, George.i paratory Academy, Box 428, Kamuela, Hawaii encourage students to vary their writing reper- town University, Washington, D.C. 20057, 96743, U.S.A. toires; why have a computer work in the op- U.S.A. There is no fixed deadline, but it is hoped posite way? that the volume can be compiled over the An additional sub-category of the control summer. TN 6/85 74 9 of home. In a foreign country you have to learn back. I didn't like fussing at anyone, but I liked Feeling Foreign how to reproduce your favorite foods. Forless getting bad fruit. I realized I was going to example, if your favorite pizza is the kind you have to adopt new behaviors. by Joanne Zoller Wagnerused to always get at Shakey's, you'll either Until you pick up new social habits in your Instituto de Ingles have to deprive yourself or learn how to make a new country, you feel awkward. I had to learn University of Southern California in Madrid yourself. The closest thing you can get to a to say things in situations where I didn't use to Imagine having to look for a job in a foreignpizza in Spain comes with unidentified friedsay anytk'ng. For example, "Buen aproveche" is country where you know no one personally. objects on top, like anchovies or a fried egg. the polite way to greet people who are eating. You don't even know how to operate the tele- Things seemed to be settling down after we When leaving a small store, polite customers phone because you don't see any coin slots. You moved into our new apartment. We were stillsay "hasta luego." But sometimes I had to learn assume business hours are 9-12; 1-5, so you call discovering and comparing neighborhood stores, to remain silent when normally I would speak. at 2. The secretary doesn't speak English, butbut we thought we had more or less adjusted When the clerk hands you your package, you after several attempts, you get the idea: the dntil we started noticing little things here and don't say "gracias." My students have explained director will be back at 4. You cal.'t leave your there. For example, it seemed that if you didn't that in Spain it doesn't make sense to thank number be,ause you don't have a ph..ne yet. ask "1,Quien es la Ultima?" at the fruit store, you someone for something you just bought! Later, when you call back, the same secretarywouldn't get your turn. And all the other shop- Like many who live in a foreign country, I answers. Try to conjure up your best second pers were getting better fruit than I was. They language and make a good enough impression fussed at the clerk and made him put bad fruit Continued on next page to get through to the director. Ready? Go! The first months in a foreign country can be Cambridge ESL very stressful. Everything is new and different. For adults who are used to being somewhat in control of our lives, this can be very unsettling. And in fact, that's exactly what has happened. We've unsettled; and we have to settle in our new country. Find familiar foods. Appropriate new ones. Write to old friends. Make new ones. Think in the first language. Speak in a new one. Upon arriving in Spain, my first concerns were: a job, shelter, and food. I didn't have time to experience the "honeymoon phase" often mentioned in studies of culture shock. When you Irrive in a foreign country for a long stay, it's natural to want to take care of your nesting needs first. Finding a job was no easy task, but fortunately Spain was a good hunting ground for EFL teachers. After I found a job, I had to look for shelter. Everyone knows that the best way to find a good apartment in a big city is to know someone. I didn't. The only person I knew at that stage was my new boss. So I asked her to keep an ear out for me. Meanwhile my husband and I started calling numbers listed under "piso" in the paper. My six months of Spanish hadn't prepared me for that experience. When I asked, "Is it rented yet?" I could never get a simple "yes" or "no" answer. My inter- locutor always gave me all the details, meaning I ended up not knowing whether it had or hadn't been rented. Why couldn't the Spanish Speaking Naturally speak as slowly and clearly as my Spanish instructor? I asked my husband irrationally. COMMUNICATION SKILLS IN AMERICAN ENGLISH After a week of calling, we finally found an apartment we likedthrough the school direc- BRUCE MLITT and MARY N. BRUDER tor, of course. But when we went to meet the landlords, they looked us up and down like we Speaking Naturally is for intermediate and high intermediate were Martians. Although the director had as- students who want to communicaLe effectively in both formal sured them we were "personas de confianza," and informal situations. they weren't convinced. They copied all the information in our passports so diliomtly we Recorded dialogues illustrate laguage functions in both for- felt like criminals. When they explained the mal and informal settings. utiity charges, we had to ask them to repeat. Informative readings describe sociolinguistic "rules" in They did, after stepping closer to us and turning plain terms. up the volume. Useful phrases (recorded) are listed in order of more formal to Finally our landlords resorted to body lan- less formal. guage as they showed us how to use the gas Small group practice gives students opportunity to interact water heater. The landlord told us repeatedly to turn off the gas whenever we left the apartment, through role plays and cued dialogues. or KA BOOM! he said, with accompanying ges- Book: 0-521-27130-4Cassette: 0. 521-25007-2 tures. We felt humili...ed. Not only could we not understand normal adult verbal communication, but we didn't even know how to operate the apartment's machines, something we realized any ten-year-old Spanish kid would know. I thought I had adjusted to Spanish foods CAMBRIDGE UNIVERSITY PRESS until I caught the flu. During my four days of 32 EAST 57TH STREET/NEW YORK, NY 10022/212 688.8885 convalescence visions of cocacola, creamed Outside the U S.A. and Canada order from your usual ESL supplier,or in ca.s, chipped beef on toast, chocolate marshmallow of difficulty ordr r directiy from Cambridge University Press, The Edinburgh ice cream, and homemade biscuits danced in Building, Shaftesbury Road, Cambridge, CB2 2RU, England. my head. I wanted familiar things, the pleasures

10 TN 6/85 Feeling Foreign k / Continued from page 10 wanted to be like the natives, mainly so I could Edited by Howard Sage, New York University be inconspicuous most of the time. But I also found myself wanting them to be like me. Imagine my indignation when we asked a man to put out his cigarette in a no smoking train car, and he just laughed at us and continued to smoke. Smokers are in the overwhelming majority here in Spahr, unlike the U.S. I have learned to avoid escalators in the subway, where smoke inevitably wafts back into your face. "Why couldn't the Spanish be like Americans, of whom only twenty percent smoke?" I asked myself. I knew full well the question had no answer except that Spain is not America. New jobs, a new apartment, and a new city Encounters with Chinese Writers by Annie Exercises in Style by Raymond Queneau. Trans- kept us busy for the first few months. But asDillard. 1984. Harper and Row, 10 East 53rd lated by Barbara Wright. 1981. New Directions winter settled in, we realized our paucity of Street, New York, NY 10022. 106 pp., $8.95. Publishing Company, 80 Eighth Avenue, New friends. The only people we knew were from York, New York 10011. 208 pp., Hardcover, work. We had no Spanish friends, and no really $12.95, Paperback, $4.95. close ones. Usually in a new area, old residents As China opens up to the West, more and invite us over to their home. But home enter- more Americans and mainland Chinese are Raymond Queneau's Exercises in Style is a meeting each other as visitors, teachers and taining is not common in Spain. Young Spaniards witty and wonderful linguistic adventure in prefer to meet their friends in bars. We found it colleagues. Many Jf these cross-cultural experiences get shared publicly, in books, articles, which the author takes one minor incident and difficult to enjoy the Spanish custom of standing recounts it in ninety-nine different styles, both and talking for hours in bars. Our very basicand even papers at TESOL conferences which attempt to capture the occasionally awkward literary and "spoken." Spanish also limited u... I never knew until I The incident, a strikingly uneventful one, has goodwill that characterizes close encounters became here that the past tense is an essential for the author in a subway car, where he witnesses making friends. How could our Spanish friends tween the Chinese and their American hosts one passenger accusing another of pushing him. get to know us if couldn't tell them aboutand guests. Based on her visit to China as part Later, the author happens to see the accuser in our vast experiences? of a group of American authors, and a sub- another part of town, this time with a friend sequent visit to the U.S. of a similar Chinese delegation, Annie Dillard's volume of essays, who is advising him to have a new button sewn A Lonely Time on his coat. Encounters with Chinese Writers, is particularly The extreme simplicity of the content allows interesting for the teacher of English because It was during this lonely time without friends the nil 2ty-nine different linguistic styles to dom- and feeling confused, awkward, intimidated, (1) it is beautifully written in Dillard's typically inate, and we see the power of form to manipu- and generally foreign that I learned a hardhaunting, candid prose; (2) it grows from the meetings of literary minds; (3) it explores the late content. lesson. We only knew Spaniards by their public This playful, comic, and clever book was first behavior and, through our particular cultural nature of such familiar topics to ESL/EFL published in French in 1947. It was later trans- filters, that that public behavior was negative. teachers as culture shock and patriotism; and lated into English by Barbara Wright, and was We began to dislike being in public, and then to (4) it includes, almost incidentally, an amusing, reissued in 1981, after having been out of print dislike Spaniards in general. I didn't like feelingsobering look at the kinds of EFL materials for a number of years. It should not be missed that way, but it was a strong feeling, one that I current in China. by anyone interested in the variety of com- couldn't deny. My frustration was high enough by Deryn P. Verity munication patterns in English. that I decided to learn more Spanish so that I University of Delaware by Pat Duffy could break down some barriers. I started with American Language Institute an "intercambio," an informal exchange of New York University Spanish and English conversation with a Span- iard. The Tale of Ma: (A bilingual edition of Truyen Kau' ) by Nguyen Du, translated and annotated Gilgamesh: Translated from the Siln-leqi-un- It didn't take long to learn the past tense, ninni version by John Gardner and John Maier. and neither did it take very long to see my by Huknh Sanh ThOng, 1983. Yale University Press, 92A Yale Station, New Haven, Connecti- 1984. Alfred A. Knopf, 201 East 50th Street, intercambio partner as human, and not as an New York, N.Y. 10022. IX + 304 pp., $18.95 impersonal "one of them." About the same cut. 211 pp., $17.50. tinie, a couple in our neighborhood invited us The phrase "cross-cultural" assumes a rela- to their apartment for a visit. Their eagerness A classic of Vietnamese literature, datingtively new (dating from 2800 B.C.) meaning as to learn about America and their two-year- from the early 19th century, is available in a one reads Maier's and the late John Gardner's old's easy acceptance of us broke down morenew bilingual edition. A long narrative poem translation of the Sumerian Gilgamesh epic. la barriers. based on an older Chinese novel, The Tale of measured, idiomatically current language, Gard- In our first year in Spain, we moved through Kin tells the story of a beauty who through no ner and Maier remind us that Gilgamesh (call anxiety, frustration, confusion and despair into fault of her own is forced into years of misery him Satoshi, Carlos, even Lucia) faces the pe- a slightly more peaceful period when we re- prostitution, servitude, and betrayal. It is easy rennial persona problems: fear of death, fright- gained our hope of finding a "home" in a to see the girl as a symbol of Vietnam: beautiful, ening prophetic dreams, sexual initiation, loss foreign land. Living in a foreign country has resilient, and eneuring throughout a history of friends and family, handling anger, conflict taught me a lot about the difficulties foreign characterized by war, foreign domination, and between feeling and logic, and more. The for- ESL students go through in their adjustment. repressive regimes. mat is a column by column translation (many of No longer will I be surprised when a new U.S. Whether it is taken as an allegory or simply as the tablets or columns are broken and so in- resident says he would really prefer to live in his a tale of love and adventure, the English trans complete) with clear, accompanying notes to native Poland. Neither will I frown when a lation reads smoothly and ;hould be entertaining fill in cultural gaps. The excellent introduction foreign student confesses the really doesn't like (as well as informative) to many American and the "airy" design complete the enriching Americans. I'll try my best to answer my stu- readers. Anyone working with Vietnamese refu- experience of renewing your acquaintance with dents requests for help in their daily living. gees could profit from insights into the genesis this ancient epic or encountering it for the first Because no ,I know. I've been there. of Vietnamese culture and character which the time. John Gardner completed it during the last book provides. few months of his life (he died in a motorcycle About the author: JoAnne Zoller Wagner has been teaching by Charles J. Olmstead accident) in order to be able to use it in a class English in Spain for the past two years. Dariug tiv summer she he taught at SUNY Binghamton. will be returning to the U.S. to teach ESL at West Virginia Associated Catholic Charities University, Morgantown. of New Orleans, Inc. by Howard Sage 76 11 ORIENTATION IN AMERICAN ENGLISH

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77 TN 6/85 World Englishes: the Raison d'etre of Situationally Edited by Liz Hamp-Lyons Motivated Teacher Produced Texts University of Edinburgh

by Tim Nfurphey T.E.S.O.L. in Australia English Seminar, University of Neuchatel by Judy Colman Braj Kachru's last question in the October '84 materials production therefore becomes indis- Past President, ATESOL International Exchange was, "Has [TESOL] pensible." However,allteaching should be fora specific purpose, but a purpose that is real to the understood the pragmatics of the global demand We hear so little from our colleagues in Australia for English and introduced flexibility in itsstudents, not just for the administration or the that I am particularly delighted to be Ole to ,n't find specific purposes attitudes, methodology, and approaches?" Theteacher. And if we print this article by Judy Colman, f ormer presi- and incorporate them into living materials for question not only reflects clear sociological dent of ATESOL. L.H.-L. insight, but an everyday concern for teachersliving students, then perhaps we should question internationally. The question begs for attentionwhether the course should be taught at A. Australia is a federation of seven states and from many areas, one of which is materials Rivers says (1976): "We are the most fortunate of the Australian Capital Territory whose lingua production. There is a growing trend in theteachersall subjectsare ours." (p. 96) We have franca is English. It has a population of about field for teachers to produce their own materialsonly to plug in the interests and motivations of 15.5 million people. Of those aged 4 rears and that correspond not only to the World Englishesour students. That is our subject matter. over in 1983, roughly 2.4 million or 17% first in general but to specific situations too: these This trend is growing both outside and inside spoke a language other than English' In what materials range from classroom exercises to fullthe U.S.A. A reflection of it is TESOL's call for follows I shall refer to this group as coming course texts, video films and speciality texts. teacher-made materials, poster presentations, from non-English speaking backgrounds (NESB). For the purpose of this article 'texts' refers to all and video productions for the international They come from more than 150 countries and of these. conventions. speak between them more than 80 different Situational ly Motivated Teacher Produced John Naisbitt in Megatrends (1982) describes languages of which Italian, Creek, German and Texts (SMTPTs) are of course not new; manythree national trends that explain not only the the languages of Yugoslavia are the predominant teachers have been producing them for years. growth of SMTPTs but also the development of European languages while Chinese languages Most textbooks are, in fact, adaptations ofidioeclectic methods by teachers. Naisbitt says and Arabic are the most significant non-Euro- SMTPTs originally designed to meet the needswe are moving pean languages. of a particular teacher's (the author's) class and from to Since 1973 Australia has seen an increase in then transformed in an attempt to reach a wider the proportion of settlers from South-East Asia, audience (Murphey 1978). But this transforma- centralization decentralization Lebanon and Latin America, in contrast to the tion may lose relevance even for the original post-war period when people predominantly of class. institutional help self help European origin came as new settlers. Given The classroom teacher's input into his/her participatory democracy this diverse and recently-arrived NESB popula- materials is important because of the affective representative democracy tion, itis not surprising that there are over relevance it presents to the students. We areMore and more teachers are less content to 400,000 adults and 575,000 children (aged 5-15 often told these days that the affective exchange accept one general text, and are preferring to years) who need assistance in learning English is fundamental in the acquisition process. "This do it themselves. In such a context TESOL's as a second or other language. is one reason," Stevick wrote in 1971, "whymajor task would be to help Interest Sections, There are now significant lobby organisations some pedagogical monstrosities have produced Affiliates and individuals to help themselves. among the ethnic groups bringing pressure on good results, and why some well constructed I think the future will bring us more prototype the government to provide language and welfare materials have fallen flat." (p. 144) "how to" books showing teachers how to gather services to help overcome the educational and Although the adaptation of texts to makeinformation about their students and incorporate social disadvantages many NESB migrants, refu- them better suited to particular needs, and the this into their own materials; specialist consul- gees and their Australian-born children face. In supplementing of texts with authentic and tants will be used for large projects; there will recent years Australia has enacted at state and teacher-created materials als a has a long history, also be more ESP books from publishers. And federal level legislation to provide equal em- it has only become really popular in the last 15 finally, I think that in the future teacher trainers ployment opportunities and to prevent discrim- years. will add a greater SMTPT dimension to their ination on racial, cultural and other grounds. Hamp-Lyons (1984) discusses the pros and teaching, stressing the sociolinguistic framework The federal government has funded language cons of teachers producing materials and stresses of knowing and using the students as a starting programs for NESB residents since 1947 and that it does not start from scratch, but is a point. now spends more than A$100 million per year continuum from the use of a text, to the adapta- The suggestion that teachers can produce bet- on English language tuition for NESB children tion of it for your particular situation, to creating ter materials and texts for their own situations and adults. Nevertheless, large numbers of non- your own material. based on other texts and may seem radical to some. But as my Cherokee English speakers are still not being reached supported by many models, Although the text- grandmother once said, "The spirit only flies so through existing provisions, or require more book should not be discarded unnecessarily,high as she dares to try. Suggest a smile to a assistance than is in general available. Despite neither should you consider it your only possi- AlSa. child and watch her grow." a recent improvements in language and welfare ifty. provisions, there is a need for continuing pres- "he SMTPT trend is inspired by a growing REFERENCES Curiel, Dolores & Ian Murray. 1984. "A Rational for Materials sure to be brought at all levelslocal, state and awareness among teachers of the unsuitability Production 0 ESP" English Teaching Forum, V XXIII. No. 2, federalto increase the range and quality of of many popular texts. Kane (1983) says of April services available. Western textbooks used in the Middle East, that Dwyer, Margaret, 1984. "A Preliminary Checklist for Materials Development English Teaching Forum, VXXIII, No 2, ATESOL culturally "they set up such overwhelming bar- April. HampLyons. Liz, 1984. "Developing Your Own Clyiroom riers between the teacher and the student that Teaching Materials" English Taclung Forum.1'. XXIII. No. The lobby group which is working hard in they have a decidedly negative impact on the 3, July. Kachru, Braj, 1984. "World Englishes and the Teaching of this area is ATESOL, Association of Teachers learning process." Dwyer (1984) provides a English to Nonnative Speakers: Contexts. Attitudes and of English to Speakers of Other Languages, the checklist for materials development. Concerns" TESOL Newsletter. X1'111:5: Kane, June E., 1983. "*Ifaram Doctura:. Some Problems in largest TESOL2 Association in Australia with Apparently the ESP/EST people are doing Westemproduced ESL Materials Used in the Middle East" much more work with SMTPTs than the rest of Teaching English Abroad Newsletter ( .ESOL). 4:3. Deeem Continued on next page the field. They are defining their students and ber. Murphey, Tim. 1978. "Situationally Motivated Teacher Pro. All figures drawn from the recently published Report on a their needs much saore narrowly. Curiel & duced Texts" M,A Thesis in Linguistics. University of Florida National Language Policy by the Senate Standing Committee Murray (1984), like many teachers, report, Naisbitt, John, 182. Megatrends: Ten New Directions Trans. on Education and the Arts. Australian Government Publishing forming Our Voes Warner Books: New York. Service, Canberra, 1984. "motivation plays such an important part in our Rivers, Wilgs, 1978. Speaking in Many Tongue,: Essays in Foreign Language Teaching Newbury House: owley, Mass. Note that the term "TESOL" is used in this article to ESP work that materials that generate interest Stevick, Earl. 1971. Adapting and Writing Language Lessons describe the work and does not refer to TESOL, the organ' among the students must be given top priority; F.S.I. iashington, D.C. zation.

TN16/85 13 AUSTRALIA these teachers are the government-funded Adult programs to newly-arrived non-English speak- Migrant Education Service (AMES) in eachers. Continued from page 13state and the Colleges of Technical and Further Overseas students requiring pre-tertiary edu- over 950 members. ATESOL is a state organi- Education (TAFE) wJich provide vocationalcation are catered for by private schools or, if sation but in response to its range of activities it training as well. Both organizations offer a wide they are in Austalia under government assis- has attracted members from throughout Australia range of courses free to adult students. There tance, by Commonwealth-funded training pro- and overseas. are a few private language schools with fee- grams. There are approximately 10,000 NESB A major new direction achieved at the ATE-paying adult migrant students. The AMES also foreign students currently enrolled in Australian SOL Summer School in January 1985 was the run courses in English in the work place, a universities. establishment of ACTA (The Australian Council home tutor scheme and on-going full-time and of TESOL Associations), our first national TE- part-time community day and evening classes. Teacher Training SOL body with representation from all states, The TAFE system caters especially for those young adults seeking vocational training by Teacher training in TESOL is an area of great territory and regional TESOL associations. need wher recent initiatives are upgrading the ACTA representatives speak on behalf of ap- providing ESP courses as well as more general language classes. It also provides basic education general professionalism c,f the field. Lobby proximately 1,000 teachers of ESOL who belong groups such as ATESOL are working to include to their local TESOL groups. The inaugural president, Rosalind Strong, is a past president of TESOL training in the pre-service training of all ATESOL, as is the secretary, Margaret Gray. teachers and to provide a wider range of post- graduate training opportunities for those in the ACTA will provide a voice for TESOL at the Sweatshirts Anyone? field. Currently, only a Hmited num.:er of Mas- national level and plans to publish a professional ters and Graduate Diploma programs are of- journal and, in years to come, to run a national TESOL conference fered for people to study TESOL or applied linguistics. Most employing authorities provide TESOL and Education in Australia some in-service training programs for the pro- In sonic, state education systems, the ESOL fessional development of teachers. teacher presents a parallel English curriculum So TESOL is alive and well in this part of the designed specifically for those with language southern hemisphere. Any TESOL Newsletter needs, while in other systems students are with- residers wishing to learn more about ATESOL drawn from mainstream classes for several hours and the ATESOL Summer Schools shGuld con- per week. Increasingly popular is the use of the tact: The Secretary, ATESOL, P.O. Box 296, TESOL expert as a resource person in the main- Rozelle NSW 2039 Australia. stream classroom with a team teaching approach. The Catholic Education Authority also employs a significant number of teachers of ESOL, with There is a limited number of TESOL '85 New a similar number being employed in other York sweatshirts available in medium, large and private schools. extra-large sizes for S10.00 each. Send a check or There are a large number of teachers ofmoney order to TESOL Smatshirts, 201 D.0 English to adult migrants, refugees andoverseas Transit Building, Georgetown University, Wash- students. The largest employing authorities for ington D.0 20057, U.S.A. It All Adds Up 38,000 entries 55,000 examples + 2,000 word defining vocabulary 1 easy-to-use learner's dictionary

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14 79 TN 8/85 gram the year around. A quality program would arrange its schedule to allow students to continue in attendance without unduly long breaks in their ESL study. Most IEP sessions are tied to the academic calendar of the parent institution (semester, quarter or term) with sessions rang- Edited by Carol j. Kreidler ing from 8 to 16 weeks in length. Georgetown University eventh, among the different classes offered by the IEP, there is a recognition of the four major language skills: listening, speaking, reading and writing. Usually there is also a class Quality Components of IEPs* which recognizes the need for English grammar by Ralph Pat Barrett Adelaide Parsons as a necessary supplement to these four skills. Michigan State University and Southeast Missouri State University The amount of emphasis on any one of these skills or content areas in the IEP curriculum will Intensive English pro grams (IEPs) have proliferated across the U.S. in the past decade, but the depend on the student's proficiency level. Also, Institute of International Education's (11E) Open Doors 1983/84 reports e sig-qicant decline of 16 the amount of integration among classes (the percent in English language enrollments in the last academic year. While international education interrelation of material in each class so that the professionals analyze the reasons for this decline, interest in the effective administration of IEPs content areas reinforce one another) will vary continues. according to the educational philosophy held In the near future, the Consortium of Intendve English Programs (CIEP), which is affiliated with by the curriculum designers. Some IEPs offer the Association of Teachers of English as a Second Language (ATM.), will announce a new classes of English for specific/academic pur- program of services to assist IEP teachers and administrators. poses (ESP or EAP), which include specialized Ralph Pat Barrett, editor of NAFSA's recent book, The Administration of Intensive English curricula for those students preparing to enter Language Programs, has prepared, with Adelaide Parsons, the following description of the typical specific academic fields or professions. A quali- intensive English program. ty program does far more than merely prepare the student to pass the Test of English as a The intensive English program (IEP) undoubt- proficiency. It would offer ESL study on at Foreign Language (TOEFL), the Comprehen- edly owes its present form to the archetypal least three levels: elementary, intermediate and ive English Language Test (CELT), or the English Language Institute (ELI) at the Univer- advanced. A quality IEP would have from four Michigan Test Battery. Rather, its curriculum is sity of Michigan. The ELI program began in to six levels, each with its own set of classes, designed to provide the student with those 1941 and was the original training ground for texts, materials and teaching techniques. This language skills needed to compete successfully scores of English as a second language (ESL) makes it possible for the student to progress in professional or academic training in an En- specialists, who learned their trade under the sequentially from one level to the next, some- glish language setting. guidance of linguist Charles C. Fries and later times spending as much as a year in ESL Eighth, the IEP will use some kind of stan- under the tutelage of Robert Lado. As a response training in one IEP. to the increasing numbers of international stu- Third, the typical IEP is staffed with a full- dardized ESL test for initial student placement dents seeking ESL study in the U.S. during time director and core faculty who are profes- and often a parallel test as a subsequent measure recent decades, many of these former ELI staff sionally trained in teach. Ig English as a second of individual and group progress. A quality members put their training to good use and language (TESL) or linguistics and/or who program will require The new student to take established programs of their own throughout have solid teaching, supervisory and/or admin- such a test upon his/her arrival on campus. The the country. It is no surprise, then, that we can istrative experience in the ESL/IEP field. In a test usually consists of a battery of subtests identify certain common features among thequality program, the IEP faculty and staff are which yield multiple scores for diagnostic pur- more than 200 intensive programs operating in the U.S. today, characteristics which allow us to say that this collection of courses, students and In a quality program, the IEP faculty and staff are treated in a faculty is an intensive English program and that manner commensurate with that enjoyed by the faculty and staff of its one is not. parent institution. What are these common characteristics? Let us consider a "typical" IEP and examine its treated in a manner commensurate with that poses, with grammar, vocabulary, reading, writ- structure, administration, faculty, student body, enjoyed by the faculty and staff of its parent ing and listening comprehension 4 pically being length of session, organization of curriculum, institution. The director and core faculty will tested. The most widely used of the commerci- testing procedures and advisement services. supervise the teaching of less experienced in- ally available proficiency tests are the TOEFL, First, the typical intensive English program structorspart-time faculty or graduate teach- the Michigan Test Battery (including the Michi- could be 1) a service unit of an institution of ing assistants who are TESL or linguistics ma- gan Test of English Language P. roficiency and postwcondary education, placed for adminis- jors. the Michigan Test of Aural Comprehension), trzt:ve purposes within an academic department Fourth, the students in the typical IEP are CELT, and the Michigan Placement Test. or higher institutional division (school, college, adults with high school diplomas, most of whom Ninth, the typical IEP makes a variety of continuing education program or international plan to pursue professional training or degreeadvisement services available to its students, program) or 2) an independently established or programs in Americas postsecondary institu- including an initial pre-session orientation pro- franchised ESL intensive program that has a tions after reaching an adequate level of Englishgram. In addition, quality prugrams provide a limited affiliation or no affiliation with any language proficiency. A quality program would full-time student counselor who arranges an on- particular institution. Regardless of its degree attempt to enroll students from a wide variety going orientation program as well, which ac- of affiliation, a quality program has sufficient of cultural and linguistic backgrounds, usi. ally quaints the student with campus/community autonomy to insure that its administrators can through the use of special recruiting practices. life and with the expectations of academic make (heir own decisions about ESLrelated The major exception to this would be found in study in the U.S. Also, such programs offer matters. the IEPs which deal only with special contract their students assistance in academic placement Second, (,ur typical IEP would have a multi- groups, such as the American Language Institute and a variety of acculturation activities, such as level program with respect to English language at Georgetown University. an American host family program or a conver- Fifth, the typical IEP offers each full-time sation partner program which pairs IEP students This discussion of the desirable attributes of student from 20 to 30 hours of supervised with American students. intensive English programs is presented here as instruction per week, for a totrl of 200 or more Continued on next page an adjunct to TESOL's work on program stanhours per session. Some programs with short dards, TESOL's specific standards for programssessions (six to eight weeks) may ha% e fewer are now in draft form and will be available next tr al hours while still giving 20 or more hours of winter. Meanwhile, the ten characteristics dis- classes per week. Of the minimum 20 hours per cussed here can serve as guides for adminis- week, a quality program should have no more trators and faculty of intensive programs. The than five to eight hours devoted to non-class- article reprinted here with permission from room instruction, such as language or computer the NAf.)...: Newsletter, Vol. 38., No. 4, February or laboratory field experiences. 1985. Sixth, the typical IEP has an ougoing pro- TN s6/85" 80 15 IEP

Continued from page 15 Tenth, the typical IEP has classrooms and other physical facilities commensurate with its Let'smeet at Georgetown. parent institution. The classrooms provided by a quality program are clean, safe, comfortable and attractive. In addition, it offers its students the use of an academic library, a study area; 1985 sports facilities and other expected amenities of an educational institution. i4N\ TESOL As the IEP concept has developed during the TESOL years, there have been significant innovations in SUEOR the curriculum s lure, teaching methodology, instructional ma. .tals, teaching media, staffing arrangements and student and program evalu- MEETING ation. Some of these will become standard features in the typical IEP of the 1990s but, for GEORGETOISS now, the list of characteristics and qualities above represents the most salient features to be UNIVERSITY found in the typical intensive English program in the mid-1980s. JULY 12-13 Nolo The address for NAFSA is: National Association for Foreign Student Affairs.186019th Street, N.W.. Washington, DC 20009 USA. Editor Sessions, Workshops, Software Fair and Materials Exhibits. Capital Ideas in a Capital City. Plan on it! Report: For more information contact: Joyce Hutchings, Director 1985 TESOL Summer Meeting Australia: ATESOL Intercultural Center Summer School Georgetown Univ-)rsity Washington, D.C. 20057 JSA At the ATESOL Summer School (January, Telephone 202 625-4985 or 1985), more than 70 papers were presented by 625-8189 teacher trainers, classroom teachers and researchers in TESOL areas. The major speakers to the conference were: M.A.K. Halliday who gave the keynote addtess on The Relation between Linguistics and the Classroom; Sandra Nicholls, teacher-in-charge The complete English of the Inner London Education Authority, Lan- guage and Literacy Unit; Paul Nation from the English Language Institute of Victoria Univer- sity, Wellington, New Zealand; Carole Urzita programthat teaches from Lewis and Clark College, Oregon and well-known to many TESOL Newsletter readers; and Charles Beltz from the Commonwealth students how touse Department of Education and Youth Affairs' Language Education Branch which funds many of the TESOL programs in Australia. the language and Colloquia were run on second language acquisition, an area in which Australia is making a significant research contribution and on com- how the language puters in second language learning. Other themes which emerged from the conference were racism in TESOL, communicative activities, language across the curriculum, process writing in TE- works SOL, developments in teacher training and reports on the application of discourse analysis to classroom materials particularly in the area of casual conversation. Several book launchings of recently published Australian materials were held and an expo of non-commercial teacher-produced materials entitled "Show Us Your Stuff" proved to be of great interest. Anyone interested in learning more about ATESOL and the ATESOL SummCr Schools (the next will be held in 1987) should contact: The Secretary, ATESOL, P.O. Box 296, Rozelle NSW 2039, Australia. ;11.1Write for information on Student Texts, Workbooks, Membership of ATESOL costs SAust30 for Teacher's Editions, Cassettes, and Placement Tests. individuals and SAust40 for institutions outside of Australia. We hope we can develop closer links with TESOL organizations in the United Houghton MifflinOne Beacon St., Boston, Massachusetts 02108 States and elsewhere. 4 16 81 TN 6/85 out, the choice is not merely what standard English is to be taught, but how the chosen target is to relate to Native American English that may have developed over several generations from a pidgin to a full creole. This study may profitably be read in conjunction with ON TESOL '83: THE QUESTION OF CONTROL Sandra Silberstein's examination of cultural differences in the techniques of oral narrative. S'ie by Jean Handscombe, Richard A. Orem, and Barry P. Taylor, eds. 1984. Selected papers from thecontrasts two families who have over three 17th Annual Convention of TESOL in Toronto, March 1983. TESOL, 201 D.C. Transit Building, generations maintained differing techniques, Georgetown University, Washington, D.C. 20857, U.S.A. (283 pp., $11.50; 310.00 to TESeLreminding us that membership in different members). speech communities is based on such factors as Reviewed by Donald A. Sears age, gender, ethnicity, and family. The family California State University, Fullerton differences she illustrates are helpful in coming to grips with cross-cultural confusion between The proceedings of a scholar's convention are manded target will be subtly adjusted toward teacher and students. published to provide an historical record, P. the learner's English. Without offering an easy The cultural dimensions of bilingual and bi- showcase the outstanding or typical papers, tosr'ion, McArthur does urge that the assump- dialectal education are traced into reading by bring written participation to those who could tie.4 of teacher, students, and institution (re- Joanne Devine, who demonstrates that a stu- not attend in person, or to allow those who flecting those of society) be brought into con- dent's internalized model may vary from that attended a chance to savor at leisure favocite scious examination: only when overt can atti- expected by the teacher. She suggests strategies papers. Of these purposesand all are present tudes cease to control. for minimizing the mismatch of assumptions. in TESOL 113the most important is the second, Along the way to these concluding papers lie Thus the reader of this collection is ready to the showcasing of papers that should not slipriches that deal in a more focused way with approach with renewed interest Harry Kras- into the silecce that follows the days and nights ESL in the classroom (Enright, Guthrie, Ellis, nick's suggestions of how to bring a student to of conference talk. Many of the papers in this Chamot), composition (McKay, Zamel), reading both linguistic and cultural competence. volume are in this class, so many that a reviewer (Devine, Pakenham, Haynes), pronunciation In this skimming of tne rich material in the is tempted to say a few words about each item. (Dickerson). Pedogogical papers offer workable report from TESOL '&1, the reviewer has been But the process of selection goes on; and as the approaches to activity and observation (Allen, able merely to suggest the offered wealth of editors reached the hard decisions as to which et al.), classroom interaction (Enright and food for thought and fodder for the classroom. papers would be included, so the reviewer must Guthrie), narrative (Harris, Silberstein), and There is something for everyonewhether they contin to winnow, offering something of what testing (Brown). work with the youngest of elementary children may be tasted or digested, what is most nourish- For this reviewer there was special stimulation or with mature adults, whether they teact the ing to the mind of those concerned with the task in the papers dealing with Limited Englishnewly arrived monolingual immigrant or the of fostering English as a second language. Speaking children (LES). Introduced indirectly LES student whose family has been here for Framing a half dozen papers that present by D. S :ott Enright's presentation of differing generations. All can enjoy and profit. critical insights into the teaching/learning pro- classroom systems of organization and implicit cess and almost double that number that suggest in McArthur's paper, the problems of dialect Ams:: Ow reviewer: Don Sears teaches both English and lin. techniques and skills for the teacher are four variation are most fully set forth by Beverly guistics at CvState University, Fullerton, lie is coauthor of papers that focus on the theme of control, the Flannigan in her study of "Bilingual Education Aspects of Language, 3rd ed. (I larcourt), as well asvolume of vit Ally important control that teachers must for Native Americans." As she so aptly points poetry. The Af agelion Heart (Hirt2o), maintain over what they teach and how they are to teach it. The teacher, under constant pressure, often subtle and In the air" and often OUTSIDER.,: AMERICAN SHORT STORIES overt, needs to be constantly aware of the socio-political forces that make up a country's FOR STUDENTS OF ESL language policy. As the tides of governmental and public opinion shift, the task remains, the by Jean S. Mullen. 1984. Prentice-Hall, Inc.: Englewood Cliffs, task of developing the English competence of New Jersey 07832, U.S.A. (233 pp., 39.95). the students. In an inspirational address (he Reviewed by Sally Jacoby conveys his feelings of how we live in exciting Tel Aviv University times), Frank Smith emphasizes the new world of computers, urging that "Teachers themselves In listing the main features of Outsiders: ethnic groups. Although most of the stories take must learn about computers if they are to helpAmerican Short Stories for Students of ESL, place before 1950, the period from World War I students to learn with them." The teachers must author Jean Mullen addresse.; herself to what is to 1950 is well suited to the overall connecting take and maintain the control over this powerful perhaps a paradoxical si uation: that "foreign theme of being an outs.ler in America. Foreign means; in themselves computers may as easilystudents in degree programs in the Unitedstudents should have no trouble identifying destroy literacy as lead us into a "lite:ate world States are still required, even in this age of with this theme even though many of the out- scarcely imaginable." The choice is there M emphasis on technt. agy, to study literature" (p. sider characters are actually alientated, not control and creative applications. xix), while ESL "instructors [are] used to teach- immigrants. What strikes me messt favorably In the concluding papers of the volume, the ing grammar and composition, not literature" about Mullen's choice of stories is that they are matter of control again appears: Mary Ashworth (xxi). In order to bring literature closer to those all goud works of literature, by which I mean challenges the profession to act indi.....Lally who might prefer avoiding it in the ESL class- that they ill have strong characterization, sharp and through professional organizations to affect room, Mullen has obviously put a lot of effort conflict, forward-moving action, emotional im- educational policies on all fronts from local to into producing a high-level textbook with some pact, and where relevant, humor and surprise. national. Elliot L. Judd reminds us of just how origin.Ideas for exercises. Nevertheless, the Also impressive is the extensive way in which politic:'. the teaching of English truly is, offering book's .undamental shortcomings indicate that the Yeok handles the vocabulary of these un- a ke; to advancement in many parts of thenot all has been resolved concerning the zp- -implified texts. Glossed right on the pages in world. Hence the issues are both political and proach to literature in ESL curriculum. which they appear, the vocabulary item on moral, an unnatural but not uncommon mar- Technically this collection of short stories is ever; page are grouped into three separate lists: riage. In the shifting dance of teacher,

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83 TN 8/85 OUTSIDERS WRITING A RESEARCH PAPER

Continued from page 17 by Lionel Menasche. 1984. University of Pittsburgh Pt ess, 127 Bellefield Ave., Pittsburgh, Pennsylvania 15260, U.S.A. (xii + 128 pp., $5.95). dudes those items learners will frequently en- Reviewed by Anne Lindell Hagiwara counter in reading of all kinds and which should Eastern Michigan University thus be most useful to acquire as part of their active vocabulary. Most teachers of university or pre-university units, plus appendices, glossary, and index and In addition, every gloss is labelled With an ESL students would probably agree that writing is meant to he used in a writing class of fifteen abbreviation identifying it as one of the 35 a term paper, or at least an extensive report, is weeks duration where the research paper takes categories of lexical stylistics listed and brieflyan important component of an advanced level up one-third of the syllabus. explained in Chapter I (e.g., "swear word," writing course. Yet what has been lacking in the Menasche begins by discussing different types "metaphor," "perjorative"). Such meticulous curriculum up until now is a suitable textbook of research papers and makes the often over- treatment of lexis not only makes the texts for research paper writing geared specifically looked distinction between a report, which readily accessible to the reader but also frees to the needs of ESL students. While it is true many undergraduates write, and an argumen- the instructor from having to act as a supple- that some writing books, such as McKay and tative paper, with a true thesis. He next treats mentary dictionary and guide to American Rosenthal (1980) and Reid (1982), include a choosing a subject and using the library. The civilization. chapter or chapters dealing with the research unit on the library is excellent, with examples Thirdly, Mt, :len is to be commended for the paper, the information contained therein is either and exercises that make the students use the large number and wide variety of exercises set incomplete or inadequate, and teachers have card catalogue, the Reader's Guide to Periodical after each story. Students are asked to reinforce been left with the task of providing supple- Literature, the specialized indexes for a par- vocabulary; practice grammar constructions, do mentary materials or writing a coiirsepack to don't,: subject, and the reference section of the some analysis of plot, character, theme and prepare their students properly. Filly in 1984, library. The next area is the narrowing of the structure; deal with the inferential level of the at least two books on research pap. s appeared topic, and students again use the library to find texts; read aloud; prepare oral reports in groups; on the market, Research Matters by Liz Hemp- reference sources for their specific subjects in role play; express their views; compare stories; Lyons and Karen Berry Courter and Writing a order to come up with a preliminary bibli- and work on expository and styli tic writing Research Paper by Lionel Menasche. This review ography, a preliminary thesis statement, and a skills. Interspersed with teaching points, the will focus on Manasche's text. preliminary outline. exercises are well laid out and preceded by clear What Menasche has so carefully and clearly One of the best chapters of the book is 11-.19 directions. The book even ends with a sample written is a step-by-step, right-to-the-point kind on plagiarism. Menasche clearly explains what exam typical of freshman literature courses. of manual, complete with explanations, exam- plagiarism means, how to identify plagiarized But perhaps it is with the exercises that some ples, and well developed exercises to guide statements, and how to avoid plagiarizing. As of the weaknesses in the book begin to be students in the process of preparing a research an example, he cites an original text and then apparent. Too many of them are not really paper. The book is divided into eighteen short Continued on next page related to the literary texts. For instance, after the second story, there is a doze passage about real circus midgets, ostensibly related to the the book. Mullen seems aLard to admit that Ronan Ingarden (1973.163) has stressed that not-so-significant fact that the main character in literature, even realistic literature, is art Wort- "the literary work is not read as aYork of the Hughes sto, , had been a circus midget, but kunst ( "word- art "), as German is able to say. information." To him reading literature is an the task elicited is merely one of filling in the She clearly wants .o deal with literature as aesthetic cognitive process that absorbs the right pronouns as a practice drill for its own literature: Chapter I introduces basic literary reader into the r ility created by the work, sake. The more extensive composition exercises concepts and there are good exercises that use while the reading of rcience involves the cog- occasionally ask the student to actually write them kr analysis of plot, character and struc- nition of propositions that must be tested against about the stores (e.g., a doze summary or an ture, but they are not enough and tend to the knowledge and logic of the world outside outline of some of the aspects of a story). concentrate on Mullen's "art as imitation of life" the text. Mullen has produced a textbook which But, although quite a few are first-rate com- premise. Only in the last unit does Mullenpartly deals with literature as art and pa:.ly position exercises in themselves (e.g., writing include an exercise in the cumulative effect of retreats from that position She seems to think objective and subjective descriptions, creat...g work repetition (pp. 221-222). Frequent use of that aesthetics is way beyond the capabilities similes), taken together they e.re a somew linearly organized plot questions misses oppor- of, say, a Japanese engineering student, but disjointed "Highlights of Basic Comp" which tunities to connect actions, words, and charac- then urges him to try anyway with a woefully would be better utilized in a full-fledged writing ters spread out ov er an entire story. In "Senor small packet of tools and exercises It is a pity course. Some of the problems N% ith the exercises Pay mit," for example, each directive from the that her book doesn't make use of the fact that are missed opportunities. F(.. instance, after the Company is treated separately to facilitate all cultures hav e art and tales, many even written Porter story, written almost entirely in indirect comprehension, but no question pulls them literatures, which foreign college students pre- speech, two exercises have students transpose together as a development, even though rising sumably have had experience with The key to unrelated sentences written by Mullen from and falling action is one of the key concepts in ESL instruction in literature may therefore lie indirect speech and vice versa. The culminating Chapter I. The many stimulating inferencing not in language as the main focus, nor in only exercise is quite an ambitious group project to questions derive from Mullen's rather original eying realistic literature because that's easiest transpose the entire story (which Mullen has analogy dr^ wn in Chapter I between the obser- for teaching about America, nor in watering already broken into ten "scenes") into direct vation and inferencing done by scientists and down and dictating a set of literary concepts speech and to act out the dialogue. I suspect similar activities done by writers and readers of derived from classical poetics, but in first get- students will enjoy the role playing and gain fiction. Yet, except for one good exercise right ting that Japanese .mgineering student back in mastery of the manipulation of direct and in- after the first story, in which students are asked touch with his own culture's artistic and literary direct speech, but there should have been ac- to rate the likelihood of a given set of inferences forms (often a far cry from Ainerkan realism) tivities to make the students find the transitions suggested for specific sentences from the text, and using them as the bridge to the art and in the action themse es and to deal with the and several solid search tasks concerning the literature of others. The solution to the educa- effect of the original text's indirect speech as a connotative language of a literary text (and not tional dilemma mentioned at the outset of this literary device. Halliday's famous syntactic just from one sentence) to perceive significant review is not to make literature appear "alit analysis of The Inheritors is an excellent example structural elements and construct meanings. Dis- like science," but to find a way to allow it to oe of how linguistic analysis reveals the significant appointingly, when Mullen does deal with liter- its aesthetically complex self Mullen has taken patternings ,at 1-4 the reader from language ary devices and thematics she usually states the a refreshing stab at some of the tasks But ESL through action, character, and point of view to theme or points to the device and has .he still has a long way to go. various levels of theme and symbolism, all of student talk or write about them. She even does which produce "the impact which the t..xt has that with her example literary text in Chapter I: About the reviewer: Sally Jacoby teaches EEL reading strategies upon us" (Halliday 1973:112). By putting the a fable by Aesopan intriguing choice consider- and comprehension at Tel Avis University in Israel. emphasis on the learner's mastery of vocabulary, ing the book's focus on realistic literature. If grammar, and style, Mullen has reduced much Halliday is right, Mullen should have asked the REFERENCES of the literature to mere jumping-off points for students to do more in the way of finding the MA K 1973 Exp ,rations in the Functions of Lan gunge London. Edward Arnold generalized language practice. patterns, identifying the devices, and building Ingarden. Roman. 1973 The Cognition of the Literary Work of And this brings us to the central problem of up to themes themselves. Art. Evanston: Northwestern University Press

TN 6/85 84 19 RESEARCH PAPER

Continued from page 19 shows how certain rearrangements of parts of the text constitute plagiarism, while other rearrangements do not. There are also exercises for students to do in order to practice detecting plagiarized statements. &other valuable chapter is the one on note taking. Menasche suggests that students use large note cards, writing direct quotations on some, paraphrases of the same information on TESOL/LSA others, summaries of what the author said on still other cards, and finally combinations of these three types on at even different set of 1985 Institute cards. Menasche includes examples and exercises which should be extremely helpful to r'udents and teachers both. Linguistics and Language Revising the thesis statement, revising the outline, writing a rough draft, a preliminary in Context draft, and at last the final draft, are all covered The Interdependence of Theory, in separate chapters through Unit 16 of the book. The format of the research paper is then Data, and Application illustrated in detail, one example by using the ,A full range of introductory and advai ced courses APA (American Psychological Association) style, Two, three, and six week credit courses another one the MLA (Modern Language As- Workshops, symposia, conferences, panels, meetings sociation) style, and a third one, a scientific style. A sample of a short student-written term paper, complete from cover sheet through bibli- 'Georgetown University ography is included for each editorial style. These three models give students the oppor- June 24-August 2, 1985 tunity to see what a term paper actually looks Sponsored jointly by Teachers of English like before writing one of their own. to Speakers of Other Languages A term paper schedule with dates is appended and the Linguistic Society of America to the elk', of the book to show the reader when each part of the research writing process is due, For more information write: from submitting the topic through the final ,Professor Deborah Taxmen, 1985 Institute, Department of Linguistics, draft, taking a total period of ten weeks. Sug- Georgetown University, Washington, D.Z. 2005' USA gested grade points are also given for each part. These procedures make students aware of exactly what is expected ofem and what part of their term paper grade wi, be determined by the rreliminary biuliogr; ,,hy, the note cards, the trAine, and the preliminary draft, all to be handed in by specific dates, as well, of course, as the final, completed version. Obviously, teachers may modify (or even choose to ignore) Classroom the schedule and grading formula to suit the .needs of their own class. The strengths of Writing a ResearPaper lie in its clear and straightforward sty The ex- ROLES amples and directions are easy to understand and follow, unlike a more complicated text of the ESL Teacher where the reader tends to be overwhelmed by too much information and detaq. Again, there are excellent exercises for every point covered, and both students and teachers should enjoy THE TEACHER AS... learning from this book. It is certainly a wel- PARENT come addition to the field and fills a gap in the pre-school setting advanced composition curriculum. CONDUCTOR beginning level Intensive class GUIDE low-Intermediate reading class About Me reviewer: Anne Lindell Hagiwara teaches ESL and French in the Department of Foreign Languages and Bilingual CONSULTANT problem-solving college class Studies at Eastern Michigan University. She is also an ESL INTEGRATOR textbook author and manuscript reviewer advanced class using real world experiences REFERENCES Hamp-Lyons, Liz and Karen Berry Courier 1984 Research matters Rowley, MA Newbury /lame Publishers, Inc McKay , Sandra and Lisa Rosenthal 1980 Writing fora specific purpose Engle wood Cliffs. NJ Prentice-Hall, Inc Reid, Joy M 1952. The process of cornposirii Englewood Cliffs. NJ: Prentice-11211.1m !y..,./'i...1,4% ;;;;/..74- V. %..

a MEDIA RESOURCES CENTER 121 Pearson, Iowa State University, Ames, Iowa 50011 p 515-294-8022

20 . 8 5 TN 6/85 8

INTESOL 'W.:BRING THE PACIFIC NORTHWEST REGIONAL LANGUAGE DEVELOPMENT CLASSROOM ALIVE TRI-AFFILIATE CONVENTION CONFERENCE AT BOSTON UNIVERSITY The seventh annual INTESOL Conference The Pacific Northwest Regional Tri-Affiliate will be held on September 28,1585 at Ball State Convention sponsored by B.C. TE AL, ORTE- The Boston University School of Education is University n Muncie, Indiara. The theme is SOL, and WAESOL will be heia in Seattle,holding its 10th Annual Conference on Lan- INTESOL '85 Bring the Classroom Alive. Washington on November 1446, 1985. Invited guage Development on October 25-27, 1985. INTESOL is soliciting papers and presentations speakers include Stephen !Crashers, Frank Smith. Papers on first and second language acquisition, of interest to a varied membership: TESOL in and Jean Handscombe. The program committee bilingualism, theoretical linguistics, discourse, elementary s.td secondary school, TESOL for is accepting proposal for papers, panels, and ASL and deafness, reading, writing and lan- ABE programs, TESOL in higher education, workshops of either one-hour or two hours in guage disorders will be featured. This year's and TESOL for special purposes and groups. length. To request a proposal form, contact: keynote speaker is Daniel Slobin from the Uni- For additional information, please contact the Donn Callaway, Program Co-Chair, WAESOL, versity of California at Berkeley. For mare in- conference chair: Dr. Christopher Ely, Depart- P.O. Box 85038, Seattle, Washington 98105, formation write: Language Development Con- ment of English, Ball State University, Muncie, U.S.A. Proposals are due September 15, 1985. ference, School of Education, Boston Univer- Indiana 47306, USA. Telephone: (317) 285-8459. sity, Boston, Massachusetts 02215. TEXTESOL STATE CONFERENCE 1985 MIDWEST REGIONAL TESOL ANNOUNCED CONFERENCE NEW WAVE XIV The five Texas affiliates of TESOL will hold COLLOQUIUM The fifth annual Midwest Regional TESOL their Sixth Annual Statewide Conference at the Conference will be held at the Pfister Hotel in Hilton Hotel in Austin, Texas, on Noverr.'aer 8- The Fourteenth N-WAVE Colloquium will Milwaukee, Wisconsin, October 17-19. Affiliates 9, 1985. Interested persons should write TEX- be held at Georgetown University, Washington, representing thirteen states will participate in TESOL '85, c/a Intensive English Program, D.C., on October 24-26, 1985. The Colloquium the conference. Among the featured speakers 1103 West 24th Street, Austin, Texas 78705. will include papers by featured invited speakers will be John Fanselow, Teachers College, U.S.A. for additional conference information as well as by other established and younger Columbia University, and Joan Morley, Uni- and call for papers. linguists in the areas of linguistic and sociolin- versity of Michigan. For further information, guistic variation; language change (including contact: Lawrence H. Bell, The University of pidginization and creolization); language use Wisconsin-Milwaukee, P.O. Box 413, Milwau- (including discourse analysis, pragmatics, and kee, Wisconsin 53201, U.S.A. Teleph,,n. (414) ethnog.aphy of communication); and applied 963-6660. sociolinguistic : (including first and second language acquisition). In addition, several work- FIRST SOUTHEASTERN USA REGIONAL shops will focus on ti' : abd on applica- TESOL CONFERENCE tions of computers_, research on language The first Southeastern USA Regional TESOL variation. Conference will be held October 24-26, 1985 in Abstracts for papers in these and rt Ate.' the Urban Life Conference Center of Georgia areas are currently being solicit.. Please submit State University located in downtown Atlanta, five copies of a one-page abs tact, on which Georgia. The conference is co-sponsored by your name does not appea-, and a 3 x 5 card, several southeastern U.S. TESOL affiliates. It containing your name, address, affiliation, and will include plenary sessions, scht.ol visits, local title of paper, by September 13 to: N-WAVE and publishers exhibits, and presentations in the XIV, Ralph Fasold, Department of Linguistics, form of colloquia, papers, demonstrations, and Georgetown University, Washington, D.C. workshops. For further information, please con- 20057, U.S.A. Telephone: (202) 625-4832. tact: D. Scott Enright, Department of Early Childhood Education, Georgia State University, ILE INTERNATIONAL SEMINAR University Plaza, Atlanta, Georgia 30303, USA. ON LANGUAGE TEACHER EDUCATION: Telephone: (404) 658-2584 or 2589. FUTURE DIRECTIONS OKTESOL CONFERENCE The first Institute of Language in Education CALL FOR PAPERS International Seminar will be held December The fourth annual OKTESOL Conference 16-18, 1985 in Her. / Kong. The central theme of will be held on the campus of Tulsa University the seminar is Language Teacher Education: on November , 1985. The theme for this year's Future Directions and the sub-themes are "So- conference will be High Tech in ESL, with cial and Linguistic Perspectives in Language emphasis on the use of video and computers in Teacher Education," -Course Development in the classroom. The program committee invites Language Teacher Education," and "New Di- the submission of abstracts for papers and rections in Assessment in Language Teacher demonstrations of either forty-five minutes or Education." one hour. Please send three ccnies of the one- For more information write to Vr Bick- page abstract, titled but anunyicous, to: Jimi ley, Director, Institute of Language in Educa- Hadley, ELS Language Center, 1915 N. W. tion, Park-h, Commercial Centre, 21/F, Dundas 24th, Oklahoma City, Oklahoma 73106, U.S.A. Street, Kowloon, Hong Kong. Include a 3" x 5" card with the title, your name, and address. Deadline for submission of ab- WHIM CONFERENCE strac;.; is July 1, 1985. ON AMERICAN HUMOR CATESOL REGIONAL CONFERENCE The fifth annual WHIM Humor Conference The Los Angeles Area CATESOL Regional will take place March 29-April 1,1988 at Memo' Conference will be held on November 1985 ial Union of Arizona State University. The :.4 California State University, Northridge. This theme will be American Humor. For more year's conference co-chairs will be Paul Hamel information, write to. Don and Aileen Nilsen, ayce Evans. For more information, please WHIM Conferences, English Department, Ari- wt.._ to: Paul Hamel, 135C1-A Valeria Street, zona State University, Tempe, Arizona 85287, Van Nuys, California 91405, USA. USA.

TN 8/85- 21 TESOL '85 ANNUAL CONVENTION IN NEW YORK CITY Proceedings of the Legislative Assembly 1. The Legislative Absembly of TESOL was referred to later. He announced the members of one or more alternates who Oran be author- convened at 4:25 p.m. on Friday, April 12, 1985 the Search Committee for a full-time executive ized, in the absence of the designated repre- .. rresident Charles H. Blatchford presided. director, as follows: John Fanselow (Chair), sentative(s), to represent the section at meet- Howard Morarie, Elite Glshtain, Marsha Rob- ings of the Section Council." Agenda: bins Santelli, and Peter Strevens. (13; Add a new sentence to Bylaws VII-D as 1. Call to order The results of the election for members of the follows: 2. Approval of agenda Nominating Committee were announced: from "When an affiliate selects its representative 3. Election of candidates to Nominating Com- the Affiliate Council slateCheryl Brown (Inter- to the Affiliate Council, it shall also select mittee mountain) and Denise Staines (France); and one or more alternates who shall be author- 4. Announcements and introductions from the Section Council slateDiane Larsen- ized, in absence of the designated repre- 5. President's report Freeman ( Research) and Dorothy Messerschmitt sentative, to represent the affiliate at meet- 6. Executive Director's report (Teacher Education). ings of the Affiliate Council." 7. Report by Chair of Rules and Resolutions Commit tee 6. The Executive Director read a proclama- (c) Add the following words in line 3 of Bylaws 8. Passing of the gavel tion received from the Governor of the State of VII-E after the words 'name of its repre- 9. Business from the floor New York (see page 23) and then read his own sentative(s)': report (see below). 10. Adjournment ". .. and its alternate(s) .. ." 2. The agenda was approved unanimously. 7. The Chair of the Rules and Resolutions The motion was passed unanimously. Committee, John Haskell, explained that pro- 3. The meeting was turned over to Dr. Lee posed amendments to the Bylaws would provide Four courtesy resolutions were proposed by Demeter, Parliamentarian, to conduct the elec- for the orderly selection of alternates to the the Committee Chair and approved by accla- tion to the Nominating Committee.... Nine official delegates named to the Affiliate and mation (see page 23). volunteer tellers were accepted, ballots were Section Councils. He moved that the following distrouted, Anna Chamot served as timekeeper, amendments be accepted into the Bylaws: 8. The TE:, 1L gavel was passed by the and presentations were made in favor of each President to the incoming President for 1985-86, of the ten candidates. There was a question (a) Add a new section, 4, to Bylaws VII-B as Jean Handscombe. from the floor if voting for only one candidate follows: 9. There was no new business from the floor. (instead of two) on a slate was permissible. The "When a section selects its representative(s) Parliamentarian replied that Robert's Rules of to the Section Council, it shall also select 10. The Assenbly was adjourned at 6:20 p.m. Order says that "bullet voting" is permitted if the organization does not have a position on this matter. After the votes had been collected by Executive Director's Report to the the tellers, the Parliamentarian turned the meet- Legislative Assembly ing back over to the TESOL President. The Bylaws of TESOL direct the Executive Director to make an annual financial and 4. The President made announcements and membership report to the Executive Board and provide a summary of the report to the Legislative introductions, recognizing the Local Committee Assembly. for the Convention, the Marckwardt award At the conclusion of the preceding fiscal year, October 31, 1984, TESOL had a fund balance of recipients, and the Tennessee Teacher of the $263,949, which included cash assets of $180,732. Revenues collected during the fiscal year totaled Year, Susan Gendrich. The Executive Director $945,730; expenses paid during the same period totaleo $1,001,247. The deficit of revenues recognized the recipients of the USIA/IIE collected over expenses pail was $55,517; this deficit was covered by borrowing from our reserves, awards. Past Second Vice President Penny Lar- which had been carefully husbanded for such needs as well as for future projects. son announced the following newly elected Associate Chairs of Interest Sections: The membership total at the end of 1984 Nos Computer Assisted Language 10,751, a decrease of 71 members from the total Learning Teaching English Internationally (formerly 199 at the end of the preceding year. Out of the Program Administration Teaching English Abroad): Greg Larocque, total membership, 53% are regular members, 104 Public Service Commission of Canada 19% student members, and 18% are institutional English for Foreign Students: Vicki Bergman, In keeping with the TESOL Constitution, members. An analysis of our membership rec- elections were heh: F? mail ballot for new University of California at Irvine ords at the end of 1984 showed that nearly 80% Elementary Education: Sarah Hudelsnn, Florida officers and members o* the Executive Board. I of our members renew their membership in the wish to announce to you dn. .esolts of that International University organization. Although the membership de- Secondary Schools: Helene Becker, Fulbright ballot: for First Vice President (and incoming creased by 71 members in 1984, we find that we President)Joan Morley; for Second Vice Rome have received 155 new memberships during Higher Ec:ucation: Nancy Strickland, University PresidentMichele Sabino; Member-at-Large these five days of the convention alone. of the Executive BoardDick Allwright; Board of Tents at El Paso TESOL now has 14 Interest Sections; the Bilingual Education: Nancy Villareal, New York Member representing affiliatesHector Pena; breakdown of primary membership in theseand Board Member representing Interest Sec- City Schools Interest Sections is as follows: Adult Education: Andreas Martin, Newbury tionsCarole Urztia. House Publishers Teaching English Internationally 1738 Also in keeping with the TESOL Constitution, Standard English as a Second Dialect: Kay the Chair of the Nominating Committee for the English for Foreign Students in coming year is chosen by the Executive Board Payne, Howard University English-speaking countries 499 Applied Linguistics: Paula Lieber-Schlusberg from among he four elected members of the Research: Craig Chaudron, University of Ha- ESOL in Elementary Education 543 retiring committee. I wish to announce to you waii-Manoa ESL in Secondary Schools 625 that tine Executive Board has chosen Mary Hines to fill that position for 1985-86. Refugee Concerns: Cao Anh Quan, University ESL in Higher Education 1696 of Miami Lau Center Each year I am gratified to see vhat a strong Teacher Education: Donald Freeman, School ESL in Bilingual Education 251 slate of candidates T1 ;OL is capable of field- for International Training ESL in Adult Education 1014 ing. It is a sign of the vitality of the organization Computer Assisted Language Learning: Macey that we have such a large pool of thoroughly Standard English as a competent, dedicated members to choose from. McKee Taylor, Western Illinois University Second Dialect 7Z Program Administration: Rosalie Porter, New- I want to express my thanks to those who ran ton (Massachusetts) Public Schools Applied Linguistics 735 and did not succeed, to assure them that they Research 160 have many friends in TESOL, that their efforts 5. The President gave his report, saying that are recognized by the organization, and to the reorganization is on schedule, and that some Refugee Concerns 183 encourage them to continue to serve the Ir. 3fes- changes in the Bylaws are needed which will be Teacher EducLtion 87 215 sion as they have beer doing so well. 22 TN 6/85 COURTESY RESOLUTIONS 1985 RESOLUTION ONE found, administrators planned, computers RESOLUTION FOUR Whereas There's a high voltage lady named ticked and people clicked, in giving TESOL Whereas Charles Blatchford has brought a rain- Jean, this 19th Annual Convention; bow of color into our lives with his multitudi- Whose 'lectricity set up this scene, Be it therefore resolved that all us TESOLers nous memoranda in a myriad meld of ma- While New York's been aglow, wish the Local Committee a wonderful time genta, pumpkin, rose, mint, banana, cherry, Our jean wouldn't know, and party in that loft and then plenty of time and spumoni; She's had twelve hundred abstracts to glean! to sleep and rest; Whereas Each Day, every Day, and all Day. Be it further resolved that TESOL thank the Cathy's humor and wit never stray. Local Committee, one and all, and express its From morning till night gratitude and appreciation for the monumen- In the dark and the light tal task accomplished. She's made planning this week look like play! RESOLUTION THREE Whereas jean has sacrificed her dining room table to the cause of TESOL; Whereas Her leadership has been appreciatively seen Whereas Cathy's dog, Shelly, has sacrificed its From Miami through New York and between, mistress' tender, loving care; Be it hereby resolved that our love and esteem Be accorded to irreplaceable Darlene! Charles Ehachtard Whereas Darlene Larson has served TESOL Photo by Lan laBounty professionally, politically, passionately; Whereas Charley has demonstrated his willing- Whereas Darlene may now rock around the ne...s to take it off ... take it almost all off, on clock with husband Gerry in Shenorock, behalf of his dedication to the oit,anization; and do what other ESL pros do at N. Y. U.; Whereas Charley has devoted an enormous amount of time and effort to TESOL dming Be it therefore resolved that TESOL extend a many long years of dedicated service to the unanimous vote of thanks and appreciation organization and its awareness to color; 1 for her many years of continuous and selfless Jean aicConodde Cathy Day dedication and service. & it therefore resolved that Charley be allowed Photo by Eric Geumbacher some free time now, to polish up on his Polish (in random order) on marigold, and check up Whereas between them, Jean and Cathy have on his Chinese (sequentially) on red; produced a convention which has more than met the needs of TESOLers in its quality. Be it further resolved that TESOL thank Charley guiltily, and variety, and in many small and Blatchford h, gold, and honor Charley Match- thoughtful ways; fort! in blue; that TESOL etch his name in multi-colored stone, and bronze his flashing Whereas they have done this with skill, ingenui- smile. ty, care and kindness; Be it therefore resolved that this Convention offer these two stalwart workers our heartfelt New York's Governor thanks with a round of applause for a difficult and arduous joli well done, that has brought Darlene Larson Cuomo Bids TESOLers calm to us all by their calm and caring Welcome manner. Affiliate and I.S. Council Select Education is one of the most vital to:lotions in RESOLUTION TWO Executive Board Candidates a free society, and the acquisition of language Whereas Linda (Toby) Tobash and Jim Lydon and the ability to communicate are of the wished us to take a BIG bite out of the Big At their respective business meeting at TE- SOL '85 both the Affiliate and Interest Section utmost importance to all who live in this great Apple and spent a year making this conven- country. tion GOLD 'N DELICIOUS; Councils selected three nominees to stand for election as representatives of their groups to the Teachers of English to Speakers of Other Whereas Toby's task was no Mardi Gras, especi- TESOL Executive Board for 1988-89. The names Languages is an intern-tional organization for ally the van trip from LaGuardia; of the Affiliate and Interest Section nominees those concerned with the teaching of English as a second or foreign language. and below will be added to the slate being prepared by the TESOL Nominating Committee (see The organization is dedicated to promoting jim ... Hackin' in Manhattan, had not time page 2). scholarship in the teaching of English and com- for jokin' in Hoboken (and Eayme/rame/, his Affiliate Council nominees: mitted to strengthening all levels of instruction and research in teaching English to speakers of cat, can attest to that); ry Ann C';ristison k intermountain TE- other languages. ,s0LId..l.o, Montana, Utah and Wyo- Members of Teachers of English to Speakers ming) of Other Languages from around the world will 4 Andrew Cohen (IsraTESOLIsrael TE- gather in New York City during the week of SOL) .17 to meet and exchange ideas and listen to Fraida Dubin (CATESOL--California As- experts in the field. It is fitting that the efforts of sociation of TESOL) these highly trained professionals be given recognition and appreciation by all New York- Interest Section Council nominees: ers. David Barker (Secondary Schools) Now, therefore, I, Mario M. Cuomo, Governor of the State of New York, welcome the members AM. A Ray Graham (ESOL in Elementary Educa- of ihida fohish Caerilio Jim Lydon tion) Photo by Eric Geombacher Shirley Wright (Program Administration) Teachers of English to Speakers of Whereas Jim and Toby have kept us entertained, Other Languages coordinated and loose, and Luis has kept us COMING to New York State and extend best wishes for a in neon and light with his designing eye; the successful meeting. entire Local Committee visualized, organized, More TESOL '85 Reports and synchronized this Gotham work, at which in the August issue Mario M. Cuomo teachers learned, linguists spoke, researchers MINIMMEM April 4, 1985 -TN P05° 88 23 it .the bestprogram on the market. John W. Oiler, Jr. University of New Mexico Express English: Transitions

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Edited by Mary Ann Christison 1st Caribbean TESOL Snow College Convention Held The first Caribbean TESOL Convention held in Santo Domingo, Dominican Republic on Jana y 18-20, 1985 was an overwhelming success with over 400 people in ;--'aclance. The convention had both national and international participation with representation from the pro- vir ttes of the Dominican Republic as well as visitors from Haiti, Puerto Rico, Venezuela, Colombia and the United States. Guest speakers who led plenary sessions as well as workshops included John Fanse low, Mark Clarke, John Wood, Del, _s Rick, Hector Pena, Donald Byrd, Fr. Edward justen, and Tina Carver. Workshop leaders included such local professionals as Raul Bit lini, Teofflo Bar- reiro, Ellen de Perez, Meg Brooks, Helen Faber and Penelope de Cord -.s. There were over 40 workshop leaders. International publishing companies were also very supportive of this venture. Many of them as w-oll as local distributors also attended, dis- playing teaching materials as well as giving both comme-vial and academic presentations. Participating countries at this convention have decided to continue to support each other's annual conventions as well as to hold annual Caribbean TESOL conventions. The 1986 convention will be in Venezuela, 1987 inaid, and 1988 in Puerto Rico. A special thanks to Carole del Villa!, Rocio Billini de Franco, Astrid Trujillo, and Fred Bechetti, the conference organizers. denly displaced by force majeure four days Two TESOL Teachers Receive Awards before it was to begin. Convention-organizers Steve McNulty (current president), John David- CENDRICH OF TNTESOL BASSANO NOMINATED FOR son (past president) and their team relocated SELECTED TEACHER OF THE YEAR CCAE AWARD and rescheduled talks, workshops, cocktails, open deba and the like in the space of a day Susan Gem:trick an elementary ESL teacher Sharron Bassano, ESL program specialist forand a half, :trod even managed to reprint the from Murfreesboro, Tennessee, was selected the Santa Cruz Adult School, is the recipient of program in time for the conference kick-off. Teacher of the Year. In addition, she is one of the CCAE Excellence in Teaching Award for There were 48 presentations, four of them the top four candidates from the 50 states of tl,e 1985. Ms Bassano has been an active member plenary Eesbions which occupied all be.t one United States to receive the honor of National of CATESOL, CABE, CCAE, and TESOL and afterncon of the affair. In contrast to the pre- Teacher of the Year. This is a first for the field has dedicated the past 14 years of her life to the vious year's "getting-acquainted" warm-up exer- of ESL. In his recent State of the State message, acculturation of immigrants to the Santa Cruz cises, swapshops, poster presentations and prom- the Governor of Tennessee showed a video clip community. She relieves that a teacher plays an enading. there was a more traditional format of of Susan teaching Jazz Chants. Th?. Governor important role as a facilitator of personal and open debates, workshops, papers and plenary now la video entitled "Education in T.mnes- social adjustment and encourages her students sessions. This shift perhaps suggests that more see" in which this segment is shown. Tennessee tr experiment, explore, and assert themselves in attention will be paid to attracting the greater is presently implementing a "career ladder pro- in s major passage. We congratulate Sharronnumber of volunteers necessary to extend the gram" with merit pay, part of the Governor's Bassano on her nomination! convention from its currently rather limited effort in improving education in Tennessee. At length. A significant proportion of the presen- first the ESL teachers were not included in the 1985 TES° France tations were ESP-related, reflecting the continu- ladder program even after Gendrich had re- ing importance of adult educati an programs for ceived the award! The affiliate worked quickly Convention private-sector language teaching in France. to rectify the situation, and now ESL teachers "Wide-ranging" is often used as a euphemism The only plenary session in French was a can qt..,lify for on career ladder program. io apply to talks or gatherings that lack structure dynamic and charming keynote address given Congratulations, Susan Cendrich and Tennessee but exude energy and interest. In the case of by Bernadette Grandcolas, professor at the Uni- TESOLI TESOL France's fourth annual convention, the versite de Paris VIII and former editor-inchief word applied in the geographical sense. Spread of Les Langues Modernes, the official publi- over four locations in downtown Paris, and Continued on next page lasting a day and a half, from noontime Friday Mardi 15th through Saturday evening March 16th, the conference nonetheless left those attending with a feeling of "more sense of to- getherness than ever before," in the words of Mario Rin wive i. Originally scheduled to be held in the state- run telecommunicati-as school, the site of two seen Geskiel previous conventions, the 1985 event was sud- c) f) HEIS ELECTION RESULTS please send the following information: 1) posi- AFFILIATE/IS NEWS ANNOUNCED tion for which the candidate is nominated; 2) Continued from page 25 name, title, full address, phone number; 3) Congratulations to the newly elected .umbers cation of the French Association of Modern bi, graphical information of no more than 100 of the ESL in Higher Education Steering Com- words; and 4) name, title, full address and Languar 'Teachers (APLV). Although she spoke mittee. New mr tubers are: associate chair, in French 'o an Anglophonic majority, she kept phone number of the nominator. Deadline for Nancy Strickland (University of Texas /El Paso); nominations is: 15 September, 1985. Send your people laughing and often looking in the mirror assistant chair, Gregory Barnes (Drexel Univer- as she read the journal entries of teachers-to-be nominations to: Virginia Streiff, Chair of HEIS sity); secretary, Victoria Price (Lamar Univer- Nominating Committee, 3519 Hunters Sound, who had been her students in a uni'.ersity-lt,.1 sity); steering board member, Joy Reid (Colo- San Antonio, Texas 78230. course. The journals, kept while taking begin- rado State University); N iminating Committee ning courses in foreign languages, showed not members, John Crowe (North Texas State Uni- only conscious evaluation of teaching methods versity), Maryann O'Brien (University of Hous- from t1-. etudents' point of view, but also a ton), Susan Taylor (University of Illinois); TE- retreshingvareness of the complexities and SOI. Nominating Committee nominee Daniel different cognitive styles of the language learner. Dropko (University of Florida); ExecutiveSAINT MICHAEL'S COLLEGE Insights regarding correction, teacher manipu- Committee nominee Susan Johnston (University Winooski, Vermont 05404 lation, classroom atmosphere and "progress" of Arizona). As immediate past chair, Virginia were often delightful as well as instructive. Streiff becomes chair of the Nominating Com- The highlight of the convention was probably MASTER'S IN 1 ESL mittee. Ilona Leki (University of Tennessee) is 36credits the presentation by Chris Candlin (University the new editor of the HEIS Newsletter. Moving of Lancaster) and Henry Widdowson (Univer- up from associate chair to HEIS chair for i986 ADVANCED TESLCertificate Program sity of London) on "The Language Learner as is Kathleen Bailey (Monterey School of Inter- 18 credits Language User." Billed as an open debate the national Studies.) talks were in fact complementary rather than INSTITUTE IN TESL conflictin A few of their more quote-worthy summersa comments include the following: "What we ESL IN F HER EDUCATION: 9 graduate credits know does not determine what we do; it guides. CALL FOR NOMINATIONS Language is not rule-governed but rule-refer- INTENSIVEENGLISH TRAINING PROGRAM enced." "The classroom is a place cc r contrivers. This call for nominations is issued by the IntensiveEnglish courses for foreignstudents I see no sense in pretending otherwise." Or: "in Nominations Committee for the 1986 ESL in conducted onayearroundbasis order for communication to exist, it has to be Higher Education election, which will be con- imperfect." And finally: "The unwilling learner ducted according to HEIS Governing Rules. St. hfchaers &so caws Master's demon in Education. Theolow, Adminntratton and artical Psychologi is just one who won't play the teacher's game. Nominations are open for the following offices: Also evagabh M Ed. with concentradors in Why not make the game the counterculture?" associate chair (chair-elect and program chair TESL, Special Educatket, Adriwastradon. Curricuan. for HEIS sessions at TESOL 87); assistant chair; Readne and Concutio Educatexi by John Davidsor rod Steve Minders, three Nominating Committee members; TESOL TESOL France; and Tim Murphey rfilt: Director Nominating Committee nominee; and TESOL TESL Proems (TEAS, Neuchatel) Executive Board nominee. All nominees must Box 11 St. M-bears Weep Note: To obtain information cn the Proceedings of the Con. be primary (voting) members of the ESL in Winocold, Verinceit 05404 %enticn, to be published in Scptember 1985. wntc. Executive USA. Secretary, I ESOL France. ENST (8430), 48 rue Barrault, F. Higher Education Interest Section, 75013 Paris. France. If you would like to nominate candidates, NOW AVAILABLE! ON TESOL '84 A Brave New World For TESOL

EDITED BY Penny Larson,Elliot L. Judd, Dorothy S. Messerschmitt AN OVERVIEW Thomas Scove' NEW DIRECTIONS AND DISCO /ERIES Shirley Bike Heath, Jcseph Foley, Billie Robbins, Lynn Hansen, William Acton, C Ray Graham, Bill VanPatten, Shigenori Tanaka, Hajime Abe, Cheryl Brown NEW METHODS AND PHILOSOPHIES: PROMISES AND LIMITATIONS Houston John W. Oiler, Jr., Alan Maley, Mary Lee Field, Richard Young, Sue Lee, PM. Nayar, Thomas J. Garza

$11.00 MEMBERS $13.00 NON-MEMBERS NEW APPROACHES AND TECHNIQUES FOR THE CLASSROOM Carole Urztia, Linda New Levine, Paula Goodfellow, Keiko Hirokawa, Jane Chisholm, Wendy Gaylord, Christine Parkhust, Beatrice S. utikulecky, Barbara Gonzalez Available from TESOL 201 D.C. Transit Building THE NEW HORIZON: PROFESSIONAL CONCERNS Georgetown University John J. Staczek, Susan J. Carkin, Martha C. Penoington, Washington, D.C. 20057 Naguib Greis, Ellen Sarkisian, Pamela Hemmick Ekong

'TN 9/05 March 1 andJuly-s..ugust paid vacation. Send grade transcript. The Experiment in International Living is seeking apple. ,e copy of diploma, three letters of reference, resume. cants for ESL teacher supervisor for its refugee camp pro- and tape of applicant's voice stating reasons for desiring grams in Panat Nikhom, Thailand and Galang, Indonesia. ESL position to: Dean Schowengerdt, Su nVVha 3 Dong 339.59, teacher supervisors provide training to Thai and Indonesian Taejon, South Korea 300. Telephonu: (8242)254-2421. ESL teachers in theory and methodology and supervise the Hiroshime International College of Foreign Languages, implementation of competency-based ESL curriculum for refugees resettling in the USA. Qualifications: sustained Japan. The Hiroshima International College of Foreign Lan- teacher training and supervising experience, ESL classroom Nagoya International College of Foreign Languriges, Jo- guages, a sift -- college o / the Nagoya International College of pen. The Nagoya International College of Foreign Languages Foreign Linguae., is enpeeted to open on early 1986. EFL experiance overseas, graduate degree in ESL or equivalent, proven ability to work in a team atmosphere in challenging (formerly Nagoya School of Foreign Languages) is seeking teachers are being sought to start in February 1986 Require- Eet. teachers to start In March 1986. Requirements: MA. in ments: M.A. in ESL and two years of teaching experience. conthionr Salary: $15,500/year plus major benefits. Start- ESL and two years of teaching experience. Send vita to: Per- Send vita to: Personnel Department, Hiroshima International ing Date: immediate openings both sites. To apply, send current resume to. Mr Peter Fallon, Projects and Grants, EIL. sonnel Department, Nagoya International College of Foreign College of Foreign Languages, 16.10 Osuga-cho, Mina ms-ku, Languages, 1-5.31 Imaike, Chikusa.ku, Nagoya, Japan 464. Hiroshima, Japan 730. Brattleboro, Vermont 05301. (802) 257.4628. AA/EDE National Longitudinal Study of the Effectiveness of Ser- University of Illinois at Chicago. Lecturer .n ESL to (1) Anatolia College, Thessaloniki, Greece. Positions for master teachers beginning September, 1986 and beyond in a vices Provided to Language Minority Limited-English Pro- develop courses and/or programs of instruction for non- ficient Students: Boston, Mk New York, NY; Newark, NJ; native English speaking graduate teaching assistants, (2) six-year EFL and L2 literature program, levels from zero to proficiency (650 TOEFL). 25member department within Miami, FL; Cleveland, OH; St. Paul, MN; Espahola, Gadsden, supervise graduate teaching assistants in ESL in the Depart. NM; Dallas, San Antonio, Brownsville, TX; Los Angeles, San mint M Linguistics; (3) provide liaison with other units Anatolia College, a private American-sponsored secondary school for Greek 1,uth. Qualifications: minimum M A /M.S Francisco, Part-time positions Persons needed to assist involv ,d in ESL instruction; and (4) teach one undergraduate in natic'ial study on education provided to limited-English- ESL course per quarter. Qualifications: Ph.D. (preferred) or in applied lingui tics/EFL or English and American literature Experience: extensivepreferably overseasat the secondary proficient students. Responsibilitie include classroom obser- MA, in ESL or linguistics; substantial experience in teaching vation and data collection within public schools. Salary: $8- and administering ESL courses at the university level; pre- and/or university level; directing of extra - curricular activities, e.gpublications, drama, forensics, sports and hobby clubs. 12.50 per hour. Send resume to: Development Associates, vious experience in training non-native English speaking Inc, 2924 Columbia Pike, Arlington, Virginia 22204. teachers desirable. CV to Prof. Elliot Judd, Dept. of Linguis- Benefits: 3.year initial contract, partial payment in US$; rent - tics, University of Illinois at Chicago, Chicago, Illinois 60680 free, furnished, maintained campus housing; Blue Cross- Takamatsu, Japan. Opening for full-time English conver- Begin 9/85. Availability of position contingent on budgetary Blue Shield; transportation and shipping. Candidates should sation instructor at the Go Gaku Kenshu Center in Taka- allocation. Applications deadline 6/30/85. AA /EOE send a complete resume to' Michael R. Bash, Chairman, matsu. Start late August 1985. B A. degree required, aspen. English Department, Anatolia College, Thessaloniki, Greece. ence preferred. Fourteen teaching hrs. per wk. plus office Hokusei Junior College, Waldtanal, Japan. Hokusei Junior Centro Colombo Americsno, Barranquilla, Colombia. For hours. Classes range from beginning to advanced levels, College, a newly starting junior college to be located in mid-1985 and January 1986, three positions for TESL in- adults only Contact' Go Gaku Kenshu Center, 2.427 San- Wakkanai (northernmost city of Japan) is seeking applicants structors. Diploma or transcript must clearly state TESL/ cho, Takamatsu-shi, Kagawa-ken, Japan 760. Phone (0878) for a professor of English, for beginning of term in April 1987. ESL/Engiish/Education or Linguistics in order to obtain a 21.0561. Qualifications: Ph.D, in TESOL. English or relsted field The work permit. 8.A. or M A. required. Some knowledge of Georgia Stat University. Assistant professor. 12month applicant should be under 65 years old prior to the appoint- Spanish helpful Salary moderate; best for motivated, recent tenure track position as assistant to the chairman. Ph D. in ment. Christian background preferred. Duties: primarily class- graduate desiring overseas experience or semi - retired teach- al-applied linguistics, or related field preferred, will co 'alder room teaching of beginning and intermediate English. Salary ers. Write Centro Colombo American, Attn. TES OL. Apartado ABD. Minimum of three year college or university torching depends upon experience and age ranging roughly $25,000 Aereo 2097, Barranquilla, Colombia. experience, exclusive of assistantships. Administrative experi- $35,000 bef ore tax with major benefits. Coast-to-coast trans- ence and publications/research desirable. Salary competitive. portation after satisfactory completion of contract. Two -year Position available January 2, 1986 or as soon as possible contract renewable on mutual agreement. By August 30, JOB NOTICES thereafter. Send application, vita, three letters of recommen- 1985, send a full resume, a letter of application and refer- dation, and appropriate supporting materials to: Professor ences to Mr. T Kurokawa, Dean, English Department, Hokusei Notices of job openings, assistantships Becky S. Bodnar, Chair of Screening Committee, ESL Depart- Junior College, South 5 West 15, Sapporo, Japan. Written ment, Georgia State University, University Maze, Atlanta, inquiries to be addressed also to him. or fellowships are printed without charge Georgia 30303.3083. Application deadline is July 1, 1985. provided they are 100 words or less. AA /EOE ROKA Language Training Department. Sungnam City, Address and equal opportunity employ- Korea. The Republic of Korea Army Administration School, near Seoul, seeks e:..iienced ESL teachers for an intensive er/affirmative action (EOE /AA) state- Speed Up Your Job Search! ESL program for career officers starting January 4, 1986. ment may be excluded from the word Save time, money, frustration. Salary; W1.400,000 monthly. Other benof its: furnished two- count. Type double space: first state bedroom roartment, utilities, R/T air ticket, two -week vaca- name of institution and location (city, Order your copy of tion, eight days sick leave. Medical insurance available. One- year contract renewable. Send current resume (including state/country); include address and tele- Working Abroad: telephone number) ans. photo to: Col. Min Pyung Silt, Director, phone number last. Do not use any ab- A Digest of Overseas Job Information RO KA Language Training Department. P.O. Box 2. Chang Gok breviations except for academic degrees. Dong, Sungnam City, Kyonggi Do, 130.19, Korea. Telephone: This new publication reviews 55 overseas Seoul 543.9611. Send two copies to: Alice H. Osman, TN Editor, 370 Riverside Drive, New York, employment books, packets, services. You AQE Training Services, Dammam, Saudi Arabia. Are you NY 10025, U.S.A. If copy requires clari- would spend over $350 and months to a professional ESL instruLtor with initiative and creative fication, the Editor will call collect. Please find this information yourself. ideas? AQE Training Services is lookinp for teachers wh, view the field of ESL as a profession, a career. Requiremenss, nc.re; no tear sheets are sent for free ads. $4.95 M.A. in ESL or 1:n901500S end two to three years teaching A fee is charged for longer job notices experience. Our salary and benefit package is competitive. or if an institution desires a special boxed Eliot House Contracts available immediately for single (uni,ccompanied)- 3320 Eliot #E3 status instructors The applicants must be male as required notice. Due to space limitations, a hale- by Saudi Arabian law. Send a current resume to: Charles column (5") size is strongly encouraged. Denver, Colorado 80211 Swanland, Personnel, AQE Training Services, P O. Box 2333, For rates, please write or call Aaron Ber- Dammam 31451, Saudi Arabia. Please include a telephone man, TESOL Development & Promotions, number for prompt contact. P.O. Box 14396, San Francisco, California Mokwon Methodist University, Taejon, South Korea. 94114, U.S.A. The School for Applications needed Immediately for two positions beginning See page 2 for deadlines. Late job no- August 20, 1985 as an English conversation teacher for International college students. Committed, outgc:ng native speaker with a tices accepted provided there is space. Training degree in ESL/EFL or related fields desired. Salary based on Call TN Editor (212) 663-5819 or (718) qualifications; raining, travel, 30% discount on medical ex- 626-8546. _ penses provided. Two year minimum contract; racember 15 to -...... i- ,.....,.... z 1 -,:, go7/4. '-akalt,2t "IIISMIalls AMMIWr.,

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physical manipulation of realia, by look- Language is not acquired or used in a Why Branching Out? ing at pictures and diagrams, by readingvacuum, but as a part of the way in which texts, by listening to lectures, conversa-we explore and describe the world we live by Lise Winer tions and instructions, by speaking casu- in. We not only learn language in these Dept. of Linguistics, Southern Illinois ally and formally, and wr;ting every- lessons, we learn about the world; by pro- University, Carbondale, Illinois, L'.S.A. thing from directions to plays. Lessonsviding ways for students to find out about involve easily gathered or made equip-itthrough fish, or the origins of their The articles in "Branching Out" grewmentchalk, fishnetsand visual aidsown language, or dental healthstudents out of many different topicsfrom jump- from newspaper photographs to diagrams explore and use that information by using ing ropes to reading an airline schedule.of shark teeth. Not only does such a var-language. Beginning with one subject or language iety increase students' attention, and en- A variety of exercises, "controlled" to skill, teachers branched out in many direc-gage their enthusiasm and interest, it actu-"free," tap different facets of language tions to develop the fullest possible teach-ally helps them learn in a more efficientuse. Conscious practice and development ing situations. way. of overt rules is intertwined with natural These lessons were ()rip ally designed Considerable emphasis is put on inte-opportunities to use language in real situa- for children, for adults, for. nmigrants to gration of language skills within the tions which call for students' active partici- English-speaking countries, :or residentsbranches of a single lesson tree. Holistic pation. of non-English speaking countries. Butdevelopment of language skills has been Some of these lessons could be used eas- they all share a number of characteristics recognized as valuable in encouraging ily in any similar language teaching situa- which make them examples of the kindslearning even of specialized skills; fortion; some might need some adaptation to of splendid lessons produced by class- example, Erasmus, the 15th century teach-your own. All of them are sources of room EF/SL teachers all over the world. er, helped his students learn their alphabetexample and inspiration. None of these ideas consciously began by giving them cakes made in letter References with theory, but all of them are practical shapes. examples of the directions indicated by We have become more aware of the Krahnke, Karl J. and Mary Ann Chestison. Recent language research and some language research in language learning, in cogni-need to pay attention to all the ways in teaching principles. TESOL Quarterly, 17, 4, tion, in the teaching of language skills.which we use language. These lessons Dec. 1983, 625-649. (Two excellent review articles cited belowinclude language functions from argument Long, Michael H. Does second language in- contain references to much of the relevant to demonstration, from instructions to nar- struction make a difference? A review of re- work in these areas.) tion, all building on previous woe, Re- search. TESOL Quarterly, 17, 3, Sept. 1983, All these lessons involve a multi-media, cycling of words and grammar is effective 359-382. multi-channel approach. Students learn by and does not feel repetitious.

Paper cut into small pieces for the trip. Elicit from students ways to The Creek Garbage bags keep the environment and themselves safe by Mary Lou McCloskey Collection jars, nets, bags, spades while on the trip,.g., don't pick the flow- Dept. of Earl: Childhood Education, Wallpaper samples or cardboard for Georgia State University, Atlanta, GA, USA journal covers, cut 4" x 6" (10 x 15 This unit's central activity is a trip to a cm) creek, pond, or other body of water close Paper for journals, cut 3" x 5" (7.5 x to the school. The exercises here are de- 12.5 cm) signed for elementary school students, but Magnifying glasses could easily be adapte t for older or more Tables and labels for collected items advanced students. While oral language Procedures. Introduce the place to be experiences are the primary focus of thevisited by reading Garrett's Life in Ponds unit, art, writing, math, science and physi-or another of the excellent books avail- cal education activities are also involved.able. In the discussion of the book, bring Students repeat "creek language" in a wideout the many kinds of living things which one may see at the creek. After reading Figure 1. Two students at the Garden Hills !mem range of situations. tional Summer School, Atlanta, Georgia, examin and discussion, have stuuents dictate lists ing their finds with a magnifying glass. Before the Trip of animals, plants and objects that might (whole class; approximately five-six 20-30be found on the field trip. List these on ers, don't litter, don't hurt animals that are min. sessions) chart paper. Have children make small found, stay with the group, get quiet Materials illustrations of the objects to be placed on when the teacher raises her/his hand, stop Books about creek and pond life (seethe chart. Later, this "Creek Picture-Dic- at every street corner. Make charts of Bibliography) tionary" can be duplicated for students to these rules; have students illustrate them Chart paper (blank 18" x 24 , 46 x 62 use as checklists during the trip. and review them before the trip. cm or larger) and felt-tip markers Discuss conservation and safety rules Continued on page 2 94 Creek,continued from page 1 Encourage children to collect specimens, Additional Activities to Follow a Trip Make small journals for "sense" obser- to use all their senses in exploring and Jump the Creek vations. Staple small sheets of paper to- observing the creek, to write down their (whole class; 20 min. to an hour) gether inside a cover made from wall- observations in their journals, and to check As the imaginary creek gets wider and paper samples, cardboard, or poster off %vhtzt they've seen on their checklists, deeper, students' excitement increases in board. Have students draw an eye, an ear, adding items that weren't anticipated. this active language game. a nose, a hand and a tongue at the top of Have students deposit litter that they Materials. Two ropes (yard or meter each of five pages. Explain that during the find in a garbage bag brought for this sticks, brooms or mops could also be trip students will write or draw pictures purpose. Explain to them that they should used); and, optionally, tape measure, index telling about things they experience with always try to leave the outdoors nicer than cards and pencils for recording scores, each sense. Children might write about or they found it. and chart or graph paper. illustrate, for example, smelling a flower, After the Trip Procedure. Place the two ropes or seeing a squirrel, feeling cool water, tast- (whole class; two CO-minute sessions) sticks on the ground, parallel and about ing sour grass, hearing a wog .ipecker. The Encourage students to share their jour- half a meter apartthis is the creek. creek checklist might also be included in nals, their specimens, and their favorite Remind children of the trip to the creek the sense journal. field trip experiences. Review the trip and and how they crossed the creek. Then tell Plan specimen collection. Send requests have the students dictate an experience them that the two ropes are the banks of to parents for jars, fish nets, butterfly nets story summarizing the day. Write the story the creek, and that they will take turns and spades. Discuss with students which trying to jump the creek as it grows wider items they will find that can be taken on large chart paper. Set up and label collection tables and or higher. home and which must be left where they group the various specimens, e.g., a plant Set up a starting point about 10 meters are found. table, a rock table, an insect table. Discuss 11 (yards) from the ropes, and have stu- It's often best to organize the students how items are classified, and what to do dents line up there. One at a time, students into small groups, with color-coded name with items that don't fit into any classifica- run up to the near rope and try to "jump tags, and with one adult accompanying tion. the creek," and then circle around to the each one or two groups. Collecting equip- Language Emphasized. This unit fo- end of the line. After all the students have ment may be organized into "field trip jumped, increase the distance between kits" for each group. Children in each cuses on: 1) terms for animals, plants and objects in the creek environment, and the ropes by several centimeters (1-2") group may then collect their own speci- terms for collecting equipment, all taught and have the students jump again. Have mens from their lists. by association of spoken word, written students do the separating of the ropes, At the Creek word, pictures, and actual objects; 2) verhs and have them measure each new dis- (whole class and small groups; one session in future, present and past tenses, e.g., We tance and announce it to the jumpers, e.g., of an hour to a day) will see a robin, We saw a robin; 3) pos- Have funl Respond to what you find. sessives, e.g., our group's grasshopper. Continued on next page

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2 95 TNS 6/85 Creek, continued frompage 2 es, poster paint, a fresh fish or other suitable object, an opaque plastic bag. Taking a Trip "The river is now 231 centimeters wide!" Procedure. If anyone steps on a rope, or in the Work with one small by Lila Blum group of five to eight students at a time. middle of the "creek," she or he is "out." Carl Sandburg College, Galesburg, As students drop out of the jumping line, Hide the fish in the bag so the students Illinois, U.S.A. can't see it. Let them take turns putting a they can stand at the ends of the river to perform the measuring and rope-moving hand in the bag and telling what they feel. 'This lesson plan for my muht-level adult Let them snseil the bag also to help or con- tasks, call for each new jumper, and cheer ESL lass evolved as a result of my trip to on their classmates. Model encouraging firm guesses. Houston for TESOL '84. Rather than cheers for them: "Come on, Carmen!" Reveal the fir') and give instructions. simply announcing to the students that I Have each child help paint one side of the "You can do it, ',. an!" would be absent for the next two days, I fist When only one student is left, declare . Use just a little paint for the most decided to make photocopies of t.le flight her or him the wide -river champion; and det. il. As students paint, encourage them schedule prepared by my travel agent, repeat the game, this time with the river to talk about fish parts:fins, mouth, eyes, and allow them to figure out the details of getting higher, i.e., the rope, held by two scales, tail.Ask them which of these parts my trip by reading the information under they have and which they rho not have, students, gets higher. "From," "To," "Date," "Depart," etc. After the game is over, have all of the and discuss the functions of each part. The students became particularly' moti- students line up in order from those who vated when they realized thiswasan jumped the shortest to those who jumped actual trip to be taken by their teacher. the longest distances. Then have the stu- We composed a paragraph together which dents divide into three groups, to illustrate we wrote on the blackboard, using the who jumped far, further, and furthest. future tense: Airs.Blum is going to go to Variations.Add math activities to Houston to the TESOLConventionto- "Jump the Creek." Have each child keep morrow. She'll stay there until Sunday ... track of his or her highest or widest jump In order to obtain information needed on an index ea,.These can be used to to complete the paragraph, students asked measure individual progress from one Figure 2. Fishprint made by a student at the questions about my plans. The final lg. rt "Creek jump" to the next, or to plot Garden !fills International Summer Sehoc.;, Atlanta, of the paragraph answered the inevitabi., results on graph paper back in the class- Georgia. question abnut whether their classes would room. A mural-sized graph showing actual continue in my absence. distances might be fun, or scale graphs Lay newsprint paper over the fish. Have Dialog could be used. students hypothesize how the paper will While I was away, time class practiced a Add earth science activities to the les- look when itis removed. Peel off the textbook dialog in which a traveler makes son. Back in the classroom, look at pic- newsprint. Help students cAnpare the real a flight reservation with a ticket agent. tures of rivers and creeks, and discuss fish to the fish print, e 7., 'My fish has an For this lesson, we IISCe a story from Alice what might make a river widen or deepen eye, but my print does not." "My print Blows a Fuse,by John Boyd and Mary- in real life. Ask students'" they have ever makes the fish look backwards!" Ann Boyd (Prentice-Hall. 1980), which seen creeks or rivers rise, t,r experienced a When the print is dry, you can have the was converted into a dialog by extracting flood. Talk about or illustrate the water students label the parts of the fish. Display the direct quotes -if the two speakers. cycle. the fish prints as they are, or have the stu- Important vocabulary items, such as Language Emphasized.In "Jump the dents cut them out and arrange them in a book youandconnecting flightwere Creek" students practice: 1) game terms, "school" on the bulletin board. identified and explained. These terms e.g.,it's yourturn; 2) counting and measur- Language Emphasized.The "FL were later incorporated into a vocabular; ing terms, e.g,The river is now two feet, Printing" lesson includes: 1) art and print- quiz, and eventually into the students' one inch deep;3) com..paratives, e.g., ing terms; 2) sensory vocabulary, e.g., own dialogs. wide-wider-widest; 4) phrases for cheers smooth, bumpy, stink; 3)terms for fish Following time dialog practice, s..rdents and encouragement, e.g.,we know you and human body parts, e.g., scalerskir., om !Acted future tense exercises in time can do itl; 5) plurals, e.g., foot-feet; 6) spa, gills-lungs;4) negation, e.g., Aits,- caa Mae Porizon in English Lifeskills2. by tial prepositions, e.g., inside/between the swim, but I can't;5) comparatives, e.g., Judy DeFilippo and Michael Walker ropes;7) vocabulary relating to the water smaller, shinier;6) concept of "mirror (Addiso.-Wesley, 1982). In this lesson, the cycle, rivers and flooding and time se- image," e.g.,backwards, reversed. students imposed sentences about a quc-ning. hypothetical vacation, prompted by a SC1- Anti-Malaria Campaign ies of pictures: Fish Printing Mr. and Mrs. Brown arc In countries where malaria and other gofng to take ... vacatior for a month.en (small groups; 20.30 min. per gm up) mosquito-borne diseases are a threat, this April 1st they arc going to go to N. w York This activity can be used for older or unit is a good place to include stLdy of the by airplane. They arc goihl to I younger students, with the amount of -aid- life cycle of the mosquito, and problems way theater. The sentences o itlm teacher assistance adjusted accordingly. of disease and mosquito control. Posters where, when, how and what. It's a great new use for fish, and an intro- and clean-up campaigns are excellent production to printmaking. jects. Picture Postcards and Map Activity If possible, take a fishing pole alon Upon my meturn from the convention, 1 catch fish at the creek. If you do ..uc- brought picture postcards of Houston and ceed in catching a fish of appropriate size, Bibliography answered students' questions, again going however, one can be purchased at a fish Busehe, Phyllis A.Puddles and Ponds. Living over the trip details. The following day, I market. A flounder works especially well Things in Water. New York.World, 1969. planned the lesson around my personal because of its flat shape. Eden, Nrehael.Rivers. London: TheBodley collection of picture postcards. (You can While fish are used here because of Head, 1981. also use travel pictures from magazines.) their novelty and sensory appeal, many Garrett, Jean.Life 11 Ponds. New York: Amer- I've selectd them for their interest level icanHeritage Press, 1970. other textured items found at the creek, Lubell, Winifred and Cecil Lubell.In a Run- in picture content, including such places e.g., leaves, rocks, ferns, or even a comb, ning Brook.New York: Rand McNally, 1968. in the U.S. as Disneyland, the Rocky can also be used to make designs. Mitchell, Andrew.The Young Naturalist.Lon- Mountains, and a Japanese garden in `can Materials.Plain newsprint, paint brush- don: Usbome Publishing. 1982. Contimd on page 4 TNS6/&" 96 3 exchange between the student and a ticket Trip,continued from page 3 could write about each other's imaginary trips. This task would require them to ask agent for a single flight. Francisco, and similar attractions overseas. each other for the information they need Advanced Students. Students were I asked the students to pretend that they and would necessitate a shift from first to asked to pretend that they were making were going to the place on their postcard third person, e.g., Min Lin is going to go to reservations to fly to their native country and to locate it on the large classroom Dallas this week. She ... For a greater and to write a dialog in which they called maps. This stimulated them to collaborate challenge, students could be asked to write a travel agency to make arrangements. with each other as students with a greater in the past tense: Min Lin went to DallasThey were asked to consider how many knowledge of geography or greater travel last week. She saw ... connecting flights they would have to experience assisted the other students: Reading an Airline Timetable take, and where they would have stop- "Disneyland is in California over here" overs. (pointing to the western portion of the I cut out of an airline timetable the sec- map), or "I can't find (incomprehen- tion including flights between our city and Writing Follow-Up Chicago, and glued it to the upper half of We took one advanced student's dialog, sible)," followed by a helper's "Oh, that's a sheet on which I had typed a number of St. Louis. It's here in Missouri." in which she arranged to fly home to Next they shared their postcards with questions, e.g., Which flights don't run on Venezuela via Chicago and Miami, and the class and told about the trip they were Saturday? You are traveling from Hous- wrote it on the board for the entire class to planning to take: "I'm going to go to ton to Galesburg with a stopover in Chi-practice orally, first as a group, then in I will see cago. Your plane arrives in Chicago at pairs. Names and locations were written on the 3:57 p.m. on Sunday. Which flight will Expansion of Travel Ideas board for group reading and pronuncia- you take from Chicago to Galesburg? Advanced students can call or visit an tion practice. This exercise encouraged problemactual travel agency to gather information solving as well as reading for information Paragraph Writing about going to their native country or and interpreting abbreviations such as some location of interest. They can give a Following the map activity, students "ex." (except) and "Sa" (Saturday). wrote short paragraphs about their in- report to the other members of the class in tended trips, again using sentences in the Writing: Making a Reservation which they discuss schedules, ticket future tense and telling when, where, how Lower Level Students. Having become prices, and tourist attractions. This infor- and what. They wrote about the place on familiar with the Chicago-Galesburg air- mation may lead to a lesson in "compara- their cards, including any additional in- line timetable and having practiced a dia- tive shopping" concerning travel choices formation they already knew about the log for making a reservation, the students for a given trip, e.g., If you go via Miami, place, e.g., I'm going to go to Washington, were ready to write their own dialogs, in you'd have to stay overnight, but if you go D.C. next month by car. I'm going to seewhich they called the airline or a travel through Atlanta, you'd only have a one- the Capitol and the White House. agent to make a reservation to fly from hour stopover. For further writnr; practice, studentsChicago to Galesburg. This was a short Continued on next page

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4 97 TNS 6/85 often have initial difficulty generating observe and practice the strategies for Justice is a terms, I start a working list by writing generating ideas, sorting out thoughts, and words such as honest y and bravery on the organizing information that I have chosen Nike T-Shirt blackboard. I explain briefly that an ab- to demonstrate. by Nancy Pfingstag stract term is something that cannot be Examining the Nike T-shirt aloud, I English Language Training Institute, perceived by the senses, or captured in a decided that it had five major parts: front, University of North Carolina, Charlotte, container (like oxygen). back, sleeves, seams, and label. I listed North Carolina, U.S.A. The students and I then each select one these across the blackboard, leaving ample of the terms to be used as the subject of an "thinking" space below each part. I then The need to teach cognitive skills in the extended definition essay. After the terms focused on each part separately. I noticed writing class has been well documented. have been chosen and entered into our that the front of the shirt was made of As Taylor (1981), Flower and Hay es journals, they are set aside temporarily. In soft, stretchy material which made it com- (1982), and Zamel (1984) have argued, one class, the term I selected was justice; fortable to wear. The bright red Nike writing is a thinking skill, a process of dis- Daniel, a young man from the People's symbol, a bold check-like stroke, connot- coveringand e::ploring meaning. The pre- Republic of China, chose pride. ing the speed and accuracy of the Greek writing activity described here is a proce- victory goddess Nike, undoubtedly made Day 2. I bring to class a grab-bag contain- dure which teaches students one way to a statement about the values and beliefs of think about extended definitions of ab- ing a collection of objects put together haphazardly. I purposely try not to choose the wearer of the shirt. As I described stract concepts in order to formulate, clar- objects for their special qualities, as even what I observed and as I determined a ify, organize, and communicate their ideas the most mundane object, if studied close- purpose for each quality, I wrote my in written form. ly, can be fascinating, and worthy of thoughts on the blackboard in the approp- This activity is termed "aleatory," a serious attention. Currently, my grab bag riate columns (see Table 1-A). gambling expression chosen because the I found that the back of the shirt was student compares an abstract concept to a contains such things as a man's tie, a plain, and could not be distinguished from stapler, a mushroom-shaped candle, and a concrete object which is chosen at ran- coupon offering a front end wheel align- the back of any other white T-shirt. The dom. Like the cast from a throw of dice, ment for $16.67. The students and I each sleeves were short, alto ing freedom of the metaphor is created by chance. movement, and hemr ,which gave the Aleatory metaphors are most successful reach into the bag and pull out the first shirt a neat appearance. The seams were in advanced ESL writing classes because object we touchno fishing around is double-stitched inside the shirt, to keep allowed! The object I pulled from the bag of the level of English required to handle the pieces from comingapart. The double- was a Nike brand T-shirt; Daniel grabbed abstractions. (Our most advanced level a 3M brand tape dispenser. stitching probably made the consumer students score above 75 on the Michigan We next inspect our objects carefully, feel confident that the shirt was worth the Placement Test.) The following descrip- price. The label, I discovered, offered an tion is based on five 50-minute classe" noting the different parts and their pur- abundance of information. Sewn securely poses. At this stage, I begin modeling each with an average class size of 12 students. into the shirt for safekeeping, it gave step of the prewriting activity for the stu- Day I. The activity begins by having students, as we work along together. In this instructions on the care of the T-shirt and dents brainstorm to identify as many ab- waylistening to me think aloud, and fol- stract terms as possible. Because students lowing my different draftsthe class can Continued on page 6

Trip, continued from page 4 to make out a list of questions to ask con- a basis for future lessons in which students cerning times of departure and arrival, relate their television-viewing preferences Exploring Other Means of Transportation length of the trip, express service, etc. or report on favorite programs. As they do After concentrating on airline travel, we Further Expansion Ideas so, grammar emphasis will naturally shift talked about other methods of transporta- 1) For further listening, reading, and to the present habitual and past tenses. tion students use, such as trains and buses. writing practice, a commercial can be Language lessons which capitalize on After students related their own experien- trap ..ribed into a doze exercise, requiring the students' interests are powerful assets ces with various modes of travel both in students to listen to the tape and fill in the to the learning process. For example, when the U.S. and their native countries, we missing items. I found that most of my students were discussed commercials and advertise- 2) To provide more practice with the watc ling the soap opera program "Gen- ments, which frequently offer specials future tense, students were asked to write eral hospital," we had a genuine commu- (The Sunday newspaper travel section is a sentences about each other, using verb nicative situation, as I was unfamiliar with good source for sample ads.) and time phrases such as shop, get offthe program. The students summoned Next, we listened to a tape recording of work, get up, this af ternoon,ne.tt week, in unusual energies in explaining to me, in a radio commercial for a major bus com- 1986. Naturally, students found it neces- language I could comprehend, the plot pany operating out of Chicago. This par- sary to ask each other questions in order to lines of the program as well as descrip- ticular commercial provided not only obtain the information needed for their tions of the characters and the setting. authentic English but another geography sentences. Such moments in the classroom may be lesson, since it listed the names of U.S. 3) To build on the students' interest in planned or unplanned, but can constantly cities along with the bargain prices avail- television and also encourage them to be exploited. able to potential travelers. transfer their reading skills from a trans- First we listened for names and numbers portation to a television schedule, I deve- as we played the tape, e.g., Memphisloped an exercise using TV Guide. The Editor's Note forty-four dollars, Miami eighty-seven, questions were based on the evening A number of general EF/SL textbooks Orlando eighty-one, Tallahassee onlyschedule for the same day we had class. and specialized readers include travel seventy-six bucks. Then we transcribed After mastering mechanics such as abbre- experience. Nick McIver's The Sadrina the commercial, segment by segment,viations, students were able to generate Project (BBC for Radio and Television, onto the blackboard, and examined it forquestions and answers such as What are 1979) includes a textbook, audio cassettes content as well as vocabulary ...nd idioms. you going to watch tonight at 8 o'clock? and films based on the adventures of a Finally, I asked each student to imagine I'm not going to watch TV tonight be- travel agent in Malaysia and Singapore, calling the bus company ticket office forcause ... and contains a variety of exercises and more information about the special, and 4) The television schedule can provide language functions. 98 5 Justice, continued frompage 5 guished" and thought aloud how justice meaning, or simply pacing the floor. must not distinguish among the members As a homework assignment, I ask the important data on the size of the shirt and of a society on the basis of wealth, race, students to take their journals home to its fiber content. religion, or sex. C .nearing the short work on their abstract term grids, using When all of this information was on the sleeves to justice caused me to see justice their written thoughts on their objects. I blackboard, the students and I discussed as the agent in society that allows thehave them complete this stage of the the information and places where I had members to stay cool, to stay rational. The prewriting activity in the privacy of their difficulty determining purposes and had double-stitched seams, which gave confi- own living quarters because of the inten- to rely on my assumptions. For ..xample, I dence to the consumer, also gave confi- sity of this stage. Writersstudent or did not know if double-stitching made dence to a society. The label sewn into the otherwisegenerally require a time peri- other consumers feel confident, but since shirt conjured up the image of justice od that is not clocked and a place to pace it made me feel that way, I assumed other sewn into the fabric of society. when working through complex thoughts consumers were also concerned about As with my first grid on the parts of the to create meaning. stitching quality. T-shirt, the students and I discussed my thoughts on this grid and how they were Day 5. Returning with their journals, the Day 3. The students inspect their individ- students share their ideas on their abstract ual objects, determining the parts and generated. We also commented on the areas that caused me difficulty and the terms, generated by their object notes, purposes. In their journals, they form a with the class. Daniel admitted that he grid similar to the one I placed on the strategies I used to overcome frustration, such as seeing words in different contexts, was pleased with his ideas, as he had blackboard the previous day. As they never examined his thoughts on pride study and examine, I move around the repeating phrases over and over until a classroom in order to answer questions or thought occurred, thinking of an opposite Continued on next page to prompt a student who is having difficulty looking at the object from a differ- Table 1 -A: Nike T-Shirt ent perspective. Daniel had divided his 3M tape dis- Front Sleeves Label penser into four parts: dispenser, roll of Material is soft, stretchy Sleeves are short Sewn into the neck seam tape, disk in the center of the tape, and feels comfortable when allows for freedom of allows label to be easily cutting edge (see Table 2-A). He noticed worn movement found that the dispenser was made of inexpen- adjusts to the body keeps wearer cool keeps label attached to sive plastic, a modern material which Material is white Sleeves are hemmed shirt probably saved the 3M Company money. attractive color creates a neat appear- Gives size of shirt The roll of tape had an undetermined sets off Nike symbol ance gives buyer information amount of tape on it, as part of the roll implies purity, cleanli- keeps threads from rav- about fit had been used; he found this irritating ness eling states general size because if he had a project to complete, goes with all otherSeams largeand specific he would have to guess whether to buy colors size-42/44 more. The disk, Daniel found, allowed the Red Nike symbol Sewn inside the shirt Gives washing instructions tape to pull smoothly and kept the user connotes speed, victory, creates a neat appearance allows person to give from becoming frustrated. The cutting freedom proper care to shirt edge was made of metal, for strength. makes a statement keeps seams from being informs as to what is After the students have completed their about the values, beliefs obvious harmfuldo not bleach grids, they return the objects to the grab of the person wearing Double-stitched Gives fiber content keeps pieces from com- bag, leaving them only with their written the shirt 100% cotton thoughts about the objects. calls attention to the ing apart shirt will "breathe" person gives confidence to con- Day 4. The students are asked to turn sumer back in their journals to the abstract term Back they had chosen. I then write the incom- No design or pattern plete statement "(abstract term) is a(n) makes no statement (object)" on the blackboard. The students cannot be distinguished write the statement in their journals, filling from any other T-shirt in the appropriate information. For ex- back ample, my statement read, "Justice is a very practical Nike T-shirt." Daniel's was "Pride is a 3M tape dispenser." Other statements in the class were: "Love is a Christmas orna- Table 1 -B: Justice ment," "Beauty is a bottle of Bufferin," Front Sleeves Label and "Peace is a two-in-one can opener:' Once again, I draw a grid on the black- It must stretch to fit It allows for freedom It is sewn into the fabric board and write the different parts of my society of movement and of a society object, the Nike T-shirt, at the top. As I People must be com- thought It gives a society both a concentrate on each part, I ask the ques- fortable with it It helps people stay ra- general philosophy and tion, "How is (abstract term) like the (part It is attractive tional, keep their cool specific laws of the object)?". Referring to my quotes It makes a society free It keeps society from It enables a society to on the T-shirt, I fill in each section of the It makes a statement raveling, falling apart take proper care of its grid (see Table 1-B). about a society, person Seams members Asking the question, "How is justice like Back It identifies what is harm- It creates order ful to a society the front of the T-shirt?" I realized that It must be equal for all; It gives confidence, secu- It allows people to justice must stretch to fit a society, and the must not distinguish on rity, to people of a "breathe," be them- members must feel comfortable with it. society basis of wealth, race, selves Looking at my notes on the back of the religion, sex shirt, I zeroed in on the word "distin- It must be practical 99 Continued on next page 6 TNS 6/85 because each day I hope the day after answer simple comprehension questions. Media Madness will be better. Oue problem we worked on in class We start with what they enjoy. by Vicki Green was called "T.V. or not T.V.," from Yor- Bathurst Heights Secondary School, key's Reply Requested: 30 Letters of Weather Reports Advice (1981). The letter was written by Board of Education of North York, We listen to and read radio and news- Toronto, Canada "Crabby," a newlywed wife frustrated by paper weather reports every day. Because her husband's wishing to watch television of the variety of weather reports, I keep a My students, adults studying in a day in the bedroom while she was trying to chart to which we add daily. It is organ- sleep. As the book suggests, students role- program, felt frustrated with the media. ized seasonally and always kept in full Although at a high intermediate level, play the conversations. Crabby can po- view for the students. I also ask a local litely ask Ron to turn off the TV, and Ron they felt unable to cope with the day-to- weather person to come in and speak to day information and language bombard- politely express his desire to keep the TV the class, to provide further explanations on; they continue until Crabby suggests a ing them. The following activities, which of weather jargon. The students benefit focus on newspaper and radio, relieve the compromiseTV on tonight but off tomor- from acquiring the vocabulary skills to row night. Then, with the same partner, studc c' frustrations and build up their make sense of weather forecasts in being confine.. .. students can become less polite as they able to make correct clothing choices and become angrier. I begin L.' ;ng the students what they plans for the day. are already reac ng in the newspaper and As a follow-up, the students write a let- why. Typical responses include: Advice Columns ter of advice. One student wrote: a) I read Ann Landers because it The exercises on advice columns im- Dear Crabby, helps me understand the Canadian and prove students' reading, writing, listening I really don't know how to solve your their way to solve problem I might and speaking skills. Prior to giving the problem because you're newlyweds. It's have; students a letter requesting advice, I teach difficult if I advise you to sleep separate. b) I look for fashion, so you have anany vocabulary or idiomatic expressions The best way I think you should buy an idea what to wear this season; in the letter that they might not know. c) I read the news about the weather, After they have read it, they discuss it and Continued on page 8

Justice, continued from page 6 pride is often made up of cheap motivesday, like the limited supply of tape, our before, and now felt more confident about which make a person small. The clear roll pride will run out and xe will be empty. his beliefs. While studying his notes on the of tape reminded him that others are able He equated the center disk with the ease plastic tape dispenser, he reasoned that to see beneath our pride, and that one with which we pull out pride to avoid facing problems, and the dispenser's cutting Table 2-A: 3-M Tape Dispenser edge brought home for him the moral that Dispenser Roll of Tape Disk Cutting Edge pride will one day destroy us if we are not careful (see Table 2-B). Color is clear Tape is clear You can pull tape Metal is 1/2" wide you can see the you can see be-off circle easily metal keeps it After the ideas on the abstract terms tape neath it you NNon't waste from bending have been shared, the class and I begin the Color does not It is 1/2" wide time It has sharp teeth complex task of organizing our ideas and offend makes it easy to you won't get makes the tape finding a central focus for an extended goes with every- handle angry easy to tear definition essay. But the task is made eas- thing you do notIt is clear plastic ier now because of the wealth of informa- Made of inexpen- waste any of it it is the same as tion with which we have to work and the sive plastic It is neatly rolled in the dispenser insights we have gained into our own practical a circle problem solving abilities. Good writers, saves the com- tape does not Flower and Hayes ;1980: 31) concluded, pany money wrinkle "discover what they want to do by insist- a modern mate-Only a certain ently, energetically exploring the entire rial amount is left on problem before them." Aleatory meta- It is small the roll phors teach students to broaden their ob- you can take it you do not servation and reasoning skills, and to use any place, in know when it these cognitive skills to develop strategies purse or pocket will run out for identifying and solving rhetorical problems. Table 2-B: Pride Ci Dispenser Roll of Tape Disk Cutting Edge It is sometimes You can see It can be pulled It has an edge References made up of through it. Peo- out easily in any which cuts and Flower, Linda and John R. Hayes. The cogni- cheap reasons ple can see be- situation destroys us tion of discovery: defining a rhetorical prob- for doing some- neath it We use it to It keeps us from lem.College Composition and Communica- thing It makes us go avoid problems bending. We lion, 1980, 31, 1, 2132. It helps us to in circles and we because it is the need to bend Flower, Linda andJohn R. Ilayes. A cognitive process theory of writing.College Composi- save our face never get on the easy way like the trees to 1981, 32, 4, 365- live tion andConu It is sometimes straight road 387. modern. It is not One day, our Taylor, Barry P. Content and written form: a built on old val- pride will run two-waystreet. TESOL Quarterly, 1981, 15, ues out and we will 1,5-13. It makes us be empty Zamel, Vivian. The author responds ...TESOL small Quarterly, 1984,18, 1, 154-157.

100 7 TNS 6/85 Houg*.ton, Mich. with the same prob- I had cut out from the newspaper and Media,continued from page 7 lem- :scent with opposite feet. Nov magazines. earphone for your husband. Hell wear the two trade shoes regularly and in the The people in each of these pictures it at 11:00 p.m. I don't think he'll refuse last year they've traded 15 pairs. The are married. Choose a couple that you to do that. women were brought together by the like. Write a story about them, including Ann Landers Helper National Odd Shoe Exchange. the following information. Using advice columns has not only im- "What I Heard" Sample: How did they meet? What were they proved all of the language skill areas, Carol Macicjewiski has a biggest prob- doing when they met? How long did including changes of register such as po- lem. wiht her foot the right one is big- they date before they decided to get liteness levels, but has also brought hum- gest the the left one. She has to buy two married? Did they live together before our into my classroom. It has often opened pair of shoes a year to wear one. Now they got married? How long were they doors for students to share similar expe- she met Nancy Johnson from Michigan engaged? Describe their first home. riences or problems that they might oth- and she has the same problem, but dif- What hobbies do they have? What are erwise have kept to themselves. ferent feet now they change and bouth their future plans? Describe their hopes have 15 pairs a year. and dreams. Newspaper Article Dictations Discover the Meaning Add any other information about the Dictation of articles from the newspaper a) Everyone has slightly odd feet. couple that will help us to get to know develops the students' listening skills. Ask- b) An odd cigarette/drink won't hurt them better. Be sure to give your couple ing them to reproduce the article in their you. names. own words, as a "dicto-comp," not only c) Whenever I do the laundry, I always This exercise works equally well with develops listening skills, but emphasizes get an odd sock. writing. I choose a short human interest "friends" and pictures of individual faces. story and read it to my students twice. These and similar vocabulary exercises just adapt the questions, e.g., "How did Then they write "What I Heard." When encourage students to use vocabulary and they meet? What were they doing when they are finished, I have them compare idiomatic expressions from the originalthey met? How long have they been the original I read to their own version. article. friends? What makes their friendship so We then do a number of follow-up exer- special? cises. Here is an example of the process. Pictures Newspaper Scavenger Hunt Odd-footed Women become Sole- I encourage my students to use any and In this exercise, the students use their Mates all cues in the newspaper which mightscanning skills to find specific information LYONS, Ill. (AP)Carol Marcie- make the material more comprehensible. and work in a group where teamwork is jewski has a right foot 21/2 sizes bigger At a lower level, for example, students can the key. The students must cut out of the than her left and for years had to buy match headlines or captions with pictures. paper only the information I have listed two pairs of shoes just to get one pair Visuals can help students predict the on their sheet, not just tear out the entire that fit. meaning of the article that follows. This is page. Here are some sample assignments: Then she met Nancy Johnson in an exercise I did using pictures of couples Continued on next page

Victoria Kimbrough Donn Byrne Michael Palmer Grammar, Communication Skills, and Academic Content All in One Comprehensive Six-Level Course for Secondary Students

Odyssey is unique in pinpointing the needs and interests of junior high and high school students learning English. This outstanding new program features: Content Units based on such subjects as art, history, geography and science Story Line Units designed to present oral language A strong reading component Systematic development of writing skills High-interest, full-color illustrations "I* Longman AAA 95 Church Street Mr White Plains, NY 10601 M1 4.3 TNS 6/85 ployers and colleagues perceive them as Media, continued frompage 8 An Honest Thief English-speaking, with a British colonial As a group, see how quickly you can history, it is often assumed that they will by Elizabeth Coelho be able to integrate easily into English- find the following: Bathurst Heights Secondary School, speaking North America; however, they the word Canada Board of Education of North York, three descriptive words in the sports often have severe problems with cultural Toronto, Canada adjustment. section the price of gold today This unit, based on a short story, "An d) They often read several grades be- a face with glasses Honest Thief" by Timothy Callender, is low their expected grade level, b' cause an article about a labour dispute designed for students from the English- they are not aware of specific reading This type of exercise can be used to speaking Caribbean who speak an En- skills and strategies which can be used for reinforce whatever grammar or vocabu- glish-related creole language or who oper- specific purposes, and because much of lary we've been doing in class, e.g., "Find what they are given to read in North ate at the interlanguage stage between American classrooms is culturally irrele- a picture of someone smiling/shopping/ Creole and standard English. This unit ant to their background and experience. talking. can also be adapted for other similar language situations (see Further Suggestions !3ecause they often lack experience Radio and Newspaper News with bibliography for Malaysian and Sin- and confidence in writing for a variety of purposes, such students need structured We listen to the radio news once a gapore English). week. I prepare my students by telling These exercises and materials are suit- practice in expressive and transactional them which radio channel we'll be listen- writing. able for use with adolescents and adults, f) They may be accustomed to an au- ing to in classone where the total broad- but could be used with younger children cast is about three minutes. I explain the if some adaptations were made to take thoritarian, teacher-directed classroom breakdown on that channel, e.g., weather,into account their level of maturity and and methodology and have little experi- sports, traffic, news, weather, and tell social awareness. This unit generally takes ence with group work, student-centred them that the news part usually has seven 10-15 class hours, spread over several activities, or research and discovery proj- or eight stories. weeks. ects. Since we already listen to the radio Objectives: This unit will assist students weather daily, I concentrate on the news. Rationale to: (See a-x below.) I have the students write down the first Many students from the Caribbean, including some who have been in North Strategies: A chronological sequence of three words of each news item. From the presentations, activities and exercises for intonation of the radio announcer's voice Amen ica for many years, share these characteristics: class work and homework. they are able, with practice, to discover a) Use prediction as a tool in reading where one story ends and another begins. a) They have a negative view of their own language, and of themselves as users comprehension. I have them raise their hands when a new Students are asked to make some story begins. of it, often referring to Creole as "bad English or "broken English." guesses about the story from the title and From this exercise we predict, based on b) They often operate at an interlan- illlustrations, e.g., "What do you think an the first three words of each story, what honest thief is? What do you think is the story is about. Then I choose one new guage stage between Creole and English, and are not aware of the fossilised errors stolen?" word or expression from each story and A tape-recording or live reading of preteach these on the blackboard. I give which they have in their use of standard English. the story is used; the reader must be able my students a comprehension exercise Continued on page 10 with seven or eight True or False ques- c) Because their teachers and/or em- tions, or fill-in-the-blanks. This active involvement in the broadcast helps stu- "media madness" by meeting the expres- dents learn the necessary skills to break it prediction skills, from cues provided by sed needs of your students. down into comprehensive units. the pharmacist's words, to guess what the When the news exercises are finished, I woman might have said if she had been ask my students to scan the newspaper able to talk: and find one article that they heard re- A: -- B: Ah. What's that, madam? Resources ported on in the radio news. I tell them to Baudoin, E.M.,et al. Reader's Choice.Ann read as much as they like and to use any A: -- B: A sore throat? Something for it? Arbor, MI: University of Michigan Press, pictorial information. They then write a 1977. paragraph, in their own words, based on A: -- B: Oh, you want to play charades? All Decker, Howard.Newspaper Workshop: Un- the information they heard on the radio, derstanding your Newspaper.Toronto: and read or saw in the newspaper. I col- right. Mouth. Eat. Bread. Sounds Globe/Modern Curriculum Press, 1978. lect these and have them typed to pro- like bread ...Brad... Brad ... Yorkey, Richard.Reply Requested: 30 Letters duce a student news-magazine. Bradasol lozenges? Great! of Advice. Reading, MA: Addison-Wesley, A: -- 1981. Commercials B: Now which flavor? Cherry? Hey? Zekowski/Faust, Jeanet al. Between the Lines. How would you do honey-euca- New York: Holt Rhinehart and Winston, 1983. Radio commercials are very effective in lyptus? building confidence through their often A: -- You can get in touch with your local or humorous situations. One commercial we national newspapers, or with a national associa- worked with involved a one-sided con- tion ( f newspaper publishers to see about ar- versation between a pharmacist and a Conclusion ranging tours of a press building, or receiving woman with laryngitis. To provide the You can motivate your students by pro- educational materials, like the following: Using Newspaper Stories to Teach English as a essential background context for listening, viding reading and listening material that is interesting and relevant to them. Some Second Language.Ministry of Culture and Rec- I had my students discuss various reme- reation, Newcomer Services Branch, 77 Bloor dies for sore throats, e.g., pastilles, cough areas of particular interest to my students St. West, 5th Floor, Toronto, Ontario, Canada drops, lozenges, cough syrup. We also are the food sectionsboth for shopping M7A 2R9. discussed where to buy these and whom and special holiday recipes, horoscopes, Newspapers in Education. Teacher's Resource to ask for advice. I then played the com- classifieds, crime stories, and a variety of Kit.Educational Services, The Toronto Star, 1 mercial and.the students had to use their radio programs. You can indeed relieve Yonge St., Toronto, Ontario, Canada M5E 1E8.

TNS 6/85. 1.02 9 Thief, continued frompage 9 "This word means 'ghost' in Jamaican."j) Understand the advantages of sharing to switch from standard English for the"The slaves were separated from their tasks in a group. narrative sections to Creole-influenced own cultural groups so that they could not Teacher asks the students to work in English for the dialogue. Students listen with each other." groups to find out as quickly as possible and follow in the text. At three or fourh) Recognise subject-verb agreement in the following information for each quo- points in the story, the teacher stops the standard English as a grammatical feature tation: Who said this? TC. whom? W? -a? tape and asks students to predict what is different from Creole. Where? This task involves intergroup going to happen next: e.g., "Mrs. Spencer Teacher writes quotations from the operation. After discussion of the answers, seems to get less attention from her hus- story that feature third-person singular the teacher leads a discussion of the ap- band than.his banana tree does. What do present tense verbs without the -s marker proaches used; the fastest group will have you think she will/should do about it? Do on the blackboard, e.g., "Every morningdivided the quotations up among the you think Bulldog will get any of Mr. as God send I see you out there looking up group members, rather than having every- Spencer's bananas?" in that banana tree." "Suppose somebody one in the group work on each quotation. b) Skim a passage to follow a sequence of come in here one o' these nights and t'iefk) Recognise subject-verb agreement in events. them?" "Who say so?" standard English as a grammatical feature Teacher asks main-idea comprehen- i) Scan a passage for specific details. Continued on next page sion questions based on the chronology of the story: e.g., "Who is the story about? What kind of man/husband is he? What happens one day? What happens then?" c) Write a summary, using signals of Books for professionals... chronological order to relate a sequence of events. On the blackboard, the teacher pro- from professionals... vides an outline of chronological signals to guide the students in writing a summary: The Context of Keep Talking "This story is about... who ... One Communicative fluency activi- Language Teaching ties for language teaching day ... A few days later... Next day ... JACK C. RICHARDS Then ... Later that evening... The next FRIEDERIKE KLIPPEL night An important new collection of ... until ... Finally ... "The teacher essays concerned with applied lin- Instructions for over 100 communi- keeps these summaries for a future activ- guistics and language teaching, cation activities for the classroom, ity (see step o). written by a leading authority in including interviews, guessing d) Develop a positive view of creole lan- the field. Topics include syllabus games, problem-solving activities, guages. design, methods and approaches, values-clarification exercises, Teacher leads a discussion of the two error analysis, and teaching of mime-based work, role play, simu- kinds of language used in the story: e.g., listening, speaking, vocabulary, lations, storytelling. In paperback. "Is the language the same throughout? and grammar. In hardcover and When does it change? Why? Would the paperback. Teaching Listening story be as effective if it were written/read in standard throughout? Why not? Do you Computers, Language Comprehension ever switch your language like this? Learning and PENNY UR When? How do you feel about Creole (or Language Teaching Defines the characteristics of real- Patois, or whatever term the students rec- life listening, analyzes the prob- ognize)?" K. AHMAD, G. CORBETT, lems encountered by language The class is divided into groups to M. ROGERS, and R. SUSSEX learners, and discusses the consid- compile a list of words and expressions A practical book written in non- erations involved in p;anning suc- technical language covering what cessful classroom listening practice. which the students know or use and which computers can and cannot do Exercises are included. In hard- they think are not standard English. Each in language teaching, what basic cover and paperback. group presents itslist and explains the hardware and software consist of, words to the class. what a computer program is, how e) Read more effectively for factual inf or- to evaluate material. For people English in the World motion by using pre-reading questions. with little or no previous knowl- Teaching and learning the lan- f) Understand the origin of the Carib- edge of computers or computer- guage and literatures bean creole languages, and the relation- assisted learning. In hardcover and Edi;.ed by RANDOLPH QUIRK and ship between slavery, colonialism and the paperback. HENRY WIDDOWSON creolisation process. Resulting from a conference held to A brief historical overview of how Foreign and Second celebrate the British Council's 50th creoles were developed, written or adapt- Language Learning anniversary, this book provides a ed by the teacher (e.g., Coelho, 1984) is Language acquisition research unique assessment of progress in assigned to be read for homework. Stu- the study and teaching of English and its implications for the language and English literature. In dents are given some pre-reading ques- classroom hardcover and paperback. tions to help them focus on main points, WILLIAM LITTLEWOOD e.g., "What are creole languages? Who A clearly written survey of research OUTSIDE THE U.S.A. AND CANADA invented them?" order from your usual ESL supplier. In in first and second language acqui- case of difficulty order directly from g) Understand and use some of the lin- sition and discussion of its rele- Cambridge University Press, The Edin- guistic terminology used in the discussion vance for language teaching. In burgh Building, Shaftesbury Road, and description of creole languages, e.g., hardcover and paperback. Cambridge CB2 2RU, United Kingdom. "creole, patois, standard English, vocabulary, pronunciation." Students complete a word puzzle in CAMBRIDGE UNIVERSITY PRESS which the clues are based on information 32 EAST 57TH STREET/NEW YORK, NY 10022/212-688-8885 found in the reading passage (see f ); e.g., 10 103 TNS 6/85 Thief, continued frompage 10 s) Use the new vocabulary in a different duty to return tc her husband, and you but related context. want to convince her to do so. different from Creole. Teacher prepares a doze exercise Students have to decide which language I) Identify subject and verb in a sentence. based on the story and discussions in to use, and whether their characters are Teacher focuses attention on the verbs which the new words must be used to fill likely to switch at some point. Students in question and asks the students if theyin the blanks. write or improvise the dialogue for their think these are examples of Creole or t) Referring back to the text and finding role-play, and present it to the rest of the standard English grammar, and what they supporting detail. class. think the standard form is. Teacher uses Teacher prepares students by asking x) Understand some differences which examples to teach or review the concept questions like "Do you feel sorry for Mr. may exist between the cultural values of of verb and subject. Spencer when he loses his bananas? Why Caribbean and Canadian communities. Teacher uses the same verbs in an not?" Students are then asked to find After the role-plays, the teacher leads exercise in which students identify the some examples in the story which show us a discussion of some of the values exposed subject of each verb. that Spencer is a bad man. This is donein the story and the role-plays. For ex- m) Formulate a rule for subject-verb with several points. ample, "Mrs. Spencer seems to take a lot agreement. u) Apply the rule for subject-verb agree- of abuse from her husband. How do you Teacher returns to the original quo- ment within the literary convention of the feel about this? How would most people tations and asks the class to help re-write "historic present". in your community feel about this? What the verbs: "What should we do to make Teacher explains the convention of do you think is the Canadian attitude these verbs follow standard English writing about literature, movies and plays toward this?" The teacher can use news- rules?" Students are asked to work in in the present tense, using movie listings paper articles and the literature of com- small groups to write the rule; the teacher from TV Guide, or book and movie re- munity groups to illustrate some contrasts helps the class to synthesize the different views as examples. Students write about in values which may apply. versions, and posts it in the classroom. the story, e.g., "This story is about a man n) Apply the rule for subject-verb agree-named Spencer who loves his bananas ment. more than anything else." Students are given a doze exercise Resources based on the story, in which a present- Alleyne, Mervyn. Dimensions and varieties of tense context is established and most of West Indian English and the implications the verbs omitted, e.g., "This story is for teaching. Black Students in Urban Can- about Mr. Spencer, who loves his banana ada, TESL Talk, 7, 1, 1976, 35-62. tree more than anything else, and Bulldog, Callender, Timothy. An honest thief. In Anne who to get his hands on Spencer's Walmsley, ed. The Sun's Eye. Longman Caribbean, 1968, 14-21. banan.s." Carrington, Lawrence D. The challenge of o) Edit their own work for subject-verb Caribbean English in the Canadian class- agreement. room. TESL Talk, 14, 4, 1983, 15-28. After reviewing this assignment (see Cassidy, Frederic C. Jamaica Talk. London: n) and correcting any subject-verb errors, Macmillan, 1960. the teacher writes on the board a sum- Cassidy, F.C. and R.B. Le Page. Dictionary of mary of the story based on the student Jamaican English. Cambridge University summaries (see c) which is correct except Press, 1980. for the verb agreement. Students correct Coelho, Elizabeth. West Indian students in secondary school. Immigrant Students in this text where necessary. The teacher v) Make explicit inferences beyond the Secondary Schools, TESL Talk, 7, 4, 1976, then erases the board, distributes the stu- text. 37.46. dents' own summaries, and asks the stu- Teacher leads an oral discussion, ask- Coelho, Elizabeth. Caribbean Languages. A dents to check their verbs and correct ing questions like "Why does Bulldog want Language Studies Kit for Caribbean Stu- them where necessary. Teacher checks Spencer's bananas so badly? Doesn't he dents 1984. (Duplikits, 245 Major St., To- each one individually. have a tree of his own? Why does Mrs. ronto, Ontario, Canada M5S 2W5). p) Make new relationships with other Spencer put up with such bad treatment Further Suggestions students in the class. from her husband?" This general approach can be used with Students are given an interview sheet w) Appreciate the advantages of code- any students, particularly those whose first with questions, e.g., "Where do you come switching and assign Creole and standard language is regarded as a non-standard from? What languages do you speak? English to appropriate purposes. variety of English, e.g., Black English Where do you live? How do you get to Students are divided into pairs and Vernacular, Hispanic English, West Af- school? How many brothers and sisters do groups of three. Each student receives a rican English. The following list suggests you have? What subject do you like the role-card which outlines a role from the references for teaching students who most/least?" They interview each other in story, in a situation which did not occur in, speak Malaysian or Singapore English. pairs. the story, but could have been a parallel General Reference: John Platt, Heidi Weber q) Apply the rule for subject-verb agree- event, e.g.: and Mian Lian Ho. Singapore and Malaysia. ment in a less structured writing activity. VEAW 4. Amsterdam and Philadelphia: Mrs. Spencer: You are staying with your John Benjamins Pub. Co., 1983. Students write reports on each other. mother, because your husband treats you Fiction: Before handing in the report, students so badly. You are complaining about him Killingley, Siew Yue. "Everything's Arranged." underline each subject and verb, making to your mother. In 22 Malaysian Stories, ed. L. Fernando. corrections to the verb if necessary. Mrs. Spencer's mother: Your daughter Kuala Lumpur: Heinemann Educational r) Use directed reading in context to assist is staying with you, but you think she Books (Asia) Ltd., 1968. in comprehension of new words. should return to her husband; you want a Lim, Catherine. "The Taximan's Story" and Teacher reprints large chunks of the quiet life. You have asked the pastor to "The Teacher". In Little Ironies: Stories of story. For each chunk, students must find come and help convince your daughter Singapore. Singapore: Heinemann Educa- a word to match a given meaning, e.g., "In tional Books (Asia) Ltd., 1978. that it is her duty to return. Lim, Catherine. "A.P. Velloo" and "The Let- this paragraph, find a word which tells us The Pastor (preacher, etc.): You are ter." In Or Else, the Lightning God and that ... /which means ... /which des- visiting Mrs. Spencer and her mother Other Stories. Singapore: Heinemann Edu- cribes . .. /which shows... " because you believe it is Mrs. Spencer's cational Books (Asia) Ltd., 1980.

TNS 6/85 11 104 going. Then run into place at the middle One! Two! Three' etc. until the student Jump-Rope Games of the rope, when the rope is as close to misses and her/his turn is completed.) by D. Scott Enright and Mary Lou the top of its arc as possible. Run-outs are Language Emphasized in this Game the reverse. Some games use run-throughs, McCloskey 1) negation, e.g., won't; 2) if... then ... Dept. of Early Childhood Education, where a player runs in, stops and skips clauses; 3) irregular be forms, e.g., / am; once while saying a phrase, and then runs 4) contractions, e.g., rye; and 5) names of Georgia State University, Atlanta, out again. Georgia, U.S.A. illnesses; or 6) counting. Miss. The failure of a jumper to jump over Jump-rope games have long been a part the rope. Usually, one miss signals the end of the oral traditions of children's play, of the jumper's turn. and cut across many linguistic and cultural Skipping. The most common jump, com- boundaries. They are also excellent activi- posed of two rhythmic jumps: one to ties for introducing and drilling new lan- jump over the rope as it comes down to guage forms in a structured but appealing your feet, and one to keep time as the manner. Jump-rope rhymes and chants rope goes over your head. provide an opportunity to combine good Hot Peppers. A fast single-jump skip physical exercise with language learning. which begins when the turners increase These games extend the ESOL curriculum the pace of their turning and slap the rope to playground and after-school times, by on the ground briskly with each turn. providing a t oinfortable avenue for Eng- 1. Teddy Bear, Teddy Bear Students jumping rope at the Garden Hills Inter- lish language use outside the classroom. This game works especially well with national Summer School, Atlanta, Georgia. We have provided a few of our stu- young children. It is a great way to intro- dents' favorite games and rhymes below, duce and practice command forms and 3. Twenty-Four Children selected for the usefulness and potential following directions. Students first learn This game employs run-ins and run-outs application of the language in the rhymes eight verbs, and practice them orally and as well as two different jumps. It is an to other academic and natural communi- physically in the game. Once the basic excellent chant for introducing verb tens- cation settings. We have listed a few books chant is learned, you or the students may es. It can be used at the beginning of the and records you could consult; most ofter add more words and actions. For exam- school year, or when a new child joins the though, the best source of jump-rope ple, as part of a unit on travel, you could class, to practice and learn everyone's games is the students themselves. We have add fly around or drive downtown. name. had great success in getting English speak- Chant Chant ers to share their rhymes, and in helping Teddy Bear, Teddy Bear, turn around Not last night, but the night before English learners to translate and share Teddy Bear, Teddy Bear, touch the Twenty-four children came knocking rhymes from their own language. ground at my door Jump-rope games can involve students Teddy Bear, Teddy Bear, read the news I went out(here, jumper runs out) of both sexes if you are consistent in your Teddy Bear, Teddy Bear, shine To let them in(Here, jumper runs in expectations that all students should par- your shoes and starts jumping again) ticipate in "jump-roping," if you initially Teddy Bear, Teddy Bear, go upstairs Chorus One require all students to participate at least Teddy Bear, Teddy Bear, say your How many children did I get? in the chanting within the games, if you prayers (Here, switch to hot peppers. On each show your students that jump-roping is a Teddy Bear, Teddy Bear, turn out thejump successfully completed, the group serious athletic endeavor requiring real light shouts out, One! Two! Three!, until the skill and coordination, and if you reassure Teddy Bear, Teddy Jear, say good- jumper misses and the turn is completed.) your students through speech and action night. Chorus Two that they will not be ridiculed for partici- 2. Mother, Mother Who were the children that I got? pating. Both boys and reluctant girls will (Hot peppersfor each jump, the group soon join in as enthusiastically as the more This game has different choruses de- calls out the names of the children waiting eager ones. pending on the language needs of the to jump, e.g., Trinh! Karla! AfroudI) players. One chorus uses counting; the other Language Emphasized in this Game uses familiar childhood illnesses. Basic Jump-Rope Chant 1) temporal terms, e.g., the night before; All the jump-rope games described here 2) verb forms, e.g., came knocking, to let; Mother, mother, I've been (have been, 3) locatives, e.g., in, out; and 4) counting; use one long rope, about six to eight feet am) ill (two to three meters) long. or 5) names of class members. Send for the doctor over the hill 4. Brinca La Cuerdita For all games, first teach the students If he (she) won't come, the town nurse how to turn the rope, and how to jump will This Mexican jump -ope rhyme was (see basic terms below). For each new supplied to us by Betsy Vdsquez, and is a To tell us if I need a pill. hit in both Spanish and English. Although game, teach students the chant by using Chorus One: word-cards, or pictures depicting each it is obviously good for followi2g direc- phrase, or by pantomiming the action. What kind of illness do you think it is? tions, directional phrases like "to the (Here, switch to hot peppers. On each right," and direct object pronouns, child- Have students take turns turning the rope swing that the student successfully jumps and jumping while all the students chant ren can easily make t:p additional phrases. over, the group yells out a new name:) and pantomime the activities. Advanced Chant jumpers can also pantomime the phrases Measles, chicken-pox, headache, Brinca la cuerdita as they jump. Make sure all students can chills, skinned knees, stomach ache, Brincala otra vex see the jumper. blister, you're wall Brinca al derecho (If the jumper.makes it to this jump, s/he Brincala al revs Basic Jump-Rope Terms runs out and everyone cheers!) Brinca la cuerdita Turner /Twirler. One of two people who Chorus Two: turns the rope. Brincala otra vex How many doctors will it take? Brincala de nuevo Run-Ins, Run-Outs. The entrances and To cure this nasty tummy ache? exits from a jump-rope game. To run in,(Here, switch to hot peppers. On each Yo ya me canse'! wait for turners to get a good steady pace successful jump, the group shouts out, Continued on next page 105 TNS 6/85 these words up; the list can also be studied Students ask about the props, clarify Dental Care using previous morphological and etymo-basic terminology, and ask questions of a logical approaches taught in the class,general nature, e.g., When arelunnal. teeth by Basem L. Ra'ad such as word stems(cellular, breakdown, acquired? How many teeth does a child English Language Unit, Gulf inff,ction, abscess, sedate, sedative, endo- have? When arc they replaced? How Polytechnic, Lsa Town, Bahrain dontist, prescribe, prescription). many teeth does an adult normally have? This description outlines one four-hour List2. This list draws attention to wordsAre all teeth the same size? the same lesson unit in a series for an integrated which have multiple meanings; these can shape? skills course, aimed at high-intermediate be checked out of context first with stu- to advanced college level .indents in a dents, who can be encouraged to guess enamel TEETH OF SHARK non-native English speaking setting. what their specialized meanings would be dentine (gum, decay, inflamed, cavity, extract, pulp Cavity The "formula" for each lesson is based eandermle on a theme that provides both a contrast extraction). List3. These words and idioms are com- dermis between formal and informal varieties of TOOTH.LIKE FLACCID SCALE English as well as maximum relevance to monly used in many kinds of situations, the teaching situation. The themes can be and can usually be figured out in context treated from either a technical, career- (bother, discomfort, put in, take out, fill Fig. 2The structure of a shark tooth. oriented paint of view, or a general inter- up). est one. Typically, a lesson includes read- Discussion Session Questions about the functions of teeth ing passages, props and diagrams, a dia- biting, tearing, chewing, grinding logue, vocabulary extensions and writing An effective way to begin the lesson is and their types e.g., incisors (scissors!) tasks. to introduce a few real objects: a toothbrush, toothpaste, dental floss, plaster and canines (dogs!) can be encouraged. Reading and Prepaiation casts, shark or other animal teeth. Dia- Special attention is raid to developing For this lesson on dental care and den- grams of tooth structures or pictures of awareness of ways in which teeth can be tistry, students are given several readinghuman or other teeth (see Figs. 1 and 2), harmed, including breaking and decay. passages taken from encyclopedias, fam- slides, overheads or films can be used to This discussion session helps generate ily health guides, or technical sources (see good effect. (Try local dentists, fishermen interest, overcome mild distaste for some, Resources) to prepare beforehand. These and zoo officials for good "live" and writ- fill in informational gaps in background cover topics such as "Pain" and "When ten material.) knowledge, and gives practice in gram- Teeth aro Extracted." Here is a sample matical structures such as question form. passage from Introduction: Dental Dis- It is most useful in preparing the students ease as a Chain Reaction": THE STRUCTURE ORA TOOTH for further work, and supporting writing Just because your mouth doesn't bother tasks such as description and comparison. you does not mean its healthy. Since disease in the body starts out on a cellu- Readings and Supplementary Exercises lar level, the first breakdown is so small Oral and written questions about read- that you don't even know it's happening passages involve inferences and under- ing. Your brain centers tell you some- standing vocabulary, as well as determin- thing is wrong only after a lot of tissue ing the degree of formality h the texts, or structure has been destroyed.. with my include conversation or report- When you: tooth has just a little decay, ed dialogue. Here are some sample ques- or your gums are just slightly inflamed. tions that could be asked: Whichpassage they don't hurt. Yet, at some stage, has the most spoke.. features? Which ),as- you'll feel it. (Marshall, 1980: 15) .sage is the least/ most formal "That hurts!" or "The patient experienced dis- Vocabulary lists, classified by specific comfort..?Questions lead back to the purposes, are handed out for study. vocabulary lists, with discussion of where List1. Students use the dictionary to look Fig. 1 Thestructure of a human tooth. specialized tenninolog) can be replaced by popular words in written English. Supplementary exercises can be devel- Jump, continued from page 12 rope experts in New York City and oped to help review particular points of Atlanta, for example, speak a variety of grammar or vocabulary. For example, English Translation non-standard Black English. This is a great tense, plural forms and word forms can be Jump therope way for them to display their own skills highlighted, asin When a tooth cannot be Jump it again and practice another variety of English. saved, the dentist (extract) it. Jump to the right Readings of varied types provide excel- Jump backwards lent opportunities for both language prac- Jump the rope tice and topic discussion, as in an instance Jump it again Resources from Cervantes's novel DonQuixote Let's start over/It's your turn McGee, Barbara.Jump-RopeRhymes. New when the hero says that "a mouth without I'm tired now! York: Viking Press, 1968. grinders is like a mill without a millstone, Milberg, Alan. Street Games. New York: and a tooth is more to be pried than a (Here the jumper runs out and a .:ew McCraw Hill Book Co., 1976. jumper comes in.) Serreti, Fred. The Great American Book of diamond." Sidewalk, Stoop Dirt, Curb and Alley Carnes. Dialogues New York: Workman Publishing Co., 1975. Further Suggestions A dialogue between a dentist and a This is a wonderful series of lessons Records patient is introduced, played from tape not only for kids. The spouses of foreign Rope Activities. Melody House Record Co. (pre-recorded with the help of a friend) or students, and immigrant parents, enjoy Rope Jumping. Kimbo Records. acted out on the spot. The script can be learning these rhymes and sharing them, Rope Skipping. Educational Activities Co. first handed out for students to scan before playing with their own children. (These records come with books describing Another plussome of the best jump- jump-rope games.) Continued on page 14

TNSom 106 13 Trick or Treat Reading: History of Halloween ing," going from house to house begging A reading on the history, background for food, you can play songs associated by Use Winer and change in meaning of Halloween is with it. I use Peter, Paul and Mary's ver- Southern Illinois University, Carbondale, preceedcd by questions which ask stu- sion of the traditional song, "A-Soalinn Illinois, U.S.A. dents where they think Halloween originated, why people dress up in costumes, A soul, a soul, a soulcake, The holiday of Halloween is celebrated and what they thin! the original purpose Please, good missis, a soulcake, in many countries, perhaps most spectacu- of the holiday was. Special emphasis in An apple, a plum, a peach, a cherry, larly in Ireland, Scotland, the United States the reading exercises is placed on finding Any good thing to make us all and Mexico. Customs and objects asso- the main ideas, outlining and notingcon- merry ... ciated with the holiday vary widely; the trasts between past and present practices. If you haven't got a penny, following lesson plans have been adapted Readings can be adapted for different A ha'penny will do, A various times for different locations and levels. This is an example of a text adapted If you haven't got a ha'penny, different levels. The cultural and integra- for a high intermediate level: Then Cod bless you. tive aspects of this kind of topic are very Although we celebrate many holidays Not only will the readings provide good strong; even those who do not participate today. probably the strangest on is background information, but they provide in the holiday itself appreciate learning Halloween. It is the night before, or language such as sequencing terms, e.g., about what is going on! Similar lessons eve, of Allhallows or All Saints Day. later on, past and present tenses, and con- can be developed for other holidays. This is one of the most important festi- trast vocabulary, e.g., although, but now- vals of the church. At the same time, Introduction adays, in addition to large quantities of however, Halloween celebrates beings both topic-specific end general vocabu- Talk about Halloween and ask students and rites which the church has for cen- lary. to identify objects and images associated with it. turies tried to destroy. We find a mix- If Halloween items are readily ture of solemn church observance and available in the environment, ask students pagan survivals. The latter include the jack-o-Lantern to bring in or note examples. Common importance of witches, cats and ghosts. Bring in a nice large pumpkin (much symbols are cats, witches, pumpkins, In order to understand this strange easier to hollow out than the traditional ghosts and skeletons. A query as to the combination, we must go back into the Scottish and Irish turnips). For a large origin of the holiday and customs leads past and try to find the holiday's origins. class, bring in two or three. (If necessary, into the first set of readings, on the history (Linton and Linton, 1950). this exercise can be done with orange and of Halloween. The activities which follow black construction paper instead.) Stu- can be done in virtually any order. If the text mentions the custom of "soul- Continued on next page

INMINIII

Dental,continued from pap; 13 like you doesn't look after her teeth." cation, comparison or explanation. Another provided this realistic scene: The students' work exhibits the lesson's listening, or can be presented afterwards. I): What's the problem exactly? potential for integrathe and often inspired Here is au excerpt: P: Well, last nightI had a terrible production. Most compositions cumulate as- D: The x-rays don't look very good. toothache.I couldn't even sleep. pects of the readings and show how infor- I'm afraid that tooth has got to come That's why I'm your first patient mation gained throughout the lesson has out. today. been modified, extended and synthesized. Other extensions to the lesson, such as P: Oh. I didn't think it was that bad. It D: Alla . .. did you have any sweets didn't really start hurting till a cou- yesterday, or any hot drinks? additional writing functions and supporting language points, to reinforce require- ple of days ago.... P: Let me see... I guess I had a large D: When was the last time you had a chocolate bar... ments of a specific syllabus or to practice check-up? Then, after the anaesthetic and fill- particular weak areas, can casiiy be added P: Eh ... cr ... a year ... no, I think it ing: to this format. The students perform well was two years ago. Isn't there any- I): Here we are ... everything is over after gaining competence in a subject that thing you can do to save the tooth? and you aren't going to complain of they have explored in so many dimen- this tooth again. sions, with elements they have discovered, The dialogue is fairly basic in concept P: I ho to. and tools they have forged and shall: erred. and generalized in situation, so that after making sure students understand the I): You mean you hope to... don't try words, and have practiced pronunciation, to talk and don't eat until 12 o'clock. stress and intonation, they will be well- References prepared ,"armed to the teeth", in fact!) Writing Tasks Cranin, Norman A. Thy Modern Family to tackle the next task in the lesson: preparing a dialogue of their own. Students are given a !number of topics Guide to Dental Health. New York: for writing expository compositions. Some Stein and Day, 1973. Student Dialogues require further reading background and Marshall, lloward 13. flow to Savo your Students are asked to create another discussion, and some can be written from Teeth. New York: Everest I louse, 1980. dialogue, with a somewhat different situa- material already discussed in class. Sam- %%ragman, Richard J.. ed. The Nett: Com- tion than the original. The dialogues ple topics include describing the types plete Medical and Health Encyclope- attempt to incorporate elements from the and functions of human teeth, how a par- dia, vol. 2, Ch. 10, "The Teeth and readings and discussions from specific ticular animal uses its teeth, comparing Cums," pp. 487-511. Chicago: J.C. Fer- vocabulary to specific advice. Students and contrasting the teeth of two animals, guson, 1977. usually begin with greetings, and end in a txplaining why it is necessary to maintain Many other resources ma) be available variety of ways, e.g., setting up a further dental hygiene, and explaining the various from public dental centers and dental appointment, or having a successful filling specializations in dentistry. associations. or extraction after administration of ana- Supporting vocabulary and structures Note: Thanks to Tony Watson, John Mil- esthetic. One student had herself rebuked should be given or reviewed as appro- ton, Joseph Pctraglio a. d all their students by the dentist: "I am surprised a person priatefor example, structures of classifi- and mine for piloting this lesson.

14 107 TNS 6185 "vampire punch" can be made with any neighbourhood. Trick, continued frompage 14 mixture of fruit juice and carbonated bev- Halloween in Carbondale, Illinois,is dents draw faces on paper or the black-erages whiA includes cranberry juice or primaril) a college student festival, and is board, and the class picks the parts it likes red-coloured soda. a major annual tourist at tract.i. Alt ough best to use. You can give the students much effort is put into safcy awareness, some carving tips that utilize particular the celebration can involve broken glass grammatical structures, e.g.: and rnwliness. Some activities involving a) The larger you make the eyes, nose warning include the following exercises: and mouth, the easier they are to cut out,Halloween Manners and Customs 1. Dcsign posters on the theme of "Have and the more light will, shine through. Explain the local customs regarding fun, be safe ". b) If the mouth is too close to the bot- Trick or Treating (or souling). just as it is 2. Write a warning letter or editorial to tom of the pumpkin, it will be difficult to fun for younger students to participate in the local news!hiper. see. trick or treating to get treats, it is impor- 3. have a police coLeation office come c) Don't put the eyes, nose and mouth tant for older students to realize their and talk to the class. too close together, or your jack-o-lantern duties as providers. What do children in4. Fill in a clone passage, e.g., On the will collapse. your neighborhood say at the door? In night of Halloween, be sure to carry an Students draw the chosen face on the Quebec, most children exclaim, "Hallo- I.D. card. Do not break any kind of glass. pumpkin with felt-tip marker, or lightlyween!" In the United States, the classic Do not carry anythihg that can be con- scratch with pencil, and then take turns"Trick or Treat" varies, e.g., "Trick orsidered a weapon, for example, a gun, a carving. First the top lid is cut out: a circle Treat, Trick or Treat, give me something baseball bat or a broken bottle. Keep around the stem, with the cuts stanti' good to cat." Adults can practice saying away from the railroad tracks. inward t.) keep the lid from falling in.appropriate things like, "Here you arc. 5. Itis Halloween. You forgot to buy Then the pulp tal seeds are scooped outAnd some for you. O0000h, you're so candy, and your car is in the shop for with a large spoon or by hand. As the stu- scary. Oh, aren't you pretty!" repairs. Swarms of kids are milling around dents are working, keep up a running Treats: What kind of treats can be pro- in front of your house muttering ugly commentary, and write relevant wordsvidedcandy, money, fruit, toothbrush- words behind their masks. Think of five e.g., scoop, pulp, carve, seed - -or, the es? Because of concerns over safety (see things you could say to scare them off. board. Students will come up with in-below), parents feel more secure when U.:e this construction: "If (you) ... , (then) spirationslast time several Malaysian children receive wrapped and sealed can- I'll ... ", e.g., "If you even come close to students took the long curved eye cutout dies. my house with that egg, Ill be on the pieces and stuck them on with toothpicks A shopping unit on candy is included phone to the police before you can say to make horns. here. Ads for candies are available in local 'trick or treat'." When the jack-o-lantern is finished, putnewspapers and grocery stores, or you Complaint: If, despite all precautions a candle inside, preferably in a holder,can collect candy wrappers, or write something disagreeable happens, it's good and light it. Turn out all the lights, covernames and descriptions on cards. This is to know how to complain effectively. the windows, and practice admiring! especially good for practicing numbers, a) Imagine those kids on your lawn did quantifiers, comparison pricing, and also not listen to your warning, and have soap- Instructions or Narrative: To follow up word problems in arithmetic, a vital skill: this activity, students can write either a ed your windows and demolished the a) If you have five dollars, how much front yard. Now you are on the phone to past tense narrative about making thecandy con you get? (Chocolate, the great jack-a-lantern, e.g., first we drew ...then the police. Finish this conversation: "Of- favourite, is also usually the most expen- ficer, I'd bk., to report ...". You may we cut .. or a set of instructions, e.g., sicper piece.) want to use phrases like, kids of today, first draw ... then cut ... You canalso b) 1 ou are expecting about 60 children to when I was young, violence on television, give them a set of instructions orstory as come to your door. How many pieces of a strip story, with each line written on a should be balmcd. candy will you give each child? flow b) You are a store manager/home own separate card, for them to arrange in logi-many pieces will you need in all? How cal order, paying special attention to er. You have suffered a broken window much will it cost? from Halloween vandalism. Write one of sequencing. Tricks: There may be special local the following: Recipes: The jack-o-lantern, having serv-tricks, like the Quebec pre-Hallom een a report and complaint to the police ed one purpose, can be turned into pump-"Mat Night," in which door mats are a report and claim toour insurance kin cake, stew, pie, cookies, fritters ortraditionally stolen. Ask students to finish agent muffins, either in the classroom or atthe sentence: If you want to keep your a report to the district store manager home, and eaten by the whole class. Gooddoormat, ... a letter to another member of he recipes for canned or fresh pumpkin can Generally speaking, tricks are only play- family be shared in the class with students fromed on people who do not provide treats. a letter to the local seb, ol or public different countries. (Note: not all varietiesSoaping car windows may or may not be newspaper of pumpkin are orangemost are greentolerated in a particular communit). Van- c) If ) on have been practicing !misfiles and yellow.) Recipes can be dictated bydalism can be a real problem, and students letters in class, do one m ith a I lallowee,i the teacher, or by students working inshould be warned about the possible dan- theme. This is a good %%a) to keep prac- pairs in order to practice both writing andgers and legal consequences of too man) tice from being boring. For example. a listening comprehension. tricks. friend of yours who does not speak Eng- Of coarse, you didn't throw away the Warnings: Unfortunate!), it is necessar) lish well has just bought a Halloween cos- seeds from the jack-o-lantern. Separateto teach your students about Hallos een tume from a store dins ntom n. Hose ever, them from the pulpdon't wash them treat safet). Increasing!), apples or cued} %%hen she came back home, she found that and niEx together with melted butter andcontain pins, metal or poison. Sometimes the costume had a big hole in it. She salt. Place on a greased baking tray, andlocal hospitals ! aye x-ra) facilities a%ail- brought it back to the store, but the clerk bake at 200° F (87° C) for about 95 min-able for screening bags of treats, a% old refused to take it back. No }ou hone to utes. Crunch and munch! any loose, unwrapped, or suspicious-look- write a letter for ) our friend to the cos- Many school cafeterias and restaurantsing treats. A school or grout. ma) decide tume manufacture, to get a replacement have special Halloween menus, usuallyto have in-house parties; in any case, it is a or a refund. including quite ordinary dishes with terri-good idea to have an adult accompany ble names Iike "fried bat wings." A simplechildren, and only in the immediate known Continued on page 16

TNS 6/85 1118 15 paste]" and "Today's treat can turn into Trick, continued frompage 15 tomorrow's trick." Students can read dental care information, visit a dentist's of- Costumes fice, and debate whether it is a treat or a Students can plan their costumes in trick to be given a toothbrush instead of class. What would you like to wear? How candy. are you going to make it? What will you s- Skeleton need? Where wile you find it or buy it? Many card shops in North America sell Fabrics used in costumes include every- t.4 articulated cardboard skeletons of reason- thing from special Halloween prints (e.g., able biological accuracy. Students can little orange pumpkins on a black back- Lsr:4 learn the major bones of the bodyes- ground) to fake fur. Mount small pieces ci; sh {or i pecially useful if they have had this in on cardboard, label and price. Students biology class. Make sure to include the can describe the different fabricsmooth, "funny bone" (tip of the humerus at the shiny, furry, printedandcostumes elbow). Many Mexican Halloween items scary, pretty, traditional.Look at a simple feature dressed-up skulls and dancing ske- Halloween pattern. If you need 2 yards letons. (1.8 m) of fake fur, 60" (150 cm) wide, at $4.95 a yard ($5.35 a meter), how much Ghost Stories will it cost? anterz,.4 Ghost stories are particularly good to tell while you are sitting in the dark ad- You can also have students order special 2116`;^ as miring your beautiful jack-o-lantern. You Halloween T-shirts by mail, either for E$014141ormisOca can tell one or read one. Have students try themselves or for someone else: to predict what will happen nextboth to Your family members at home have ensure their comp, hension and to keep heard of the Halloween celebration in them interested. Afterwards, they can the U.S. They want you to bring back write down the same story, as a dicto- souvenir T-shirts for them. You have comp, in their own words, or they can found a good design for these T-shirts. write their own storiestraditional or newly Send in an order to Trendsetters, Ltd. madeor they can finish a story to which Get the address and price from the you give them the beginning. There is advertising flyer. Be sure to include plenty of scope here for people to draw sizes and coloursand your payment. on their own cultural backgrounds for the Games particular supernatural beings they are Traditional Halloween games often in- familiar with. I myself am easily terrified volve nuts, apples and fortune-telling. Z/j,, by stories such as Edgar Allen Poe's "The Here are a few suggestions. ean. mcConQqjle. Black Cat." I do try to pick ones that are a) Write out, or give orally, preGictions not too terribly creepy, but most students for the future for fellow students. have a good appetite for such tales. Jokes b) Bobbing for apples: float some ap- Additional Texts ples or similar fruit, i.e., one that will float, You can use jokes as ice-breakers, as in a large tub of water placed on news-quick breaks, and as subtle reinforcement Other reading texts include newspaper of particular language features. Here are a articles, editorials and advertisements. papers. Students have to catch the apple They don't have to be long: in their teeth, without using hands. few favourites; many can be found cn greeting cards and passed around the class. All Nite Halloween Skate: Kiddies Party c) Pare an apple, keeping the peeling in 1-3 and 3-5. Prizes furnished by: Record one long piece. Swing the peel three times Bar, Sport About, Bike Surgeon, and around the head, then over the left should- a) What do you get when you cross a werewolf and a washing machine? (a Tombstone Pizza. er. An unbroken peel falls in the initial of What do you think the prizes will be? your future spouse. wash-and-wear wolf) d) Place 12 apple seeds on the palm of b) What's the tallest building in Tran- one hand and strike the palm with thesylvania? (the Vampire State Building) Resources other hand, while saying the following c) Knock, knock. Who's there? Barth, Edna.Pumpkins, it and Grinning rhyme: One I love, Two I love, Three ITomb. Tomb who? Tomb it may con- GhostsNess York, Clarion Books, 1972. love, I say, Four I love with all my heart, cern. (children and young adults) Five I cast away. Six he loves, Seven she d) Do I vish you a Happy Halloveen? Linton, Ralph and Adelin LintonHalloween You can Count on it! (this is a good one through the Centuries.New York: henry loves, Eight they both love, Nine s/he Schuman, 1950. (adult) comes, Ten s/he tarries, Eleven s/he for talking about accents). Peter, Paul and Mary. Peter, Paul and Mary in courts and Twelve we marry. In addition Concert. Warner Bros. Records, 1955. to the practice of verb forms, recitations Dental Care Halloween is a good time to talk about Santino, Jack. Night of the Wandering Souls. of rhymes like this are especially good for Natural History Magazine, 92,10, October dental care. Advertisements in magazines helping fluency, rhythm and stress pat- 1983, 4251. terns in speaking. are good supporting material: "After all Thanks to the students in Ling 585, Fall 1984 the treats, treat them to Crest [tooth- for their suggestions and contributions.

Teachers of English to Speakers of Other Languages

An International Professional Organization for Those Concerned with the Teaching C. of English as a Second or Foreign Language and of Standard Zsglish as a Second Dialect

This publication on Branching Out is a special supplement of the TESOL Newsletter, which is published six times a year by the mom:anon. The Newsletter is available only through membership in TESOL or its affiliates. Information about membership in TESOL is availableb.) flaringto.

TESOL, 201 D.C. Transit Building, Georgetown University, Washington, D.C. 20057, U.S.A.

TNS6/85 Vol. 'XIX No. 4 Teachers of English te-Speakers of Other Languages August 1985

Authenticity, Relevancy and Challenge

Some Principles of Materials Design from the WorldAround Us by Ann M. Johns San Diego State University Many of us in TESOL are involved in creating formed. The results of this assessment show Purposefulness. There are two principal pur- or adapting materials for our own students or for what topics students will be concerned with, poses for using language, according to Brown textbook development. In writing these mate- what roles students will play, and in which situa- and Yule (1983): to convey information (transac- rials, we make an effort to create exercises and tions they will be involxl. The first principle, tional) and to make and continue social contact tasks which are not only appropriate for the then, is authenticity of task (including rote, topic (interactional). Try to decide which of these intended audience, but consistent with recent and situation). The exercises which we develop purposes is more important to your students, and theory and research. shouid be dependent upon the students' real then decide how you can best assist them to Because I teach a course in materials devel- world challenges (e.g. applying for welfare, tak- achieve their goals. Take a careful look at the opment, I hive been particularly concerned with ing notes on lectures). The second type of au- discourse which achieves these purposes. For classifying the features of ESL exercises and thenticity is that of discourse. The language to example, discussing the weather for transactional with assisting my graduate students in writing which students are exposed in the classroom reasons is quite different from discussing the appropriate materials. After consulting our ma- shoLld be as close as possible to the language of weather (a safe topic) to maintain social contact. terials development and methodolcy textbooks, the situations in which they will be using English. Fully as important as decisions about purpose Crellet (1981), Candlin (1981) and Johnson and As you develop materials, ask yourself, "Is this are your methods for conveying these purposes. Morrow (1981), reading some research literature, the way people really talk, write, etc.? Many ESL students think of the classroom as a and surveying recent ESL classroom textbooks, I Relevancy. Closely related to authenticity is place separate from the real world, where prepared a list of exercise development princi- relevancy. Everything that is done in the class teachers use a special language seldom found ples for my class which I would like to share should be as relevant as possible to the student. elsewhere and discuss this language as an object with my colleagues. goals in learning the language. Continued onpage7 The Principles Authenticity. The English for Specific Pur- Selecting Books for ESL/EFL Students poses movement has taught us that a needs by Dorothy S. Brown assessment should be completed before the syl- Berea College labus and exercises are written, to determine the tasks students must perform (see, e.g. Chambers, My purpose in writing A World of Books: An to an unsuspecting foreign reader.) 1980) and the contexts in which they will be per- Annotated Reading List for ESL Students (pub- While reading material for this bibliography I lished in 1979 and now out of print) was to sug- have made some interesting discoveries. For the INSIDE gest reading which could be enjoyed without a most part, English authors writing about Eng- teacher's explanations. In the revised edition I land seem to write for readers who are familiar Journals of interest to members. ed by D larsen Freeman intend to replace from one-third to one-half of with other English literature, from Beowulf to Pages 15 22. the entries and to simplify the descriptions. I am Virginia Woolf. Writer and reader share an inti- Endorsements of standards for language programs Page 2 mate knowledge of characters in novels by Jane A roster of TESOL awards. Page 4 following the same guidelines which were ap- TESOL/Neabury House awardee. Page 5 plied in the first edition: Austen and Charles Dickens. American authors Remarks by P. Dubs. Regents Publishing Co Page 5 I. Books should normally not exceed 300 pages, do not expect such familiarity with literature on though occasional exceptions can be made. the part of their readers, but they often assume Affiliate/Interest Section 29 2. Books should contain little or no nonstandard an ability to understand regional dialects and Conferences/Calls ... 31 Miniscules 14 English, jargon, patois, or pidgin. customs. Int'l Exchan,te 9 On Line 27 3. Books should contain nothing offensive to Writers in a developing country such as Nige- It Works 12 Presidents Note 2 any race or group of people. ria, who can survive only if their books are read outside their country, cannot take for granted Job Openings ...... 35 Reviews 23 4. Books should hold the reader's interest. 5. Books should be written in the hventieth cen- their readers' familiarity with cultural back- Other announcements. Pages 3, 24, 26 tury. ground, either literary or folk. Thus their work Reports Pages 10, 13 I am also avoiding selections which contain presents fewer difficulties for readers from other frequent allusions which would be meaningless parts of the world. Novels set in a country with a TESOL '85 reports: to most foreign students and selections which high rate of illiteracy like India (e.g. R. Prawer Registration figures 3 contain a significant amount of offensive (to Jhabvala's The Householder) and in a large but Freire/ESL Sessions, by I. A. Kunz & D. Stem 6 most people) language, especially if it is used by thinly-populated country like Australia (e.g. Teaching English to the Deaf, by G. Berent the author. (A little appropriate obscenity used Nevil Shute's, A Town like Alice) Likewise tend "Killing Fields" Hero, by K. Sheppard 13 sparingly by a character is not necessarily objec- to be more universal in their appeal than those (See also On Line and Audio Transcripts ad, tionable, but when aged in the author's own set in England or the United States. pages 33.34.) voice it can send dangerously misleading signals Continued on page 7 1.10 P'breadoeta Ito& to tie Nern4u

I am one of a number of TESOLers who like long term goals. Given the complexity of the to use children's stories in their work. Often these field, it is indeed 'a lot of bother' to use our stories have captured the imagination of a gener- brains in order to keep up-to-date with the ation or more. Often, too, they are tales of information available, but worth it. adventure in which children, aided by an- The Tin Woodman, locking for a heart, thropomorphized animals or other creatures, thinks 'brains do not make one happy and overcome the forces of evil. In the process, happiness is the best thing in the world'. readers discover a range of charactersfrom the ESOL teachers need hearts. We need an kind to the mean, the genuine to the cunning, the early warning system to tell us when our the- reflective to the impulsive. ories could do with some revamping or My interest in such stories is not just in the role should be set aside in order tc let us deal they play in shaping children's ideas of who they adequately with an exception. Hearts will are and how they wish to relate to others; nor is it provide us with the extra energy required to simply a harmless diversion for someone who meet the many requests for assistance which might rather be teaching a course on children's we receive from our students. literature or spending time reading to kids. Lion wants courage. Though he realizes that Rather, I recognize how important these sto- his very presence scares some creatures, he ries are to me now. When I re-read them, I am also recognizes that as long as I know myself often amazed to find how many ideasspecific to be a coward, I shall be unhappy'. ESOL phrases even are deeply-rooted in my adult teachers need this kind of courage too not life: Alice in Wonderland and Through the Look- just occasional, accidental acts but rather on- ing Glass, for example, contain so many allusions going, conscious action designed to impress to language I am sure I skimmed right by both colleagues and people in the wider them as a child that now I would be tempted community, wherever political and financial to construct an entire course on L.2 acquisition decisions regarding ESOL programs are theory and methods around quotes from them made. alone. Not only do they offer graphic informa- Of course, I have never quite known how to tion about language and learning but, more connect Dorothy's obsession about going back importantly, they are a part of collective con- home to an image of the ideal EFL ex-patriate sciousness, providing both mnenonics and a teacher! But by way of compensation for that backdrop against which the intellectual and the small flaw, I particularly like the revelation that emotional aspects of current ideas can be high- the brains, heart and courage that Oz eventually lighted. dispenses to the three are all placebos. The real Another of my favourites is L. Frank Baum's break-through comes when Scarecrow, Tin classic, The Wizard of Oz. The three characters Woodman and Lion, believing they have what whom Dorothy and Toto meet up with surely they asked for, begin to act within their new, symbolize major components in ESOL teacher 'changed', characters. preparation. As a profession, we know we need careful, Scarecrow, seeking a brain, tells us 'itis informed thought about what we do, plus a worth a lot of bother to be able to think humane response to students who request our properly!' He ranks a brain above a heart help and an assertive stance towards protecting because 'a fool would not know what to do their interestsnot to mentions a confidence that with a heart if he had one. ESOL teachers individually and collectively we are capable of need brains. We need to know how our stu- all three kinds of activity. And if magic shoes are dents learn languages both in and out of a step in the right direction, so be it. classrooms, how to match our teaching to their learning, how to select, adapt or develop materials appropriate to their short and Jean Handscombe

Endorsements of TESOL's Standards for Language and Professional Programs TESOL has just published its "Statement of Core Standards for Language and Professional Prepa- ration Programs." These standards were printed in "The Standard Bearer" in the April 1985 TESOL Newsletter. The Committee on Professional Standards would now like directors, supervisors and administrators of ESOL programs to read the document, recognize the importance of these standards in helping the profession regulate the quality of its programs, and support these standards by writing a letter of endorsement on program stationery. Representatives of the following programs have written statements of endorsement that are now on file (as of June 20) at the TESOL Central Office:

English I ,nguage Institute ESL/TESOL Programs Wayne State University Department of Foreign Languages and Detroit, Michigan, U.S.A. Bilingual Studies Career English Language Center for Eastern Michigan University International Students Ypsilanti, Michigan, U.S.A. Western Michigan University ESL and TESL Programs Kalamazoo, Michigan, U.S.A. Department of English Lancaster Lebanon Public Schools Western Kentucky University LancasterLebanon Intermediate Unit 13 Bowling Green, Kentucky, U.S.A. Lancaster, Pennsylvania, U.S.A. Continued on next page 2 .1 tl TN 8/85 Endorsements TESOL '85 CONVENTION: Figures Continued from page 2 Geographical Breakdown of Registration A total of 4,907 people from 58 countries participated in the 19th annualTESOL Convention in New York City. This registration figure, the largest ever at a TESOL convention,includes 534 records Division of English as a Foreign Language exhibitors, Local Committee volunteers, and staff. (Although 5,007 people registered, our School of Languages and Linguistics show that after cancellations 4,907 people actually attended.) Prereg- United States Georgetown University Prereg- Washington, D.C. 20057, U.S.A. Country isteredOnsiteTotal State isteredOnsiteTotal 2 4 International English Institute Algeria 0 1 1 Alabama 2 6 3 9 Nashville, Tennessee, U.S.A. Argentina 1 0 1 Alaska 8 2 10 American Samoa 0 1 1 Alberta Vocational Centre, Edmonton Australia 0 1 1 Arizona 43 13 56 Edmonton, Alberta, Canada Azores Bahrain 2 2 Arkansas 6 4 10 American Language Program Bangladesh 2 2 299 "Columbia University Barbados 1 1 California 187 112 13 48 New York, New York, U.S.A. Belgium 1 1 Colorado 35 ,Bolivia 1 1 Connecticut 50 40 90 English for International Students 5 10 Brazil 8 17 Delaware 5 The George Washington University Canada 195 98 293 District of Columbia 94 46 140 Washington, D.C.,-U.S.A. Chile 0 1 1 29 102 Harrisburg School District China (PRC) 3 7 10 Florida 73 3 21 Harrisburg, Pennsylvania, U.S.A. Colombia 3 4 7 Georgia 18 Costa Rica 0 3 3 Hawaii 19 4 23 ESL Program Dominican Republic 5 14 19 Illinois 131 42 173 'City College of the City University of New York Egypt 8 9 17 Indiana 25 10 35 19 4 23 New York, New York, U.S.A. El Salvador 0 1 1 Iowa Refugee Education and Employment Program France 7 5 12 1 Kansas 11 1 12 Wilson School Guatemala 1 0 Kentucky 9 1 10 Arlington, Virginia, U.S.A. Haiti 24 4 28 15 6 21 Holland 0 1 1 Louisiana English Language Institute Honduras 2 0 2 The University of Southern Mississippi Hong Kong 3 0 3 Maine 8 3 11 10 48 Hattiesburg, Mississippi, U.S.A. India 1 0 1 Maryland 38 2 4 Massachusetts 151 107 258 Alhambra School District Indonesia 2 1 Michigan 91 28 119 Phoenix, Arizona, U.S.A. Iran 0 1 Israel 9 5 14 Minnesota 20 9 29 4 6 American English Institute Italy 3 3 6 Mississippi 2 3 18 University of Oregon Jamaica 1 1 2 Missouri 15 Eugene, Oregon U.S.A. Japan 31 10 41 Montana 2 3 5 Kuwait 1 2 3 In addition, letters of endorsement from indi- Lebanon 3 4 7 Nebraska 4 1 5 0 1 1 viduals and affiliates have been sent to the Malawi 1 0 1 Nevada TESOL Central Office. Malaysia 0 2 2 New Hampshire 11 4 15 110 296 Martinique 0 1 1 New Jersey 186 TESOL's standards are meant to serve as part 26 28 54 New Mexico 6 7 13 of an ongoing process of self-study to be con- Mexico Morocco 2 0 2 New York 760 582 1342 ducted by the staff of the program with the sup- 2 2 4 North Carolina 23 7 30 port and assistance of the TESOL organization. Netherlands New Zealand 3 1 4 After the representative of a program has writ- 18 93 Norway 1 1 2 Ohio 75 ten a letter of endorsement to TESOL, the staff 0 12 12 Oklahoma 4 7 11 of the program is encouraged to conduct a self- Panama 0 1 1 Oregon 30 6 36 evaluation. The result of the self-study including Peru Philippines 4 6 10 Pennsylvania 106 56 162 documentation will then be filed with the 39 0 1 1 Puerto Rico 24 15 TESOL Central Office. Portugal Saudi Arabia 9 12 21 TESOL is now beginning to collect data on 2 0 2 Rhode Island 28 6 34 language and teacher preparation programs. Senegal 0 1 1 South Carolina 16 4 20 Simultaneously, Program Description forms South Korea 8 3 11 Tennessee 18 5 23 were distributed, along with the Core Standards, Spain Switzerland 4 4 8 Texas 85 43 128 to affiliate leaders at the annual convention in 4 2 6 Utah 36 6 42 New York. Specific program information (e.g., Thailand Trinidad & Tobago 1 0 1 Vermont 80 12 92 names, addresses, telephone numbers) will not Turkey 2 2 4 Virginia 82 21 103 be released. Statistical data may be compiled at United Kingdom 43 31 74 a later time, but any release of such information United States 2707 1438 4145 Washington 32 6 38 will be in total numbers in term of the size of the Venezuela 0 6 6 West Virginia 0 2 2 sample and geographical area. Returns are cur- 10 5 15 Wisconsin 24 13 37 rently being submitted to the TESOL Central West Germany Yugoslavia 5 0 5 Wyoming 2 0 2 Office. Should you or your program have not yet Totals 3160 1747 4907 Totals 2707 1438 4145 received these materials (the Core Standards and the Program Description form) from your local affiliate, contact Susan Bayley at the Cen- tral Office: TESOL, 201 D.C. Transit Building, Georgetown University, Washington, D.C. Membership Directory Available Soon 20057, U.S.A. Any program director wishing to endorse the standards may refer to the April, The 1985 TESOL Membership Directory went to press inlate June and should reach those who 1985 TESOL Newsletter and write a letter of ordered it in early September. Additional copies can beordered through TESOL Publications, 201 endorsement on program stationery to the D.C. Transit Building, Georgetown University, Washington, D.C.20057, U.S.A. Pre-payment is TESOL Central Office. required. The cost is $4.00 to members and $5.00 to non-members.

3 TN 8/85 112 A Roster of TESOL Awards selecting a teacher who has completed his or her formal education and has been giving in-service The Awards Committee of TESOL is pleased to provide below all information aboutcurrent workshops for colleagues, has added supervi- awards. The deadline for applying for all awards has been set for December 15. To helpyou sory and administrative roles to the teaching day, remember, it is intended that this will remain the deadline in futureyears. Only members of TESOL and might be considered a mentor teacher or a are eligible for awards, but membership applications may be forwarded at the time of application. master teacher. This teacher may desire and Letters of reference should be sealed by the tion (or temporary assignn- mt) in the United deserve a summer of reading and study with col- writer, then signed by the writer across theStates, financial need, and your career plans leagues from around the world. scaled flap. The applicant should forward these upon completion of your study. Be sure to state Application information: letters along with all other documents. Requests whether your education and/or living expenses 1. Please send five copies of the following to the for multiple copies of documents do not include in the United States are being funded by an out- Ruth Crymes Fellowship Selection Committee, letters of reference. Send only originals, sealed side source, and if so, by whom and to what TESOL Central Office (see address above): and signed as directed. extent. A curriculum vitae Some awards are cosponsored by TESOL and 2. Request a faculty member to send a brief let- A personal statement describing your expe- a donor; others come from TESOL funds and ter of recommendation to the above address on rience, as well as your reasons for attending the interest on TESOL funds. Perhaps you have your behalf. (See directions above.) the TESOL Summer Institute, especially not- noticed that you now have the opportunity to ing ways in which it will enhance your teach- contribute a dollar to the General Awards Fund The Albert H. Marckwardt Travel Grants ing on return to the classroom. Some indica- when you register for a TESOL convention.Amount: A part of one's travel expenses to a tion of your professional goals, and your volun- The membership renewal forms now in use TESOL convention, about two hundred fifty teer activity on behalf of TESOL, or other include blanks for contributions to the Ruth U.S. dollars. Convention registration fees are professional organizations, or other groups of Crymes Memorial Fund, the Albert H. Marck- waived by TESOL teachers would be helpful. wardt Meniorial Fund, and the General Awards Eligibility and criteria: Graduate students who 2. Please request two letters of recommenda- Fund. But don't wait for a convention to con- tion from professionals who are well ac- tribute to these important funds; send a dollar are pursuing a full-time course of study in the teaching of English to speakers of other lan- quainted with your classroom performance or tenwhenever you write to the TESOL Cen- and with your career and professional activi- tral Office, identifying the fund you want it to guages are eligible to receive a small travel grant from the Albert H. Marckwardt Memorial Fund, ties. (See directions abc re.) support. established and maintained by "iv.SOL. Criteria Remember. All documents for all awards are The TESOL/Regents Publishing in selecting recipients of Marckwardt Fund Company Fellowship due in the TESOL Central Office on Decemberawards are: 15 with membership application if the applicant Amount: Five thousand U.S. dollars, donated by is not already a member of TESOL. Favorable recommendation by a faculty member the Regents Publishing Company of New York. The United States Information Agency/Institute Service to the profession in such areas as par- Description and Criteria: This award is made for of International Education (USIA/IIE) ticipation in the work of TESOL affiliates, study in any graduate program of teacher educa- Travel Grants interest sections, conventions, teacher education which follows the TESOL Guidelines for The USIA has often made funds available to tion programs, other professional organiza- the Certification and Preparation of Teachers of tions, volunteer teaching to immigrants, mi- English to Speakers of Other Language? and assist graduate students to travel to a TESOL which engages in self study as defined by the convention when that convention has been held grants and refugees, Peace Corps service, CUSO, international development agencies. TESOL Committee on Professional Standards.* in the United States. The funds are granted Avallable from the TESOL Central Office.) through the Institute of International Education Enthusiasm and commitment manifested for the field The candidate should be a classroom teacher on the recommendation of a TESOL selection of English to speakers of other languages whose co:nmittee. Financial need Career plansfuture classroom teachers career plans include returning to the classroom Amount: A part of one's travel expenses to a favored after the period of study supported by the fel- TESOL convention, about two hundred fifty Preference for master's rather than doctoral lowship. An applicant's commitment to the pro- U.S. dollars. Convention registration fees are candidates fession should already have been demonstrated waived by TESOL Geographical locationawards divided through teaching and participating in profes- Eligiblity: Applicants must be graduate students among as many institutions and areas as possi- sional and community activities. from countries outside the United States cur- ble. Preference will be given to classroom teachers why wish to initiate or finish a master's degree in rently pursuing a course of study in the UnitedApplication information: States. These students must be enrolled full time the teaching of English to speakers of other lan- 1. Address a letter of application to the Marck- guages and who describe a classroom-centered in a program in the teaching of English to speak-wardt Travel Grants Selection Committee, ers of other languages. They are eligible for an study which will be incorporated into a plan of TESOL Central Office (address above). In your course-work. This study may take the form of award only if they are receiving either 1) noletter, please give name, institute, program of assistance for either travel or academic expenses testing the results of other research with particu- study and mailing address. Also include a brief lar students. Studies committed to providing from the U.S. government, or 2) only partialbiographical summary, a description of your assistance from private (non-U.S. government) tangible results that can be applied to the class- institutional affiliation, financial need, career room are favored. The recipient will be asked to sources. Any international student who is receiv-plans, and other information relevant to the ing any U.S. government funds for either aca- report to TESOL after the period of study sup- above criteria. ported by the Fellowship. demic or travel expenses, OR full financial2. Request a faculty member to send a brief let- assistance from the private sector or fromter of recommendation to the above address on Application information: another government, is ineligible for this grantyour behalf. (See directions above.) Five copies of the following should be sent to the from the USIA. Ineligible, also, are applicants TESOL/Regents Fellowship Selection Commit- who have received such an award previously. The Ruth Crymes Fellowships tee, TESOL Central Office (see address above): All names submitted are screened by the IIE to the TESOL Summer Institute A fifteen-minute lesson segment on audiotape for eligiblity. (do not send videotape) of the applicant teach- Amount: The amount varies but is considered to ing and two lesson plans (one of the lesson on Application information: be a least one thousand U.S. dollars. When host the tape). 1. Address a letter of application to: institutions waive foes or some expenses, TESOL A statement of the purpose of the study (no USIA/IIE Travel Grants Selection can sometimes support more than one teacher. more than five [5J pages). Describe what is to Committee Our goal is to cover the cost of tuition for be done, why, what previous work makes it TESOL Central Office approximately six to nine credits and other likely that the project will be completed and 201 D.C. Transit Building expenses. that the applicant is competent to undertake Georgetown University Description and criteria: Preference is given to the project. Comment on what influence or Washington. D.C. 20057, U.S.A. classroom teachers of English to speakers of aid the completed project will be to the appli- Please state name; institution, program of study, other languages, the group to whom Ruth cant's instructional setting and to the profes- and mailing address. Also indicate your home Crymes devoted so much of her professional sion. Mention the institution where the work country and institution affiliation in that country. life. Although some Fellows have been new to will be done and the advisor under whom the In your letter, include a brief biographical sum- the field and have been studying for a degree, applicant plans to study. mary, a description of your institutional affilia- we also think of honoring Ruth Crymes by Continued on next page

TN 8/85 of personally which convinces you that the Material to be supplied by the nominee: Awards nominee is the kind of teacher who should be A statement of no more than 250 words on Continued from page 4 recognized internationally as one who is achieve- your view of excellence in teaching as it ap- A curriculum vitae ing excellence. What suggests to you that the plies to your teaching situation and students A statement of financial need excellent lesson you witnessed and describe was OR A description of volunteer service Zo TESOL, not a once-in-a-lifetime event? to a TESOL affiliate, or to other professional Seek up to five others who can write about the A description of your most successful class or community organizations. nominee giving information relevant to the A biographical sketch, including your educa- One letter of recommendation. (See directions above-mentioned factors as well as others perti- tion, and how it is that you became a teacher above.) nent to the teaching situation. Letters might An outline of your professional developmcnt. come from a student, a parent, a colleague, a Here, indicate your teaching experience, work- The TESOL Research Interest Section/ community person, a professional in another shops you have given and committees on Newbury House Distinguished Research Award geographical area who knows the nominee, a which you have served, your plans to continue Amount: One thousand U.S. dollars, donated by former supervisor, an administrator. learning about teaching, and other creative the Newbury House Publishing Company of Also, inform the nominee, who will supply endeavors or activities which enhance your Massachusetts. several other parts of a packet of information teaching. Description: This award is intended to recognize which should be sent to the Excellence in Teach- A br;ef statement of your school activities excellence in any area of research on language ing Selection Committee, TESOL Central Office other than classroom teaching teaching and learning. We are seeking dear and (see addreis above). A letter from your immediate supervisor. cogently written papers which address important and relevant issues. The manuscript should exhibit persuasive argumentation as well as evidence of sound design and analysis contributing TESOL/Newbury HouseRemarks from the to a fuller understanding of both the particular Award Presented to TESOL/Regents area addressed and related issues. Details for submission of manuscripts: Please Lyle F. Bachman Fellowship Presentation forward to the RIS/NH Award, TESOL Central Office (see address above): Two anonymous copies of the previously At TESOL '85 in New unpublished manuscript (30-page limit), pre- ,YorIc Lyle F. Bachman Patrick Dubs, cosponsor of the TESOL/Re- pared according to the TESOL Quarterly gents Publishing Company Fellowship, remarked stylesheet (See the TESOL Quarterly or waste to the received the TESOL Re- TESOL Central Office.) search Interest Section/ about the role of publishers in the academic 8 copies of an anonymous 500-word abstract Newbury House Dis- community when presenting the first recipient (Initial screening will be done on the basis of tinguished Research with the award last April at TESOL '85. His this abstract.) Award. Newbury House comments appear below: A 3 x 5 card with name, address, affiliation, Publishers sponsored the Our guiding philosophy at Regents is that an telephone number (both home and work) and award of $1,000 and the educational publisher's responsibility to teachers title of paper TESOL Research Inter- and students does not end with the publication A 50-word bio-data statement Lyle F. Bachman est Section selected the of good textbooks. We hope that excellent mate- recipient. This award, rials go along way toward promoting dedication presented for the first time this year, is given in TESOL/Newbray House Award in those who teach and inspiration in those who recognition of excellence in research in language for Excellence in Teaching learn. But we feel that this alone is not enough. teaching and learning. Rupert Ingram, president We believe that we have an obligation to play Amount: One thousand U.S. dollars, donated by of Newbury Hosue, presented the award. In his a role in the academic community. This obliga- the Newbury House Publishing Company of remarks Ingram called Dr. Bachman "one set tion, as we see it, exists to foster and support Massachusetts apart by the brilliance of his research." Upon research while at the same time encouraging Understanding that "excellence" names a var- receiving the citation, Dr. Bachman sent a mes- commitment with the field of teaching. The ful- iety of elusive qualities and immeasurable fea- sage expressing his gratitude to the Research fillment of this obligation will, we believe, en- tures, Newbury House and TESOL nevertheless Interest Section and praising Newbury House gender the professional development of those want to honor one teacher each year who is for this "positive step in the promotion of re- who have chosen this field as their life's work. It approachingin the minds of his or her col- search." He intends to use the money from the is this belief which prompted us to establish the leaguesthe state of being an excellent teacher. award to purchase software to aid him in further TESOL/Regents Publishing Company Fellow- Specific traits and accomplishments of each research. The title of Dr. Bachman's award win- ship. awardee will differ; part of being excellent ning paper is Performance on Cloze Tests with My thanks go to the TESOL organization for includes adjusting and adapting to one's envi- Fixed-Ratio and Rationale Deletions, and it will administering the award, to the awards commit- ronment, teaching situation and students. We do appear in full in the September 1985 issue of the tee headed by Darlene Larson and to the fellow- feel, however, that excellent teachers do more TESOL Quarterly. ship selection committee under the direction of than give superb lessons in the classroom; they Since 1976 Dr. Bachman has been in the Divi- Charley Blatchford. I would also like to acknowl- also give lessons in life. Community involve- sion of English as a Second Language at The edge the advice and assistance of jean McCono- ment, continuing professional development, shar- University of Illinois at Urbana-Champaign chie and Louis Carrillo. ing information with one's colleagues, serving where he is currently an associate professor. This morning we are honoring the first recip- students in social or personal ways are all ex- After his graduation from Indiana University in ient of this new award, Mrs. Kim Chi Crittenden 1965, he taught English as a Peace Corps volun- pected of excellent teachers. ... Mrs. Crittenden arrived in this country in In the classroom it is surely important to moti- teer in the Philippines. He returned to Indiana to 1971 from Vietnam. Since that time she has lived vate students and engage them in productive complete his doctorate in 1971. Before joining in rural Georgia, dedicating herself to assisting learning. Effective lesson strategies, fair evalua- the faculty at the University of Illinois, Dr. refugees in hospitals, schools and courtrooms. tion techniques, creative uses of materials and Bachman served with The Ford Foundation in At present Ms. Crittenden is at work on her situations are all found in superior teaching. Var- Bangkok, Thailand where in addition to admi- master's degree in bilingual special education iety and pacing, attitudes of both challenge and nistrative duties he was active as an EFL teacher and is also pursuing ESOL certification at George encouragement, teacher as knower and learner and as an educator of Thai English teachers. Mason University in Fairfax, Virginia. Her pro- ... an excellent teacher is also a humanbeing. Although his interest in language learning is very fessional desire is to develop programs specifi- Nominees must have completed at least five broad, much of his published work has been in cally geared towards ESOL studcnts in special years of teaching. the validation of oral and doze tests. education classes. Nomination information: Three projects currently occupy Dr. Bach- We are very pleased that the first TESOL/Re- The nominator must be a TESOL member man's time. He is working on an empirical analy- gents Publishing Company Fellowship is being who has seen the nominee (another TESOL sis of dictation tests, a critical overview of oral awarded to a non-native English speaker and to member) teach. Write a letter of nomination interview testing and, with Adrian, Palmer, a someone of sthigh accomplishments and which describes the class observed, telling why it book. entitled Fundamental Considerations in aspirations as Ms. Crittenden. was a thrill to watch, an accomplishment to be Language Testing to be published by Addison- Note An article about Ms. Crittendon appeared in the June, l985 recognized. Include other information you know Wesley. TN. Editor 'TN 8/85-, .1.14 5

,t? Freire/ESL Sessions at TESOL '85 by David Stern ADDISON-WESLEY Rockland Community College, SUNY and Linda Ann Kunz A cut above the rest LaGuardia Community College, CUNY The work of Paulo Freire poses some pro- For Mature Learners found questions for educators: (1) Is all education political? (2) Are there alternatives to the IN PLAIN ENGLISH, "banking concept of education" (Freire's term), by Karen Batchelor de Garcia and Randi Slaughter in which knowledge is deposited into students' heads for later withdrawal? (3) Can students This innovative, two book series carefully integrates the four develop critical awareness of their environment basic skills and lifeskills in easily managed, self-contained lessons. Extra and the means to transform oppressive aspects activities including listening practice available in complete of it? teachers' guides and tapes. Followed by MORE PLAIN ENGLISH, A growing number of ESL teachers interested in critical teaching hive responded to Freire's by the same author team. impetus by testing, adapting and expanding his High beginner-Low intermediate approach in a0.1.v contexts. This process has included the publicrttion of Nina Wallerstein's DOUBLE ACTION ENGLISH, Language and Culftrr. in Conflict (Addison- by Earl Stevick and Jane Yedlin Wesley, 1982) as well as other Freire-related books and articles (see a selected bibliOgraphy at This versatile, multi level activity workbook features high interest topics the end of this column); individual experiments for grammar, vocabulary, reading and writing practice. in a variety of classroom situations; and an Beginner-Intermediate informal network of people coming together at workshops and conferences, including the past four annual TESOL Conventions. PASSPORT TO ENGLISH, At TESOL '85 there were three well-attended by Jane Yedlin and Magdala Raupp sessions. The first, led by Lyn Fine and David Contextualized exercises and many illustrations provide grammar Stern, gave participants the opportunity to expe- practice and structural reinforcement in this integrated text. rience problem-posing education firsthand. A Beginner-Intermediate "generative theme" teachers' working conditions and reasons for entering and leaving teaching was introduced by means of a "code" in LIFESKILLS AND CITIZENSHIP, this case, a conversation between two teachers, by Judy DeFilippo one of whom is leaving ESL to go into compu- By user demand! The third workbook in this survival skills series ters. Using this code as a starting point, participants worked through several stages: discussion supplements any competency-based program. of personal experience, discussion of the expe- Intermediate-High Intermediate rience of the group as a whole and analysis of the cause of the problem, leading to suggestions for LISTENING BETWEEN THE LINES, actions teachers themselves could take to change by Lin Lougheed the conditions that lead people to leave the profession. The last two stages analysis of causes A unique culture based approach to listening practice featuring and examination of courses of action are dramatic dialogues for interpretation. characteristic of the Freirean approach and are High beginner-Advanced not generally addressed in ESL While participants found the first session useful, they noted a need to discuss classroom TALK-A-TIVITIES, applications of Freire's work. Thus the second by Richard Yorkey session, a rap group on Freire and ESL, was An innovative supplement featuring a variety of pairwork activities broken down into various sub-groups, each deal- in handy blackline master form. ing with a particular area of interest to partici- Intermediate-Advanced pants. These included English as a foreign language, literacy, Freirean approaches in Level 1 classes, and another introductory discussion for SPRINGBOARDS, people who wanted it. by Richard Yorkey The final three-and-a-half-hour session focused on three topics: (1) an introduction to Participa- Oral communication activities are featured in this creative, tory Research, led by Rebecca Hovey; (2; a dis- multi level workbook supplement. cussion led by Elsa Auerbach on the issue "Who Intermediate-Advanced determines what is represented as reality in cur- ricult..n development?" using contrastingsam- VOICES OF AMERICA, ples from textbooks and a newspaper articleon by Nina Weinstein the theme of immigrant women in the workplace; and (3) the social implications of Freirean This step-by-step listening skills program features recreated interviews approaches in ESL, led by Nina Wallerstein. with second generation Americans. Teachers attending these sessions said they High Intermediate wanted to continue to explore ways of developing more critical forms of ESL One suggestion For more information, contact your local teacher resource store, was a newsletter. Readers using Freire's ideas in their work or interested in creating or discussing bookstore, Addison-Wesley representative, or write: Freire-inspired alternatives in ESL can put their wy Addison-Wesley Publishing Company names on a mailing list currently being compiled. Write to: Linda Ann Kunz, 50 W. 85 St., World Language Division New York, N.Y. 10024, U.S.A. t Reading, Massachusetts 01867 (617) 944-3700 Continued on page 14 Some Principles provide in the class:oom are often quite unchal-Newsletter readership. Please write to me at the lenging. To increase challenge (and interest), try Department of Linguistics, San Diego State Uni- Continued from page 1 to write exercises in which students must 1) versity, San Diego, California 92182, U.S.A. make use of information in a new way, 2) reconstruct or review written text or discourse, 3) per- About the author: Ann Johns teaches ESL matenals design and for study rather than a vehicle of communication form tasks in which they must employ data or methodology at San Diego State University, San Diego, (Johns and Davies, 1981). Therefore, one of the U S A She is particularly concerned with developing curric- experiences from a number of sources, or 4) ulum appropriate to academic contexts, important tasks for teachers is to demonstrate complete assignments for which there is no one that the language to which students are exposed correct answer. Candlin (1981) and Grellet (1981) References in the classroom is close to that which suits their are especially helpful in the development of Brown, Cdhan and George Yule. 1983.Teaching the Spoken purposes for use outside the classroom. Language: AnApproachBased on the Analysis of Converse. challenging tasks. tionel English.Cambridge University Press, Transferability (or generalizability). Very Variability. Variability can be viewed from a Canale, Michael and Merrill Swain. 1950. Theoretical bases of closely related to the principles mentioned above communicative approaches to second language pedagogy number of perspectives. There is answer varia- Applied Linguistics1, 1-47, Quoted in Samgnon, Sandra J. is that of transferability. One reason why mate- bility, mentioned above, which evolves from 1983. CommunicativeCompetence. Theory and Classroom rials designers are interested in schema-theo- Practice.Reading, Man: Addison-Wesley, 35 exercises in which there is no one "pat" response. Condit!), ChristopherN.(editor and translator). 1981.The Com. retical work, in which information slots are iden- There is also variability in exercise types, result- municative Teaching of English. Pnnciples andanExercise tified for written or oral discourse, and in script- Typology,Harlow, Essex Longman Croup. ing in classroom experiences which are unpre- Carrell, Patricia L. 1982. Cohesion is not coherence.TESOL ing, in which the ordering of different surface dictable, much like real world experiences. If Quarterly.16(4),479-488. realizations is identified, is that students can be Chambers, F 1980 A re-evaluation of needs analysts in ESPThe students are to work in a classroom which is ESP Journal.1(1), 25-3.1. given discourse or schema prototypes from somewhat like the real world, they must learn to Davies, Florence and Teny Greene. 1981. Directed activities which they can generalize and which they there- related to text: text analysis and text reconstruction. Paper deal with ambiguity, in task and in task results or presented at the Twentymxth Annual Convention of the fore can transfer to other situations. There is, if answers. International Reading Association, New Orleans. you remember, a prototype for fast food order- Crellet, Froncoise. 1981.Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises.Cambridge ing; certainly students who learn this "dialogue" Conclusionand a Checldist University Press. in the classroom can transfer it to McDonald's. I Johns, T F and Florence Davies 1981 Text as a vehicle for From the list of principles which I have dis- information. Lecturepresentedto the students of the Full- found a bargaining script in the Cairo market cussed here, I have developed a checklist with bnght Program. Shanghai Foreign Languages Institute, Chum. which I can transfer to other shops in Egypt, and Johnson, Keith and Keith Morrow. 1981Communicationinthe which the students and I evaluate their materials Classroom. Essex,England. Longman Croup. probably to other parts of the Middle East. In and those of others. I am also compiling a taxon- Mandler, Jean and Nancy Johnson. 1977. Remembrance of like manner, there appear to be schemata for things parsed: story structure and recall.Cognitive Psycho!. omy of exercise types which are in accordance ogy.9.111.151. written texts which can be transferred; one of with these principles. Prator, Clifford. 1965. Development of a manipulation-com- the most useful is that for the description of municabon scaleNAFSA Studies and Papers, English lan- Since this is still a working list, I would appre- guage Series No.10, 385-91. physical structure (Davies and Greene, 1981); ciate comments or criticism from the TESOL but there are also fairly reliable models for theory/principle texts, process texts and, of course stories. The creation of exercises and tasks which mostly fictitious, but the conditions surrounding enhance transferability is very important, as are Selecting Books them are real. Included is a vivid description of suggestions to students for generalizing a task to Continued from page 1 the San Francisco earthquake of 1906. environments outside of the classroom. Give the I have recently made a conscious effort, how- Nonfiction students prototypes; then suggest how they might ever, to find books with American settings which David Boeri, People of the Ice Whale. New use them (e.g., by ordering a hamburger, by can be read with relative ease by our foreign finding and analyzing a text in their discipline visitors and, perhaps even more important, by York: E.P. Dutton, 1983. 380 pp. which describes a physical structure). present-day immigrants struggling with our lan- This book is based on the observations of the author, who for three consecutive years spent a Exploitation of student background. Students' guage. Books about native Americans (including week or more in a village on St. Lawrence Island past experiences should be exploited. For exam- Eskimos) and books about immigrants to Amer- in the Bering Strait. He also spent some time in ple, when writing a reading exercise develop ica seem to present fewer cultural difficulties pre-reading questions and exercises which elicit Barrow, in the extreme north of Alaska. He tells than those about middle-class families. Here are of the Eskimos and of the whales which they students' prior knowledge of the subject and of a few which I believe will interest people from have hunted for "as long as their legends recall." the language of the piece. other countries. In eliciting this knowledge, we often discover Conflicting views concerning whaling are pre- that the students' view of the subject (content Fiction sented: those of the Eskimos, of federal and state schema) or of the way in which the reading is Conrad Richter, The Light in the Forest. New governments, and of the International Whaling organized (formal schemata) may be inconsist- York: Alfred A. Knopf, Inc., 1953. 179 pp. Commission. Although the author is sometimes ent with the reading itself (Carrell, 1982). Assist- Johnny Butler is captured by Indians when he critical of the Eskimos' methods of whaling, he is ing students to revise their approach to the text is four years old and raised as one of them. When sympathetic to their needs. so that it is consistent with that which is pre- he is fifteen he is sent back to his white parents, Jade Snow Wong, Fifth Chinese Daughter. New sented is part of the teacher's job. but he cannot adjust to the ways of he white York: Harper & Row, 1945. 239 pp. Task dependency. As you organize your sylla- man. With the help of his cousin, Half Arrow, he Born in San Francisco of a Chinese immigrant bus and the exercises within it, relate each stu- returns to Indian land. There he is faced with the family, the author writes of her schooling, both dent experience to the one which precedes it. dilemma of betraying either the whites or the Chinese and American; of her strict upbringing Each exercise should be dependent upon the ear- Indians. in the Chinese tradition; and of the tensions lier ones; successful completion of Exercise 1 Frank Waters, The Man Who Killed the Deer. caused by cultural conflicts in the nineteen twen- should lead to Exercise 2, etc. Candlin calls this New York: Farrar, Rinehart, 1941. 217 pp. ties, thirties, and forties. organization of exercises "task dependency." Martiniano has been sent to the "away school," Suggestions from ESL/EFL teachers concern- Johnson and Morrow refer to it as "activity that is, the school provided by the federal governing books which could be read by their interme- sequencing." This is not a new concept (see, e.g., ment for Indians living on reservations. When he diate or advanced students will be most wel- Prator, 1965), but it is an important one. returns to his tribe several years later his people come. If you suggest a book which is already on Integration. Exercises should integrate skills are not pleased with the way education has my list, your own good judgment will reinforce (e.g. reading, writing), item types (e.g. gram- changed him: he has learned to irrigate a field, my opinion. If it isn't on my list and I find it mar, vocabUlary) and task types. When con- for example, instead of dancing for rain. He has appropriate, I'll be deeply appreciative. By structing exercises, think about how much each trouble pleasing his people, on the one hand, and November 30th send ideas and suggestions to one will accomplish in developing the students' meeting the requirements of the whites, on the Dorothy S. Brown, CPO 18, Berea College, language and their ability to use it in a number of other hand. Although the two cultures seem irre- Berea, Kentucky 40404, U.S.A. ways and situations. For instance, vocabulary conciliable, he eventually works out a solution. About the author:Dorothy Brown is retired from Berea College in Berea, Kentucky. U.S A where she taught courses In composi- should be studied in context; reading exercises Laurence Yep, Dragonwings. New York: Harper tion, literature. language and a course she designed for overseas should also develop writing (e.g., in summary & Row, 1975. 248 pp. students calledAmerican Culture and Language(seeTESOI. Quarterly,March 1974). At present she is working f ulkime exercises). Although written for children, this book will the project descnbed above. Challenge. Our students face constant chal- interest many adults. It is based on an actual Note:This article appeared ongmally in theKentucky TESOL lenges to their discourse, linguistic, sociolinguis- incident: In 1909 a young Chinese flier Aept his Newsletter,March 1985 It has been abndged by the author for inclusion in theTNMs Brown's revised version of AWorld of tic and strategic competencies (see, e.g. Canale biplane in the air for twenty minutes in Oakland, Booksis being conodered for publication by the T OL Publo and Swain, 1980), yet the exercises which we California. The other events in the story are cations Committee. Editor TN 8/85 J16 7 THE LEADER IN COMPUTER-ASSISTED ESL INSTRUCTION

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A 120-page Teacher's Source Book with 32 reproducible provides stimulating interchanges designed to help intermediate level ESL students improve their listening and speaking skills. Working in pairs or small groups, students pursue four different types of activities: Pronunciation and aural discrimination Describing a picture Asking and answering questions about a picture Constructing meaningful dialogues ORDER TODAY Call Collect (415) 887-7070 Or send $12.95 per copy plus $1.00 for shipping and handling. Calif. orders add sales tax. Alemany Press 2501 Industrial Pkwy. W., Dept. TNF Hayward, CA 94545

1.1.7 TN 8/85 Interim Report Ad Hoc Committee A' on thc, International Edited by Liz Hamp-Lyons Concerns.of TESOL University of Edinburgh Teaching at VHS: Adult Education in West Germany by Allan Ryding The ad hoc committee on International Con- cerns which was set up by John Haskell during It is estimated that throughout West Germany some 40,000 English language teachers are teaching his presidential year and started its official life between 650,000 and 700,000 people in state-subsidised adult education centres known as Volkshoch- schulen (VHS). These are part of regional associations which in turn are Dart of a centralised German under Charley Blatehford as president, reported Adult Education Association (Deutscher Volkshochschul-Verband, Rheinallee 1, D5300 Bonn 2? on its first year of work to the Executive Board at the TESOL Convention in New York. A which co-operates v.iih a number of other such institutions in Europe. summary of the report follows. VHS Objectives Since its inception almost two decades ago, The committee expended a lot of energy in West European countries such as West Gee- the examination has been revised and a new debating whether it is intended to be an action many have quite a different need for English intermediary examination, the Grundbaustein, committee or a study committee. We decided than countries outside Europe. Travel within was introduced in 1981. The Grundbaustein de- we are primarily a study committee, though we Western Europe is no real prob.-m for the veloped out of the work of the Council of have engaged in a limited amount of action. A majority of the European population, but the Europe into the definition of a 'threshold' level 3 @1 questionnaire was devised which in its pilot ver- large number of different languages is. Thus It certifies a minimal communicative compe- sion was distributed at the convention. The ques- English can be an important communicative tence and functions as a two-year foundation tionnaire is intended to provide the major input passport and is certainly a widespread educa- unit on which learners can build with further to our study and recommendations to the Execu- tional and professional need. general or job-orientated units according to their tive Board next year. It is also itself the outcome The main body of VHS teaching is aimed at needs. of a large amount of study and correspondence fulfilling this need. In fact the omectives pursued It is interesting to observe developments in in the first year. The committee is anxious that its were defined on the basis of an analysis of the course books gcared to these examinations of report should reflect the views of as many widest-spread basic communicative needs of the communicative needs. There is fierce competi- TESOL members as possible, and also those of adult population. The objectives took on con- tion among publishers to produce methodically affiliate and institutional members, many of crete fcrm in 1967 with the creation of a then upto-date and motivating courses and new whom may one day join TESOL as individual unique examination: Das VHS-Zertifikat Eng- courses are launched on to the German market members should the circumstances be right. lisch. This examination placed only minimal quite regularly.2 Areas in which the committee has combined emphasis on a learner's knowledge of grammar VHS Teaching Situation study with active recommendations at this stage and vocabulary while placing maximum empha are: sis on the learner's ability to use the language. The number and type of courses any particu- i) requesting a working party to set up guide- Robert Nowacek defined the objective thus: lar center will offer varies considerably and lines for the planning of conventions (which The learner should acquire a degree of profi- depends on a number of factors including the would leave many decisions to the cooven- ciency in oral and written skills in dealing with financial resources available and the demand for tion chair, but establish a TESOL policy on everyday language which will enable him to courses. There is little demand for courses in things like presentation types, acceptance effectively master any important situations he rural areas and a rural center may offer only a criteria, types of accommodation available might encounter during the course of a stay few courses. Towns, however, may offer several and price-range); abroad. He should be in a position to under hundred and stillnot be able to the meet ii) provision of the Executive Board with an stand and participate in conversations con- demand. The VHS Charlottenburg, for example, "International Speakers List" to offer affil- cerning topics from everyday life at normal offers over 170 English courses yet is only one of iates a wider choice of TESOL-sponsored speed. He should also be able to formulate thirteen centers in West Berlin. Such large cen- plenary speakers; facts (orally and in writing) within the frame- ters will probably offer a range of examination iii) a range of publications-related concerns, work of the given language material in such a courses including Cambridge First Certificate which the Executive Board has charged the way that communication is not impaired.lf and Proficiency. Some will even offer business Publications Committee t. investigate and The Zertifikat exams have been in use for a and technical courses and co-operate with multi- recommend on, with support from this com- number of years and are now available in a national firms. Regardless of the size of the cen- mittee; number of European languages. Furthermore, ter, the conditions under which courses are held iv) a need for a detailed breakdown of TESOL the VHS-Zertifikat Englisch has now spread are problematic. As there are no adult education income and expenditure in various catego- beyond German borders and is used in Austria, school rooms, classes have to be held in normal ries (particularly U.S./non-U.S.) so that the Switzerland, the Netherlands,. Denmark, state schools and this puts severe limits on the committee can assess the financial implica- S,stden, Malty and France. availability b. the rooms. Usually classes meet tions of any recommendation it might wish Continued on page 10 to make, thus avoiding idealistic non-im- plementable recommendations: a new si, Finance Sub-Committee of the Executive cific charges from the Executive Board: our studies in any way. Our greatest difficulty is Board is planned and will hopefully work i) to work with the Professional Standards ;n simply acquiring the information we need: with us on this. Committee, to provide formal feedback on TN is read by some 20,000 professionals. You The committee has also requested the Execu- the questions of international profess: -nal could be a tremendous resource for us. tive Board to give further consideration to a standards and procedures for developing Chair: Liz Hamp-Lyons name change for the organization, to read: Inter- and implementing them; Members 1985.86: national TESOL: an association for... We ii) to work with the Committee on Socio-Poli- Andrew Cohen (Israel) believe it is very important for TESOL to affirm tical Concerns, to help them identify soci- Judy Colman (Australia) its international commitment in the title by which opolitical concerns internationally and advise JoAnn Canal! (USA) we refe to it (in fact, the practice has already them on how to respond. Yehia El -Ezabi (Egypt) begun, and this would make it accurate). We shall do our best to fulfill our charges dur- Ron Green (Spain) The committee received two additional .pe- ing the year to the Convention in Anaheim, and Francisco Gomes do Matos (Brazil) we shall there report to the Executive Board on Elliot Judd (USA) the above matters, and also on how we see the Greg Larocque (Canada) future international concerns of TESOL being Kate Mailfert (France) facilitated (i.e. through a continuation of the Elite Olshtain (Israel) committee; through an existing Interest Section, Hector Pena (Puerto Rico, U.S.A.) the formation of a new interest section; or in Tom Robb (Japan) some other way). We ask all of you to keep in Paul Roberts (West Germany) mind the range of concerns we are dealing with, Dcnise Staines (France) and to write to the chair if you can contribute to Penny Weilbacher (Micronesia)

5 11 8 Teaching at VHS Report: Continued f rom page 9 Alaska's 10th Annual Multicultural for only one or two evenings totaling 90 minutes Conference per week and for two 15week terms. This, of The tenth annual Bilingual-Multicultural The conference theme, Bilingual Education: course, means that the learners remain inactive Education Conference, February 1- 3,1985,was Lighting Our Pathway, was selected to emphk- jointly organized by the Alaska State Depart- for more,than five months of the year. For this size the importance of how one's language and and other reasons, a relatively high percentage of ment of Education, the Alaska State Advisory cultural heritage serves as a foundation for students are inclined to drop out, meaning that Council for Bilingual-Bicultural Education, and future learning. Molly Pederson, chair of the the Alaska Association for Bilingual Education. State Advisory Council for Bilingual-Bicultural the composition of a class may change consider- It ably during the course of a year. Furthermore, is a major activity of the Depalinent of Education, convened the conference by lighting courses with less than 10 participants at the start Education in providing training and technical a traditional oil lamp. Throughout the three-day of a term have to be discontinued and especially assistance to all persons involved in bilingual- conference, approximately 900 educators,par- in rural areas there is always a very real danger bicultural education programs in Alaska. ents, students, and communit; memberspar- that this will happen. Du Ong the school year 1983.84, 32 of Alaska's ticipated in over 125 workshops,!Rural presen- Then there is the question of the teachers. As 53 school districts implemented bilingual-bicul- tations, general sessions, and exhibits. the majority of courses are held in the evening tural education programs. These programswere During that same week of January 30to and ally run for 30 weeks, the VHS cannot transitional, full or partial maintenance in nature February 5, Governor Bill Sheffield, proclaimed employ teachers full-time but is reliant on people or they provided for the teaching of English Multicultural Education Week in recognition of skills and concepts. In all, over 9,500 students who are prepared to teach for a few hoursa Alaska's rich cultural heritage. He also urged all week for terms of 15 weeks. The VHSencour from more than ninety different language back- Alaskans to acquaint themselves with bilinguai- ages these teachers to attend regional introduc- grounds were served by bilingualbiculturalmulticultural education programs offered tory and in-service weekend training seminars, education programs funded by the State ofthrough the public school systems. However, apart from these seminars, teachers Alaska. work in isolation and have few opportunities to meet, so there is a poor exchange of experience, ideas, and mutual support. A variety of people teach at the VHS. Some are full-time secondary or grammar school teachers looking for a break from the monotomy Practical Skills of their everyday routine. Some are unemployed teachers, freelance teachers, students, house wives or other professionals. The challenge of teaching interested students, of keeping them for Easier Coping interested and of keeping the class togethercan be very demanding and also very rewarding. Itis not easy though, and only a dedicated Essential Life minority teach at the VHS over a long period of time. VHS Learners Skills Series Carolyn Morton Starkey and Norghta Wright Penn The people who attend a VHS course are as "Back to basics" comes through dearly in this unique five- varied as their reasons for coining. They pay for book series. Here is a concentration on important Allis their courses (about 11-.: for 90 minutes) and come that every student must acquire to compete effectively after a long day wanting to be with other people win, the many jarring complexities of todays fastpaced work+. and to learn to speak the foreign / Anguage. They Featuring may be working people, housewives, pension- Materials to prepare forcompetencytests, ers, unemployed people, and occasionally even reviews, remedial instruction, and reinforcement school children. They may wa-,,t to learn English in specific areas of weakness, simply as a hobby, or for travel, or for contacts Fifth grade reading level (Fry Scale) with English-speaking people at home or abroad, Real life visuals .. copies of the actual forms or they may need English in their jobs. Some used in the real world are used as illustrations may even want to help their children at school. and for practice Lists of vocabulary words, check-up reviews, and Conclusion an abundance of exercises to assure comprehension Whilst examinations and course materials aim Answer keys on perforated pages at the end of to enhance the success of adult learners, financial each book constraints on the teaching institutions obviously set severe limits on actual classroom conditions. Each book $4net95 Funds have been made available for the research No.5316-2 What You Need to Know About Getting a and development of appropriate teaching con- Job & Filling Out Forms cepts, and publishers have produced materials to No. 5318.9What You Need to Know About Basic accompany them. In an ideal world, which the Writini Skills, Letters&Consumer VHS is not, the next step would be to invest a Complaints No. 5315-4What You Need to Know About Reading proportionate amount in finding and keeping Ads, Documents & Reference suitable teachers, in teacher training, and in MaterlW permanent ace o mmoda tion. No. 5314-6 What You Need to Know About Reading Newspapers, Labels & Directions References I. VHS publications: No. 5317-0 What You Need to Know About Reading a)Certificatein Esighsh. P.A S..1984 Detailed language spec. Signs, Directories, Schedules, Maps, ifications for Ms VIISIertifikat Englisch and the Crund. Charts & Utility Bills bau.:ein. Availableonly from liolrhausenstr. 2!. 6000 Frankfurt I. F.C.R. -Sampler Special b) 7de:spindle En(lisch.MakllueberVerLig, Munich. F.C.R. The official VI IS journal. Articles in English and German. Set of one copy each of all five books in series 2. Es2mples of modem courses originating in the VHS. a) On the Way. Cassell, England No. 53194 $19" (Save Shin b)English for Adults.Oxford University Press. England c)Follow3fe. B.B.C. English. (A sideo.based threshold level course) 3. Council of European publications available from Perganion Press. Ileadington Oxford, England. Call toll free to order 800-?23-4900 NATIONAL TEXTBOOK COMPANY a)Developing a UniU Credit Scheme of Adult language 4255 West Touhy Avenue (In Illinois 312-679-5500 ) rd5 Lincolnwood, Illinois 60646-1975 b) ThreshLetel ofEnglish c)Waystage English

10 ).a9. TN 8/85 Sixteen percent of the respondents were them- The questionnaire also asked respondents what Teaching English to the selves heating in sired, and all were very TED topics they would like to see covered at Deaf at TESOL '85 ploased with the interp,'eting services which TESOL '88. There were requests for presenta- were available this year. Eighty percent of the tions dealing with the relationships between hear- by Gerald P. Berent repondents said that they would attend TESOL ing and deaf learner? acquisitior. of English, National Technical Institute for the Deaf '88 if it included a TED component. including the specific language problems of deaf Rochester Institute of Technology The questionnaire invited specific cmunents. learners. One respondent wanted to know more Teaching English to speakers of other lan One comment emphasized the need in ''con- about how a spoken language can be processed guages and teaching English to the deaf (TED) vince 'resular' ESL teachers that they need not visually. Other requests were for presentations have a great deal in common. I pointed out some be threatened by having to work with leaf stu- on specific TED methodologies, including prin. of the similarities in my article "Second Lan- dents. Another comment pertained to teacher ciples for modifying existing ESL curricula and guage Acquisition and Acquisition of English by training: "I would like the teachers of the deaf materials for deaf students. One person sug- the Deaf," which appeared inthe TESOL New-- who take my TESL methods course to embrace gested a panel discussion on dealing with mixed letter,Volume XVII2 (April, 1983). The two dis- the whole TESL framework, not to come in just classes, those that contain both deaf students and ciplines share many of the same methodological, for specific techniques." hearing second language learners. There was curricular, linguistic, and political concerns. This also a lot of interest shown in deaf culture and overlap was demonstrated at TESOL '85 in the sign language (American Sign Language, art EDUCATOR OF THE DEAF EXPRESSES special TED presentations which were a part of sign, sign writing, etc.) Finally, there were re- APPRECIATION FOR TESOL '85 this year's convention program. There were work- quests for the following special topics: teaching shops, papers, demonstrations, and poster ses- illiterate deaf students, teaching international sions dealing with such TED topics as the eval- April 14, 199r deaf students, teaching foreign languages to deaf uation of deaf student? writing skills, the use of Dear Sue: students, and opportunities for deaf students to dialogue journals with deaf students, the spoken travel and study abroad. versus written English abilities of deaf students, In case my name doesn't ring a bell, I am tbe The enthusiasm for including TED as a con- serving deaf students in ESL programs, differ- deaf teacher from Callaudet who you spoke cern of TESOL was apparent not only from the ences between deaf and hearing learner? pro- with several times in New York. I enjoyed the TED questionnaire but also in the lively discus- cessing of specific language structures, and the convention immensely and want to express my sions that took place after each TED presenta- use of American Sign Language. appreciation to the TESOL people who were tion at TESOL' 5. So that the momentum might This program not only attracted deaf educa- responsible for the inclusion of an interpreter for continue, a Teaching English to the Deaf com- tors to TESOL '85 who had never attended a the deaf in the convention. Although Callaudet ponent is again being planned for TESOL TESOL convention before, but has also gener- provided my interpreters, seeing other deaf pro- Address specific questions to next year's pro- ated interest in TED among the general mem- fessionals at the convention was a fantastic expe- gram coordinator for teaching English to the bership. So far, forty-five individuals, half of rience. I have attended other TESOL conven- deaf: Michael Strong, Center on Deafness, Uni- whom indicated direct involvement in deaf edu- tions, but never really felt a part of things before. versity of California at San Francisco, 1474 Fifth cation, have reponded to a questionnaire which Avenue, San Francisco, California 94143, U.S.A.. Margaret \ Valworth was distributed at the TED presentations. Eighty- ine percent of the respondents expressed sup- Callaudet College About the author: Gerald P Rettig it an associate professor in port for the creation of a TED interest section Washington, D.C., U.S.A. the Communication Program at the National Technical institute Note The writer it addresong Susan Ita)ley. field senors for the 1)eaf in Rochester. New Yea. U.S.A., %%here he co.directs within TESOL. Of the thirteen nommembers the English Leaning Center Ile served as the TESOL '83 pro, coordinator at the TES01. Central Office. It armed a pprolo grain coordotator for teaching English to the deaf and it the responding, all indicated that they would join nate to include an excerpt from this letter on this page editor of the TESOL Applied Linguistics Interest Section Netts. TESOL if such an interest section were created. -Editor letter.

General Members Sale Price Sale Price Annotated Bibliography of 4N\ ESL Materials $7.20 $6.30 The Construct Validation of Tests of Communicative Competence 3.90 3.30 1411") The Acquisition and Use of Spanish and English as TESOL First and Second Languages 3.90 3.30 Directory of Teacher Preparation Programs in TESOL and PUBLICATIONS Bilingual Education, 1981.1984... 3.90 3.35 Classroom Practices in ESL and Bilingual Education 1.20 1.05 Announces Classroom Practices in Adult ESL.. 2.70 2.40 On TESOL '74 3.90 3,30 On TESOL '76 3.90 3.50 A 40% SALE On TESOL '78 4.80 4.20 On TESOL '79 7.80 6.60 On Selected Titles! On TESOL '80 5.70 5.10 On TESOL '81 6.30 5.40 On TESOL '82 6.90 6.00 JUNE 24 to On TESOL '83 6.90 6.00 (The entire set of On TESOL titles listed above $30.00.)

OCTOBER 31 Au. PRICES LISTED ARE 40% LESS OF REGULAR TESOL LIST PRICES.

TN 8/85 11 In writing questions they arc forced to look cessful for three reasons: 1) lack of motives for closely at the text, thus improving their compre- questions, 2) inhibited spontaneity, and 3) no IT WORKS. hension, and they also make an investment b) instructions for following up initial questions. A choosing the content and kind of questions they side benefit, therefore, of having students ask write. At first, students may write simple yes /no questions about the reading is that their question- Edited by Cathy Day or wh- questions such as: Eastern Michigan University asking skills improve. They appear to be moti- Is junk food good for you? vated when asking their questicns because they are seeking real information; they can spontane- Invest in Reading Who were the first people to immigrate to the United States? ously build on their own and others questions; and they typically follow up initial questions by CayicNelson What is junk food? with additional ones. American University in Cairo Soon however, with encouragement and prac- This same questionanswer format can be This suggestion struck me as something tice, ti.:1,11 write questions that ask the responder used in whole class discussions. After rcadingan wouldtry inmy reading class this summer, as to increase his/her investment, questions such article, a story, or a simplified reader, he stu- haven't taught reading for quite some time. as: dents write questions; the class forms a circle; hopeyou WU try italso, and let us know what What do you think about the informality of and Student A begins by asking Student B a happens. C.D. American society? question. Student B answers and when the dis- For those of us schooled in the Carl Rogers cussion on that question is finished, Student B Caleb CattegnoCharles CurranEarl Stevick Would this system of transportation work asks Student C a question. The process continues tradition of humanistic and student-centered here? Why? Why not? with little or no intervention from the teacher. learning, the reading class presents a dilemma. After students have written their questions, the One word of warning. In formulating their As we watch students read textbook reading class divides into pairs or small groups and Stu- questions, students should not be so concerned selections and answer the comprehension and dent A asks his/her questions to Student B and with details that they lose sight of over-all com- discussion questions, we are aware of the lack of Student B responds. Students should not refer to prehension. They should be encouraged to ask student investment and we wonder, "How can the reading unless there is a misunderstanding or questions such as "What is the main idea of this we get students to invest in this class?" disagreement, in which case they should closely article?" One technique that works is having students examine the portion of the text necessary for set- Note:This article is an elaboration of one tech- write their own comprehension questions. The tling the dispute. These minor disagreements are nique mentioned in "Reading: A Student-Cen- objectives of this question formation technique excellent vehicles to encourage students to look tered Approach,"English Teaching Forum,22, are 1) student comprehension and 2) student closely at the reading. Students often pick up on 1984, pp2-8. investment. After students have finished the read- important word clues that they missed the first ing, they write questions about the reading text. time. After Student A has asked his/her ques- About theauthor: Gayle Nelson teaches ESL in tions, then Student B becomes the questioner. the English Language Institute at the American Once students are familiar with the question University in Cairo, Egypt. She is co-author of technique, they may stop writing questions and ESL Operations(Newbury House) and has pub- move directly from the reading to the asking. lished inOn TESOL, English Journal, Cross They will soon ask follow-up questions when Currents, and English Teaching Forum. responses have been incomplete. In discussing the teaching of questions, Abbott Reference (1980) says that the most common teaching Abbot. Celt). IWO. Teaching the korner to at for infontution. technique, the vsc of transformations, is not suc- TESGL Quarterly. 14, I.

TEACHERS Of ENGLISH TO SPEAKERS OF OTHER LANGUAGES

AN INTERNATIONAL PROFESSIONAL ORGANIZATION FOR THOSE CONCERNED WITH THE TEACHING OF ENGLISH AS A SECOND OR FOREIGN LANGUAGE, OF STANDARD ENGLISH AS A SECOND DIALECT. AND BILINGUAL EDUCATION. AND WITH RESEARCH INTO LANGUAGE ACQUISITION. LANGUAGE THEORY AND LANGUAGE TEACHING PEDAGOGY.

INVITES YOU TO PARTICIPATE IN ITS 20T" ANNUAL CONVENTION 38 MARCH1986 TO TAKE PLACE AT THE ANAHEIM HILTON, ANAHEIM, CALIFORNIA U.S.A.

MICHELESASINO LYDIA STACK UNIVERSITY OF TEXAS-DOWNTOWN NEWCOMER HIGH SCHOOL HOUSTON,TEXAS SAN FRANCISCO, CALIFORNIA AROMA CHAIR ASSOCIATE CHAIR

THE CONVENTION PROGRAM WILL INCLUDE PLENARY SESSIONS BY INTERNATIONALLY-KNOWN SPEAKERS. PAPERS. WORKSHOPS, AND COLLOQUIA BY TEZOL TEACHERS AND THEIR COLLEAGES IN RELATED DISCIPLINES, EDUCATIONAL VISITS. EXHIBITS AND SOCIAL FvENTS.

NON-TESOL MEMBERS MAY OBTAIN DETAILED INFORMATION BY WRITING TO TE OL TESOL, 201 TRANSIT BUILDING, GEORGETOWN UNIVERSITY, WASHINGTON D.C. 20051 U.S.A. TELEPHONE 202 623-4569 101 4.0 TN 8/85 communist, anti-Vietnamese rebels, Including "Killing Fields" Hero at TESOL '85 Prince Norodom Sihanouk. Dith Fran opposes by Ken Sheppard this approach. The three super-powers should LaGuardia Community College, CUNY This account describes a special session at TESOLS5 organized by former sccond vice president rzu Penny Larson and presided over by Linda AfalilaKrauskopf, a member of the Interest Section on Ref ugcc Concerns.Editor H Thursday evening's rap session on Refugee faith: "I prayed, Please, help me. I'm in danger.'" Concerns was enlivened by the surprise appear- He also knew how to play dumb, when to say ance of Dith Pran, re:11de hero of the recent the food was good even when it wasn't and peo award-winning film "The Killing Fields," and his ple were starving all around him. He learned wife Moeun Ser. According to the 300 or so con- from animals, from birds, for example, about ventioneers who attended it, the session was, for survival. He was lucky to be writ to plant them, the most moving event at the convention: vegetablesto a place where he could get fruit few could fail to be touched as Mr. Pran simply at night and catch fish. But he was also suspect and eloquently' recounted his story, answered because he had worked for foreigners. Eventu- questions and offered a prescription for the ally, he was arrested, and he was beaten. When future of his country, Cambodia. There was a the Vietnamese arrived, the massacres stopped standing ovation at the end. and their work hours were reduced. But when he saw his sister, she didn't recognize him: he In front of their house in BrookIr &ft to Moeun Set opened the looked twice his age. right) Dith Pron, Wow' Ser. Tit000l. Tito- nath. Heinkary and Totony. session by recalling that The Movie Doesn't Tell the :mole Story ten years had passed since site arrived with Dith Pran said that the movie doesn't tell the stay out of the conflict in his view. It would be her four children and whole story. He said it was 80% his story and 20% better to spend the money to rebuild the mon- 'enrolled in ESL classes Cambodia's story. Some facts were changed to oiny and provide food and medicine. "Why not conducted by Ms. Lar- provide a more general picture of the Cambo- spend it on a roof?" he said. He and Schonberg son in San Francisco. As dian situation. The brutality was actually wcrse; arc working on a book for Penguin tentatively movie fans know, her the violence had to be "Westernized" to make calledDeath and Lifeand collecting money for husband stayed on for the message"a message to the world"ef- refugee relief. But, as he said, "This effort is not another four yearsfour fective. However, both he and Sydney Schon- for us, it is for the whole world." years in which the berg, the real-life reporter, are pleased with the Dith Pran Khmer Rouge under Pol outcome. Life for the whole family has improved since About the author: Ken Sheppard teaches at the English Lar Pot held murderous swayto cover events in his guage Center at LaGuardia 'Community College, Ile has taught country. They were reunited in 1979. Moeun Scr their arrival nere. Since two of the children were in Ethiopia. France, Yugoslavia and. most recently, in Morocco. remembered how excited she was-1 ran like a quite young when they arrived, they know only child and jumped and cried"when she learned a little of Cambodian tradition. Dith Pran said that Pith was safe in Bangkok after the Viet- that sometimes they complain about having to sit namese Invasion. One son, in his newly acquired on the floor with their legs crossed during cele- Foreign Student Flows idiom, shouted, "All rightl" when he heard the brations. "I don't think the two youngest can news. They are now both working in New York: What opportunities and problems do foreign she works for a bank, and he is a photographer students create for U.S. colleges and universi- for theThe NewYoncTimes. ties? What long -tern effects are they likely to have on U.S. higher education? How can college Agonizing Events and Separation and university administrators anticipate future They both spoke about the agonizing events in patterns of foreign student enrollment? published in May 1985 1975 that led to the!: sepandion, Moeun Ser and Foreign Student Flows, the children fled Phnom-Penh as the American by the Institute of International Education (IIE), war effort in Vietnam was collasping and the explores these questions in the context of such capital was falling to the Khmer Rouge. Dith had facts as these: fallen in love with his country's story, he said, Worldwide, the United States is overwhelm- and didn't want to worry about his children as ingly the primary destination of rt idents rockets were falling and the city was in chaos. going abroad, What he saw in the next four years has become Approximately two-thirds of the world's part of the hore:ying history of the 20th century. foreign students come from developing The Khmer Rouge emptied the capital and countries. forced everyone to work long hours into the It The fields in greatest demand by foreign night irrigating the fields and cultivating rice students engineering, business are also and fish. Despite this effort, there was nothing those in greatest demand by domestic stu- available for the ordinary peasant to eat. People Dith Pran talks with convontionws. dents. Fields less in demand humanities, had to consume lizards, poisonous roots, insects, bend," he said. Moeun Ser said she had always health, agriculture, education are also the and crabs that preyed on the rice crop to survive. been concerned to learn as much as possible same for both groups. This worked a special hardship on traditional about American customs and the language. 1 Foreign students are more inclined to opt Buddhists, who have universal respect for life had to study," she said. 1 had no choice. My for science degrees than are domestic stu- and kill nothing. At the same time, between 2 country had become communist. I had four dents, and thus on the average are getting a and 3 million people were massacred on the kids." Thus, they have adjusted to American cul- more expensive education than the average smallest pretext. Whole families were wiped out ture, though they have lost" the two youngest of American student. if a single member was suspected of the slightest their children who are now English dominant. Foreign Student Flowsis the report of a con- infraction. Nearly every village had its mass ference designed to deepen understanding of grave. In the end, over a third of the country's Advice to Teachers: 'Concentrate on the Future' foreign-student issues among college and univer- population was purged. Why? Dith Pran's view When asked for suggestions for the classroom, sity administrators responsible for making deci- is that the Khmer Rouge were afraid that if they Dith Pran said that teachers should encourage sions affecting the quality, scale, and composi- didn't eliminate first the enemyeven 5-year- their students to forget the past and to concen- tion of their student bodies and the financial old 'enemies' who might one day avenge their trate on the future. Even at 15, he said, refugees health of their institutions. fathers' deathsthese enemies would eventually can remember a lottheir lost relatives, their Single copies ofForeign Student Flowsare eliminate them. homesickness. "When you ask them to remem- available free of charge from the Communica- ber," his Said, "tears come out, they can't study." tions Division of the Institute of International Surviving Through Faithand Playing Dumb As for the future of Cambodia, the U.S. has Education, 809 United Nations Plaza, New York, How did Dith Pran survive? In part, through now voted $5 million in military aid to the non- NY 10017. TN 8/85 .122 13 ,41\ NOW ccmc3.)via AVAILABLE! Edited bY.Hoivard Sage, New Y ork Univeisity` ON TESOL MINISCULES 84 A dash of politics, a bit of family history, a good measure of cultureall mesh. and influence the language courses we teach, the institutes we administer, the curriculawe develop. Miniscuks will, we hope, provide ESOL people with concise accounts ofmany Hou A Brave New World current non-ESL books, including fiction and poetry, on topics such as culture, ethnicity and For TESOL politicsthose forces and many othersthat affect learners, learning and languageuse. We invite you to send your miniscules (mini-reviews) of 150 wordsor less to: Howard EDITED BY Sage, Editor, Miniscuks, 720 Greenwich Street, Apt. 4-H, NelA York, NY 10014. Please Penny Larson, Elliot L. Judd, include all bibliographical and price information. Dorothy S. Messerschmitt

pitting her existence against her essence, helping AN OVERVIEWThomas Scovel /NEW The Discovers by Daniel J. Boorstin. 1985. DIRECTIONS AND DISCOVERIES Shirley Vintage Books, 201 East 50th Street, New York, us move through our own doorways of unpre- dictability as we watch her lean the great divides. Brice Heath, Joseph Foley, Billie Robbins, Lynn New York 10022. 745 pp. $9.95 paperback. Hansen, William Acton, C. Ray Graham, Bill We can hold our breath and trope for her because VanPatten, Shigenon Tanaka, Haiime Abe, Immersed in their research, dedicated to their she is once removed from us, bridging different Cheryl Brown / NEW METHODS AND chasms than our own from which we'd rather students, ESOL peoplefrom teachers to ad- PHILOSOPHIES: PROMISES AND ministratorsoften lack the time and energy to shrink. And we gain courage and strength from LIMITATIONSJohn W. Oiler,Jr., Alan Maley, find out or remind themselves who in world his- watching her mend the rifts Ain herself facing Mary Lee Field, Richard Young, Sue Lee, P.B. tory did what and when they did it. History is by a future so little like her past Nayar, Thomas). Garza /NEW APPROACHES Lucinda S. Hughey AND TECHNIQUES FOR THE CLASSROOM definition truly international, and The Discovers l..s. is Commonly Caro (.t N Y Carole UrzCia, Linda New Levine, Paula gives us an informative, delightful narrative of Goodfellow, Keiko Hirokawa, Jane Chisholm, this intellectual history. It is an absorbing, lucidly Foreigner by Nahid Rachlin. 1979, W.W Norton Wendy Gaylord, Christine Parkhust, Beatrice written voyage through the birth and develop- & Company, Inc., Dept. 1KA, 500 Fifth Avenue, S. Mikulecky, Barbara Gonzalez / THE NEW ment of geography, astronomy, medicine, natu- New York, New York 10110, 192 pp., $3.95 HORIZON: PROFESSIONAL CONCERNS ral history, time keeping, and exploration. Whilepaperback. John J. Staczek, Susan J. Carkin, Martha C. the familiar luminaries' uch as Newton, Galen, Pennington, Naguib Gm*, Ellen Sarkisian, and Galileo are dramatically portrayed, Boor- Pamela Hemmick Ekong The novel Foreigner by Nahid Rachlin fo- stin's scholarship also unearths the forgotten in- $11.00 MEMBERS $13.00 NONMEMBERS ventors, tinkerers, and craftsmen who were so cuses on Feri, an Iranian woman who has lived in the United States for 14 years and married an Availablefrom often the unsung discovers. One such unknown TESOL201 D.C. Transit Building American. Feri decides to return alone to Iran, was the Dutch spectacle maker Hans Lipper- Georgetown University shey, who is credited with having invented thepartly to make sense of her past, to come to Washington, D.C. 20057 telescope about 1600. Boorstin details the fierce, terms with her relationship with her estranged often malicious, combat of rivals such as New- family and husband, and to find her mother who ton and Leibniz. The agonistic interplay of was shamed in the strict Moslem culture for running away with her lover when Feri was a child. church and science, the fortuitous accidents 0 0 which lead to major discoveries, and the thirstThe novel captures the sense of dislocation and for personal or national glory are all documented disorientation that Feri feels both in her native country and the United States THE STANDARD BEARER with original materials. If you've ever wondered a feeling which why there are seven days in a week, or who many of our students share. The novel is haunt- The Standard Bearer will return in invented the first calculator, or when people ing in its portrayal of Feri and her attempts to the October issue. began wearing glasses, this 000k is for you. It is abridge both worlds and to find a place in a fam- 0 fascinating and deeply satisfying volume. ily and a culture which are still very much bound with the past and are struggling to cope with ThomasC. Mender Hostos Community College. CUNY modernization. Written in a style that is simple and poetic, Spring Moon: A Novel of China by Bette Bao Foreigner is both accessible and challenging. SAINT MICHAEL'S COLLEGE Lord. 1981. Harper & Row, 10 East 53rd Street, Winooski, Vermont 05404 Patricia Nardiello New York, New York 10022. 465 pp. $14.95 Union County College cloth, $3.95 paperback. Excerpted from the Apnl. 1985 S.I.C. on Higher Echication Newsletter (Now York State). MASTER'S IN TESL As her name suggests, Bette Bao Lord is a 36 credits bicultural person, a woman born in Shanghai in 1938 who moved to the States in 1946 and later ADVANCED TESL Certificate Program 18 credits married Winston Lord. (Her baby sisterleft behind with relatives finally arrived in 1962.) Ms. Freire/TESOL '85 INSTITUTE IN TESL Lord is clearly a woman of immense insight into Continued from page 6 summers only the compelling social and psychological forces 9graduate credits that bind us to our respective cultures. In her References Dobbs, Caroline. "Freire and Literacy," TESOL Newsletter, Vol. novel we age gradually with the girl, Spring XVI. No. 2, April, 1982. INTENSIVE ENGLISH TRAINING PROGRAM Moon, from youngster to elder, from noble scho- Praire, Paulo. Pedagogy of the Oppressed New York, Seabury Press, 1970 IntensiveEnglish courses for foreign students larly family to fragments of family, from the - Education for Critical Consciousness. New York conducted on a yearround basis Chinese Empire of 1892 with slave servants, to Continuum, 1983. Shor, Ira. Critical Teaching and Everyday Life. Boston South American capitalistic democracy and back End Press, 1980. St. Michaurs aro offerssuites cloverin through the Chinese communist revolution. As Themes and Tools for ESL. How to Choose Them and How to Education. Theologi. Adrrinietrabon and Clnical Pwchobar Use Them. (A pamphlet compiled by the Ministry of Culture Also available hi Ed. with concentrations in her world shifts and splits into unfathomable and Recreation. 5th Floor, 77 Bloor Street W., Toronto, Onta- TESL, Special Education. Adrenistradon, Cuniculurn, rio, M7A 2119, Canada.) parts, Spring Won copes, a woman unbound Reading and Computer Educadon Wallerstein, Nina. Language and Culture in Conflict. Reading, except by memories. When her son cannot be her Mass: AdcUsonWesley. 1982. son, she adopts him as a nephew. When the "Problem.Posing Can Help Students Learn," VAC DIredor TESOL Newsletter, Vol. XVII, No. 5, October, 1983 TESL Proems future is wholly unknown because the ancestral Box 11 graves have not been honored, she honors them About the authors: David Stern coordinates an ESL tutoring St. Michael's Cdisde in her mind, almost unhinged from the world program at Rockland Community College. Linda Ann Kir-, Wraculd. Vernvad 06404 teaches freshman ESL, and intensive English for foreign USA. she once knew. This then is an existential novel, dents at LaGuardia Community College.

14 123 TN 8/85 Journals of Interest to TESOL Members by Diane Larsen-Freeman School for International Training Former Editor, Language Learning

At a Journal Editors' Business Meeting held in conjunction with the 1984 Executive Committee and members of the TN Advisory Board. Despite TESOL Convention, it was decided to adopt. suggestion made by Richard these efforts, there may be inadvertent omissions. And, in some cases, not all Rossner of ELT Journal to publish information on journals relevant to our editors contacted chose to reply. field as a ?Irvice to TESOL members. As chair of the Blisiness Meeting, it Not included here are newsletters, occasional papers, journals published became n_y responsibility to implement the decision. We drew up a list of in languages other than English, in-house publications or journals of related journals and we prepared a number of questions to solicit information of use theoretical disciplines (e.g., linguistics) which don't have an applied focus. It to potential readers of and contributors to these journals. Questionnaires may be that editors of one of these types of publications would take the were mailed last summer and the responses were subsequently compiled. initiative to compile information for publications such as theirs, as I have The journal grid on the following pages is the result. done here for journals. Every effort was made to be comprehensive. The list of journal editors I should gratefully acknowledge the aid I received from my assistant, Joy who were sent questionnaires was begun at the 1984 Editors' Meeting. It was Wallens, in preparing the grid. I am also grateful to those editors who chose then added to through responses to the call printed in the June 1984 issue of to take part. the TN, through a mailing to journal editors not in attendence at the TESOL It is hoped that TESOL members will find this information of value and Convention meeting, through my own research, and by suggestions made that the TESOL organization will consider publishing an updated version by the editor and editorial staff of the TN, certain members of the TESOL every two or three years so its usefulness will be maintained. Additional copies are available from the TESOL Central Office.

Yearly PUBLICATION Subscription Rate Evaluation Book Review Other Special Name and Description Editor(s) Publisher Address (1984) Manuscript Guidelines Information Information Journal Features Thematic Issues

The American Language Journal Dr feel Gray httsturg Slate to.AINI7CMComm Amu/ 13 years One subaussron COPY. 3000 or fewer Refereed. 3 4 months before No reviews Nom as yet Content Analytical and speculative Metes and documented c/o to. Ammo* import Unrveruty 405 Grubbs Hatt consecutively padwords, no abstract required The edrton not of dects,on, st research studies whsch deal mth Engles as l snore language Jews*/ Pittsburg State University for 31 once $4 50 swil examine and consider for publacato accepted. 21 moths beat and any other opers sewers are appboble to Intertot fright 405 Grubbs Had Pittsburg. Kansas 66762 per year) any ounustripl whsch treats subjects of Putkitto programs. Prttsburg State Urtiveruty USA (1 awe /yr1 contemporary pentanes ManusenDts Readership ESL mstructors. Intensive English program Pittsburg, Kansas 66762 shcaid follow the style used for the rum aclamistratcas and graduate students studying (SI. USA. deeded, with the folio nng eaceptons I) no abstract a requested. 2) al footnotes should be typed consecutnely on one ate lnu 3) a 50*Ard bography of the tut* should accompany the manuscript Al manuscripts should be typed (no cartons scented). laostlnuketl no later than May I and acusmParued by stamped. self amassed mytkoe fa Wan

Applied Linguistics Dr Alan Danes Orford Univeruty kurnals Subscrsptions $46 (USA) four submission coPits. 10 000.15000 Refereed. 6 months before Sctuted renews only he thud and final issue of each Content rust rid setced language kanung and teaclung, Dept of Linguistics Press Department £21 (UK) words abstract mimed further notification of decision, d volume d a ttemlt4 awe bluiguabsm and bewigual education. discourse anahmss language Univeruty of Edmburgh Oaford Untruly Press 05 (elsewhere) Wanes avaiable from the editors. Extptai. 12 months before teaching methodology. language rganrung. language testing. gram 14 Buctletich Place Walton Street (3 sssues/yr putagation language studies. translation. stybstus and lerKOgraphy Edinburgh EH8 9tH Word 0%2 60P Readership LIngosts, soca:linguists. psycholingursts. soma! Scotland England Oychclevsts. language teachers and testers. translators. speed Professes B Sedgy Pafflorosts and thatasu. Dept. of Engish 841Kan University Ramat Gan lute( Professor E. bone Dept of biltasucs Univertdy of Knnesota 152 Mather Court 32016th Avenue S c'1 Memeapcbs. Msnritsota 55455 USA 9 Yearly PUBLICATION Subscription Rate Evaluation Book Review Other Special Name and Description Editor(s) Publisher Address (1984) Manuscript Guidelines Information Information Journal Features Thematic Issues

Applied PsychoNagaistics Catherine E. Snow Cambridge Cambridge Unneesity Press Instatutions $60 Four subenrsseCO copes. 5 000 7.000 Refereed 2 3 months before Unsolicned reviews are to In adddew to research reports, Tee journal n i occasionady yachts awes Much address the nature, antobbO4 and John l Locke University 32 East 57th Street US words, abstract repored Ste inside back notificatnn of Occasion if be submitted to the problem dented renews of publish isms devoted to wee impairments of language expresson and comprehension, Andel Poschohorosbes Press New York, New York 10022 Indn-duals $34 cover of recent issue fa Instructions to accepted 4 months before editorial office important or emergent areas yob taxes within As Purview, and ail meludmg luting and reading Topics include psychohngurstm Graduate School of Educaboo USA Melinda! TESOt Authon. style Should conform to pubbtatmn be ccoPdtred few PubliCaten. as also consider publishing the Processwag language acounitoon. language dnordes n children Harvard Urvvedity Member $27 lohiconso MauMel do Ammo. wee snort nods proceedings of symposia or snail and adults. bainguaksni and second language learning reading Larsen Hal (4 nsues /y r ) Perhologreal Among,'" tooac centered conferences and writing disaders.thedeveRiPment Cl WM. Cambridge. Massachusetts 02138 USA

Australian Review of Applied Lh:guistics Dr Mark Garner Applied Linguistics B McCarthy $30 Aust. Three submission coots. 3 000 words Refereed. 2 months before Unsolicated reviews (only rust no each year as a general Each November December Applied Ingusbcs as the broadest sense Readership 66. Studds Street Assomatmn of Dept. European Languages maximum. no abstract re cued A stye n admit*, Of decision. it of books by Austrskans or edition (Mat) Association's members. including stade s/es. schoolteachers. LlelenrOn Austraki Wollongong Unnersitr sheet as available from Mator Research accepted 6-12 months before about Austraks) are to be Second no n thematic government officers. other professional awaked linguists. VetCO3 303 Wodongong NSW reports and comment uncles welcome, as pubhcatmn sent to the editor (November December) Austraha Au* 14a 2500 wed as theorehcal and tall:moil papers Thud no prregular, but each year) for reports ongoing reserch notes. etc

CAL /CO Journal Dr Trani Fe Otto CALICO CALICO $25 (US 1 Two submasion cops 9 12 double Refereed, 1 2 months before Unsolicited renews are to Can handle fug color pictures No Coetent Coves al toots involnng the application of high 233 SALC 729 On $35 (Melia, and spaced typewritten pages, abstract notification of decision, d be submitted to H Leon technology to the teaching and learning of fuss. second and Brigham Young Umversity Brigham Young Urnyersity Canada) required, author's bodata and octure accepted. Published an next Twyman torten baguar '':.,,ournal serves us a vehicle of Provo. Leah 84602 Provo Utah 34602 $40 (overseas) should be included available asste communicatan to CALICO. which has been dennated as the USA USA. (4 Issues/yr ) clearinghouse to high technology and languages The readership Submit nunascriPts to the includes CAI language administrators. teachers, researchers attention of H Leon Twy man at frames and evaluators at both the novae and Professional Stage the above address

The Canadian Modern Language Review Anthony S. Modica The Canadian ',tinging Editor, CMLR Individuals $10 Three subnusmon copes. average 16 500 Refereed 2 3 months before Unsolicited renews are to A touch of Class a section Occavonady Literary. lingutsbe and pedagogical articles, book renews. Editor Modern Language 237 Helems Avenue Institubons $25 words abstract required Gude to authors noblzation of Occasion. if be sent to the editor devoted to teaching tips appears Current adverbsernentS. and other material of interest to teachers Ti. Comoluo Myles Impute Renew Welland Ontario Overseas $25 as Published an the October nsue of the accepted 6-9 months before an each issue of the Journal of Frock German. Itakan, Russisa.Spanisk Ukrainian. and Rosins 1313 388 Sustaining $30 journal Podia:net English as a second language, at al levels of instruction 237 Helens Avenue Canada Patrons $100 Welland Ontario 01 MOM L38 388 USA same rate Canada an US currency

Carleton Papers in Anna Freedman, Devon Woods Carleton University Tom Mratt, Assistant Edna $7 Canadian or One suteramon copy. 3 5005000 words, Refereed. 2 months before No renews We are particularly Interested In Applied Language Studies and Tau Wm Centre for APpked Language A:torten abstract required notification of decision, f such areas as discourse analysis. Centre fa Appked Language Studies (rnerUelung postage) accepted 5 months before pedagogical Implications of The purpose of our sores rs to inform people of new Studios Pm 215 Paterson Hal publication research on writmg approaches to developments in the bed Of spoked language studies and to Ras 215 Paterson Hal Carleton UniverSite commu macabre language teaching exchange recent research landings Our main focus is on the Carleton University Ottawa. Ontario and syllabus design relatraashms between underlying principles and practical Ottawa Ontario KIS 586 amPlemenabon in the design and development of language KIS 586 Canada teaching programs and materials. Canada Submit manuscripts to the attention ot Tons ender

Cross Currents Laura Mayer and Brian C Tobin, Language Institute US 1 year $15 Two submission coots, 1 000 5 000 Not refereed 1 2 maths Unsolicited reviews are to Short. Practical artrctes (2 5 No Croat Canaan Contains practical and Pleaded artrdes Editors of Japan 0100 Alernany Press 2 years $25 words. abstract required, 1150I Coorsorly before notification 01 decision, be sent to the Wads pages) an the Bright Ideas sectaon dealing with language slubs adtmutern and Crosseultural Cress german 2501 Industrial Pixy W (2 issues/yr ) standards Ste any December issue al accepted 3 6 months before A Ten Year Index (through Fall Osman selected and ated to be useful and comprehensible to 4 14 1 Sharoyama Hayward, Catania Publication 1983) Mears an Volume 10 both native and non native ESUEFL classroom teachers An Oda wars. Kanazawa 250 94545 number 2 Infensfccal Punta Ambushed m !ann. ems:Comm as Japan USA especially concerned with English as an International Language 800-227 2375 for cross cultural communication. Outwit US Cross Carnal: 4 14 I Shiroyami Odawara, Kanagawa 250 Japan

ELT Journal (formerly English hard Rossner Orford Unatinty Oxford University Press $30 (U S 1 Three submisp 1 copes average 2,500 Refereed. 2 months before Solicited reviews only are A section that focuses on points of Sens teemabc only Language Teaching Journal) 13 tab, Net Press Journals Subscriptions Dept C12 (U K) words, abstract required A made for notification of Occasion, al to be sent to English grammar, use Bath 802 /EH Walton Stmt. C14 (elsewhere) contributors as syllable from the editor accepted, 12 months before Rod Bath° pronunoition, etc . occasional ti7Jmnsales for teachers of English to speakers of other United Kingdom Orford 002 6DP (4 issues /yr ) publication 5 Redwortra Terrace anterviews, debated pubhcations languages and dries involved in EFL/ESL worldwide It seeks to United Kingdom Totnes Devon recnved section, correspondence encourage the exchange of yams, !manes, experiences and tinned KingeOnl steno() insights among teachers working in a wide rarely of situations and those In the WOWS fields Of research and study that are relevant to language teaching and Itarmng

126 127 Yearly Special PUBLICATION , Subscription Rate Evaluation Book Review Other Name and Description Editor(s) Publisher Address (1984) Manuscript Guidelines Information Information Journal Features Thematic Issues

On submisscn copy average S 030 words. Not refereed 3 months before UnSokrted renews are to There is a linked monograph Not yet English language Research Journal Me CI Kennedy English language faiksh logos,* Rsseeth £350 (England) abstract required Double spiced typed notification of decision if be surhtted to the editor Rats which publishes longer Aims to corm seers of theoretical and practical interest to Dept of English ReSterch. Jowls! S6 (US accepted. 4 6 months before manuscripts teachers of Ef 1. in higher educebonthus recent eettcles hive University of Buminghem University of Dept of English On ant We Pubhcabon vaned from the analysis of written discourse to teem teaching P 0 Box 363 Birmingham University of Drriunghlrn and note liken in lectures. Burningharn1315 211 PO Box 363 England Birmingham 515 21T England

No reviews AA issues are thematic, and Always English Language Teaching Documents Professor Christopher Brumfd Pergamon Press, in US it CODA America C12 Average 3000 words, no abstract Sometimes refereed, 1 month mainlybut not exclusively A yournal of infotmehon;cnticiSin and analysis of Department of Education association with Pergamon Press $21 (U S) required Editor should be consulted wi before nobficaton of decision if accepted 8 14 months commissioned developments in Engksh !ingote teaching throughout the world University of Southampton Bash Council aumew Park (3 issues/yr ) advance with proposal Particularly concerned with the interface between theory and Highbeld Southampton S09 WM Elmsford, New York 10523 before Putaksmn practice Aimed at senous precbtnners. advisors. teacher United Kingdom U SA educators and cuincoluni developers. U K d al others Pergamon Press Headington Hill Hal O xford 003013W U nited Kingdom

English Teachers' Journal (Israel) Rafael Gefen Ministry of Ministry of Education Sit One submission CODy. 1 000 1 500 words Not refereed. 1 2 months No renews The lomat is meant for practising No Articles and news items about lEfl methodology. syllabus Ministry of Education Education Jerusalem 91911 (2 issues/ye ) no abstract reopared before notification of demon, teachers. it is not prnwanly a construction. psychobriguntms, problems of Hebrew and Pak Jerusalem 91911 State of Israel Israel length of time before eesteechoriented tOurnal unless speakers In kerning blush. Israel Publication vanes with the research has cleat pedagogical Readership' Teethees of English as a lottign language backlog or syllabus implications (primacy. secondary and tertiary levels), libraries out institutions

lighter Side page with puzzles Occasionally. on V80005 aspects of English Teaching Forum Anne C Newn. Edda United States Within US $315/issue Two $ut.111$904 copes. 2.500 3 000 Not refereed. 1 month before No reviews notification of decision, if games etc, letters column, teaching the four skint. literature. Thrssournai presents articles on techniques and methodology Room 312 Information Agency Superintendent of Documents $14 (U S I words, no abstract reowred Typewritten. accepted. 1215 months Teacher Correspondents column etc, as well as on larger questions for the classroom teacher and teacher trainer. also some 301 4th St S W US Cori Printing Office dsues/yr double spiced one inch margins. footnotes at end before publitation such as varieties of English state backgroidd theory. kngursfxC analysis. and philosophical Washington, DC 20541 Washington. D C 20402 Outside US. of the ait, etc discussion about the prolessionArtules are by and for a USA USA Usually grabs from worldwide readership Each October issue contems 8 recorded Outsde the U S American Embassy. disc of authentic oral language for listening practice American Embassy $17 50/ye from or US Govt Printing U S Govt Printing Office Office

Refereed for certain purposes. Unsolicited revier4 The magazine caters to a broad Each issue as currently planned English Today Dr Torn McArthur Cambridge Cambridge University Press £9 (U K1 Two submission copes. 2.000 3 000 1 month before nobboabon of sometimes accepted send range of interested persons both introduced by two or three &fro* Tsdo is an international mot* of the Enghsh 22 23 Yentress farm Court University Press The Edinburgh Budding $1850 (US1 words, no abstract matured Detaged guidelines supplied on request It n decision, if accepted vaned subnussions to the editor professional and amateur, features on 8 common theme 'Intone As such it is a magazine rather than a learned rowel Cherry Hinton Road Shaftesbury Road ISpecul rates for suggested that potential contributors length of time before linguistic and ktereey, native and providing authontatne and enterteming feu'ures on an aspects of Cambridge CBI 4HD Cambrdge C52 200 TESOl Members) publication foreign users of the language the language. including its varieties. usage, grammar. leis England England (4 issues/yr ) should study the magazine and read the guidelines before submitting material etymology. hterature(s), etc,. es wen as a forum for Of Even better. confect the editor with the correspondence. interviews and book reviews Its contributors are 32 East 57th St experts in their fields who can also wnte ccolPacthi and New York. New York 10022 dee lust informatively for the general interested puWC. Ell material is U S A (or ma any other also included from tune to time Cambridge branch)

On an utegulai basis In the past The ESP Journak An International Journal Grace Stovall Bolan Pergamon Press Pergamon Press Inc. 1 year $25 5 3 complete submission comm. including Refereed. variable time before Solicited reviews only, Survey of materiels suitable for Dept of language and foreign Inc Mame] House 2 years $3150 artwork, average 1,500 woods, 200 word noblication of decision, submitted to the editor computer assisted language there have been issues on teacher of English for Specific Purposes learning, renews of courseware for training for ESP and on vocational Studies Fairview Pad US max abstract required Articles must be accepted. 3 12 months before The readers are professionals in the field of English for specific The Amman University Elmsford NY, 10523 (2 issues/yr ) written in English they must be typed on Pubkcaton Computer assisted language (St purposes teachers, administrators, materials writers. curriculum Wethington, D C 20016 USA standard letter size white bond, double kerning. announcements of designerS, and researchers Topics such as the knowing are USA or spaced one side only All artwork must be meetinor courses, and treated from the perspective of research and of Practice Pergamon Press ltd suitable for publiCation and need no Publications, listing of ovoid awns driCOulte Palm. needs assessment, curriculum and materials. Headington Hilt Han further work d e, it most be camera Incited methodology, teacher training. and testing and evaluation Oxford 003 08W ready) In the text references are cited England within parentheses giving author s last name, publication date, and Pate numbers (Wilkins 19762145) The reference hit shoLld be rti alphabetical order according to the author's last name and should follow the style of TESOL &snarly Of foghsh lsowp hat kg Jarred More extensive instructions are publishe on the inside tuck cover of everyissue

Foreign Language Annals Patricia W Cummins AC1fl ACIFI Comes with ACM. 1 original and 2 copies for submission. Refereed 2 3 months before Column on computer software. Sometimes fimp hvor. Awls deals with articles of any aspect of Department of Modern PO Box 408 membership average 20 typed Pages abstract notification of decision. if column on academic 8Ih8rgtS foreign language pedagogy Our readers include teachers at al languages Hastings-on Hudson eeouired. include return postage attach accepted. 612 months before levels, and our content is evenly divided between -lesester cod Box 6004 New York 10106 statement that manuscript is not under Publication 'how to' articles Northern Anions University USA consideration elsewhere, Mutts in flagstatl. Arizona 86011 English Only (fl quotes permissible) USA Yearly PUBLICATION Subscription Rate Evaluation Book Review Other Special Name and Description Editor(s) Publisher Address (1984) Manuscript Guidelines Information Information Journal Features Thematic Issues

liternetiwts1Review of Professor Dr Gmhard Nickel lobos Cocos Verlag Journah Department 350/volume Two submtsuon copes. average 5 000 Rel reed. 3 6 months before Savo renews only The languages of Pubhcabon are No Itroversity of Stuttgart Oxford University Press (4 awes/yr) Applied Linguistics words, abstract reduced Manuscripts notification 01 decision. d TngAsh. Trench and German MAI is devoted to problems of general and applied knemsta DePartment of English Walton Stied should be typteurtten with a ode morph accepted 12 18 months in thew various forms preferably In the contest DI descriptive Lusgunbcs Orford 0E2 60P and double splcng between the !inn before Publicatcn lingunta and language leaching The puritan leaders me KepterstisSe 17 England They should conform to the MIA Style foreign language teachers. espeCuly at univervbes and leacher 134000 Stuttgart 1 sheet Vann mese& federal ReOublac of Germany

HOW: &Wish leach* Magazine Jesus Apo Bestrides A. and Asocumen MOWMaemme $14 US One submasan copy, no absract Refereed, 2 months before Unsolicited renews are to The magazine contains different Each yeti we plan to publish on 3 NOW (NOM Imeim MMINSI Melly pubkshts articles On Edmund° Mora Colombians de AA 877 14 isurtSiyi I reauwed, tudelmts published n each notification of decd.°, d be submitted to the ore. sections according to the articles cef 9,11 topc The 1984 spica$1 ESUEfl. methods and lethmOuts However. It welcomes articles MOW Mph" Protesorts de Paste, 713r;sO issue (ava gable from the editors) accepted, tune before Published. e g Language Teaching. dsue was devoted to the about Imgmstres. psyChologY. education and related areas. ems AA. 811 !netts (ASOCOPI) Colombo SA. pubhc 300n vtfveS wan Language TtStaig.1.3no$Lt and 0Colmunrot.ve Approach pr octal spoliation to language teaching the mature IS Pasts Mao (Colonsbun backlog Littibture Wont and Culture. duetted to high school and umversrty toe MIS Colombo SA Assoaation of Language and life (interviews). Engash Teachers) Book Reviews Language and Corrrcutuol. etc

Inchon Journal el Appied linguistics Ussal &nth Bahr. Editor Bann Pubkcations Editor Ind aduals Two submission copes, 10-25 typed Refereed, 6 10 months before uneohoted levers ere to B.COOLOT roc Focus. Pubhc1trOns 1984 Style, Structure and MOM presents ifs readers with new theoretical and Woo Aerial .1,4,041 Pat Ltd $35 US cages. abstract tenred. refer to MLA roltalKitton oldtcrshors, d be submotted to the editor Recessed Announcements of methodologval Wets and research from the seem desopfints Chtedot 44444404: Institutions style shed accepted 6 months before rah% Events. Atlyerfallnent$ for engaged n applied Ingo secs. 35 as related articles on 57 Sant Nagar 1985 (No 1) BAngualrtm 335 U S Publication Books on Len tuatail der thlf t socangursticS. IwsVsecond language acqumation and pedagogy. Post Boo No 7023 1986 Language testng bilingualsinc language problems and language PNruumg ArbeleS New Dar 110065 AILA/TESOt 1987 I:natation and Culture of stray theoretical legarshe persuasion are outside its sale hula Members 320 US

Review of Applied Linguistics Dr' N Delbeccue Wehrle 11I. Renew el Appia 9 50131 Joe submrsudd My. Herne 10 pages 3 months before notification of Solicited reviews only, Mick: ale accepted for publication in the field of applied I TI. Mewl. el AmMI Toegepasu. Imemsbc: no abstract required dettsion. d accepted. 4 suonstred to the editor Immnstes In the broad sense I.. es Lmginstrea. Blvde Inkorm%!..rat 21 months Ot$We putkenetl B19:14 In Yomststraat 21 Kathokele B 3000 (men B 3000 Leuven Umversited, &rpm Serum Leuven

JAIL' Journal (Journal of the Japan Pawed Berwick The Japan SALT Redid' Olfree 750 Ix c 33) Mae submawn copes no longer than Refereed. 4 months before Unsolicited reviews aft to No Andrew Wright Association of Language Teachers) Association of c/o Kyoto English Center (sense annual) 20 pages. typed and double spaced. notification of deusion. d be submitted to Andrew Areas H content include curriculum, methods, and teChndues, Co editors Language Teachers Sumitomo Semler Budding. 81 abstract reported Must Order m to APA accepted. 6 months before Wheht classroom observalon, teacher education and trammc cross C I Mansion 0505 KIISSU m$ sheo litshr style Reference coat ens should be m the Pubkabon culture stuthes. language learning and $eptusrtrwh and overviews Yamate don 1 28 Shrmogy0ku body 01 text m peentheStS roth author s ol. or research in. related fields. the reader ship Includes Shown ku Kyoto 600 lost name, date of work, and page members of the Japan Association of Langone Teachers (50% Nagoya 466 Japan numbers where $D0rederge footnotes non Japanese} most of whom teach English Japan should be kept to 3 InicifnUrn

Journal of Language and Social Psychology Prof Howard Gdes Muitkngual Matteis Ltd foul submission copes. overate 8 000 LibraritS E35 Refereed. 3 5 months before Unschoted renews are to Announcements. Rena. Articles YeS A broad scope rs intended. covering language and Its retatcn ch MultAngual Matters ltd Matteis Ltd ($64 US) words. abstract re8uued notification of decision If be sent to Research Notes to social cognition. dotty, motivation and interPersonat Bank House accepted 3 6 months Wore Prof Sohn Edwards interaction. Language altitudes. fast language development and Students 66 Si HA Road Oaklt.011 Dept of Psychology seCondlanguage acourtrtion are alSO *thin the Purview of the (311 US) Ctevedon, Avon 8521 7H11 St rimed Xavier Awful Immo.* ml Stool Perldon Individuals El 1 England University (320 U SI Anbeaush. Nova SOW Canada 132C 1CO

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Wash! Eolith= Journal of English as an &NB Kactwu Pergamon Press Pertamai Press Individuals 325 Three submission copes. average 20 Refereed 4 months before Dept of linguistics Reviews are norrnady by Reports on conkrences protects One thematic issue per year Istetwational and I stramational language Panne* Park Insbtubens $45 double spaced typewritten pages, abstract notification of decision if uw,,,,sity of Ulm* natation. however and research in progress, book lerthocerung Second language WE louses on the Tams and functions of name and non Elmsford New York t0523 (3 MPS/ yr ) recurred 1100-250 words) on a separate accepted 68 months before ynsokrted reviews rid be notices MStutp ot recent theses Acquisition and World Engkshes urine varieties ot English m dome Cultural and s000mpustic Urbana, Minns 61801 USA sheet et Poet. UPC *nation and USA publication seriously considered and dissertations Asian Poetry in English, contexts. Emphasis* on almal data based research wdh a address should be grunts on detachable Submit renews to Pedagogical Grammars Status and theoretical onentabon. oddressing MPS in linguistics. Many tarry E. South cover page only Manuscripts should Peter H towenberg Resources. African Varieties of andars, and teaching methodology relevant to English as Institute of Culture and Wow a modified tgA style sheet fa Dept of tmginstics English Status and Impact army or additional language. part Weal m multilingual Communication further inktmaton contact eddy or Georgetown University settings. East West Center review ed.tor Washington DC 20057 1777 East West Road USA Honolulu, Haire. 96848 of USA S N Sodhar Dept of linguistics State University of New York Stony Brook New York 11794 USA

World language English Dr W Ft. tee Perearno Press Perga mon Press Inc IrKtmductS One subrorsuon copy, average 1 650 Sometimes refereed. 1 month Unsolicited reviews are to English as a world languageTempts and development tee 16 Alexandra Gardens Ltd Milted to queries On use and Not yet Maxwell Home 320 US words, abstract required 'Aims 6 Scope' before notification 01 decision, teachmg and !term: of EFL /ESL and abed matters. Readership Hounslow. Mddleser font,. Park be submitted to usage, news items. libraries. stated m each issue, style meet d accepted. 1 month before Teachers. teacher trainers. etc in this held and anyaie England 1W3 4HU Elmsford New York 10523 Mr Harley Stratton announcements. Nogales (a university obtamtbk, summary ot outline should be publication 6 Ehnen Dove rnterested in these topics USA humorous seam). Authors' departments etc Submitted first or Kingston Road Platform (extracts horn recently 340 US eddington. Middlesex pergamon Press Ltd Published books. accompanied by (4 rtscpip I England Headington Ha Hal problem based articles by the Oxford 003 06W author) England follow-up exercises for some passages which WRITE FROM THE START require students to provide questions for ready- by David M. Davidson and David Blot. 1984. Newbury House Publishers, Inc., made answers. Rowley, Massachusetts 01989, U.S.A. (x + 140 pp., $7.95). The main drawback to the activities in Write from the Start is the level of vocabulary. As the Reviewed by John Petrimoulx examples above show, from the very beginning, University of South Florida the questions students must ask require a level of lexical and structural sophistication that seems Write from the Start is a beginning-level four-paragraph composition. The first paragraph to be above the typical beginner's level. An writing textbook based in part on principles of is developed using these questions: instructor who is experienced in CLL meth- Charles Curran's Counseling-Learning/Com- When your teacher comes to class, does he/she odology or a particularly resourceful and ex- munity Language Learning (CLL) method of perienced teacher would be able to fill in the teaching languages. The authors identify these say "hello" to everyone? gaps in understanding, but the lack of strong principles as the importance of the learning put his/her books on the desk? contextualization for the printed word, apart environmeut, the need for genuine communi- take off his/her coat? from photographs that orient the student in a cation among students, and the primacy of oral general way, could be disconcerting to some communication. teachers and students. Furthermore, those stu- The text contains eight separate sections, five Does he/she tell the students dents with very poor listening skills would have of which involve an oral activity followed by a a hard time understanding the utterances (and writing exercise. The oral activities include to get ready for class? distinguishing one from another) even after the questions and answers, role play, and telling to hand in homework? meaning was made clear. stories. For example, the third oral activity in Another point worth noting is that the text is to stop talking? the first section, called "A Good Friend," in- not sequenced into units or chapters that would volves asking a partner such questions as "What to easily fit a typical thirteen-to-fifteen-week ac- is'your friend's name? How much does your Does he/she take attendance? ademic semester. The first section, "Starting to friend weigh? Is your friend's complexion light Write," contains twenty-six separate guided or dark? Does your friend have a good sense of writing exercises. The authors suggest devoting humor?" The subsequent sections offer different writ- a third to a half semester to this first section. The writing exercises initially direct students ing activities. "Filling In" is a section that re- Presumably, students would have to write with to write from a model paragraph, which is quires students to complete missing parts of a little guidance at that point. For teachers re- based on an oral qro.lition-and-answer activity composition. "Telling Stories" involves writing sponsible for tightly structured curricula, this (such as the one above). Students are quickly a story that explains a picture. As usual, the text may serve better as a resource than as a moved along to guided multiparagraph compo- actual writing follows an oral activity, in thismain writing text. It would function well in sitions based on a series of questions. In some case the initial telling of a story from the picture situations where the length of semesters is not cases the questions include several possible in pairs or in a group. "Talking It Over" involves well defined or in settings where the student utterances that could occur in the given situation, writing a dialogue based on a role play of a population is in a state of flux, such as some while in others students must answer based only given situation, such as trying to cut in on a line adult education programs. However, in the on their own experience or information. For at the supermarket. latter case, the problem of language complexity example, the seventh activity in the first section, The last quarter of the text contains doze might again cause frustration for very low-level called "The Teacheri guides students to write a passages (mainly for verb-tense practice) and beginners. Setting aside these probable problems, Write from the Start has several positive qualities. The variety of activities included in the text is a strength which many other writing texts lack. Students practice writing in a variety of modes. Edited by Ronald D.Eckard, *estern 16r/flick!) Unitiersity More importantly, student production is high, a goal some texts seem to n.2glect in iavor of telling students how to write and making the PLANNING AND ORGANIZING FOR composition the final objective of a long prepar- MULTICULTURAL INSTRUCTION atory process (rather than a process in itself). The emphasis placed on asking questions is by Gwendolyn C. Baker. 1983. Addison-Wesley Publishing Co., particularly appropriate for beginners. Finally, Reading, Massachusetts 01887, U.S.A. (xi + 280 pp., $10.85). the fact that students are writing from their own and their classmates' experiences is the great Reviewed by K. F. Chandor motivational strength of this text (and of CLL). Benjamin Franklin H.S. Learning to use language to communicate is the New Orleans, Louisiana goal of our instruction; these activities are designed to involve the students immediately in Gwendolyn Baker begins by acknowledging the responsibilities of schools and teachersreal communication. In the process, they do the debt she owes to numerous consultants, pro- toward the needs of ethnic groups of children much to enhance the classroom experience. fessional academics and subject specialists who (pp. 7-10), stressing the fact that multiethnic In summary, Write from the Start is a text made generous contributions of ideas and mate- and multicultural education "have a common that requires a certain amount of skill and rials for the eleven chapters of her text Planning thrust," namely, to encompass "the educational experience on the part of the instructor and and Organizing for Multicultural Instruction. and social needs of all students" (p. 11). both good listening skills and adequate vocabu- Nevertheless, her own extensive practical teach- From her theses in Chapter I, the author lary on the part of the students. Given a teacher ing experience and qualifications undoubtedly follows with a logical discussion of the essential who is experienced and resourceful and a class enhance the resources of others that she has ingredients needed to implement multiculturalwhich is able, this text could be a strong moti- used. education and how to prepare teachers to teach vational tool to the rapid advancement of stu- The genesis of Baker's text lay in her frus- the diverse subject matter (Chs. Her dents in their oral and written skills. tration with having to teach a curriculum com- recommendations that school districts should pletely insensitive to the multicultural demands seek the expertise and involvement of parents, Aboutthe reviewer: John Petrimoulx, who is an instructor in the International Language Institute at the University of South of her students, and with having to use out- students and community leaders before estab- Florida in Tampa, has also taught at the North American moded instructional materials. The consequence lishing multicultural programs within their Institute in Barcelona and at St. Michael's College in Vermont. of that frustration is a comprehensive manual schools (p. 24) is a refreshing proposala pro- filled with invaluable ideas, suggestions, model cedure which, today, so many school boards of curricula and lessonsall of which are indis- education neglect to do. But the author reserves pensable to the serious student, teacher, or her strongest proposals for the conclusion of her administrator of multicultural education. discussion: she delineates ten imperatives for Once Baker has established her precise def- teacher-training programs. Foremost among initions and goals of multicultural education (Ch. I, pp. 4-5), she proceeds to elaborate on Continued on page 25 8/45 1 4 0 CALL FOR PAPERS Film. Television, and Video: LANGUAGE THROUGH PICTURES New Directions for the Teaching of English by Harris Winitz A special issue of Teaching English in the Eight attractively illustrated books which teach themajor grammatical structures Two-Year College will be published in Decem- through the use of pictures.Articles,Conjunctions, Negatives, Plurals & ber 1986 through the combined efforts of the Possessives, Prepositions, Pronouns, Questionsand Verbs are NCTE Committee on Film Study and the edi- taught through 2,500 illustrations. From FeatureReview in Practical English tors of TETYC. Teaching, June '84 "...particularly effective with ...beginners The following types of papers who are not yet are welcome: familiar with grammatical terms. The layout is papers reporting on substantive research in very attractive and provides very the field good material for students up to intermediate level." essays that provide a theoretical framework for integrating visual media into the teaching of English pedagogical_ articles describing specific approaches (thematic, structural, rhetorical, linguistic, aesthetic) to the study of film, television, and video within the English curriculum. Please follow the MLA Handbook, 2nd ed. (1984), and submit two copies to William V. He is painting her. Costanzo, Department of English, Westches- ter Community College, Valhalla, N.Y. 10595, Send for catalogue or prepay $36.95. MasterCardor Visa accepted. Include card U.S.A. Manuscripts will be returned only if expiration date. Order directly from: accompanied by a stamped, return envelope. Deadline for all submissions: April 1, 1986. ORDER FROM

International Linguistics Corporation 401 West 89th Street Kansas City. Missouri 64114 NEEDA BACK ISSUE OFTN TO COMPLETE YOURSET? Various back issues of the TESOL Also write for information on THE LEARNABLES. Newsletter are available. To inquire, please write to: TESOL Publications, 201 An audiovisual course which teaches comprehension of over 3,000 basic English D.C. Transit Building, Georgetown Uni- words and grammatical constructions. versity, Washington, D.C. 20057, U.S.A. .gureannle "...the bestprogram on the market..:' John W. Oiler, Jr. University of New Mexico EXPRESS ENGLISH: Beginnings I and II Transitions The beginning and intermediate levels of a, bold, new communicative series LINDA A. FERREIRA ..... (14

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1.; among Baker's choice of subjects for a multi- diversity" (p. 88) are two common examples. MULTICULTURAL cultural curricula, for this discipline, in par- Perhaps the most prevalent fault in Baker's style Continued from page 23 ticular, usually presents most difficulties for is her continual use of repetitive colloquialisms: these are that "Teachers need to understand the Asian and Hispanic students. Finally, the authorhence, we find, "have the students do" (p. 187), importance of language in culture and the impli- uses this last chapter to distinguish between"Have the students list" (p. 200), "have the cations bilingualism has for both learner and immigrants and migrants (p. 250) andalmost students volunteer" (p. 207), "have the class teacher," that they "should be familiar with a as an afterthoughtintroduces the topic of Jewsdivide," "have the presentation put on" (p. 208), second language and the culture from which as a religious, cultural group, albeit a briefand so on. Should Baker's work be republished, the language emanates" and, above all, that discussion. One senses a hurried conclusiona then a more careful edited version is called for. they "need experience that will encourage the token acknowledgmentin this final reference, Her last two chapters are filled with careless, development of positive attitudes about ethnic/ and to the all-important question "What are the grammatical errors (see especially pp. 213, 225- cultural diversity" (p. 59). The importance she structural characteristics of the Native American 7, 232-3 and 252), printed without regard to places upon the thorough preparation of teach- family?" (p. 254). accurate punctuation (especially p. 207), and ers and selecting only those with sensitive atti- Baker's method of subdividing each chapterheaven forbidcontaining several sent- knee tudes and dedicated to the idea of multicultural into separate sections facilitates the reader'sfragments (pp. 226 and 252). It seems evident education exemplifies the sincerity of her own comprehension of it and focuses his attention that they were hurried and, possibly, dictated. democratic philosophy. upon specific priorities. To reinforce this com- The final index is adequate, but far too lean for After a brief commentary on the development prehension, she introduces each chapter with a a manual of tint magnitude. We find, also, at of multicultural curricula, including a model commentary on the points she intends to empha-least one reference to an "intergrated curricu- encompassing grades K-12 (Ch. 4), Baker goes size and summarizes its content in a short lum" (p. 257). on to suggest ways in which multicultural con- epiloguea double bonus for the serious student Despite the mistakes, the content of this book cepts can be implemented, by stages, into a tra- or teacher of multicultural education. Through-is comprehensive and full of innovating ideas. ditional educational system. Her proposals for out her work, she uses a straightforward, lucidThe author addresses her subject thoroughly the total involvement of all departments of a style of writing, and we sense her talking to usand painstakingly and provides a wealth of school environment are not so much innovating rather than using formal, descriptive prose nar- information. In addition, she provides extensive as daring. She advocates, for example, that rative. But there are occasional lapses into un-recommendations for further study and research, food services should "respond to the cultural necessary "educationalese," some cumbersome the best of which include excellent bibliogra- eating patterns of the students" and even public vocabulary and awkward directives. We find, phies on physical disabilities (p. 213) and Jewish announcements should be multilingual (Ch. 5, for example, "A multiethnic approach is essen- customs (p. 253). In future editions of her work, p. 82). tial for the actualization of a multicultural ap- Baker would do well to enrich her subject by The core of Baker's work is contained in the proach" (p. 11) and "With a city map, have each including current references to ludo-Chinese second half of her work (Chs. 6-11). After a student identify and mark on the map, using aand Europeans cultures, both of which she preliminary guide to preparing units (stressing felt pen or other means of identification, thepresently ignores. the value and importance of teacher input and place he or she lives" (p. 243). There are, too, a Aboutthe reviewer: Ken Chandor received his Ph.D. and ESL preparation) she continues with a series of number of amusing redundancies: "multiethnic certification from 'rulane University. Ile has been actively education encompasses ethnic studies (the study Involved in ESL teachin7 and administration since 19e0, both at teaching strategies for art, language arts, music, the university and high-school levels, in Europe and the U.S He science and social studies. For the most part, of ethnicity)" (p. 11), and "filmstrips or slides is currently teaching In the "gifted" program at Benjamin these are filled with many original ideas and a that are multicultural will teach [children] about Franklin High School In New Orleans. varied selection of bibliographical references. However, her section on "masks" is too long (Ch. 7, pp. 136-46) and the resources listed for AMERICAN PATTERNS the advanced level of "language arts" and intermediate level "music" are too limited and/or by Kenji Kitao et al. 1985. Addison-Wesley Publishing Company, repetitive (Ch. 8, pp. 152, 154 and 187). Reading, Massachusetts 01867 (160 pp., $8.00). Perhaps the most significant blemish in Baker's Reviewed by Connie Haskel chapters on discipline strategies is her obvious Glendale Community College bias in selecting a predominance of black artists, and numerous references to black literature, for A major problem many ESL teachers encoun- Cod selection contributes to its reader appeal. illustration in her lesson units. Do poets Gwen- ter in reading instruction is the students' exces- Each reading section is concise, with the total dolyn Brooks and Phillis Wheatley really give a sive use of dictionaries to translate word for number of words indicated at the end, for pur- broad view of multicultural lifestyles? Was word instead of trying to guess the meanings of poses of maintaining a Time Record Chart (at black folk music the only dominant force in words from context. It is often difficult trying to the end of the book) to assess the students' American culture? And was George Washington wean students away from their dependence upon increase in reading speed. Whether students at Carver such an eminent figure in the world of dictionaries since this method of learning a for- the intermediate levet should be concerned about science? One can think of better representatives eign language may have been common practice increasing their reading speed is debatable; com- of cross-cultural writers (and subjects) whose in their native countries. prehension is of primary importance. However, perspectives ranged the spectrum of American The authors of American Patterns, a reader for the decision to use the Reading Speed Chart and heritage; Kate Chopin, Vachel Lindsay, John low intermediate/intermediate level ESL/EFL the Time Record Chart is up to the individual Woolman, Hamlin Garland, O'Henry and Long- students, address this issue in the first chapter, teacher, who can assess what best meets the fellow, to name but a few. "Reading Without a Dictionary." This chapter is needs of the students in a particular ESL class. Baker's chapter on "Teaching Strategies for one of four in the first unit, Orientations, which New vocabulary is intredaced at the end of Science" (pp. 204-27) is her most interesting. also includes Active Reading; The Americaneach reading section, ale% with various exer- Her long introduction emphasizes the vital sig- Concept of Time; and The American Concept cises (comprehension and discussion questions, nificance of science education in multicultural of Space. skimmin(, and doze exercises, writing practice, curricula: ". .. students can begin to thinkob- From this initial orientation to American cul- true/false questions. etc.). The variety and inven- jectively about differences of all kinds and ture, the text proceeds through five units of four tiveness of the exe.dses promote a high level of learn how to analyze and evaluate myths and chapters each, dealing with People and Things,student interest and help to increase oral and stereotypes from an intelligent perspective... Native Americans, Poetry and Song, and Places writing skills in addition to reading skills. The possibilities are endless for helr'ng students to Visit. The material is well- written and pre- Development of this book, like its predecessor understand the world in which they live" (Ch. sented in a manner which will stimulate the stu- An American Sampler by the same authors, was 10, p. 204). She presents her best ideas whendents to learn more about American culturepartially funded by the Japan Association of suggesting topics for discussion on skin color while improving their reading skills. Language Teachers (JALT) research grants. The and hair texture, freckles, moles and spots (pp. Material for such interesting essays as "Themateral was extensively tested in Japan with 208-9), or on the origin of foods and students' Paper Bag," a short history of the developmenthigh school and college students. The resulting selections of menus (p. 220), or why Chinese and use of the paper grocery bag, Ind a selection text is a well-organized, creative contribution to and Asian-Americans eat what they do (p. 225). from an Ann Landers column are excerpted any intermediate level ESL reading classroom. Such a palatable chapter is misplaced: it would from newspapers. Other essays, such as "Adven- serve best as a logical and forceful conclusion to ture in Yellowstone Park" and "Cape Cod" des- About the revtewen Connie Ilaskell, an ESL instructor at Glen- cribe activities at those tourist attractions; the dale Community College (Adult Education Division) in Glen- the book. dale, California, U S.A , has also taught in Turkey and in Kenya. It is encouraging to find social studies included imaginative use of=edvertisements for the Cape 142 KCET/Los Angeles TV Series Aim: Teach Basic Communication The text in English for students KCET/Los Angeles is currently developinga multi-part national television series designed to whomean teach basic communication skills and literacy in American English, according to David Crippens, KCET vice president of national productions. business Current statistics reveal that one out of five Americans is lacking in these basic skills; in Joseph Buschini and Richard Reynolds California, the figure is one out of four. KCET About 350 Pages. Instructor's Manual. aims to address this widespread need through Transparency Masters. April 1985 the powerful instructional medium of television. Using a magazine format and entertaining Here is a comprehensive, thoroughly researched new text story lines, the series will explore various aspects of American culture, while focusingon basic designed to teach students how to improve their business language and life-coping skills. Designed for communication skills. audiences 15-years-old and above, the programs would be geared to the needs of school dropouts comprehensive coverage of essential business topics and native English speakers who are functional- authoritative style guides ly illiterate, as well as limited-English speakers. To maximize the impact of the television developmental writing assignments and hundreds of exercises programs, KCET also plans to develop an extensive community outreach effort, and topro- chapter on world trade communications 3 duce a variety of ancillary materials, suchas up-to-date computer terminology guides for teachers, students and viewers; and video and audio cassettes for use in the home, school and work place. "This is a much-needed service KCET is From the publishers of English Alfa providing," said Senator Gary Hart (D), chair For adoption consideration, request an examination of the Senate Education Committee anda long- copy from time advocate of education by television and radio. "I've been supportive of Englishas a Houghton MifflinOne Beacon St., Boston, MA 02108 second language for the past four or fiveyears, and I'm very excited about the project." grAr,g, M

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COMPUTER SESSIONS: TESOL '85 Is It Worth It? Even as teachers have thrown themselves by Elizabeth Hanson-Smith into writing their own software, researchers are California State University, Sacramento beginning to question the value of the computer. Once ~gain, computers provided a major motif of the annual TESOL Convention. The leitmotifs Does it enhance language learning, and learning included hs.w computers and CALL (computerassisted language learning; were actually used in of what sort? The CALL-IS academic session, ES/FL classrooms, problems in creating, marketing and distributing appropriate CALL materials, "Making the new medium stick: a look at and the still unresolved questions: are computers of value to the language teacher, and if so, how CALL," chaired by Vance Stevens, produced valuable? much soul-searching. A kind of disillusionment seems to have set in because CAI has not yet First the good news: many ESL teachers have Irene Dutra promoted the idea of CAI (com- come up with a sure-fire winner. Students (and already put the computer to use in the classroom puter- assisted instruction) that allowed for stu- perhaps teachers, too) in their first contacts or as a class adjunct. Generally, teachers have dent discovery of language structures. Her pre- with computers, seem to expect, as revealed in discovered that the computer lab should look sentation, "Hypothesis testing and problem- an anecdote by Joy Reid, "Computer text-analy- rather different from the traditional audio lab, solving software for ESL students," mentioned sis in ESL composition: a research report," that i.e., instead of individual stations where students a program she had written in which the compu- the comps ter will be a magic bullet, or "super - work quietly plugged into earphones, studentster transformed sentences generated by students teacher," as Reid called it, that would solve all are arranged in noisy groups around the hard- into questions or into negative statements. their writing problems effortlessly. In Reid's ware at spacious tables. Several presenters This approach appears similar to Chris Harri- study, the better students made better use of showed video-tapes or slides of this configur-son's "Plurals," demonstrated at the Toronto the computer than did the weaker students, as ation (e.g., Spoor de Campos, described below). TESOL in '83, in which the student tries to might be expected. Interestingly, only 39.40% of Computers are used primarily outside regular determine which rules for pluralization the com students found computer programs and lab class or as an occasional activity;evenin compo- puter knows. (See Higgins 1984 for more on work were "very useful." Good news for teach- sition classes, such as those described by Chris- discovery CALL) ers; bad news for computers. tine Parkhurst, Karen Price, and Jeleta Fryman, The same teacher creativity was highly visible Catherine Doughty's carefully, designed study "A computerized writing lab: reactions, problems, solutions," only every third class was held in the computer lab, although students could choose how much of the pre-writing and revising they wanted to do on paper, and could work at a terminal during open lab hours. Self- selection of computer use, by both students and in more specialized programs and approaches. Edited by Richard Seireek teachers, seemed to be a basic principle, largely Peter Lafford and Carolyn Keith's demonstra- Heidelbeig College because space and hardware are limited at most tion, "Computer-assisted vocational ESL: help institutions. for the LEP student," and their display at the While computers are often seen as self-moni- Courseware Fare gave a glimpse of the versatile toring, self-correcting, unsupervised, and indi- SuperPILOT authoring system in creating gra- vidurlized, in fact, computers need people. A phics displays with accompanying captions and lab person with experience in the hardware and explanations. Debra Freeman, "New uses of the software, though not necessarily ESL, should educational computing for handicapped bilin- run the show, as Parkhurst, Price, and Fryman gual students," indicated the potential of LOGO indicated. And the best uses of computers seem for LEP students with special needs. to be as starter activity or follow-up to other The morning-long "CALL software fare: in- kinds of language activities and assignments. novative directions in noncommercial software" gave us ti minilab with teacher-authors demon- Using CALL strating their creative efforts at a variety ofof student use of various types of computer A very wide range of students use CALL for keyboards. The Fare has helped establish atutorials, "CAI based on individual learner an equally wide range of purposes. Ronald network for the exchange of software, eitherstrategies," seems to parallel Reid's findings: Feare, in the opening colloquium, "CALL. from free or for a nominal fee. Contact Vance Stevens good students make better use of what teachers research to application," described an interac- for more information. see as the computer's real potential. In Doughty's tive video-disc/computer program to teach ap- study, students were given a choice of answer- propriate conversational exchanges to Japanese Publishing Problems ing a question on grammar either in multiple businessmen; while Cunera Spoor de Campos, choice or doze format, or of checking the "Having fun with reading and the computer," The increasingly widespread dissatisfaction applicable rule, seeing examples, or skipping to displayed language games, used in enthusiastic of teachers with commercial programs, evinced the next question. Generally, students took re- groups of four, to reinforce vocabulary and by their increasing involvement in the produc- peated guesses without looking at either rules or recall of the Odyssey for elementary to high tion of their own software, was another leitmotif examples. However, better students might oc- school students. She employed readily available of many sessions. casionally check the rule and go on to the next templates like the game show format "Square The rap session Wednesday, "Is CALL course- question without correcting their error. Pairs," inserting her own vocabulary items and ware meeting the needs of language learners?" Doughty did not mention whether further clues. Students also drew their own illustrations in fact focused on the cost, production, and research might indicate neither "learner strat- of important episodes in the epic with the Apple distribution of software. Computer pi ugramingegy" was particul arly effective as a language graphics options. is a cottage industry, with the exception of the learning device. Jntil we know more about Because of the dearth of ESL software, and massive and expensive series put out by the how language learners learn, it will be difficult the pedagogic limitations of what is available, bigger publishers, such as Regents, or the indi- to determine what effect computers can have most teachers are adapting software designed vidual disks designed as electronic workbooks on language learning. (The "Research on learner for native speakers, using word and data pro- for established texts. Publishers won't risk de- strategies" colloquium seemed to confirm that cessing programs for their own purposes (as in velopment money or supply in-house pro- the two worst sources of information about Sue Smith's "Computer spread sheets: a tool in grammers because (a) they aren't used to doing what goes on in learning and the classroom in ESL instruction"), or writing theit own software it with textbooks, and (b) copying is too cheap general are teachers and students.) and easy for pirates. using authoring languages or templates or their Alison Piper, "The language generated among own programing skills. Linda Lane and Susan Although a number of solutions ss ere suggest- learners using CALL programs," also gave some Sklar, "Selecting non-ESL software and creating edexpensive boot disks and cheap student cause for soberness. Video-recording students support materials," provided an example of this disks (a route taken by Advanced Learningat work on three common programs, Piper typical approach. Long hours without institu- Systems, the tiny independent publisher of "Ina found that most of the conversation generated tional support are being devoted by such .,:ach- Typer"), licensing (as with MECC), unit price in group computer work was short (word or ers to developing materials based on specific breaks, etc.no ^onsensus was reached. A soft- phrase level) and repetitious either of the lan- texts or materials used by themselves or fellow ware clearinghouse is obviously needed, and as guage on the screen or of other group members. teachers. suggested above, seems to be getting underway, Among examples of teacher-created software, at least among teacher-authors. Continued on pape 30 ..1 !IX 8/85 44 27 Computer Courseware E Ifet For Elementary Through Adult Levels SentenceMaker is a dynamic new exercise The do=itifciersaiiaaniimil=building game. game shell that helpsyour students learn syntax and grammar. Stdents choose Words or phrases from columnson the screen, discriminating among parts of speech to create a sentence with the correct agreement, verb tenses, and meaning. 'ith SentenceMaker, teachers can create xercises from their current lessons or use xercises from a wide variety of files avail- ble from The Regents/ALA Company. ydd ,or more information, call toll free: 1-800-822-8202. In NY,HI, and AK call 1-212-889-2780. THE REGENTS/ALA COMPANY by Howardgms TWO PARK AVIN111; \I.VC YORE,,\1' IutHn

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28 TN 8/85 -Edited by_Miry Ann arristisim, Snow College Petition for a New Interest Section for Materials Writers "An interest section for materials writers? I'm surprised there isn't one in TESOL already." Those were typical sentiments of almost 200 people who signed a petition to form an interest section for materials writers at TESOL '85 in New York. For the last few years, writers of learning materials have been active as a group in TESOL, sponsoring non-commercial colloquia and meeting to share common concerns. In Houston, the first two-afternoon colloquium on Form and Function in Communicative Language Materials was widely attended and a corps of writers committed themselves to continuing the eta- logue. In New York, an afternoon colloquium, devoted to Introspect '85: TESOL Writers Forum on Language Materials, tackled such questions as (1) Can language learning be managed in sequential steps through materials? (2) What is the relationship between language materials and language-teaching methodologies? and (3) Can materials effectively embrace holistic communication, including form, function, and content? These timely issues, selected from among many that are of interest to writers, teachers, editors, publishers, curriculum and syllabus plan ners, need to ix seen in a disciplined and principled manner. The exchange of views on such issues relevant to the preparation of learning materials is the primary goal of a special interest group for materials writers. Another goal would be to view standards and award merit for outstanding contributions to the field. By signing the petition in New York, TESOL AZTESOL 1985 EDUCATOR OF THE YEAR members agreed that it is time that TESOL "take under consideration the formation of Interest IN MEMORY OF At the third Rocky Mountain Regional TESOL Section for Materials Writers (and agree to) DON A. FISCHER Conference in Tucson, Arizona, the AZTESOL serve as our vehicle for exchange, enrichment, Don A. Fischer died in Atlanta, Georgia on 1985 Educator of the Year award was presented and development." March 15, 1985. At Georgia Tech he was the to Nancy Mendoza, of the Bilingual Education Of all those asked to sign the petition for a associate academic administrator of thein- Division of the Arizona Department of Educa- Writers IS, only one expressed opposition, stat- tensive coursesin English for foreign stu- tion. She was chosen in recognition of her devo- ing that TESOL already had enough ISs. But we dents. From 1977 until his death, Dr. Fischer tion to providing quality bilingual and ESL counter that attitude with this assertion: we are a made significant contributions to internation- instruction to Arizona students and for her hard sizable constituency, and our major professional al education in the Atlanta area through his work and support of the effort to establish both endeavor is not currently represented in the pro- many contacts with hundreds of foreign stu- bilingual and ESL endorsement/certification for fessional organization that we belong to and dents in the intensive English program. He teachers in Arizona public schools. Congratula- support. Furthermore, TESOL is a growing organ- also provided much impetus in the initial tions, Nancy Mendoza! ization and its prosperity comes from the diver- organization of Georgia TESOL. His skills sity of its members members who are united and leadership will be missed. WASHINGTON AREA TESOLers in similar professional commitments but diverse SUPPORT PUBLIC RADIO in how they apply those commitments. As an organization that represents all of its members IMMENNIWNII As part of WATESOL's public relations ef- fairly, TESOL will thrive, and an IS for materials forts, fifteen WATESOLers, some wearing writers will help ensure growth and prosperity. IN MEMORY OF WATESOL t-shirts, %olunteered their time for We as writers plan to take our iAtition through MARGARET BLENCOWE the Spring Fundraising Marathon of Washington the appropriate channels, and we hope to be a D.C.'s public radio station, WETA-FM. Mem- bona fide IS in 1988. We plan to communicate It is with great sorrow and a keen sense of bers, including TESOL Executive Board loss that we recognize the death of Margaret with the members of the Executive Board and member Jodi Crandall, and WATESOL public the chairs of the other interest sectionsinorder to Blencowe on January 3, 1985, in Princeton, relations committee members answered tele- New Jersey. At the time of her death Mrs. explain our cause. We would appreciate hearing phones, took pledges and ate pizza provided by from you. Contact any of us: Brian Abbs, 3 Bur- Blencowe was a doctoral student in English the station. In return, WATESOL was mentioned at Ball State University. A woman of great lington Gardens, London W9LT, England; Jean on the air several times, thus increasing its recog- Bodman, 202 Buckingham Avenue, Trenton, vitality and high spirits, Mrs. Blencowe nition in the local community. brought to all who knew her a never-failing New Jersey 08818, U.S.A.; Pam Breyer, Box 14, spring of entertaining and wide-range expe- Holocong, Pennsylvania 18928, U.S.A.; Donald riences. The Department of English is setting R.H. Byrd, 43 South Oxford Street, Brooklyn, up a fund in Mrs. Blencowe's name through New York 11217, U.S.A.; or Ingrid Freebairn, the Ball State University Foundation. Denbigh Road, Ealing, London W13, England. by Donald LH. Byrd LoCutaclia Community College, CONY

14 6 29 ON LINE AFFILIATE NEWS its own state, and Virginia provides for non- stock corporations, that easily allowed us to Continued from page 27 Continued from page 29 define our membership. Computer talk seldom rose to the higher levels HOW TO INCORPORATE A After receiving the certificate of incorporation of abstraction that would call for more sophisti- TESOL AFFILIATE SUCCESSFULLY from the State Corporation Commission, the cated structures, such as if-clauses. She sug- officers and Mr. Konouck met for a standard gested using programs that require discussion, Southern Virginia Association of TESOL was organizational meeting to adopt the proposed rather than assuming that students in groups in facing the task of becoming incorporated. How set of by-laws for the Corporation and to elect front of a screen will generate communication to tackle the job)? officers for the Corporation. It was resolved that of a significant or complex order. First of all, I contacted a lawyer who gra- Mr. Konouck act as corporate agent for the cor- What the computer does best is crunch num- ciously assigned the task to his associatepart- poration. bers: what it does worst is parse sentences. This nerMr.Brenden Konouckwith no charge to seemed to be the message of two research ses- our association. He was given our constitution in NEW EDITOR FOR CAROLINA TESOL sions: Joy Reid's, mentioned above, and Vivian rough form and the TESOL Leadership Hand- Carol Mundt was recently named the editor of Cook,"Devolopinga computer parser for teach- book, after which he set out to (1) adapt the the Carolina TESOL News. Her address is 7418 ing English." The true magic bullet would be constitution by-laws to corporate form and (2) Shady Lane, Charlotte, North Carolina 28215, the microcomputer that could tell you if a draft the Articles of Incorporation. Since each U.S.A. Congratulations and good luck, Carol sentence is not only well formed, but interesting affiliate must be incorporated under the laws of Mundt! aesthetically. The Unspoken Cambridge ESL Not mentioned or barely considered at CALL sessions were the following issues: (1) Affective factorsteachers (can) care; no computer ever cares. SLA research seems to show that high motivation is createdbyaffec- tive factors, one highly significant element of which is the sympathy and understanding of the teacher and the students identification with him/her (see Blatchford 1984). Affective motivation appears to be the area in which computers are least effective, once the novelty has worn off. (2) Cultural factors may create negative atti tudes toward computers, English users, and English-speaking cultures, or at least not spread understanding and tolerance. This element might be particular'y true, for example, of native-speaker materials not adapted to ESL uses. Video or video-computer links may be an approach to explore cross-culturai issues. Cer- tainly videotape, videodisc, and audio tape were evident in a variety of combinations both in teachergenerated materials and in publisher's exhibits. (3) The video arcade, still used as the model for much CAI, is largely a pre-pubescent male teen activity. If language learning is at least partly cognitive, how much application does this fad, which seems to be fading, really have? ESL Teachers: And if Bruno Bettelheim (1981) is correct, treating learning as play or competition may in fact be a detriment to the learning process. Haveyou heard? (4) If computers are best at handling cognitive factors and content or information, perhaps Listening Tasks helps low-intermediate and intermediate their most potent use (besides statistical analysis students understand American English spoken at normal for researchers and word and data processiag) speed in everyday situations. resides in ESPEnglish for various academic purposes, vocational ESL, and computer assist- Cassette, with dialogues, telephone conversations, public ance to the handicappedrather than in direct address announcements. language instruction. At this point, all the pos- Student's Book, with practical listening exercises, suchas sibiities are still open, but short of the develop- labeling a picture or filling in a chart. Follow-up reading and ment of a true language parser, and short of the rescue of CAI from behaviorial conceptions of writing task. learning, we are apt to see the computer lab Dacher's Manual, with tapescript, detailed teaching notes, going the way of the audio lab, as John Under- and Student's Book pages with answers filled in. wood (1985) suggests it may. ssette: 0-521-26258-5 Student's Book: 0-521. 27898-8 REFERENCES nacher's Manual: 0.521-27897-X Bettleheim. Bruno and Karen Ze Lan. 1981.On le in to read: ,de the U.S.A. and Canada order from your usual ESL supplier, or in case the child*: fascination st ith meaning. New York: Knopf. Blatchford. Charles. 1984. Vresident's note to the members: of oh.. .-ulty order directly from Cambridge University Press, The Edinburgh qualities of teachers.' Tb: it S (Oct): 2. Building, Shaftesbury Road, Cambridge CR2 2RU, England. Higgins. John and Tim johns. 1984. Computers in Language learning. Glasgow: Collins ELT and AddisonWesley Ns/ Underwood. John f11984Linguistics. computers, and the Language teacher. a communicative approach. Rowley. MA: Newbury. asell

Abosa the author: Elizabeth lunson-Smith is director of the M.A. and Certificate TESOL Program at the Cahfonda State CAMBRIDGE UNIVERSITY PRESS University. Sacramento. She has served as consultant to The Aria 32 EAST 57111 STREET/NEW YORK, NY 10022/212 688-8885 Foundadon and the Sri Lanka University Grants Commissita (Ministry of Education).

147 TN 8/85 CONFERENCE ANNOUNCEMENTS AND CALLS FOR PAPERS

LT + 25: SYMPOSIUM TO HONOR IATEFL Call for Papers for 1986 JOHN B. CARROLL AND ROBERT LADO The Twentieth International Conference of 5. Creative Workshops. In this format the To celebrate the 25th anniversary of the ap- the International Association of Teachers of Eng- leader does a brief warm-up and sets a minimal pearance of Robert Lado's bookLanguage Test- lish as a Foreign Language (IATEFL) will be frame and then the content is supplied by the ingand John Carroll's seminal "Fundamental held April 1-4 1988 at the Metropole Hotel, participants. Considerations" article, and to mark the progress Brighton. Following the successful conference in 6. Buzz Croup Lecture. The speaker speaks in the field over this period, four international 1985 attended by 850 participants, it has been for 5.7 minutes and then asks the t-dience to language testing groups (ACROLT, IUS, decided not to offer any specific theme again as work in small groups chewing ov-r what s/he Language Testing,and the AILA Commission this leaves the conference sub-committee free to has said. S/he goes round eavesdropping. There on Language Tests and Testing) are sponsoring a accept a wider range of contributions. may well be questions/statements from people three-day Language Testing Symposium to take A speaker's proposal form is available from in the audience. The speaker then speaks again place in Kiryat Anavim, Israel, 11-13 May, 1986. the IATEFL office and no contribution will be for 5.7 minutes, etc. The lecturer really needs to Papers will be presented at the meeting by accepted unless submitted on this form. The know what s/he is talking about to use this tech- researchers in the field. For information, write form gives the various headings under which nique. to: Dr. Elana Shohamy, Sc tool of Education, Tel contributions may be offered and the following 7. Debate. Here you have the proposer and Aviv University, 89978 Ramat Aviv, Israel. is a short explanatory note about each. seconder and opposer and seconder. ACROLT Academic Committee for Research on Language 1. Poster Presentations. The contributor pre- 8. Specific Interest Croup. A group of people Testing. a committee of the brae! Association for Applied sents his/her ideas on a poster and during sche- who may ))ish to plan and conduct a session, e.g. Linguistics: WS International Unisersity Service: AILA duled sessions stands in front of it and speaks on on computer assisted language learning, Medical Applied International Linguistics Association the subject and answers questions. English, the Wessex Teachers Croup, ctc. TEXTESOL V 2. Haiku Sessions. People who have one very Note: All speakers must be IATEFL members CALLS FOR PAPERS good idea to present that can be gotten across in (individual or institutional). They will also be 10 minutes or one minute. required to pay a registration fee. TEXTESOL V announces its fall conference 3. Traditional Talks/Lectures/TalkDemon- Ask for the Speaker's Proposal Form by writ- to be held on Saturday, October 12,1925 at Sam strations. 10 minute or 20 minutes or 30 minutes, ing to: IATEFL Conference SubCommittee, 3 Houston High School in Arlington, Texas. Con- according to the presenter's need plus discussion Kingsdown Chambers, Kingsdown Park, Tan- ference theme: Exploring, Sharing, and Learn- time. kerton, Whitstable, Kent, England C15 2DJ. The ing. Sessions will deal with teaching methods, 4. Experimental Workshops. Here .he preset) deadline for submissions is 30th November, 1985. curriculum, materials, research and theory for ter puts people through a set of exercises or Selections will be made by 10th January, 1986. ESL - bilingual educators at all levels. Send activities, allowing reaction and discussion time. abstracts by September 6 to Dr. Evelyn Black, Program Chair, Intensive English Language had- ATESL CALL FOR PAPERS 1986 CONFERENCE tute, North Texas State University, Denton, AT NAFSA CONFERENCE ON URBAN BILINGUALISM Texas 7620? "SA. Ttlephone: (817) 565-2401. The ATESL section of the National Associa- Urban Bilingualism: Adult Immigrants in a LINGUIST, .HEORY AND SECOND tion for Foreign Student Affairs invites persons wishing to present papers or workshops at the Univer 'y Setting is the title of a three-day con- LANGUAGE ACQUISITION ference mated for June 27-29,1986. Co-sponsored CONFERENCE 1988 NAFSA Conference (May 11-14 in San Antonio, Texas) to submit abstracts. By Cep- by the Linguistic Society of America and two units of the City University of New York This conference jointly sponsored by the Mass- tember 30, 1985 send four copies of a 200-word (CUNY) achusetts Institute of Technology's Foreign Lan- typewritten abstract to: joy Reid, Intensive Eng- the Graduate School and Hostos guages and Literatures and Linguistics Depart- lish Program, Colorado State University, 01 Old Community College, the conference will take ments will be held October 25. 27,1985 at MIT. Economics Building, Ft. Collins, Colorado 80523, place during the 1986 LSA Summer Institute at the CUNY Graduate Center. Invited papers and discussants to consider recent U.S.A. Despite the increasing numbers of an adult bi- work in L. Acquisition developed in generative CALL LANGUAGE TESTING COLLOQUIUM linguistics and related areas. Attendance is open lingual population at CUNY, relatively little is The eighth annual Language Testing Research to all. For more information write Suzanne known about the first language maintenance, Colloquium %%111 be held on February 28 and Flynn, 14N-229C, MIT, Cambridge, Massachu- second language acquisition, and the social and March 1 in Monterey, California. just prior to the setts 02139, U.S.A. cognitive dynamics of these adults. 1986 TESOL Convention. The colloquium will By providing an international forum on adult COTESOL FALL CONFERENCE be sponsored jointly by the Defense Language bilingualism, a worldwide issue, the conference Institute (DLI) and the Monterey Institute of will (1) foster dialogue between senior and jun. The ninth annual Colorado TESOL Fall Con- International Studies. A special workshop on for researchers and educators who regularly deal ference will be held on November 22 and 23 at testing the receptive skills will be hosted by DLI with the population, (2) derive applications from the Denver Airport Hilton. Local presenters on Thursday, February 27. current research studies, and (3) more impor- join special speakers Joan Morley, first vice- The dual themes of this colloquium %yin be tantly, establish an agenda for needed research. president of TESOL Mary Ann Christison, Technology and Measurement Scales in Lan- In addition to faculty within CUNY, the follow- author and TESOL Executive Board nominee, guage Testing. The word "technology." refers to ing participants outside of C 1NY have agreed to and Lynn Sandstedt, University of Northern the use of computer hardware and software in participate: Roger Anderson (University of Cali- Colorado professor. Further information, call: the assessment of second language skills but may fornia at Los Angeles), Richard Duran (Univer- Connie Shoemaker, conference chairperson; also involve the use of computers to carry out sity of California at Santa Barbara), Alison d'An- Jeanne Hind or Nancy Storer, program chair new methods of test analysis as well as the use of glejan (University of Montreal), Joshua Fishman persons. Telephone: (303) 797-0100. other types of hardware. The term "measure- (Yeshiva University), Shirley Brice Heath (Stan- ment scales" refers to the processes. rationales ford University), Wolfgang Klein (Max- Planck- CALA INTERNATIONAL CONFERENCE and practical experiences of applying specified Institute, Nijmegen), Shana Poplack (University IN THESSALONIKI criteria for assigning ratings to language data. of Ottawa), John Schumann (University of Cali- Preference )will be given to papers related to fornia at Los Angeles), and Walt Wolfram (Cen- The fourth CALA (Creek Applied Linguistics these themes. ter for Applied Linguistics). Association) International Conference on F.L.L Researchers interested in presenting a paper For further information, contact the co-chairs and Inter-Personal Tolerance and Understand- should submit four copies of a 250.400 word of the Planning Committee on Urban Bilingual- ing will be held in Thessaloniki, from Sunday 15 abstract (two copies with name, affiliation, ism: Donald R.H. Byrd or Rosemary Benedetto, through Sunday 22 December, 1985. Informa- address and phone number in the upper right- Ph.D. Program in Linguistics, CUNY Graduate tion from: The Applied linguistics Association, hand corner) by October 15 to: Kathleen M. Bai- School, 33 West 42 Street, New York, NY 10038, Aristotle University of Thessaloniki, P.O. Box 52, ley, TESOL Program, Monterey 115, 425 Van U.S.A. Thessaloniki 540 08, Greece. Buren St., Monterey, CA 93940, U.S.A. Continued on page 35 1.4^8 31 New Way To Communicate

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149 TN8/85 TESOL '85 Now Available on Tape! Share the Experiences and Knowledge of the Very Best Teachers of English to Speakers of Other Languages with Quality Tapes from the 19th Annual Convention The following sessions were recorded by Audio Transcripts, Ltd., under the auspices of TESOL, and are available for purchase at $6 each. Sessions with an asterisk (*) in their number are on two tapes and cost $12. See order blank for discounts on volume purchases. Plenary Sessions _OP Broadway Comes to TESOL: A Panel Discussion Stephen Aaron, Ossie Davis, Ruby Dec. & Muriel Costa-Greenspoti _02 What's Difficult in Listening Comprehension?-Gillian Brown _03 ESL Teachers as Language Advocates for Children-Courtney Cazden _05 The Power of Reading-Stephen iCrashen A 'Paste of Poetry _06 Diana Chang: Reading from her poems, st, :ies & essays _07 Eric Larsen: Reading from his short stories Genew Relevance _08 Listening Comprehension: Not Just for Beginners John Boyd & Mary Ann Boyd _09 You're Kiddingt-John Fanselow _10 Choice, Super Choice & No Choice-Alan Maley _11 An Integrated Model of Language & Content Learning-Bernard Mohln _12 The Unnatural Approach: Language Learning in Poland-Dennis Muchisky _13* Language Difference or Language Deficit: ESL or Special Education?-Jim Cummins Adult Education _14* Monday 1990: Adult ESL in Five Years-Nick Kremer, Dennis Terdy, Nancy Smith, Wayne W. Haverson, K. Lynn Savage & Bill Bliss _15 Research & Practice in Teaching of English Pronunciation-Martha C. Pennington, Edith Madden & Judy B. Gilbert _16 Standard English: The Only Target for Nonnative Speakers?-Lynn M. Goldstein _17 Language Proficiency & Immigrant Adjustment: A Social Psychological View-Amy L. Sonka _18 Teaching the Writing Process-Lucy McCormick Calkins, Martha Clark Cummings & Aida Montero Computer Assisted Language Learning _20* Making the New Medium Stick: A Look at CALL-Vance Stevens, Roger Kenner, Joel Bloch, Kathryn Hall Allahyari, Charlie Lewis, Donald J. Loritz & David Wyatt English for Foreign Students in English-Speaking Countries 21* EAP as ESP: Some Intensive English Program Perspectives-Deborah Marino, Frederick Jenks, Janet Funston, John Thaxton & Vicki Bergman _22 Cross-cultural Barriers to Teaching ESL to Japanese Businessmen-Joyce Y. Freundlich _23 Comparing Needs of East Asian Students in US Universities-Christine Meloni _24 Learner Training: Preparation for Learner Autonomy-Barbara Sinclair & Gail Ellis TESOL in Elementary Schools _25* Through Many Looking Glasses: Evaluating Bilingual/ESL Programs-George P. De George & Gerald E. DeMauro _26 ESL Reading Instruction Before Oral Fluency? Naturally-Emylin Penner Brown _27 "You Stopped Too Soon:" Composing in L2 Children-Carole Urzua ESL in Higher Education _28* Linking ESL Courses with Content Courses: The Adjunct Model-Marguerite Ann Snow & Donna 13rinton _29 Tev:hing American Literature to Advanced ESL Students-Nancy Lane Fleming _31 Listening to Write: New Ways to Create Prose Jack Kimball _32 The Missing Liak: Connecting Journals to Academic Writing-Lauren Vanett & Donna Jurich 33 Reading: Language Processing, Information Processing and the Metaprocess-Jean Zukowski/Faust Program Administration 34* Administrative Concerns in ESL-Shirley Wright, Joyce M. Biagini, Robena Kanarick, Scott Murbach, Frank Pialorsi, Linda S. Smith & Julie Weissman 35 Relating ESL to University Course Work: Enhancing Articulation-David Eskey, Cheryl Kraft & Richard Lacy _36* Approaches to Teacher Training in the Developing World-Martin Parrott

(See otber side)

150 33 Refugee Concerns _37' Coordinating Refugee ESL with Other S-rvices-Julia Lakey Gage, Autumn Keltner, Carol Smalley, Imam Mansoor & Jenise Rowekamp 38 Bringing the Real World into the VESL ClassroomAliza Becker, Rose Jones, Lisa Karimer & Catherine Porter 39 Listening & Speaking: An Integrated Approach to Literacy-Rick Short & Judy Lange lier 40 How Effective are Volunteer ESL Tutors? -Peter Skaer _41' Language Policy for Indochinese Refugees: A Study in Frustration-James W. IbIlefson Research 42 Assessing the Relative Precision of Selected ESL Subtests-Harold S. Madsen & Jerry W. Larson _43 Experimental Creation of a Pidgin Language-John H. Schumann & Susan Schnell Secondary Schools 44* New Wave Rock Music-Linda Ann Kunz 45 Cross-age lluoring in the ESL Program-Bryann Benson & Lydia Stack _46* An Integrated Approach to Teaching & Testing Communications Skills-Gale Duque, Betse Esber & Ivor Delve 47 A Fully Integrated Program for LEP High School Students-Lucille Grieco & Miriam C. Lykke 48* Issues & Methods for Teaching Standard English to Dialect Speakers-Sandra L. Terrell & Lise Winer _49 Black English Vernacular: An Examination of Pedagogical Mishandling-Sybil Ishman 50 Nativized Englishes: New Issues in C-mmunicative Competence-Peter H. Lowenberg _51 The English Past Tense in the Jamaican Creole Classroom Velma Pollard Teacher Education 52* Serving the Mainstream Teacher-Dorothy S. Messerschmitt, Mary Ashworth, Thomas Bye & David Hemphill _53 Problems, Prescriptions & Paradoxes in Second Language Training-Mark A. Clarke & Sandra Silberstein _54 Teaching & Learning Styles of ESL Student Teachers-Christine Uber Grosse 55 Teacher Education for TESOL: Flexibility & Distance Learning-William R. Lee 56 Distance Training for Inservice EFL Teachers: An Experiment:Tim Lowe Teaching English Abroad 57* Teach English? Can, Lah! The Status of Regional Englishes Joseph Lieberman, Liz Hamp-Lyons, Larry Smith _58 Adapting English Language Material for Maximum Comprehension-Harlene Berry _59 Communicative Activities in the Classroom-Raul Billini __60 Designing EFL Programs for Business & Industry-David A. Hough ESL-EFL Person-iel Abroad: An Exercise in Cross-Cultural Communication-Bha.'caranNayar __6- 2 Enhancing Learning for Hearing Impaired Students-Richard K. LeRoy .-63 A Study of Sign Language Among Young Deaf Children-Michael A. Strong _64 Content-Focused Use of Dialogue Journals :Margaret Walwonh & Jana Staton Discounts Available for Multiple Tape Purchases! Order the Complete Set, Save $98 and Get Free Storage Albums! Retail Price $480 Less 20% Discount $ 96 Your Price $384 Order Six Sessions or More & Receive Free Storage Albums! Take a 10% Discount for Ordering 24 Sessions or a 15% Discount for Ordering 48! Ordering information 1. Check off the tapes you want and the number of sets of each 2. Add SI per tape for shipping charges, up to a maximum of $10. 3. Fill out the coupon section below. 4. Clip out the entire ad and mail it to: Audio Transcripts, Ltd. Department 175-85 610 Madison Street Alexandria, Virginia 22314 (703) 549-7334 Name Company Street City State ZIP Total Amount of Order Shipping @ SI per Tape, $10 Maximum TOTAL ENCLOSED S Payment Method: o Check or Money Order Enclosed (payable to Audio Transcripts, Ltd.) O Company Purchase Order Enclosed O VISA Card Number Expires O MasterCard Card Number Expires Name on 'It Card Authorized Credit Card Signature All orders under $50 must be prepaid. No credit card orders for less than $25.

TN 8/85 Houston. Texas, ESL instructors needed for an ESL language institute Requirements. MA. in TESOL or applied tit linguisticsalso foreign language education with TESL specialization. Two or more years teaching experience in ESL preferred but will consider recent MA graduate, Salary' part -time 81D per hr., fulltime 815,000 to 1'17400 annually. Anoka univemityof HawaiL ESL Department Tenuretrack asso- tions taken all year. Send complete resume to Director. The ciate or full professorship beginning August, 1986, pending Institute of English. 2650 Fountainview, Suite 225. Houston. position 4i/stability:Major itiitructiorial interests in either ESL Texas 77D57. U SA. methodology or language a riayisis. Pluiiexcelle rice in research Notices of job openings, assistantships and teaching. Mininium qualifications: AssociatePh.D. or Saudi Arabia. Robert Ventre Associates. Inca consulting or fellowships are printed without charge equivalent TESOL experience. experience in a graduate pro company. is looking for ESL instructors and managers for gram: quality publication record: Professorabove plus five present and future openings at the programs in Riyadh and provided they are 100 words or less. years atassociateor full rank, Salary range: Associate- Tad Please direct inquiries to. Robert Ventre Associates. Inc. Address and equal opportunity employ- 824.682 to 837.536; Full-831,428 to 548.348. Send letter of 10 Ferry Wharf. Newburyport. Massachusetts DI 950. U S A. er /affirmative action (EOE/AA) state- application. vitae, names of references to: Chair, Department Telephone (617) 462-2550 ment may be excluded from the word of ESL. University of Hawaii. Honolulu. Hawaii 96822. U.S A. Closing date: December 1, 1985 or when filled. Applications ROKA Language Training Department. Sungnam City. count. Type double space: first state from women and members of minority groups are encouraged. Korea. The Republic of Korea Army Administration School. name of institution and location (city, near Seoul. seeks experienced ESL teachers for an intensive ESL program for career officers starting January 4. 1986. state/country); L.clude address and tele- University of Hawaii. ESLDepartment.Graduate assist- phone number last. Do not use any ab- antship, AY 86.87. starting in August Qualifications accep- Salary: W1.400.000 monthly. Other benefits: furnished two- tance into MA program in ESL good academic standing. bedroom apartment, utilities, R /7 air ticket, two-week vacation. eight days sick leave. Medical insurance available. One- breviations except for academic degrees. experience in ESL/EFL teaching Foreign applicants TOEFL Send two copies to: Alice H. Osman, TN score over 600 and enrolled for at least one semester. Duties: year contract renewable. Send current resume (including 2D hours a week in any of the following areas: teaching in the telephone number) and photo to Col. Min Pyung Sik, Director, Editor, 370 Riverside Drive, New York, ROKA Language Training Department, P.O. Box 2. Chang Gok NY 10025, U.S.A. If copy requires clari- English Language institute. serve as course or research assist. ant. Minimum salary: 55676 per annum, in 12 monthly instal. Dong. Sungnam City, Kyonggi Do. 130-19. Korea. Telephone. Seoul 543-9611. fication, the Editor will call collect. Please Iments. plus tuition waiver. Submit completed forms and all note: no tear sheets are sent for free ads. supporting documents by February 1. 1986 to. ESL Depart- A fee is charged for longer job notices ment,Universityof Hawaii. Honolulu. Hawaii 96822. U S A. or if an institution desires a special boxed JOBS IN JAPAN The Experiment in international Living is seeking apph TO BE UPDATED notice. Due to space limitations, a half- cants for ESL teacher supervisor for its refugee camp pro- column (5") size is strongly encouraged. grams in F'enat ti.k horn. Thailand and Galant). Indonesia. ESL John Wharton, author of Jobs in Japan, is solic- For rates, please write or call Aaron Ber- teacher supervisor s provide training to Thai and Indonesian iting the comments and advice of native-speaker man, TESOL Development br Promotions, ESL teachers in theory and methodology and supervise the implementation of competency.based ESL curriculum for English instructors:ho are now or recently P.O. Box 14396, San Francisco, California refugees resettling in the USA. Qualifications. sustained were teaching in Japan. Readers of the book are 94114, U.S.A. teacher training and supervising experience, ESL classroom generally unfamiliar with life in Japan so any See page 2 for deadlines. Late job no- experience overseas, graduate degree in ESL or equivalent. proven ability to work in a team atmosphere in challenging insights or tips useful to the newcomer to Japan tices accepted provided there is space. conditions Salary: 815,500/year plus major benefits Start- (as well as personal anecdotes) would be much Call TN Editor (212) 663-5819 or (718) ing Date: immediate openings both sites. To apply. send appreciated. Because the book is available inter- 826 -8548. current resume to: Mr. Peter Fallon. Projects and Grants. EIL Brattleboro. Vermont 05301. (802) 257.4628. AA/EOE. U.S A. nationally, EFL teachers of all nationalities are urged to submit their contributions in written or spoken (cassette tape) form by October 1 to The ANNOUNCEMENTS ANNUAL ATESL CONFERENCE Global Press, 2239 E. Colfax Avenue, #302, Denver, Colorado 80206 U.S.A. Continued from page 31 The Alberta Teachers of English as a Second Language will meet on October 26-28, 1985 at the Banff Centre, Banff, Alberta, Canada. In- UPDATE OF TEACHER PREPARATION SECOND BINATIONAL CONFERENCE vited speakers include Christopher Candlin on PROGRAMS DIRECTORY ON LIBRARIES OF THE CALIFORNIAS: Negotiated Curriculum, Margaret Dennis on TESOL is sponsoring a revision of the Direc- CALEXICO, CALIFORNIA, USA AND Adult Leaming Styles, Ronald Sumuda on Inter- tory of Teacher Preparation Programs in TESOL MEXICALI, BAJA CALIFORNIA, MEXICO cultural Assessment, and Strini Reddy, the presi- in the United States, listing American college and dent of TESL Canada. For more information This conference will be on October 11-12, university teacher preparation programs leading call Sally Thompson at the Alberta Vocational to a degree or certificate in TESL/TEFL. The pur- 1985. It is sponsored by the California State Centre in Calgary: (403) 2974901. Library with the cooperation of the San Diego pose of the directory is to provide basic informa- State University-Imperial Valley Campus, Uni- tion about different universities programs to versidad Autonoma de Baja California and Cen- CONFERENCE ON MICROCOMPUTERS prospective entrants into our profession. We tro de Ensenanza Tecnica y Superior (CETYS). AND BASIC SKILLS want to include all American institutions that The objectives are to increase the understand- A conference on Microcomputers and Basic offer degrees in TESL/TEFL. If you know of ing of library and information services for the Skills in College will be held November 22-24, institutions that are not listed in the 1981-84 Spanish-speaking population of the U.S./Mexico 1985 at the Vista International Hotel, New York directory, please let us know where they are and border region and to promote cooperation City. More information from Geoffrey Akst, whom we can contact for further information: air ng all types of libraries in the California/ Conference Chair, Instructional Resource Cen- Julia Frank-McNeil, TESOL Publications, 201 Baja California border region. ter, Officer of Academic Affairs, C. U.N.Y., 535 D.C. Transit Building, Georgetown University, For more information, contact: Dr. Reynaldo East 80th Street, New York, NY 10021, U.S.A. Washington, D.C. 20057, U.S.A. The deadline is Ayala, Director, Institute for Border Studies, San Telephone: (212) 794-5425. October 15,1985. Diego State University-Imperial Valley Campus, 720 Heber, Calexico, California 92231, U.S.A., FIRST SOUTHEASTERN U.S. Telephone: (619) 357-37E. REGIONAL TESOL CONFFRENCE CAROLINA TESOL BI-STATE The first Southeastern U S. Regional TESOL CONFERENCE Conference will be held in the Urban Life Con- ference Center of Georgia State University in Greensboro, North Carolina will be the site Atlanta, Georgia, October 24-26, 1985. The fist and Earl Stevick the keynote speaker for the day will include local exhibits and visits".) 1985 Carolina TESOL Bi-state Conference. The Atlanta area ESL and multicultural educational conference will be held on October 26th at the programs. On October 25 there will be plenary new Greensboro Sheraton concurrently with the addresses by Joan Morley, the first vice presi- Foreign Language Association of North Carolina dent of TESOL, and Sarah Hudelson, associate Conference. Coordinated scheduling will allow chair of the ESOL in Elementary Education CC11. la-0- STE- MILL attendance at the sessions of the classics and for- Interest Section. For further information and/or eign language associations as well as those of preregistration packets, contact: D. Scott En- THE UNIVERSITY OF WISCONSIN MILWAUKEE TESOL. For more information write to: Bill right, Department of Early Childhood Educa- Lsler, 315 1/2 Tate Street Greensboro, North tion, Georgia State University, University Plaza, PO BOX 413MILWAUKEE. WISCONSIN 53201 Carolina 27403, U.S.A., or call him at (919) 272- (414) 963.5757 Atlanta, Georgia 30303, U.S.A. Telephone: (404) LAWRENCE N. SELL 6528 in the evening. 658-2584.

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134ilik 4101130VcaratOtTia Sre4Titiitift -4;rjoi, TESOL, 201 D.C. Transit Building, Georgetown University, Washington, D.C. 20057 U.S.A . TESOL NEWSLETTER VOL. XIX, NO. 4 AUGUST 1985

DATED MATERIAL Vol. XIX No. 5, Teachers of English to SO iikeii-Of Other LanguOges '(ictObei 1985 NIE to Establish Center for Learner Strategies Language Education and Research by Anita L. Wenden York College, CUNY The National Institute of Education (NIE), ting components focused on research, in- throughitsDivisionof Learningarid structional improvement, community in- Give a man a fish and he eats for a day. Teach Development, has funded a contract fa volvement, and dissemination. Its research pro-him how to fish and he eats for a life time. establish a Center for Bilingual Research awljects will address issues related to: An ancient proverb Second Language Education. This center, to be known as the Center for Language Education academic skill development in reading, The following is a mental problem and Research (CLEAR), has a mandate from writing, and mathematics for languageborrowed from Morton Hunt's The NIE to conduct basic and applied research minority children; Universe Within. Your task will be to find relevant to the education of limited English cognitive and problem-solving strate- the solution and note down what you do proficient students and foreign language gies in academic tasks; to find it. students. We, the staff of CLEAR, believe that TESOL metalinguistic skills in language acquisi- If four days before tomorrow is members will find much of our work relevant tion including transfer of knowledge Thursday, what is three days after to your concerns, and we plan to contribute across linguistic systems; yesterday? regularly to the TESOL Newsletter to keep you foreign language instruction and pro- informed of our activities. Your comments, gram assessment; According to Hunt, to find the answer suggestions, and reactions will be welcomed foreign language and mother tongue at- you will have gone through a series of we urge you to let us know what you tlkkl trition; mental stepsnaming, counting, rea- Located at the University of California, Los soning. And if you have applied them Angeles (UCLA), CLEAR also has branches at programs that jointly meet the needs of linguistic minority and majority stu-correctly, you will have determined that the Center for Applied Linguistics (CAL) in the answer is Tuesday. In other words, the Washington, D.C., Yale University, and the dents. University of California, Santa Barbara. OurAs these studies progress, we will keep youpoint of this mental exercise has been to director is Amado M. Padilla, professor of informed about emerging results. highlight an already well-known fact psychology at UCLA, and he is joined by that there are two dimensions to problem associate directors Russell N. Campbell Activities aimed at improving instruction for solving and other kinds of thinking and (director, TESL/Applied Linguistics Program, bilingual students and foreign languagelearning: the process (how we-go about UCLA) and G. Richard Tucker (president, Continued on page 3 it) and the product (the outcome ofour Center for Applied Linguistics) in providing endeavors). the leadership for the center. INSIDE Learner strategies is a term that refers CLEAR is committed to assisting non-native to the process of learning. Underlying the speakers of English to develop the highest Creating a writing lab, by A. M. Frager and C. F. Freeman, research that is being done in this degree of proficiency in understanding, pageI5. area is speaking, reading, and writing English. We Pancake art, by M. J. Nations, page 18. a view of the second language learner that ACROLT report: language testing bias, by A. D. Cohen has been influenced by the "cognitive believeaswellthatEnglish-speaking and E. Shohamy, page 9. individuals should have an opportunity to revolution" in psychology. From this develop an ability to understand, speak, read, viewpoint, the learner is seen as an and write a second language. Developinga Affiliate /IS News .... 21 Letters 20 "active, self-determining individual who language-competent society should be among Announcements/Gaits 27 Minisculcs 23 processes information in complex, often our nation's highest educational priorities, and Int'l Exchtnge 19 President's Note 2 idiosyncratic ways that rarely can be researchers and practitioners who work within It Wc.aics 13 Reviews 10 predicted entirelyin advance the domain of educational linguistics can playJiro OpenIngs 31 Standard Bearer 24 ... an active role. To work toward this goal, (Weinstein et al. 1979). The purpose of the CLEAR will unite researchers from education, research, therefore, is to discover what linguistics, psychology, anthropology, and Brief reports and other amouncements, "active, self-determining" learners do to sociology with practitioners, parents, and pages 3, 6, 7, 9, 17 help themselves learn a second language. Directory of IS & committee officers, page 8 community agencies. We are collaborating, for 1986 TESOL summer institute, page 29 This is done, primarily, by examining example, with numerous school districts, what second language learners tell us including systems in Los Angeles, Santa Ana, about their language learning through San Diego, and Culver City, California; San Other items AMIDEAST directory 12 some form of verbal report (e.g., semi- Antonio, Texas; Arlington, Virginia; and NAFSA directory structured interviews, questionnaires, Hartford and New Haven, Connecticut. 14 AFS teacher exchange program 23 To carry out its mandate, CLEAR is integra- IIE opens Intl education cents: 25 Continued on page 4 1 54 Pledideat'd Tote to deNed Head

The organization which comes a close subtlety could be communicated through this second to TESOL in claiming my affection and particular macaronis but it was clear from his spare time is Children's International Summerrecounting of events and descriptions of Villages. individuals that a great deal of communication Founded in 1951 by Dr. Doris Twitcheil did indeed take place. What a gold-mine for Allen, Professor Emeritus of Psychology at the child second language acquisition researchers! University of Cincinnati, CISV's original aim Apart from the Villages themselves, there are was to foster international understandingregular activities :n each country for a wider among children aged 11-an age at which age range. Local and national meetings are held children already bear the stamp of their culture for 10-20 year-old CISVers to get together to but are also still prepared to greet each otherdevelop skills in cooperation and conflict with minimal prejudice. While the initial focus resolution and to discuss world issues. For the on 11-year-olds has expanded to include their 13-17 age range, there are also international oldersiblings,parents and the wider interchanges in which 10 young people from community, including local and national one country travel together and stay with the businesses and governments, the basic premise sr me number of families in the host country remains the same: that peace in the world is for about three weeks during one year, the 10 possible only if individuals and the groups to young hosts returning the following year to visit which they belong learn to live with each othertheir guests' families. For the 17-20 age range. as friends. there are seminar camps, occasionally with a The headquarters of CISV are in Newcastle- community work project attached, where upon-Tyne, England, and there are now young adults can gather to discuss issues at a chapters in over 80 countries. Governed by an more advanced level. elected international Board of Directors, CISV I have just spent the last five days as camp holds an annual meeting in a different country cook at one of the Canadian national meetings. each year to which all CISV members are 125 young people from our various chapters invited and at which the policies for and thecame together to make new friends or renew directions of the organization are examinedold acquaintances along the lines I have and, if necessary, revi. described. It was quite a challenge to provide Every year, 30-40 gatherings of 11-year-olds nutritious, low-cost yet appealing meals that are sponsored by various CISV chapters. Each would open palatesnot to mention minds of these issues a dozen or so invitations toto the good things that the people around the participating countries to send four 11-year- world have created. olds (twc., girls and two boys) together with one It was exciting, too, to see such a wide range adult leader (21 or over) to be part of a Village cooperating in each activity. Given the typical in the host country. Each also invites four to organization of schools these days, it is com- six countries to send a junior counsellor (16- mon to hear that the 15-year-olds will not be 18 years old) and appoints a camp staff ofseen dead talking to the 13-year-olds and that about five. the only possible reason for a boy and girl to The costs of the Village are borne by the host be talking together is within the context of a chapter, with the sending chapter covering the dating relationship. In CISV the younger travelling expensess of delegates. Seventy in- children talk freely with the older ones, dividuals representing about 16 countries, thus, knowing that they will be listened and gather together in a camp atmosphere for aresponded to. And the camp activities are month. They get to know cach other,designed to encourage a wide range of participate in social and intellectual activities,relationships between girls and girls, boys and confrontand hopefully resolvevalue boys and girls and boys. conflicts and have lots of fun. The financing of CISV is complex, like most From a TESOL perspective, CISV is other large organizations.It comes from a particularly interesting because the official combination of individual memberships, language of most of the camps is English. What community and business involvement, the this means is that the adult leaders and junior occasional government grant and, as with counsellors must be able to speak both the TESOL, an essential base of volunteer labour. language of their delegation or country and In most chapters, the children who are chosen English; the camp staff is also expected toto go to the Villages are subsidized. If is not, speak English. The II-year-olds, however, may therefore, only the already privileged who get be monolingual in their native tongue. In 1983, a chance to broaden even further their cultural Matthew, my son, wait a month in Brazil as horizons. Considerable attention is also paid to a member of the Canadian delegation to the helping developing countries send children, Seto Paulo chapter's Village. After the first few junior counsellors and seminar participants to days, the fact that the leaders ..poke English gatherings so that there is more than a strength- was apparently unimportant. The 48 children ening of existing ties between the rich and created theil own languageone no doubt powerful nations. designed primarily to exclude the leaders or at CISV has enriched my life and the lives of least to make their presence during importantboth my children.Itisafascinating communicationsunnecessary!Matthew complement to my TESOL involvement. reported that the new language consisted of key vocabulary items relating to things around JEAN HANDSCOMBE the camp and stages in the day in Portuguese, some basic verbs and function words in English and a lot of gestures and drawings. Not every

TN 10/85 Center Established From the Central Office IN MEMORIAM Continued from page 1 Further endorsements of TESOL's "Statement lI C. CERTSBAIN learners will be conducted throughan in-of Core Standards of Language and Profes- tegrated program of: On July 19, TESOL sional Preparation Programs" received include: lost a good friend. professional development for practition- Victim of a traffic ers; English for Foreign Students Dept. of the Arts and Humanities Division accident, Ian Gerts- materials development and evaluation; Houston Community College bain died in Beijing, .development and assessment of inter- Houston, Texas U.S.A. People's Republic locking bilingual programs and of China, where he cur-English Language Center was working for the ricula. Texas Christian University China/Canada Fort Worth, Texas Human Resources In addition to the directors, key staff Ian G Gertsbala members of CLEAR include: Evelyn Hatch,English Language Institute Training Program. Kathryn J. Lindholm, Mary McC'oarty, Mar-American University Ian was born in guerite Ann Snow, and Concepcion Valadez,Washington, D.C. U.S.A. Toronto in 1944. He was educated at the UCLA; Donna Christian, John Clark, Jo Ann University of Toronto and at Concordia English Language Institute Unive in Montreal. For 14 years he Crandall and Rebecca Oxford, CAL; KenjiBradford College Hakuta, Yale; and Richard Duran, University had taught ESL at George Brown Col- of California at Santa Barbara. A number ofBradford, Massachusetts U.S.A. lege in Toronto and last January had indiViduals 'have also agreed to provide Sacred Heart Education Center been appointed to their Staff Develop- consultation during CLEAR's initial stages,Washington, D.C. U.S.A. ment Program. Ian also taught in the including: Shirley Brice Heath (professoi TESL teacher-training program at the Community Services Faculty of Education, University of education, Stanford University), Sadae IwatakiNorthern Virginia Community College (supervisor, Adult ESL, Los Angeles Unified Toronto. This v.Ian's second profes- Alexandria, Virginia U.S.A. sional visit to China. Four years ago, he School.DiStrict), Courtney Cazden (professorDevelopmental Studies of education, Harvard University), Guillermo spent five months teaching ESL at Northern Virginia Community College Sichuan University and since then had Lopez (director, Educational Personnel Devel-Alexandria, Virginia U.S.A. been eager to return for a longer stay. opment, California Department of Education), Ian was a concerned TESL profes- Barry ,MeLaughlin_ (professor of psychology,English as a Second Language Program University of California, Santa Cruz), andNorthern Virginia Community College sional outside of the classroom. He was Annadale, Virginia U.S.A. a past president of TESL Ontario and Rudolph Troike ,(director, Bilingual and had been active in TESL Canada. He Multicultural Education, University of Illinois). ESL Department also served TESOL well. He was local Consistent with CLEAR's philosophy, how- Bunker Hill Community College co-chair for the TESOL Convention in ever, research and dissemination efforts will be Boston, Massachusetts U.S.A. Toronto in 1983 and a member of the shaped by input and consultation from numer-Bilingual Vocational Instructor Training Planning Comniittee for the TESOL ous sources, including educational practitioners Program Summer Institute of that same year. and administrators, community agencies, Houston Community College System TESOL recognized his dedication by parents, and professional organizations. We Houston, Texas U.S.A. nominating him as a candidate for the hope that we can count TESOL and its Executive Board in 1982 and as second members among those who provide this Alexandria City Public Schools vice-president in 1983. essential input. Alexandria, Virginia U.S.A. Some of us have lost a dear friend, We are currently developing a mailing listFos additional information regarding these all of us have lost someone who cared for the center. If you would like to receiveCore Standards please refer to TESOL News- deeply about what we do and worked information about CLEAR's work and itsletter April, 1985, "The Standard Bearer" and very hard to make our profession a publications, please send yourname andTESOL Newslette. August, 1985, "Endorse- better, fairer ore and also more fun. mailing address to: Ms. Barbara Avery, ments of TESOL's Standards for Language and We will miss his eettlusiasm, his energy, Administrative Assistant, Center for Language Professional Programs" or contact Susan his generosity, his gentleness and, above Education and Research, Department of Bayley at the Central Office: TESOL, 201 D.C. all, his unique sense of joy. Psychology, University of California, LosTransit Building, Georgetown University, Carlos Yorio Angeles, California 90024, U.S.A. Washington, D.C. 20057, U.S.A. TESOL Service Helps Members TESOL PR Committee Cope with Disabilities Receives Charges The Group Disability Income Plan,ancontinue for up to five years for accident- exclusive TESOL service now availableto related disabilities and up toone sear for The Public Relations Committee,a newly members and their spouses underage 60, can sickness-related disabilities. Since all benefits formed-ad hoc committee of TESOL (1984), provide $500 a month in tax-free disabilityare paid in addition to Social Security, Worker's is charged with three tasks: benefits payable for up to five fullyears ofCompensation and other disability payments Charge No. 1. 21st anniversary of TESOL. continuous disability. received, the 30-day-waiting period ties in with The twenty-first birthday of TESOL isap- During the Special Enrollment Period, which short-term payments while reducing the cost proaching, 1987 to be exact. The committee has ends December 1, 1985, members will be of coverage. been asked to prepare an agenda anda set of offered one month of coverage for one dollar. Another factor contributing to the plan'srecommendations for the coming ofage After, the first month, the premium will beaffordability is the mass buying power TESOL celebration of TESOL in order tocommem- orate this most important milestone. billed at the regular group rate. has by joining other organizationsco- In addition to this one dollar v :er, normalsponsoring this plan. The group premiums Charge No. 2. A TESOL pamphletor brochure. A second task is to eligiblity requirements for coverage will beoffered to members and their spousesare 30 prepare a waived in favor of a more liberal acceptancepercent to 50 percent lower than premiums for brochure or pamphlet that can be distributed policy that guarantees qualified applicantsindividual plans paying the same benefits. widely, particularly to those whomay have disability insurance. If members and/or their Members will be mailed their enrollment Ntle notion of what TESOL (orany of the spouses have been actively working full-time materials containing complete detailson how other TESOL-related acronyms) stands for. for the past 90 days and have not been to apply for coverage for $1 for the first month. Such a pamphlet or brochure isseen to have , hospitalized in the past six months, they willFor more information, members can contact usefulness both outside the U.S.as well as within if it could give people and organizations be guaranteed acceptance until December 1, the TESOL Insurance Administmtnr: Albert H. 1985. Wohlers & Co., TESOL Group Insurance a succinct explanation of just what TESOL is. Monthly payments under the plan beginon Plans, 1500 Higgins Road, Park Ridge, Illinois Charge No. 3. Help determine what the most the 31st day of a covered disability and 60068, U.S.A. Continued on page 6 :TN 10/85 1 56 3 basis of her research Rubin noted that to Learner Strategies English dictionary. Reading the paper was very useful ... When I left England, Ihad do this, learners use deductive reasoning, Continued from page 1 made the first step ... I had made myfirst as when they (1) compare languages they diaries). To a lesser extent, learners have contact ... I knew the basic structure andknow; (2) use analogies; (3) look for also been observed as they perform vocabulary. Three years later, I decided tosimilarities. go to Berkeley ... language learning tasks. 3. To retain or store for future use what In the literature, strategies have been Cognitive Strategies they have understood. In research con- referred to as "language learning behav- In the above excerpt, Miguel explainsducted with graduate students, commun- iors," "steps, routines, procedures," "con-how he was able to understand what heity college students and three groups of scious enterprises," "potentially consciousreadhe used pictures, and headlines;Army recruits possessing either a high plans," "tactics," "cognitive abilities," and read about news in Spain (already familiarschool diploma, a general education "learning skills." These different termsmaterial); used verbs and the few words he diploma or no diploma, Weinstein and her point to some cf the questions about theknew. These are cognitive strategies. L2colleagues (1979:50) noted what these LI definition of a strategy that have not beenlearners have reported using cognitivestudents did to store information. (1) answered, e.g., Are they general plans ofstrategies for four different reasons. They repeated over and over again what action or specific techniques applied in they wanted to remember. (2) They made 1. ;:ocus attention on certain aspectssome sort of an association, e.g., focusing particular situations? Are all strategiesof incoming information. Miguel does not used deliberately? Are some used auto-report using strategies for this purpose.on its physical properties, such as spelling matically, below consciousness? Are they patterns; linking it to a mental picture or However, other language learners I haveto something they already knew. (3) They learned? Or are they part of our mentalinterviewed described how they listen or "hardware"? Are they distinct from men- categorized the material according to observe selectively. For example, theycommonly shared characteristics. tal processes? listened for certain sounds, paid attention These theoretical issues are beyond the 4. To develop facility in the use of what scope of this article. Rather, excerpts from to how others used a particular word, looked for the context in which a particu-they have learned. Miguel did this by verbal reports together with some of the trying to use what he learned at school in analyzed findings will be presented tolar word is used, and looked at the shape of the mouth. his conversations with the landlord. answer more practical questions. (1) What Laszlo would "build up a sentence" in his prompts second language :earners to use 2. To make "input comprehensible."mind with words or expressions he asked strategies? (2) Why should second lan-Miguel looked at actions on TV; he readabout. Other learners may simply repeat a guage teachers take them into account?headlines, verbs, and pictures. He guessedword or sound to develop facility in its What is their significance? the meaning of what he heard and read byuse. Rubin refers to this category of using clues that were provided in each Why Do L2 Learners Use Strategies? cognitive strategy as practice strategies. situation. Rubin (1983) refers to this typeand as the examples suggest, it is a kind of of cognitive strategy as inductive infe- The following excerpts are from an focused practice. interview with Miguel, a young Spanishrencing and lists other clues, used by Sometimes language learners cannot economist.i In his account he refers tolanguage learners she observed and/oreasily recall words they want to use. four kinds of strategies: cognitive, com-interviewed, e.g., key words, intonation,Faerch and Kasper (1983) refer to munication, global practice, and metacog- conversational sequence, parts of words,research which identified what learners nitive.2 and topic and context of discourse. reported doing in this type of situation. Besides inferring meaning from clues, . I spent ten weeks in England. I lived Either they waited for the term to appear language learners may simply try to getor tried to remember it by using some with a family ... It's the best wayif you're more information about an unknown item accepted as part of the family and don't association. For example, these learners live with other students .. . we spoke atby asT(ing. Miguel did not repert using this strategy. However, for Laszlo, a Hungar-(1) said out loud words with similar dinner time, while watching TV .. meanings (2) thought of a word in their ian immigrant, this was the "only way to Speaking was easy ... At school I looked TL that was somewhat the same in form for words to build up short sentences tolearn." He said, "Whenever I didn't under-or sound as the word they couldn't communicate; (When we talked) ...I stand anything, I asked, I inquired andremember (e.g., remember the French practiced what I learned at school .. You they explained ...I was not ashamed to"sol" by thinking of English "soil"); (3) never know what you are learning at aask." He reported asking about colloquial specific moment. Sometimes I tried (to remembered a situation where the word expressionseveryday Englishfor hewas used or written; (4) used sensory use) what I learned at schoolsometimeshad studied very formal English. How- . procedures (e.g., stare hard at the floor to not .. I did not think first before speak-ever, other language learners have asked ing. I tried to build a logical structureI find a word for "ground"). used words the landlord used. He under- (1) how to use a word (2) how it dilers stood meI used many explanations andfrom another word or expression (3) what Communication Strategies drawings. But I knew I made mistakes ... it means in their native language. Or, if To be able to converse with his land- they think they know the meaning, they TV is useful...actions speak clearly; lord, Miguel looked for words he needed vocabulary is simple; news is repeated; may simply try to verify their undei stand-at school; he used words his landlord had actions represent the meaning of speech ing. They restate, paraphrase, repeat, orused and made many explanations and ...first I hear a word with ao meaning;use the item of concern and ask for feed- drawings. These are communication then I hear it again and I under Itand ... back. Rubin refers to this type of cognitive strategies. They are used when learners My problem was understanding...I strategy as clarification/verification. experience a gap in their linguistic reper- couldn't hear how the sounds were differ- In her summary of the research ontoire. They wish to say something but find ent. I couldn't hear the grammar structures successful language learners, Omaggiothat they do not have the linguistic means ... but I (had) learned them before ... (1978) says they "constantly look forto do so. patterns, classifying schema, and rule- I read the papers daily ... I learned a lot. Tarone (1981) and Faerch & Kasper I used pictures and headlines. I read about governed relationships." In other words,(1983) have described strategies learners news in Spain. I guessed the meaning oflanguage learners do not only try to figuremay choose to deal with this problem. sentences by using verbs and a few words out how their second language works inHere are some examples. They may begin I knew .. I decided not to use a Spanish- specific situations. They also seek toto express an idea but abandon the discover general rules of language use that See Wenden 1986-forthcoming fora description of the study. attempt half way; or they may decide to A 811111lif type of framework 'or descnbing Ramer strategies was fust are used in a variety of situations. On the used In Rubin 1963. Continued on next page

t,0 TN 10/85 Learner Strategies decided net to use a Spanish-Englishhow he felt when his friends corrected his dictionary; he chose to live with a British mistakes, Laszlo said: Continued from page4 family and three years afterhisexperience avoid all risk and change the topic ofin England, decided to go to Berkeley to . that's not a good feeling to know how conversation. Alternately, they may de-continue his learning of English. This is little I know ... it gave me power, it gave cide to expand their communicative me energy tc. get over these difficulties and one aspect of planningmaking decisions at the same time it was despairing .. . how resources by borrowing from their nativeabout the resources and strategies one will much I have to learn but usually it gave me language. Either they may translate (ause to learn. In some cases, this may an energy and a motivation to work (with) strategy Miguel rejected when he decidedinclude rejecting long time-favorite but these problems ... not to use a Spanish-English dictionary) orineffective strategies. The student ac- they simply use a word from their nativecounts I have analyzed to determine why Checking outcomes. When L2 !earne:s language without bothering to translate.c. when learners are likely to make such"check outcomes," they are concerned They may also simply work with theirdecisions revealed the following trigger-with the product or result of their efforts existing knowledge of their second lan-ing factors: (1) a special need or interest,to learn and/or use their second language. guage and "make explanations" as Miguel(2) challenge or advice from friends, andImplicit in such an evaluation is the diddescribing the object or action he(3) positive or negative feedback relatedlearner's purpose for using a particular could not name. Or, as Tarone has noted,to a specific instance of language use. strategy and a decision about its utility. they may invent a new word (e.g., using Learners also need to look ahead toMiguel said that he learned a lot by airball for balloon) or use a word whichdetermine what they want to learn andreading the newspaper. He noted that his bears a semantic relationship to thehow well they want to learn it. They needlandlord understood him when he used desired item (e.g., Laszlo reported howto set objectives and determine standardsmany explanations and drawings. When his practice strategies helped wordsthey will use to evaluate achievementhe left England, he was satisfied because he had learned some basic English become "stabilized in his mind"). Finally, (e.g., ". .in a short time, I wanted to learners can ask some one to tell themlearn a very large quantity of knowledge;" Other second language learners might what to say, or as Miguel did whe.i he"I want to be bilingualto know thewonder if living with a family has made drew pictures, use non-linguistic means. differences between Italian and English;"them more fluent; if their stack of vocab- "I want to speak correctly and fluentlyulary cards has really helped them Global Practice Strategies broaden their range of recognizable and Miguel chose to live with a Britishto understand exactly."). Moat of the L2 learners I interviewed also referred tousable words; if looking up key words family; he developed a close relationship before a lecture improves their level of with themconversing over dinner andhaving prioritized some objective at one point in their language learning history. understanding. Answers to these questions while watching TV. He also said he read are sought and answered by using meta- the newspaper. These are global practiceSome indicated that they had made special efforts to speak or understandcognitive strategies that check or evaluate strategies. outcomes. Unlike cognitive and communicationbetter, read faster, learn to write. Others strategies, global practice strategies dohad concentrated on trying to think inWhat Is the Significance of Learner not focus on specific aspects of languageEnglish, expand their vocabulary, clarifyStrategies? to be learned or used to communicate.their understanding of grammar. Others, Rather they illustrate how languageyet, referred to nonlinguistic objectives,1. Learner strategies are the key to learner learners utilize resources in their socialsuch as acquiring confidence and ad-autonomy. Implicit in these descriptions environment to create opportunities tojusting. of why strategies are used are some of the learn and to develop facility in the use of problems that learners may need to their second language. Rubin has referred Monitoring. Miguel knew he maderesolve as they manage or self-direct their to them as "opportunities to practice."mistakes when conversing with his land-second language learning, e.g., How does However, in contrast to the focusedlord. Referring to his "listening" problem, this grammar structure work? What does practice referred to earlier in the discus.he admitted that he "couldn't hear bethis word a.an? Ho, z'an I remember it? sion of cognitive strategies, these activitiesgrammar structures" although he knew he What do I say if I want to apologize? provide for open ended practice and so I"had learned them before." These state-Complain? How can I get people to have referred to them as global practicements suggest that Miguel monitors hisunderstand my meaning? What can I do strategies. performance to determine how he'sto get more practice? Should I concen- Learners I have interviewed referred todoing. Unlike planning strategies thattrate on my pronunciation? Try to using the following types of resources for anticipate, monitoring strategies are usedimprove my writing skills? Did I under- global practice: people (people on theto oversee v. hat is actually "online." stand correctly? Express myself exactly? street, in bus lines, special friends, casual Brown (1978) describes research that Is this something I should know? Be able friends, children); living arrangements illustrates the complexity of the decision-to say? Has this language course helped (family, single friend, campus dorm);making that is involved in monitoring. Inme? Self-reports of second language media (TV, radio); classes (in their secondthe case of a second language learner whc learners have demonstrated that learner language; a third language; related tois monitoring his understanding of astrategies are techniques used to deal with professional or personal interests); routine college lecture, for exarnple, this wouldthese problems. In other words, they are activities (shopping, post office); leisuremean determining (1) whether or not hethe means or the tools that enable learners time interests (swimming, flying lessons,understands, (2) what he does not under-to take on responsibility for their own parties); work (interacting with clients,stand, (3) why he does not understand, (4) language learningto become autono- reading documents). whether he knows enough to understand amous. particular speaker and/or topic and (5) 2. One of the goals of L2 training should Metacognitive Strategies whether it is easier for him to understandbe the facilitating of learner autonomy. Learners use metacognitive strategies to now than it was a month age. The idea of helping L2 learners become oversee, regulate or self-direct their Second language learners also need to autonomous takes the notion of "facilitat- language learning. Cognitive develop.monitor their language-learning process in ing language learning" one step further. mental literature (e.g., Brown 1978)a more general way for obstacles orSo far, classroom implementation of this usually refers to three main functions ofproblems that inhibit learning. The feel-latter objective has focused on methods metacognitive strategiesplanning, mon-ings evoked by a particular situation are and materials that allow learners to deal itoring, and checking outcomes. an example of such problems. These feel- with the affective, motivational, and Planning. In his account Miguel said heings also have to be managed. Referring to Continued on page 7 TN10/85 158 5 PR Committee Continued from page 3 pressing PR needs of TESOL and of its various ADDISON-WESLEY constituent groups are, e.g., its Interest Sec- tions, Affiliates, etc. What publicity is needed, A cut above the rest both within TESOL and outside of TESOL? TESOL members are invited to write to the For Mature Learners... chair of the Public Relations Committee to state their views, present their ideas, or to ask IN PLAIN ENGLISH, questions about one or more of the above by Karen Batchelor de Garcia and Randi Slaughter mentioned charges and to volunteer to be on this committee. Responses will be organized This innovative, two book series carefully integrates the four and reviewed by the PR Committee when it basic skills and lifeskills in easily managed, self-contained lessons. Extra meets at the TESOL '88 convention in activities including listening practice available in complete Anaheim, California, March 3-8, 1986. A response date of January 1st has been set teachers' guides and tapes. Followed by MORE PLAIN ENGLISH, although letier: Pfter that date will also be by the same author team. welcome. Write to: Curtis W. Hayes, Chair, High beginner-Low intermediate TESOL Public Relations Committee, c/o Bicul- tural-Bilingual Studies,' University of Texas at DOUBLE ACTION ENGLISH, San Antonio, San Antonio, Texas 78285, U.S.A. by Earl Stevick and Jane Yedlin This versatile, multi level activity workbook features high interest topics TN's Topical Issues for grammar, vocabulary, reading and writing practice. Listening Issue Coming in December Beginner - Intermediate If teaching listening is an area of vital interest to you currently, look for the December issue PASSPORT TO ENGLISH, of the TESOL Newslettir. by Jane Yedlin and Magdala Raupp Teaching English Internationally in April 1986 Contextualized exercises and many illustrations provide grammar An issue with a focus on teaching English actice and structural reinforcement in this integrated text. internationally is scheduled for April 1988. Beginner-Intermediate Contributions fcr this issue are still being sought and those from outside of English- LIFESKILLS AND CITIZENSHIP, speaking countries are especially welcome. The by Judy DeFilippo deadline is December 10, 1985. By user demand! The third workbook in this survival skills series Teaching Reading in Aupst 1986 supplements any competency-based program. Articles about teaching reading to ESL or Intermediate-High intermediate EFL students at any program level are sought for the August 1986 issue. The deadline for manuscripts is April 15,1988. LISTENING BETWEEN THE LINES, All manuscripts must be typed double- by Lin Lougheed spaced and should not exceed six pages. Send A unique culture based approach to listening practice featuring four copies to Alice H. Osman, Editor, TESOL Newsletter (see address on page 1). For the dramatic dialogues for interpretation. preparation of the manuscript, ask the editor High beginner-Advanced for guidelines or follow those in recent December issues of the TESOL Quarterly. TALK-A-TIVITIES, Please note that manuscripts cannot be re- by Richard Yorkey turned. An innovative supplement featuring a variety of pairwork activities SAINT MICHAEL'S COLLEGE in handy blackline master form. Intermediate-Advanced Winooski, Wilma 05404 SPRINGBOARDS, MASTER'S IN TESL 36 credits by Richard Yorkey Oral communication activities are featured in this creative, ADVANCED TESL Certificate Program 18 credds multi level workbook supplement. Intermediate-Advanced INSTITUTE IN TESL summers only 9 graduate credits VOICES OF AMERICA, by Nina Weinstein INTENSIVE ENGLISH TRAINING PROGRAM This step-by-step listening skills program features recreated interviews Intensive English coupes for foreign students conducted on avsaround basis with second generation Americans. High intermediate St hichaers a/e3 Oka Meta. Ogren in Education, Theology, Adminetraucri and Carrot Psychology For more information, contact your local teacher resource store, Also ausilibia MEd with convolutions In TESL, SpecW Education. Adrenktratket Currkukrn, bookstore, Addison-Wesley representative, or write: R..& and Conkutar Eduodon Addison-Wesley Publishing Company wok Director TESL Pogroms World Language Division Sox II St. Whites Coke Reading, Massachusetts 01867 Wioold, VIIIM10111 OSIC4 (617) 944-3700 USA.

159 TN 10/85 Learner Strategies change their own cognitive behavior. Itthey come for help with a particular is, he says, as if their minds were inde-language problem (for example) or dur- Continued from page 5pendent entities and they passive specta-ing conferences and class discussions. tors of its activities. It has not occurred However such informal means of diagno- social-cultural factcrs that may inhibitto them that they might be able to besis will hardly be sufficient for a thorough learning. Teachers have also learned toactively involved in their own learning.and effective assessment of learning substitute teacher centered activities withThese freshman were native English group activities so that learners may problems. So, as I have written in more speakers. However, the same belief candetail elsewhere (forthcoming 1985),It participate more actively and learn fromalso typify classes of L2 learners. Thus, will be necessary for teachers to develop one another. Facilitating the developmentanother prerequisite fcr learner autonomyprocedures for systematically assessing of learner ^utonomy takes these effortsis an appreciation by learners of their the sophistication of their students' strate- one step further by helping L2 learnerspotential ability to learn together with thegies as they relate to various aspects of develop a repertoire of strategies that will belief that one can develop, utilize and language learning and language use. enable them to deal with their owncontrol this ability. learning needs and problems oncea Conclusion language course is over. 3. Learner strategies are a source of What, then, are the implications of Essential to the success of any activitiesinsight into the difficulties of unsuccessful directed toward the development of findings from learner strategy research for L2 learners. Why is it that some languagesecond language teachers? The wisdon of learner autonomy, however, is the com-learners can speak and understand with mitment of L2 learners themselves to this the ancient proverb (credited to Marcus facility but have difficulty with theAurelius) should be taken seriously. goal. Certainly, in the case of adult written language or vice versa? Why is it language learners, it is not that they don't Learners must learn how to do for that others just never progress beyondthemselves what teachers typically do for want to be autonomous. For insights fromcertain levels of proficiency? adult learning theorists place autonomy as them in the classroom. Our endeavors to Findings of research of good and poorhelp them improve their language skills one of the main goals of adult striving andlearners in Ll and L2 suggest that strate- activity throughout the life cycle. Nor is must be complemented by an equally gies should also be taken into accountsystematic approach to helping them it that they cannot learn independently.(together with other learner characteris- In fact, according to Brookfield (1984)tics) as we try to understand and helpdevelop and refine their learning skills. research in adult self-directed learning (in Learner training should be integrated with resolve the difficulties of apparently language training. areas other than L2 lcarning) has been theunsuccessful learners. For example, inter- 4,1v "chief growth area in the field of adultviews conducted with adult language About the author.Aorta L tVenden is assistant professor of education research iv the last decade"learners who successfully learned several ESL at York College. CUNT. when she coordinates the ESL demonstrating the propensity and capac- program for college students. She is involved M the develop. languages (cf. Omaggio 1978) revealed meet and testing of materials for learner training and m ity of adults to engage in purposefulthat these language learners had devel- researching nietacognition in second language learning. She is learning outside formal institutions. also currently teaching the course,FacilitatingAutonomy in oped and used the types of strategies Secondlanguage Learners,in the M.A. program in TEM% However, their previous experiencedescribed here. Reading research in LI at Teachers College, Columbia University. learning a second language together with(cf. Pearson 1984) has also shown that Note:Comments and questions reined to the ideas presented long-acquired beliefs about classroomsuccessful readcrs are able to use meta- here should be sent to the author at 97.37 61rd Road (M5E), learning in general may lead some L2cognitive strategies to monitor and eval- Forest hills North, NY 11374, U.S A. learners to expect to play a more passiveuate their reading process to a greater role. They may believe that L2 learning REFERENCES degree and more effir;ently than poor Brookfield, S.1984. Selfidirectcd adult learning. a critical is teacher dependent. They may alsoreaders. They also have a better under- paradigmAdultEducation 35 59.71. believe that it is classroom dependent. It Brown, A 1978. Knowing when. where and how to remember standing of the nature of the reading a problem of metacognition. In R. Glaser (Ed.) Advances may not have occurred to them that they in Instructional Psychology 'olurned IHillsdale, N J.. process. Training studies conducted with Lawrence Eribaum Associates. should or need to learn on their awn. Saidlearning-disabled children (cf. Wong Faerch. C. tc Kasper, F1983. Strategies inmterlanguagc. Hideko, a young Japanese student, "From London: Longman 1982) has further demonstrated the impor- Hunt. Morton. 1982.Theuniverse within. a newscience thefirst,I had planned to attend an explores the human mind NewYork Simon and Schuster tance of knowing about and using strate- Omaggio, A.C. 1978, Successful language !comets: tam do English program, so I thought that maybegies. Once appropriately trained, these we knott about them.ERIC/CIL News Bulletin, Arlington. gradually I would improve, so I did not N'irginia: Center for Applied Linguistic:es children have been able to use strategies Pearson, P.D. (ed.) 1984.Handbook of reading research.New do anything special. ." (In fact, it was York: Longman. to raise their level of performance to that Rubin. J. 1983What hate we learned about learner strategies? not until a year and a half later, when sheof untrained but normal learning adults in Paper presented at the TESOL consent:on CI month). To appear M A H'enden and J Rubin (Eds )Learner Strategies realized her fluency in the spoken lan-performing certain academic tasks. One Implications lot the Second Language Teacher and guage had not improved, that she decidedof the notions that has emerged from Researcher(Pergamon Press). Schoenfeld, A. 1952. Beyond the purely cogninsmetacog she ought to make "special efforts.")these studies is that ineffective learners notion and social cognition as d lllll ist fords in intellectual Further supported by the urgency of the performance Paper presented at the annual inecEng of the are inactive learners. Their apparent American Educational Research Association. ED 219433, need which leads an adult to enroll in a Tarone,E Some thoughts on the notion of commun. inability to learn is, in fact, due to their 'ration strategy,TESOLQuarterly 15 (3) fth5296 formal course, this is a belief that cannot having an appropriate repertoire of Weinstein, C.L. Underwood, V.. %% icker, F., 6c (Mistier!), result in resistance to classroom activities W E. 1979. Cognitive learning strategies: verbal and marina, learning strategies. elaborationInII. ()Ned, Jr. 6c C. Spielberger (Eds.) directed toward developing learning Cognitive and Affective LearningStrategies.New York: Academie Press. competence. Therefore, one prerequisite 4. Teachers should become attuned to Wenden, A. 1985 (forthcoming) Facilitating leammg compe. for autonomy on the part of the learner tenee perspectives on an expanded role for L2 teachers. their students' learning strategies. To CanadianModern language Journal 41. is an awareness of the need to comple-determine to what extent their L2 stu- 1986 (forthcoming) What ells 1.2 learners know about their language learnine A second look at retrospecthe ment exposure and formal classroomdents' language difficulties are, in fact, accounts.Applied linguistics7. learning with independent learning activ- Wong, B 1982 Me:aecignition and learning disabilitiesTopics due to a limited or inappropriately inlearning and learningduabilitin 2. Spt'cial issue. ities and an acceptance of the more activeapplied repertoire of strategies, teachers role that this implies. will need to become sensitive to how their A second attitudinal obstacle to learnerstudents approach the task of language autonomy can be learners' belief that theylearning and to the beliefs they hold about 0 cannot learn on their own. Referring to it. This can be done informally by ON LINE college freshmen he has worked with,becoming more alert to opportunities to Schoenfeld (1982) has noted that manyobserve students as they complete the On Line will return in the enter the classroom completely unawaretasks assigned them in the classroom and December issue. that they can observe, evaluate andto the comments they may make when 0 TN 10/85 1.60 7 Directory of TEAL Interest Section and Committee Officers 1985-86 APPLIED LINGUISTICS Newsletter Editor: Ilona Leki, Department ofNewsletter Editor: Lise Winer, Department of Chair: Kathy Flynn, 1634 Griffith Park Boule- English, 301 McClung Tower, University of Linguistics, Southern Illinois University, Car- vard, Apt. 1, Los Angeles, California 90026, Tennessee at Knoxville, Knoxville, Tennessee bondale, Illinois 82901, U.S.A. Tele- U.S.A. Telephone: (213) 6645030 37996, U.S.A. Telephone: (815) 974-5401 phone: (618) 536-3385 Associate Chair: Paula Lieber-Schlusberg, Syra- TEACHER EDUCATION cuse University, 401 Hall of Languages, Eng- ESL IN SECONDARY SCHOOLS lish Department, Syracuse, New York 13210, Chair: Gail Slater, 28 Paerdegat 12 Strcet,Brook- Chair: Dorothy S. Messerschmitt, 4 Lamp Court, U.S.A. Telephone: (315) 423-2072 lyn, New York 11236, U.S.A. Telephone: Moraga, California 94556, U.S.A. Telephone: Newsletter Editor: Gerald Berent,National ;718) 236-3428 (415) 666-6878 Technical Institute for the Deaf, Rochester A: sociate Chair: Helene Becker, Via della Associate Chair: Donald Freeman, MAT Pro- Institute of Technology, 60.2242, Rochester, Chiesa, 53, 50125 Flo:a..i:, Italy. Telephone: gram, School for International Training, Brat- N.Y. 14623, U.S.A. Telephone: (716) 475.6521 (55) 229.8546 tleboro, Vermont 05301, U.S.A. Telephone Newsletter Editors: Mary Pold, Co-Editor, 6224 (802) 257-7751 x261 COMPUTER ASSISTED West Newport, Chicago, Illinois 60634, U.S.A. Newsletter Editor: Joan Zukowski-Faust, English LANGUAGE LEARNING Telephone: (312) 996-2569. Charlene Cepek, Department, Box 8032, Northern Arizona Chc.ir: Roger Kenner, Learning Laboratories, Co-Editor, 335 North Catherine University, Flagstaff, Arizona 86011, U.S.A. 1455 de Maisonneuve West, Concordia Uni- Avenue, La Grange Park, Illinois 60525. U.S.A. Telephone: (602) 821.1836 versity, Montreal, Quebec H3C 1M8, Canada. Telephone: (312) 579-6300 TEACHING ENGLISH Telephone: (514) 848-3430 INTERNATIONALLY Associate Chair: Macey McKee Taylor, WESL ESOL IN ELEMENTARY EDUCATION Chair: Joseph Lieberman, House Rabbit 3F, 8- Institute, Western Illinois University, Macomb, Chair: D. Scott Enright, Dept. of Early Child- Illinois 61455, U.S.A. Telephone: (309) 298- 35, Shinohara-Dai, Nada-Ku, Kobe 659 Japan. hood Education, University Plaza, Georgia Telephone: (078) 882.0787 2106 State University, Atlanta, Georgia 30303, Newsletter Editors: Joel Bloch, Co-Editor, Associate Chair: Greg Larocquc, Apartment 908, U.S.A. Telephone. (404) 658-2584/2589 475 Elgin Street (#908), Ottawa, Ontario K2P Shanghai Institute of Mechanical Engineering, Associate Chair: Sarah Hudelson, 1411 Cadiz Dept. of Foreign Languages, Shanghai, China 2E6, Canada. Work Telephone: (819) 994-5753 Avenue, Coral Gables, Florida 33134, U.S.A. Newsletter Editor: Virginia LoCastro, c/o 200009. Patricia Dunkel, Co-editor, 305 Sparks Telephone: (305) 446.2302 Dept. of Linguistics & Modern English Lan- Building, Center for ESL, Pennsylvania State Newsletter Editor: Linda New Levine, RD #3, University, University Park, Pennsylvania guage, University of Lancaster, Bailrigg, Lan- Lake Katonah, Katonah, New York 10536, caster, England LAI 4YT 16802, U.S.A. U.S.A. Telephone: (914) 6680061 ENGLISH FOR FOREIGN STUDENTS IN PROGRAM ADMINISTRATION Committee Chairs ENGLISH-SPEAKING COUNTRIES Chair: Linda Mrowicki, 349 West Palatine, Awards Chair: Deborah Marino, Oregon State Univer- Arlington Heights, Illinois 60067, U.S.A. Tele- Chair: sity/ELI, Corvallis, Oregon 97331, U.S.A. phone: (312) 870.4166 Chair-elect: Neil Anderson, Center for Applied Telephone: (503) 754-2464 Associate Chair: Rosalie Porter, Newton Public Linguistics, 1118 22nd Street, N.W., Washing- Associate Chair: Vicki Bergman, ESL Program Schools, 100 Walnut Street, Newtonville, Mas- ton, D.C. 20037, U.S.A. University Extension, University of Califor- sachusetts 02160, U.S.A. Telephone: (616) 552- Nominating nia/Irvine, P.n. Box AZ, Irvine, California 7818 Chair: Mary Hines, 417 West 120th Street, 92716, U.S.A. Telephone: (714) 8585681 Newsletter Editor: Ruth Es adlcy, Department of New York, New York 10027, U.S.A. Newsletter Editor: C. Boardman bc V. Bergman, Foreign Languages & ESL, Box 43331, Louisi- Co-Editors, University of California, Irvine, ana, USL Station, Lafayette, Louisiana 70504, Professional Standards P.O. Box A2, Irvine, California 92716, U.S.A. u.S.A. Telephone: (318) 232.3003 Chair: Cathy Day, Eastern Michigan Univer- Telephone: (714)856-5681 sity, Department of Foreign Languages and REFUGEE CONCERNS Bilingual Studies, Ypsilanti, MI 48197, U.S.A. ESL IN ADULT EDUCATION Chair: Julia Lake Cage, Route1, Box 268, Chair-elect: Tippy Schwabe, ilepartment of Chair: Nick Kremer, California State University. N'ashon, Washington 98070, U.S.A. Telephone. English, University of California, Davis, Cali- at Long Beach, 1E1.100, Center for Career (206) 858-6131 fornia 95616, U.S.A. Associate Chair: Cao Anh Quan, University of Studies. Long Beach, California 90840, U.S.A. Publications Telep1.1,.e: (213) 498-4680 Miami Lau Center, 3220 Baldwin Drive West, Tallahassee, Florida 32308, U.S.A. Telephone: Chair: H. Douglas Brown, American Institute, Associate Chair: Andreas J. Martin, 571 Van San Francisco State University, 1600 Iloilo- Dozer Street, Staten Island, New York 10304, (904) 892.6890 Newsletter Editor: Michael Paul, 375 Broad way Avenue, San Francisco, CA 94132, U.S.A. Telephone: (718) 474-3887 U.S.A. Newsletter Editor: Libby Shanefield, 119 Jeffer- Street, Providence, Rhode Island 02907, U.S.A. Telephone: (401) 831-1460 Chair-elect: Diane Larsen-Freeman, School for son Road, Princeton, New Jersey 08540, U.S.A. International Training, Experiment in Interna- RESEARCH tionalLiving, Brattleboro, VT 05301, ESL IN BILINGUAL EDUCATION U.S.A. Chair: Miriam Eisenstein, New York University, Chair: Nancy A. Newkirk, 170 West End Avenue, 829 Shimkin, Washington Square, New York, Rules and Resolutions Committee New York, New York 10023 U.S.A. Tele- N.Y. 10003, U.S.A. Telephone: (212) 598-2921 Chair: Holly Jacobs, 2489 Red Barn Road, phone: (718) 857-5349 Associate Chair: Craig Chaudron, Department Marietta, Georgia 30064, U.S.A. Associate Chair: Nancy Villareal, 109 Eighth of ESL, University of Hawaii, Manoa Cam- Chairelect: Rick Jenks, 406 Audubon Drive, Avenue, Brooklyn, New York 11215, U.S.A. Tele- pus, 1890 East-West Road, Honolulu, Hawaii Tallahassee, Florida 32312, U.S.A. phone: (718) 636-5506 96822, U.S.A. Telep;inne: (808) 948-8814 Sociopolitical Concerns Newsletter Editor: Ana Lado Teske, Lado In- Newsletter Editor: No newsletter Chair: Terry Dale, 2727 29th Street, NAV., stitute, 2233 Wisconsin Avenue, N.W., W'ash- Washington, D.C. 20008. U.S.A. ington, D.C. 20007, U.S.A. STANDARD ENGLISH AS A Chairelect:Lydia Stack, 437 Bartlett Street, ESL IN HIGHER EDUCATION SECOND DIALECT San Francisco, California, 94110, U.S.A. Chair: Kathleen Bailey, TESOL Program, Mon- Chair: Sandra Terrell, North Texas State Uni- Ad-Hoe Committee on International Concerns terey Institute of International Studies, 425 versity, Speech and Hearing Center, P.O. Box Chair: Liz Hamp-Lyons, University of Edin- Van Buren Street, Monterey, California 93940, 5008, Denton, Texas 76203, U.S.A. Telephone: burgh, Institute for Applied Language Studies, U.S.A. Telephone: (408) 6493113 (817) 565-2262 21 Hill Place, Edinburgh, Scotland EH8 9DP Associate Chair: Nancy Strickland, International Associate Chair: Kay Payne, Department of Ad-Hoc Committee on Public Relations Student Services, Box 619, University of Texas Communication Arts & Sciences, Howard Chair. Curtis W. Hayes, c/o Bicultural-Bilin- at El Paso, El Paso, Texas 79968, U.S.A. Tel- University, Washington, D.C. 20059, U.S.A. gual Studies, University of Texas at San ephone: (915) 747-5664 Telephone: (202) 636-7690 Antonio, San Antonio, Texas 78285, U.S.A.

8 161 TN 10/85 ACROLT Report: the rival explanations for the perceived findings. In this case the results could be due to factors in the interviewer (e.g., perceived Language Testing Bias: Focus status, authority, sex), in the interviewee (e.g., country of origin, sex,), in the interaction of on the Test-Taker the two, or in the perception of what transpired in the interview. by Andrew D. Cohen and Elana Shohamy Hebrew University Nelson Berkoff (Hebrew University) Tel Aviv University reported on a small-scale study with university The sixth meeting of the Academic Commit- Several papers focused primarily on bias in EFL students, calling for both self-assessment tee for Research on Language Testing testing reading comprehension. Cissi Sang on a reading comprehension test and self- (ACROLT) took place on May 15-17, 1985 in (doctoral student, Hebrew University) detailed marking several days later. Students were also Kiryat Anavim, near Jerusalem. About 25 the many possible sources of bias in reading asked to identify and evaluate the test-taking invited scholars from Israel and abroad comprehension tests as a means of explaining strategies that they used. Students' self- participated in the meeting which had the the imprecision that exists in such tests. She appraisal was compared with the teacher's theme of: Bias in Language TestingFocus on referred to "relative-equality testing"as op- mark. For the fair and the good students, self- the Test Taker. The fifteen presentations all posed to "absolute-equality testing." Itwas appraisal was similar to teacher's rating, For related to this theme. The co-chairs of noted that the uses of unavoidably biased the weak students, initial self-assessment was ACROLT, Elana Shohamy, Andrew Cohen, reading tests is ultimately a socio-political issue. higher than subsequent self-marking, and both and Bernard Spolsky, organized this meeting, A specific source of bias in reading compre- were higher than teacher marks. The main which received financial support from the hensiontestscan be the method of testing. finding with respect to bias in self-assessment British Council and benefited from the partic- Claire Cordon (Tel-Aviv University) presented was that tasks calling for self-appraisal may ipation of Ian Seaton, the English Language preliminary results of an M.A. thesis which produce inaccurate results among certain Officer in Israel, and three British guests, Alan dealt with the effect of the testing methodon students. In this case, the weaker onesover- Davies (University of Edinburgh), Arthurthe score that students obtain in :eading estimated their abilities. Hughes and Don Porter (University of Reading comprehension. She conducted qualitative The meeting ended with two presentations and co-editors of LanguageTesting). investigation of the strategies that students use from representatives of the National Institute Alan Davies led off the meeting witha wide- in answering multiple-choice as opposed to for Testing and Evaluation. Isabel Berman ranging discussion of a number of issues ofopen-ended questions, and in answering presented evidence documenting mostcon- relevance to language testing bias. His main questions in Hebrew (LI) rather than in vincingly that the same test items can have point was that there is an unescapable lack of English. She compared the strategy use ofquite different performance profiles with precision in language testing; thus, there isa weaker vs. stronger 10th-grade EFL students. groups of test takers of different national need to use multiple scores from different tests. Joan Abarbanel (Tel-Aviv University) pre- backgrounds. Yoav Cohen gave a talk on Item This does not change the reality that gradesare sented joint work with Marsha Bensoussan, also Response Theory, clarifying differences imprecise, but it does allow for a more accurate concerning bias in the methods of testing between a one-, a two-, and a three-parameter assessment of the behavior under considera- reading comprehension, using bothopen- model. tion. He also put in a plea for richer information ended questions and translation. Sources of BY the close of the meeting there wasa conceming the respondents, including forma- error were found to be quite different for the general consensus that test bias is unavoidable. tive information. two testing methods. Problems in using trans- Hence, test constructors and test administrators Bernard Spolsky (Bar-Ilan University) then lation as a means of testing emerged from the need to be aware of this reality and to take presented a paper detailing four sources of test discussion of the findings. Finally, Joel Walters precautions so as to minimize such bias in test biasin the elicitation of performance,in the (Bar-Ilan University) discussed the design of construction and administration. There is also performance itself,in judgments about the reading comprehension tasks that would tap a need to acknowledge obvious and potential performance, and in the interpretation of these thinking processes more effectively than sources of bias when analyzing and reporting judgments. He noted that bias can sometimes current measures. He then presented several test results. be a positive phenomenon, such as whenone measures aimed at tapping thinking processes, The next ACROLT meeting will beun wishes to introduce intentional weighting in including a task involving a series of rating international meeting with the German Inter- favor of certain types of respondents. Spolsky scales.Hiswork is currently at an experimental universitare Sprachtestgruppe, the Interna- conclt.cled by pointing out that any search for stage. tional Association for Applied Linguistics' an unbiased test would be misguided since Andrew Cohen (Hebrew University) dealt (AILA) Commission on Language Testing, and there is no such thing. Spolsky joined Davies with bias in the testing of writing. He presented the journalLanguage Testing. Itis entitled in recommending the use of more thanone test the findings of a survey with 217 college native- "Language Testing + 25," and celebrates the 25 to assess language behavior. language and second-language writers, which years of language testing since Robert Lado David Nevo (Tel-Aviv University) identified indicated that students rating themselves aswrote his classic book and John Carroll his ten sources of test bias at school: lack of clarity poorer learners in general and poorer writers seminal article in the field. Both scholars will as to the instructional objectives, a test focus in particular were not as well versed atbe guests of honor at the meeting, which will different from the content and process of handling teacher feedback on their papersas take place May 11.13, 1986 at Kiryat Anavim, instruction, the extent to which a score were the self-rated better learners/writers. This Israel. For information, write to Dr. Elana measures effort or attainment, the extent to form of bias was identified as bias in the Shoharny, School of Education, Tel Aviv Uni- which a score measures the cognitive domain students' interpretation of the teacher's inter- versity, 66978 Ramat Aviv, Israel. or the affective domain, the use of a composite pretation of their work. 4.1P (mean) score, teachers lack of confidence in Test-taker characteristics were also a focus criteria used for scoring, the use of test scores of attention at the meeting. Thea Reyes to motivate students to study, the use of test (Ministry of Education and Bar-Ilan Univer- scores as a means of control, the use of testsity) investigated the perception of the person- INVITATION TO SUBMIT scores to evaluate teacher effectiveness,and ality of the test taker by a tester in several oral teachers lack of training in testing. He then PROPOSALS FOR TESOL communicative tasks. The testers' perceptioLs SUMMER INSTITUTES focused on the first two: bias in the instruc-were compared to teacher's rating of the tional objectives and in the content of instruc- student's personality. Test takers were per- The TESOL Executive Board is invitingi tion. Nevo presented findings from high- ceived as having somewhat different person- institutions to submit proposals to conduct) achieving and low-achieving high school alities than those indicated by the teachers, and Summer Institutes on their campuses. Ap- students, wherein writing tasks were varied these varied according to the task. Don Porter plications should he submitted 2-04 years) according to the nature of the task (academic (University of Reading) presented the results in advance. For information and Guide vs. expressive vs. practical writing). They all of a study assessing the effects of the interview- lines for Summer Institute Proposals,write, dealt with a common topic (an ecological er's and interviewee's sex on the outcomes of to: James E. Alatis, Executive Director,/ problem). It was found that the low-achieving an EFL oral interview. In this case, Arab men TESOL, 201 D.C. Transit Building, C eorge-4 classes performed better on the practical and performed better with a male interviewer than town Uriversity. Washington, D.C. 20057, expressive tasks than on the academic one. The with a female one. The discussion that followed U.S.A. academic task results correlated more highly the presentation highlighted the need for a with teacher grades. theoretical basis that is wide enough to include TN 10/85 162 9 The first exercise (A) of a lesson is usually a paragraph with multiple-choice doze sentences , or fill -in- the - blanks from pictures or word dues REVIEWS allowing for success even for a beginner. For Edited by Ronald D. Eckard example: luxurious Western Kentucky University The hotel is very comfortable and the simple EVEN IF YOU CAN'T CARRY A TUNE delicious food is excellent . We love itl (2A) terrible by Polly Merdinger and Joel Rosenfeld, 1984. Newbury House Publishers Then, using that paragraph es a guide, students Rowley, Massachusetts 01969. (vi + 99 pp., $7.95; cassette, $5.95.) are asked to v:te parallel paragraphs using new Reviewed by Stratton Ray content words. My beginning ESL students (at LaGuardia Community College, CUNY ten weeks) merely list sentences as expected, but progress to the paragraph format in subsequent You can use the combination song book and pect that the grammar component of the book lessons. Writing development proceeds naturally, grammar book with upper-level beginning and helps to make the materials acceptable to such in context, applied to everyday situations. intermediate students, even if as the title has it students. Each of the songs is used to present a Trite invites students to go beyond the book you can't carry a tune: the book can be used particular grammatical struct un. or two closely- and write pith realist. For example, after the with the students listening to the songs rather related structures. For example, you will notice classified ad page on car buying (138), students than singing them (though a number of students when you think about them that the lyrics of can turn to their local newspaper. After reading in the class will probably sing along anyway.) "Tennessee Waltz" are loaded with instances of the menus in 12A, students write about their The book consists of ten popular songs with lis- the past continuous end some nice instances of favorite restaurant in 12C. In fact, most of the C tening tasks, grammar explanations and exer- the past showing interrupted action. And "My pages ask students to write about personal expe- cises, discussion and writing topics. Each of the Love" (.. is wanner than the warmest sun- riences (your job, 7C; your cu, 13C; letter to songs is used to present a particular grammatical shine) is chockfull of comparatives and superla- friend, 19q. structure. An inexpensive cassette tape with all eves. Following each song and its listening task, Pre and postwriting class discussions are par- the songs is available. there is a brief, dear, boxed explanation of this ticularly important for low-level ESL students so One or two questions leap to the mind of a chosen structure, a written exercise on it, and an that they listen and speak before reading and teacher who is thinking of having his or her stu- opportunity for using the structure in discourse. writing. Write! is developed to include these dis- dents buy such a book for classroom use: Do 1 The authors have included exercises for vocabu- cussions. "When Things Co Wrong" (Lesson 18) really want to put all my teaching eggs in the lary r...velopment as well. is about what happens when we have a bad day. same song-filled basket? The authors have dealt Those teachers in programs which follow a We can all share that topicl Then, a second dis- with this uy working considerable variety into structural syllabus will find the chosen structures cussion about a good day leads into the seco:43 the format. For one thing, there is a mixture of and the exercises appropriate for intermediates. writing assignment. An additional "plus" '.. this genres rock (e.g., "Under the Boardwalk"), For those working with beginners, there are lesson is writing solutions to problems: "You lost Broadway ("Oh, What a Beautiful Morning"), additional exercises in an appendix designed to your keys and were locked out. What did you contemporary folk ("Cat's in the Cradle"), coun help students who are seeing the structures for do?" (18B). try (Tennessee Waltz"), night-club pop (Tie a the first time. Teachers can grade these writing exercises the Yellow Ribbon 'Round the Old Oak Tree") a And what are we pinko Krashenites to make way they usually grade student writing. Raimes mixture that should prevent a feeling of same- of all this attention to grammar, skeptical as we (1983:143) suggests using student writing exam- ness from setting in and should also reconcile the are of the usefulness of teaching discrete struc- ples as a guide for helping the student rather differing musical tastes of lateadolescent Euro tures? We are not such purists that we will not than correcting the student. Many Write! exer- peans, middle-aged Chinese e.,Jineers, and admit that teaching a bit of grammar lowers the cises have more then one possible answer. For Colombian grandmothers. affective filter: it rationalizes the use of songs for instance, in the example above, the student may There is variety at a subtler bevel, too, in the students who would otherwise think they were write, The heel is very luxurious and the food is tasks dm the students are asked to perform, a inappropriate, not "serious" enough students terrible. We love itl" Finding out why the stu- variety that shows how carefully wrought these who might otherwise close themselves off from dent used "ter-Able" is more important that materials arc. One can look for an example at the the first-class exrosure to comprehensible input marking wrong. One ESL student purpose- "Song Tasks," which usually focus attention on a and American cuhure embodied in this book. fully chose "wrong" answers so that sentences particular structure or aspect of the language in About the reviewer Stratton Ray. an HSI. teacher and teacher read very strangely and laughe a throughout the trainer. Is author (with Patricia Nardiello) of The fled Thing the song. In these song tasks, the students in suc Extracts loom University Textbooks for ESI.Students Mtacind lesson What further proof of comprehension dui cessive chapters (1) choose between two alter- Ian. 19W. I nee, than those giggles? native structures in brackets; (2) change the base ....1,11MIO 411 tf grammatical structures used would be form (in parentheses) to the past as it is in the helpful well as a table of contents. In general, song; (3) match lines of the song to pictures; (4) WRITE! however, lessons 1 to 7 are ally present tense, fill in missing words; (5) underline or circle cer- by Michael Walker and Magdala Raupp, 2nd regular past in to 11 (except ".0 be" in 8) and tain forms; (6) locate parts of the song which ed., 1985. Addison-Wesley Publishing Company, irregular past 'An 13. After lesson 8, w-rb tenses answer certain questions. Other exercises all Reading, Massachusetts 01867 (64 pp., 33.94). are mixed as needed for the natural flow of Eng- related to the songs have the students (7) tell. lish. ing stories from a series of cartoons; (8) filling in Reviewed by Joan M.: ingey Write! has assorted, meaningful activities paral dialogs; (9) using maps es cues to preposi- Seattle, Washington .aich will help young adults to feel comfortable tion dozes; (10) drawing pictures and then com Write! a writing workbook that lets begin- whit the writing rrocess. Write! is a flexible tool municating them to a partner verbally; (11) dis- ning ESL students think! Students must think -rat any teacher can use to integrate th- lan- ^ussing photographs in relation to the songs; (12) about content, vocabulat. , and syntax in the guage learning processes for even beginning performing role plays; (13) filling in time-lines. context of familiar, often survival, writing tasks ESL students. And on and on. For anyone used to examining (e.g., writing postcards, describing friends, buy- Reference textbooks, this is an incredibly rich variety of ing things) when they use Write! It supplements Halms. Ann. I90. Techniques in Teaching Writing. Oxford Univenity Press. task types. And it is this sort of variety in the beginning and intermediate books from any About the review:: Joan Dengey, authe of Teaching the Mkt infrastructure of the materials that can help to secondary or adult ESL series. to ESL Students and numerous periodic.. ankles. is a consultant to the School of International Studies in Seattle. Washington, keep fresh the continued use of songs. (Besides, Write! is especially use:ul in the multi-leveled U.S A. ore song a week in a ten-week quarter is if classroom. The format of the book allows teacher Continued on next page anything a rather low concentration.) flexibility in selecting assignments and incorpo- Another worry: Won't my more serious stu- rating them into the regular ESL curriculum. dents think that using all these songs is a bit Each of the twenty lessons is written on three Mickey Mouse? The authors have had success levels (A,B,C) of increasing difficulty, so that using these materials in the American Language beginning ESL writers can do the A pages while Program at Columbia University, a program more advanced students can go on to the less- with its share of serious-minded students. I sus- structured B and C pages.

10 I TN 10/85 PROCESS AND PATTERN: CONTROLLED chosen to exemplify the introductory paragraphs, such as those from Swift, Stevenson, COMPOSITION PRACTICE FOR ESL STUDENTS and Santha Rama Rau, are not truly representative of academic writing which students will by Charles Miguel Cobb. 1985. Wadsworth Publishing encounter later. Perhaps edited models from Corr any, Belmont, California 94002, U.S.A. (vii + 354pp., $12.00). student essays would have been more effective. Reviewed by Ravi Sheorey and F. Abdul Rahim We think that the section on grammar could Oklahoma State University be presented differently. Cobb discusses the parts of speech and sentence patterns in the Given the present popularity of teaching writ- materials to those subjects that are taught inmanner of a traditional grammar text, but he ing through the "process approach," the basic non-ESL classes. By the time the studentdoes not refer to the basic sentence and gram- premises on which Cobb's Process and Pattern: completes the last chapter, he "should be ablematical problems which ESL students typically Controlled Composition Practice for ESL Stu- to enter and do well in a regular class." Thus, face. Moreover, a detailed discussion of the dents is based are most welcome: "Students students are able to develop language skills and parts of speech for advanced-level ESL learn to write by wilting" and "writing is aat the same time learn about contemporary appears redundant. Rather, an approach that process that can be taught and learned." The issues of interest to mature college students. reviews the basics of English grammar, with book is intended mainly for advanced-level Cobb assumes that writing is an active a view to reinforce the fundamental grammat- ESL students and for those native speakers who process in which the student draws upon and ical concepts, along with a discussion of routine suffer from what the author calls "dialect inter- concurrently uses the various abilities s/he has expression errors of ESL students, would have ference" problems. For these target popula- acquired; thus, the section on writing longerbeen more appropriate. tions, Process and Pattern emphasizes the compositions deals with combining paragraphs There are a few other minor limitations. deVelopment of paragraph and essay writing into a meaningful and coherent essay. TheSome of the preliminary information, suchas -skills as well as the writing of summaries andmodel compositions and exercises as well as the indenting paragraphs, the kind of paper evaluations. chapter on summary-writing are based on the students need to use etc., could have been Process and Pattern begins with a di;cussi '71 four rhetorical modes mentioned above. Thedeleted. The diagrams to illustrate examples, of English paragraph structure and how para- chapter on evaluation is designed to help the huge-lettered formula to explain the topic graphs are developed using the traditional rhe-students master the skills of understanding, sentence, making students turn the book upside torical modes of narration, descrip..on, expo-analyzing, and evaluating. Overall, Process and down to check answers, and other such sition, and argumentation. The most commonly Pattern succeeds in helping students write on gimmicks may add fun to a class of school used expository modes in academic writingtopics that would satisfy their curiosity about children, but seem inappropriate in a textbook illustration, comparison and contrast, cause and certain aspects of American life and bydesigned for mature ESL students. Finally, effect, and analysisare discussed in greaterproviding practice in using various writingwhile Cobb's handling of the cult cal content detail in four sepaiate chapters. The studentstrategies. The bout, effectively combines the in the exercises is adequate, its use m the model then writes longer compositions by using thenecessary mechanisms to improve writing paragraphs is not balanced. There, the cultures skills learned in paragraph writing in the earlyproficiency with the pleasure of acquiring of the learners receive more emphasis than the chapters. The acquisition of these skills in writ- knowledge in the process of learning to write target culture. ing paragraphs and essays is, in turn, expected a second language. These limitations notwithstanding, Process to be used for summary and critical writing. Process and Pattern has certain limitations,and Pattern, with its logical organization and The second half of the book includes a hand- however, especially in the areas of the longer progressive discussion of the paragraph writing book of grammar and punctuation, followedcomposition and the treatment of grammar. practice for novice writers, is an excellent text by appendices on suggested topics for compo-The book is divided somewhat disproportion- for teaching the basics of English composition. sition, a guide to spelling, correction symbols, ately. The sections on longer composition, andWe recommend the text M ESL teachers teach- and answers to the exercises. summary and evaluation are only 47 pages longing writing to students working at the para- The book is well-organized. Each chapter onas against the 140 pages devoted to paragraph graph level. At that level, Process and Pattern paragraph writing is introduced by an explana- writing. Cobb suggests that the three-part divi- could be used to provide the ESL students with tion, which is followed by an illustration or asion of the book would make it easily adaptable solid and meaningful practice in writing En- model, and an analysis of the model, discussingto a particular course and that the three parts glish as a second language. grammatical and rhetorical elements. Eachcould be taught in separate semesters. If so, About the reviewers: Ravi Sheorey is an assistant professor of chapter also offers a variety of exercises we feel that the latter sections of the book are English and director of ESL composition and F. Abdul Pah= ranging from sentence combining and sentence too skimpy to be stretched for a semester -long is a graduate associate in English at Oklahoma State University, sequencing to controlled writing, guidedtreatment. Secondly, some of the models Stillwat,-, Oklahoma. writing, and free writing, presented in an order of increasing difficulty, and designed to help students practice, review, and master writing THE AMERICAN WAY skills. The range of exercises will not only allow individualized instruction but, if handledby Edward N. Kearny, Mary Ann Kearny and joAnn Crandall. 1984. Prentice-Hall,Inc. properly, would force the students to think and Englewood Cliffs, New jersey 07632. (241 pp., $10.50). Instructor's manual forthcoming. to generate ideas that would gradually lead to original writing. Also, as the author claims, the Reviewed by Kyra Carroll concepts taught are recursive in that "they are University of Oregon presented several times in succeeding chapters As a text for high intermediate-advanced end of the book with the number of the chapter in different contexts." For example, the dif- ESL students, The A..,erican Way serve- a dual ference between specific examples and gener- in which each item was first introduced. This purpose: First, it provides valuable materials quick reference is very helpful since much of alities, introduced in chapter 3, is highlightedand practice for building reading/study skills, through the rest of the book. the vocabulary is recycled in other chapters. and second, it opens the door to a better A vocabulary exercise immediately follows The model paragraphs deal with topics that understanding of American values. The exer- are relevant to the immediate needs of fresh- the list of key words. This varies in structure cises and activities are abundant and varied, from one chapter to the nextmmching, fill man-level ESL students. The first model para- allowing an instructor, through careful selec- graph, for instance, talks about the strangeness in the blank and crossword puzzleswhich tion and emphasis, to develop a strong course helps maintain student interest. However, there of the English language; the second, about the in cross-cultural awareness which simultane- time wasted during enrollment. Other subjects is a problem in that the difficulty of these ously improves students' reading skills. exercises does not match that of the readings. dealt with in the model paragraphs and As a reader, the tex and exercises are quite exercises include Thomas Edison, country life With the new vocabulary and definitions adequate. Each chapter begins with a readingimmediately above the exercises there is little versus city life, the story of the lion and-thethat concerns an aspect of American culture: mouse, leaving Iran, the leaning tower of Pisa, challenge in selecting an answer, especially our Protestant heritage, frontier heritage,when the definition given above is the same and A'sraham Lincoln. The authenticity and at business views, educational system, etc. The least some familiarity with these topics will as the clue in the crossword puzzle below, or reading is followed by a list of key vocabulary when the first letter of the word is provided prevent ESL students from being baffled by items and their definitions. There is also an English classes. Gradually, the subject matter alphabetical listing of vocabulary items at the Continued on page 12 and exercises shift from immediately relevant

TN 10/85 64 11 suggested activities in "People Watching" are meaningful practice in such reading skills as AMERICAN WAY often ill-advised or even dangerous. One, for skimming and scanning, paraphrasing and example, encourages students to lean upon a reading for ideas. The American Way can be Continued from page 11 stranger in a crowd to see how the other person a real eye-opener for both student and teacher for a fill-in-the-blank exercise. At this level of will react. as to why many Americans think and act the text difficulty (a vocabulary level of 2500-3000 Overall, the book's strengths outweigh its way they do. weaknesses. With care, an ESL instructor can About the reviewer: Kyra Carroll is a Master's Degree words), one would expect more challenging candidate in applied linguistics at the University of Oregon. vocabulary-related exercises. build an excellent course in cross-cultural She has been using The American Way in an Amencan Culture Reading comprehension is checked in match- awareness which provides students with class at the American English Institute. ing or true-false problems that test for both facts and inferences and in a summary doze paragraph for each chapter in which every fifth word has been deleted. In contrast to the Directory for MIDEAST/North Africa Available vocabulary exercises, the doze passage is AMIDEAST receri'' r announced the publi- program .,forothersconcerned wan better fitted to the overall difficulty level ofcation of the Elt ectory of Academic anddevelopment-related training in the Middle the material. Discussion questions promoteTechnical Training Programs in SelectedEast and North Africa, and for those seeking deeper undeistarding of the text; however,Middle Eastern and North . -Mean Countries. to establish institutional linkages and closer most of these do not encourage the use of the Resulting from an in-region survey con- professional ties with colleagues throughout the new vocabulary. ducted by AMIDF AST from November 1983 region. One of the better-developed exercises in the to April 1984, this 416-page directory provides The directory is $29.50 and may be ordered book is the section on outlining, which occursinformation on 297 institutions and over 1,200 from AMIDEAST, 1100 17th Street, N.W., in all but the introductory chapter. This section programs inEgypt, Jordan, Lebanon, Washington, D.0 20036, U.S.A. progresses from simple exercises for findingMorocco, Tunisia, and the Yemen Arab Repub- Established in 1951, AMIDEAST is a private main ideas in the text with a ready-made lic. Entries present such information as insti-non-profit organization dedicated to the outline, to exercises which require students to tutional descriptions, accreditation, coopera- development of human resources in the Middle provide supporting details. There is practice intive arrangements and other affiliations,East and North Africa and furthering mutual writing both sentence and topic outlines. This language of instruction, faculty qualifications respect and understanding between the people type of task complements other exercises for and enrollment statistics, and program content,of the Arab world and the U.S. In support of skimming, summarizing and paraphrasing. duration, and degrees or certificates awarded. its program goals, the organization provides a Good suggestions are given for outsideBoth short- and long-term programs inrange of education, training, research, and research, but I must question many of thedevelopment-related fields have been identi- information services. All AMIDEAST services recommended further readings. How many offied, and addresses, telephone numbers, and rely upon the close cooperation and combined our intermediate-advanced students are ready telex numbers are provided for those who wish resources of AMIDEAST Headquarters in for or interested in Thomas Paine's The Age to obtain additional information. Washington, D.C. and field offices in Egypt, of Reason or Emerson's The American Scholar? This reference is indispensable for all thoseJordan, Lebanon, Morocco, Syria, Tunisia, In evaluating the book as an introduction to arranging in-country or third-country training West Bank/Gaza, and Yemen. American culture, both the reading passages and the cross-cultural exercises must be considered. The early chapters give a historical background to American values, such as self- reliance ("The Frontier Heritage") and consum- erism ("The Heritage of Abundance"). I found most of the material to be insightful and LANGUAGE THROUGH PICTURES thought-provoking; however, an instructor by Harris Winitz must plan carefully in order to present a well- Eight attractively illustrated books winch teach the major grammatical structures rounded, unbiased introduction to American through the use of pictures. Articles, Conjunction., Negative., Plural. & culture. The authors are careful to point out in the introductory chapter that the values Possessives, 1Prepovitione, Pronoun., Question* and Vexing are presented are generalizations and are not held taught through 2,500 illustrations. From Feature Review in Practical English by all Americans. Nevertheless, they could use Teaching, June S4 ".. .particularly effective with ...beginners who are not yet more candor in their presentation of current familiar with grammatical terms. The Lyout is very attractive and provides very social problems if their goal is to present an good material for students up to intermediate level." unbiased view of American culture to students who may come with preconceived notions. For example, "Ethnic and Racial Assimilation" is examined from a historical point of view; the text emphasizes what has been accomplished in terms of the assimilation of ethnic groups into mainstream culture, but glosses over current problems. To say only that "significant differences remain" between black and white 1 earnings, educational opportunities and social She is painting him. He is painting her. class standings does not adequately describe the present situation, particularly for a Kenyan student who may suddenly be confronted with Send for catalogue or prepay $36.95 MasterCard or Visa accepted. Include card racial prejudice. expiration date. Order directly from: To overcome this type of weakness, the instructor can turn to a multitude of suggestions ORDER FROM for cross-cultural activities which capitalize on the true diversity of American culture and encourage students to look in depth at several Internatirnal Linguistics Corporation 401 West 89thStreet aspects of U.S. society. There are exercises KansasCity. Missouri 64114 which require students both to observe specific social situations and to ask Americans about concepts in the readings. As students gain a Also write for information on THE LEARNABLES. better understanding of American culture through these exercises, they also are encour- An audio-visual course which teaches comprehension of over 3,000 basic English aged to develop a deeper awareness of their words and grammatical constructions. own cultural values. But the instructor must use caution in selecting from these exercises. The 1165 TN 10/85 the information from the logs is supplemented by many statistical facts about older people their health, economics, etc.all provided in an easy to use eight-page teacher guide. Edited by Cathy Day "Television and Economics: From the Medi- Eastern Michigan University um to the Marketplace" is an example of a much more ambitious guide with a 157 page teacher booklet and 39 spirit masters for the students. The duplicating masters include They Work!: Three Neglected Resources viewing logs, supplementary readings and for the aL Teacher charts, and a final quiz. Even the briefest of the PTST guides contain by Joyce Gilmour Zuck sufficient material and have usually been field Ann Arbor, Michigan tested in the classroom. It is to PTST that I turn when I want to have readily available The information in this article seemed very useful for all classroom teachers although it dealsmaterials with a range of accurate information more with materials than with techniques. I certainly hope you will be able to take advantage and activities for content oriented ESL classes. of these sources of authentic language materials. C.D. American Newspaper Publishers Association "There was a really good show on TV last night. I'd like to use it in class but it takesso long to transcribe the text. I just don't have the time." "My class enjoys having discussions but The ANPA acts as a clearinghouse and soon after we get going on a topic, we slide into generalizations because we just don't have motivating force behind many local programs enough facts at hand." "I'd love to use the newspaper in class but it takes too long to writedesigned to bring newspapers into the class- exercises. If I don't prepare activities ahead of time, we bog down on vocabularyand not room and -r the heading of NIE or Newspaper very usefulocabulary at that." Sound familiar? How often, in this current shift to authenticin Education. The staff evaluates teacher-made materials, have you thought, spoken, or heard these reservations about using media in the materials and publicizes them in an annual classroom? annotated bibliography. The bibliography lists teaching units about holidays, editorial car- Over the years I have found three organi- watched the show, discussed it and watched toons, geography, etc. The foundation also zations which write or distribute lessons basedit a second time in a special double class. Thepublishes a newsletter "Teaching with News- on the mass media. The teaching materials, allCBS Reading Program also provides onepapers" which contains useful classroom written by current or former teachers, workEnglish broadcast I ar year accompanied by astrategies and lists background sources. In well in ESL classes with a range of proficiencybilingual script with English and Spanish side- cooperation with the International Reading levels and at different age groups. Unfortu- by-side. Association, ANPA sponsors an NIE week in nately, information about thcse three organi- My students have especially liked the word late winter. Local newspapers provide work- zationsThe CBS Reading Program, Primepuzzles (word searches and crossword puz- shops for teachers, free teaching materials and Time School Television, and the Americanzles), background information and maps,reduced-rate or even free newspapers for he Newspaper P.,blishers Associationcontinues imaginary character interviews, and pronunci- students. To illustrate the two extremes of the to elude the TESOL grapevine. ation practice for emotional overtones. Theage spectrum. I recommend two publications from the Kitchener-Waterloo Record (Onta- The CBS Reading Program cast is easily introduced through the accompanying pictures. Most of the exercises are very rio): "That Figures! worksheets for elemen- Much to its credit, the CBS network listenedadaptable or appropriate as is; omissions aretary math; and "That's Life"materials for a when teachers reported their difficulty in required by time constraints or goal priorities. simulation game for adult literacy and new transcribing the text of TV shows. The Corn-Only the synopsis has proved to be too denseimmigrants. Underlying a fact we all know, I munity Relations unit of the network sponsorsin terms of information and language. Usually, would like to point out that when materials are the production of classroom materials for fourI have lengthened the synopsis with appositives so well conceived as these they can be used CBS shows yearly. For each show, a Teacher'sand other forms of elaboration. with groups quite different from the ones for Guide includes a two page synopsis of the plot, which they were originally developed. extensive background information, and lan- Prime Time School Television Conclusion guage activities for vocabulary, comprehension For over a decade PTST has been providing and enrichment, as well as a substantialProgram Gi:des and Teacher Guides to The CBS Reading Program, in cooperation bibliography on the topic. The student scriptpromote critical use of television in thewith the Library of Congress, provides texts contains television terminology (e.g. 'fade in'), classroom. Available long before the air dates, and activities for specific shows. PTST and a word-for-word transcript, and numerousthe program guides contain brief summaries of ANPA provide exercises to accompany unspec- pictures. The potential applications are many. the content of a specific show and suggestified shows or publications. Both types are Here are a few that I have tried. For a directions for discussion and other activities. useful. The latter orientation, however, has an motivating beginning to en eight-week, The teacher guides are not oriented to aadded bonus. Teachers who have used the content-oriented, research unit on term papers,specific program but to an examination of a materials for unspecified programs in training I used License to Kill, a dramatization of topic, such as law, economics, agribusiness. workshops have reported that they felt added alcohol-related traffic fatalities. As a lastThese guides use the technique of viewing logs confidence in making up class activities on the project before entering the university, eachwhich the students prepare prior to a classspot to accompany unexpected materials. student researched and wrote about the discussion. A recent guide on "Aging" sparked But what does all this have to do with implications of alcoholism for his field of study; the motivation of a cross-cultural class that Ilanguage teaching? Actually not much if you e.g., employer-sponsored programs for alco- was teaching. The guide included an interesting perceive media rs an interesting way to regain holics (a management student), the interaction"appropriate age quiz" with questions such as student interest befor- returning to the 'real between alcohol and drugs (a pharmacy "When does old age begin?" "At what age doeswork' of language learning. If, however, you student), alcohol and the court system (a lawa person accomplish the most?" Students soonperceive media as I do, i.e., an ideal source student), alcoholism and pregnancy (a nutri-added milestone questions of their own.of constantly renewing authentic material tionist), etc. For a two week end-of-course unit Students :vcre to choose an older person theywhich encourages students to practice strate- to integrate skills from different classes, I used had seen on TV and complete a viewing log gies for coping with language learning prob Cook and Peary: The Race to the Pole. Thewhich consisted of seven boxes. In the centerlems, then you will see how lucky we are to four teachers in an intensive program cooper- of the page was a box with these questions: Continued on page 14 ated in the integration by using different"Who is your character or real person? What aspects of the material: acting the script,program or commercial does he/she appear guessing meaning from context, using grammarin?" Six additional, boxes circled the center box and references, and writing diaries. After theand contained questions such as the fallowing: teachers and students watched the video in theDescribe the person physically a..3 personally. language lab, they had a farewell party. ForIs the person an important part of the pro- a one day change of-pace on cultural differ-gram's plot? How is the person treated by the ences, I used Snoopy Gets Married. Theother characters? If you wcre older, would you students read the script for homework, like to be like this person? The discussion of 166 They Work! 1985 NAFSA Directory Now Available Continued from page 13 The National Association of Foreign Student ing to 1983.84 enrollment data. NAFSA mem- have these three organizations working toAffairs announces the publication of the1985 ber institutions now serve 89 percent of the provide excellent classroom resources. The NAFSA Directory of Institutions and Individ- foreign student population in the U.S.A. secret of a good language program lies in uals in International Educational Exchange. Copies of the 1985NAFSA Directorycan be setting the goals and exploring interesting waysThe directory, the most comprehensive listingordered from the Publications Order Desk, to achieve the goals. Strategies for comprehen- of who's who in U.S.-foreign student andNational Association for Foreign Student sion and production are practiced morescholarly interests, lists more than 7,000 Affairs, 1860 19th Street, N.W., Washington, naturally when content develops, expands, andinstitutions and individuals in international D.C. 20009, U.S.A. Members receive one copy is reinforced by the out-of-class community. educational exchange. The 27th edition of the free of charge, but may order additional copies NAFSA Directorylists all U.S. colleges andat $20 per copy. The nonmember price is $25. Addresses for more information. universities enrolling foreign students, accord- Prices include postage and handling. 1. For information about the CBS Reading Program, try your local CBS affiliate. If they are not helpful, contact the office of Edu- cational and Community Services, CBS Broadcast Group, 51 West 52nd Street, New York, New York 10019, U.S.A. Cambridge ESL 2. For Prime Time School Television the new address is 2427 North Orchard St., Chicago. Illinois 60614, U.S.A. (For $20 your school can subscribe to a complete set of all the materials produced in a year.) 3. For ANPA or NIE information, contact the ANPA Foundation, The Newspaper Center, In a class Box 17407, Dulles International Airport, Washington, D.C. 20041, U.S.A. The local affiliate of the International Reading Asso- by itself. ciation or your major local newspaper might also be useful. 3 About the author: Joyce Gilmour Zuck is a materials develcver. teacher trainer, and specialist in the use of mass media in ESL

1986 World Calendar Special Offer An excellent, inexpensive, everyday classroom aid for the ESL Teacher An aid that helps also in teaching about cultures In six languages (English, Spanish, German, Japanese, French, Arabic) Each weekday, month, photo caption in six languages Each major religious holiday (Chris- Clear Speech tian, Muslim, Hindu, Buddhist, Jew- ish) in multiple languages Index that explains each holiday Clear Speech presents a new approach to pronun- National holidays in over 100 ciation and listening comprehension through countries MEI intonation, stress, and rhythm, the elements that World Calendar TESOL contribute most to effective communication. c/o Educational Extension Systems P.O. Box 11048 Clear, nontechnical explanations of American CIA.land Park Station English pronunciation Vvantlington,D.C. 20008 Examples and practice exercises recorded on 0 Please send one (1) calendar at $8.95 + $1.00 postage ($9.95). cassettes O Please send______calendars at $8.50 Lectures to prepare students for TOEFL and + $.75 each postage ($9.25). university work O Instruction Guide - $1.00 High quality recordings O Check or Purchase Order enclosed. O Charge my credit card. Teacher's Manual with background information, 0 Visa 0 Master Charge answer key, quizzes Card Number Student's Book 287901 /Teacher's Manual 28791X/Set of 2 Cassettes 245702 Expiration Date Name Address ImlIlayts City CAMBRIDGE UNIVERSITY PRESS State Zip 32 EA ST 57TH STREET/NEW YORK, NY 10022/212 688-8885 Creating a Writing Lab Basedon Composition Reformulation Techniques

by Alan M. Fruger and by Colleen F. Freeman Miami University Heidelberg College The authors answer some of the concerns Two class sessions later the students were examples of vocabulary (words) which were raised by Andrew Cohn's article "Reformulating asked to write an essay on the topic: Describe changed in the re-written version. Make a Compositions" in the December 1983 TESOT. how music affects your moods. At the end of the note of these. Newsletter. Editor class period the essays were collected; a copy of 2. Read both essays again. This time look for one essay was given to each teacher education phrases which were changed in the re-written As Cohen has stated (TESOL Newsletter, student to reformulate along with instructions to version. Try to explain to each other why 1983), ESL composition instructors, like their "clean up" the writing by attending to vocabu- groups of words go together in a certain way first-language counterparts, face seemingly bot- lary, syntax, cohesion and discourse functions in English. tomless stacks of essays to correct. Cohen sug- while respecting, and not changing, the original 3. Re-read the essays one last time. Discuss the gests that a reformulation technique (Levenston, meaning. organization of ideas. Discuss the use of 1978) might provide an opportunity for a more Writing Lab paragraphs (or lack of them). Discuss what thorough treatment of student essays than the information may have been better left out ESL teacher can otherwise realistically accomp- On the day of the writing !at each teacher and what else should have been included. lish within the confines of the traditional class- education student was paired with an ESL stu- One last reminder was given to be diligent in room. This technique involves the rewriting of dent whose essays s/he had reformulated. Each preserving the original meaning and to respect an ESL student's essay by a native speaker of the pair was given the following printed instructions: each other's efforts. At the end of the class target language, usually a fellow student, who In this writing lab you will be comparing an on- period all of the pairs were still working, provides native-speaker syntactic structures and ginal essay written by an ESL student with a although substantially finished with their discus- vocabulary while preserving the content in- re-written version by a teacher education stu- sions of the essays. All of the original essays and tended by the ESL student, to analyze. Cohen dent. Here's how to proceed: the reformulations were then collected. We did postulates that since the model contains tLe stu- 1. Read through both essays. First, look for Continued on page 17 dent's own thoughts she or he might be more motivated to analyze it for vocabulary, syntax, cohesion and discourse functions than if asked to analyze a piece of published writing.

Although persuaded that essay reformulation Figure k could be employed as a valid pedagogical tool complementary to traditional classroom instruc- travel a lot tion, we had some reservations about the technique as Cohen had implemented it. First was Conservatory the concern over the peer reformulator's ability to provide "an opportunity to see what the mas- ittle money tery might look like" (Cohen 1983). A second concern was that reformulation, of necessity, would change the meaning of student essays life records (Rorschach, Rakijas, & Benesch, 1984). Other concerns were to provide methods for measur- training Differences ing how well the students retained what they learned from the reformulation experience and for eliciting feedback from the students. Our last major concern was the lack of a pre-writing musician Latin American exercise, such as brainstorming (Lindemann 1'S2). We attempted to address these concerns by designing a writing lab in which teacher education students help ESL students improve their writing using reformulation techniques. This Contemporary article will focus on the preparation and execu- tion of the writing lab, citing student reactions to the actrvity as well as providing samples from a Duran Duran easy student's original, reformulated and re-written essay. Preparation There were several steps preparatory to implementing the writing lab, such as choosing capa- Classical ble peer refoniiulators, deciding on a general topic and providing a pre-writing exercise on *he topic. In order to insure a reasonable capable Inmrnational intelligent boring and homogenous group of reformulators, we tapped a junior-level class :if teacher education language majors. In addition to having successfully com- no word pleted various teaching methods courses and at different taoods least one composition course, all of the reformulators also scored above the national norm on the Descriptive Test of Language Skills required of sad happy study work education majors. Since nearly all of the education majors involved were preparing for careers as music teachers, the general topic of music was chosen. take music helps go fast Next, a brainstorming session was held in the to library ESL class. The figures to the right rcdresents the results of that session. .1 C8 TN 10/85 15 New...from Oxford University Press Person to Person Speaking Up at Work Communicative Speaking and The International Institute of Minnesota Listening Skills Catherine Robinson and Jenise Rowekamp Jack C. RichardsDavid Bycina Help adults and young adults develop skills for It does exactly what you want it to do: succeeding at work. gets students talking and listening "We have been using Speaking Person to Person Up at Work in our employment- is a two-book, related ESL classes for over a SPEAKING functional course in year. Instructors and students HD *ATI, speaking and alike agree that it is exactly I urwoRK listening for adults- what was needed in the and young adults at program. One of our students the intermediate recently commented, 'Teacher, 1ev_I. It consists of I study English in camp. I go to two Student Books, school here one year. This is Cassettes for both best book I ever have." books, and one Autumn Kellner ABE,ESI, Coordinator Teacher's Book. San Diego Community College District Available: Student P and Teacher's Manual

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16 I R9 TN 10/85 Writing Lab Table 1 Continued from page 15 Writing Concepts Learned by ESL Students this to see whether the ESL students, who would % of students be given the identical assignment in class one Concept Example learning concept week later, would retain and apply any of the Vocabulary I learned to write "may" 73% knowledge garnered from the writing lab activ- instead of "maybe." ity. This in effect corresponds to a rough draft, The difference between "do" revised draft and final draft strategy employed and "make." by many composition teachers I used "communicate to" but Feedback she used "communicate with." Immediately following the writing lab a session for the ESL students and their instructor Syntax I learned to write "when you 66% was held to elicit feedback about the activity. are sad" instead of "when During the first Dart of the feedback session the you have sadness." students were asked to respond to a question- I wrote, "How can you say naire; this was followed by a general discussion. about a great thing like this?" The students were asked to include specific She wrote, "How can I say examples of what they had learned in their ques- something as wonderful as tionnaire responses to evaluate whether the orig- this?" inal meaning of their work was changed in any I wrote, "Do you know? It -way, and whether the activity was worthwhile. was a lullaby song. How During the discussion phase of the feedback ses- would I believe this?" She sion, all but two students commented positively wrote, "I was surprised when about the usefulness of the experience. The table I found out it was a lullaby." represents the data compiled from the question- Cohesion We found relationships 60% naire, plus exam-eles. between sentences. Rewrite I learned how to link One week later the ESL students were again sentences together. given the assignment: Describe how music af- I did a good introduction and fects your moods. It was our hope that the stu- connection with the middle dents not only had "an opportunity to see what paragraph. mastery might look like," (Cohen, 1983) but also Discourse I learned how to organize my 66% had gained mastery over at least some of their Functions ideas. writing difficulties. Below is an example of the I learned how to give progress of one of the students. The samples are examples of my ideas. taken verbatim from the student's original essay, I learned to be specific. the peer's reformulation and the student's rewrite. Original: Yes, the music affects my moods. 1 usually there is evidence the student recognized a shift in scribed in this paper is a valid complement to change my feeling where I am listening to focus by beginning a new paragraph to describe intermediate through advanced level ESL writ- music. I have the habit of listen to music all the what she does while listening to music. In short, ing courses. It provides ESL students with valu- days as much hours as I can. The music has the student has managed to transform an essay able learning experiences without putting impos- been become in an essential part of my life. I filled with mistakes typical of second language sible demands on instructors. Individual student- do my homework, cook, clean house, do exer- writers into a native-like piece of discourse. reformulator sessions should also prove helpful, cises, etc. listening to music. Indeed, with the substitution of a more ap- but we feel the same care has to be taken to Reformulation: propriate linking expression in the last sentence, select qualified reformulators. Although all na- Music affects my moods. My feelings usually such as then instead of so, the essay may not be tive language speakers possess linguistic compe- change when I listen to music I like to listen to mastery, but becomes a reasonable representa- tence not all possess composition competence. music every day as much as possible. I do tion of nativelike prose. 4k. homework, cook, clean house, exercise and accomplish other tasks while listening to Observations music. Without exception, the ESL students involved Rewrite: About the authors: Colleen Freeman teaches English a:a second in this exercise perceived no changes in meaning Lang, age 2, llenlelbera College. Tiffin, Ohio. U S A Alan Frager Music affects my moods. I usually change my in their reformulated compositions. This is not to teaches at Miami Unn may, Oxford. Ohio. I S A moods when I listen to music. When I am sad say, however, that no meaning shifts can occur or angry I begin to listen to music, thus, I feel using the reformulation technique but that in this better in a few r,linutes. I like fast music, s ch instance none seem to have occurred. We attrib- References as rock-and-roll, new wave, Venezuelan music ute this positive reaction to two factors. the Cohen Andress 1) 1983 "Reformulating compositions TES01. Neu sleter. 17 (8). 1-5 and ot''rs. nahre of the assigned topic mid the professional- Ednard A 1978. 'Error Anal% sh of free composi I like :o work while listen to music. Music ism with which the reformulators co :ducted non The them% and the practice' Indian Journal of Applied Linguistics. (1).1-11 makes me feel good when I do my homework themselves during the writing lab. Because the Lindemann. Enca. 1982 A Rhetone for Wntmg Teachers or housework. When I go to the college library, students were asked to write about their own less York Oxford Unisersit% Pres, Rorschach Elizabeth, flaknas. Miriam, and Benexch Sarah in order to do my homer ^-1^, I usually carry a experiences, the content, for the most part, could 1984. (letter to the Editor) "Cohen's reformulating colons couple of tapes. So I listen to music while not be questioned. In addition, the reformulators prompts questionsTESOLNeusletier. 18 (3). 17 doing it. were painstaking in their efforts to determine In the rewrite, there is evidence that the stu- exactly what the ESL students int lnded to say dent remembered the subject -verb agreement when their syntactic structures interfered with (music affects) in the first sentence, along with meaning. ERRATUM the deletion of the definite article. In tne second sentence the syntax of the original essay was Conclusions The academic aft.tion for Vicki retained, but with the substitution of appropriate A reformulation writing lab whose peer re- Green, author of "Media Madness," vocabulary (feeling-moods) and verb form (am formulators Itave been screened for competence which appeared in the June TN Supple- listening-listen). Next, C.e student inserted in provides a positive experience for the ESL stu- ment, Branching Out, should have been sentence three an example of how her mood dents. Intensive treatment of writing errors al- listed as: Adult Day School, Board ,!1 changes, In sentence four the student classified lowed the students to represent their thoughts in Education for the City of York, Toronto, the kinds of music she prefers to listen to. Lastly, native-like prose. We feel the writing lab de- Canada. TN 10/85 170 17 fri Pancake Art "Verse" for Pancake Art by Mary Jane Nations Teach the students the following tongue twist- Georgia State University er. They'll probably lcve to say it while serving up the pancakes. The source is unknown. Cooking in the classroom not only makes a 1) bountiful vocabulary in cooking terms, e.g., nice bridge between home and school but also mix, stir, pour; ingredients, e.g., flour, milk; Editor, TN makes language learning fun. This lesson com- attributes and changes that occur in the bat- Be ty Botter bines cooking, art, and sensory experiences in a ter, e.g., bubbly top, lumpy; comparatives, meaningful context and accommodates a variety e.g., hotter, wetter, drier. Betty Botter bought some b: tter. of learning styles at the same time. 2) question forms and verb tense changes, e.g., "But," she said, "this butter's bitter. If I put it in my batter, Materials What will happen when we mix wet and dry ingredients? What is happening to the batter It will make my batter bitter." Use a ready-made pancake mix ("thin pan- So she bought some better butter, cake" style), or use the bulk recipe given below. as it hits the skillet? What happened to your butter when you put it on the pancake? Better than the bitter butter, Assemble ingredients and utensils neededa And she put it in her batter, large bowl, mixing spoons, and measuring spoons Sample Dry Pancake Mix And it made her batter better. and cups. An electric skillet eliminates the need Recipe for Large Groups for a stove. If the class can go outside, a portable Mix together well: grill or hibachi and a cast-iron type skillet elimi- 12 C flour (3kg) nate the need for an electrical outlet. Be sure to IT salt (15.20 ml) have on hand a variety of toppingssyrups, jam, 3/4 C baking powder (5 g) applesauce, cinnamon. 3/4 C sugar (185 g) 4 C powdered milk (1 kg) INTRODUCE COMPUTERS Procedure This dry mix can be stored in an airtight con- TO ESL STUDENTS A large class can do this activity if :t is divided tainer until needed. I use it in small batches for WITH IMA TYPER into teams. Remember that while some students 3-4 persons at a time. are cooking, others can be cleaning up the mix- To use, combine in a bowl: Build good typing ing area and setting up the eating area. 1 egg, beaten with a fork habits with the only The class works in teams to mix batter. As 1 C water (250 ml) ESL keyboarding batter is mixed, discussion includes not only the 2T melted fat or oil (30-40 ml) skill program. process at hand, but what shapes the students 1 1/2 C dry pancake mix (375 g) Easy to use. each plan to make, e.g animals, letters, objects. Mix slightly, until ingredients are all mois- Many features. As students take turns pouring designsuse a tened. Batter will be lumpy. Do not overbeat, or spoon to drop batter preciselyeveryone talks pancakes will be tough. CALL OR WRITE. about the batter as it cooks. As pancakes are When bubbles appear in the batter and pop, Advanced Learning Systems finished, students sit together to eat and enjoy or when the pancakes begin to look dry around PO Box5127t them while they discuss choice of toppings. the edges, flip them over with a spatula to brown Eugene. Oregon97405 (503) 343.6636 Language Taught on the other side. The language taught in this lesson focuses on Al.out the author: Mary Jane Nations teaches in the Department of Etrly Childhood Education at Georgia State University, At thefollowing., . lanta. Georgia, U.S.A.

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18 171 TN 10/85 Edited by Liz Hamp-Lyons University of Edinburgh Giving Prominence to Proficiency in Language Skillsin the Design of an English Language Syllabus in the ChineseContext by Long Rijin Southwest China Teachers College Although foreign language teaching has a Languages and Literature of Southwest China Despite the fact that the students had had long history, for many centuries Latin andTeachers College, is a centre for the traininghundreds of hours of instruction in English in Greek were the only languages taught. Even of high school teachers. Here the students are the high school, the university English pro- after the fall of the Roman Emp' Latin engaged in a language and literature pro-gramme started from the alphabet and the persisted for a long time as a link betweengramme which lasts four years. Until recently,phonetic alphabet all over again on the pretext European nations. Latin became the languagedue to the belief that language teachers shouldthat the students had a very poor mastery of of the school and the church and remained know thoroughly not onlyhowsbut also whys, the pronunciation, the intonation, and the basic indispensable in higher education until aboutgrammar and translation were emphasized to knowledge of the language owing to the poor 1770, when the vernacular languages took its such an extent that the development of thequality of teaching in the high school. In this place. Rivers (1984) points out that after this students' proficiency in the target language wasway much time was wasted. Latin was ro longer learned as a language for greatly hindered. Many teachers became aware Further, the easiness of the job at the communication between scholars and thereforeof the problem long ago, but could not dobeginning stage wore away the students' its primacy as a subject of study could not be much about it. motivation. When the students were suddenly justified on utilitarian grounds. She tells us: In 1983 the Ministry of Education demanded confronted with a more strenuous task in the that university students should write a thesis in . utility was considered at that time third year, they felt painfully the gap between their fourth year of study. The poor quality of the lower years and the higher years and found an inappropriate criterion to be app- the theses and the distressing results in thethemselves not at all prepared for the task lied to any area of advanced study. teaching practice of the fourth year students The learning of Latin and Greek was either psychologically or academically. They proved beyond any doubt the failure of lost confidence. then justified as an intellectual disci- education in our department. The students pline: the mind being trained, it was To improve the quality of foreign language were amazingly poor in their ability to use the teaching, we reasserted the slogan advocated asserted, by ! gical analysis of the language for communication. Although so language, much memorization of by the structuralists"Teach the language, not much attention was paid to the teaching of about the language." (Moulton, 1961, p. 88) We complicated rules and paradigms, and grammar, many students could hardly make the application of these in translation stressed that a language programme should aim exercises. Latin and Greek were their sentences grammatical, let alone idiomatic at proficiency in using the language for and appropriate. We analysed the causes of our communication, not merely at the knowledge further justified as the key to the failure and came to the following conclusions: thought and literature of a great and about the target language. And thus, as common sense tells us, language abilities can ancient civilization. The reading and 1. We used the wrong textbooks. translation of texts was, therefore, of only be cultivated by using the language. Textbooks compiled according to the prin- Therefore the success of our aim depends to great importance, as were writing ciples of the grammar-translation method are a certain extent on enlarging the students' exercises in imitation c! these texts textbooks for a general educational purpose. exposure to the target language. (pages 14-15). What they can do is to train the mind. They "Language is speech, not writing. So listening are not meant to train the students' ability to and speaking should be taught before reading In order to gain a place in education, modern use the language. languages had to prove themselves to be of and writing." (Moulton, p. 86) The students equal value for the training of the mind and2. We used the wrong methodologytheshould first be asked to listen to and speak to also be keys to great literatures and grammar-translation method. more English This we have done. But in the civilizations. No wonder the grammar- Guided by this methodology, the task of the context of an inland city of China, where translation method was taken over intact intolanguage teacher is naturally to impart knowl- English is 'lever hea d or spoken outside an modern language teaching. edge. In this method, teachers monopolize the English teaching classroom, there is a limit to When foreign language teaching was intro-entire classroom activity teaching about the the amount of spcicen English a student can duced into China from the West in the 19th'anguage. They analyse the small number of be exposed to. To ensure a greater exposure, century, such a tradition was also carried overtexts studied sentence 5y sentence, word by we chose eading as the breakthrough point. intact. In the present century, efforts wereword. They expHn in great detail the gram- Reading makes the least demands on the made to popularize nevv, methods. As a result matical rules and the use of words which they teacher, the preparation of materials, the the direct method was introduced, but it was had copied from grammar books and diction- equipment, the environment, and the budget. practised only in a few high schools and aries. The students' task is to take notes and Reading assignments can be easily fulfilled by universities, and after the founding of New memorize what the teachers say so as to get the students themselves and easily checked by China in 1949 it was severely criticized as a high scores in examinations. Many students did the teachers. methodology of imperialist cultural aggression. get very high marks, but what they achieved As a res.dt of the 1983 failures we have made In the fifties, as part of the drive to learn was not the ability to use the language but to the following changes: from the Soviet Union, the developed Soviet talk about the language. version of grammar-translation method, "the3. The students' exposure to the target language 1. We have changed "Intensive Reading" of the conscious-contrast method", was introduced was too small. first and the second years into "Basic English." and greatly popularized. It became essentially For many years the chief course offered inTextbooks compiled in English-speaking the dominant method of foreign language a Chinese university language programme was countries are used in place of the grammar- teaching in China. "Intensive Reading". It occrnied an over-translation textbooks compiled in China. The In the sixties, the audio-lingual method was whelming majority of the class hours allotted beginning stage was dropped and the time introduced and propagated. New syllabusesto the teaching of language. The task of thisallotted to each lesson greatly shortened. were designed end new textbooks compiled. course was to teach a text of an average length Continued on next page Vitality was injected into the foreign language of a few hundred words in the process of some teaching of China and great strides were made. ten class hours. Things were not much different But the new method met with strong resistance with the other "minor" courses. How can the aad even now the dominant method is still the student be expected to master a language with grammar-translation method, especially in high such a narrow exposy'r to it? schools. 4. The beginning stage was too easy for the Our department, the Department of Foreign students. TN 10/85 172 19 Giving Prominence 4. We have changed the system of compulsory The new syllabus defines in clear terms the courses throughout the four years and offered terminal requirements for the courses and the Continued from page 19 about twenty optimal courses for the third and years of study. In this way test papers can be fourth year students. These courses enhance the constructed in accordance with set norms and Mother tongue and translation are avoided as students' motivation, widen their point of view, much as possible. The teacher's explanation of the fulfillment of the syllabus can be checked. enlarge further the amount of reading, and The new syllabus has been in practice for the rules of the language have been reducedcultivate the students' ability to do research nearly two years. It t as been warmly received to a minimal necessity. Student participation work. Seminars and essays help to develop the constitutes the majority of the classroom by the students and a majority of the teachers. students' productive skills in the language at a Great progress is being made in the students' activity. The aim of this course is to teach thehigher level. basic knowledge of the target language, to train abilities in listening, speaking, reading and the students in pronunciation and intonation 5. We have changed the traditional mode of ex- writing. The student? knowledge of the and in handwriting and to cultivate ability in amination. Examinations are guideposts for the English-speaking countries and peoples is listening, speaking, reading and writing. Greatstudents. Reform in teaching methodology is increasing much more rapidly. It is still too early stress is placed on accuracy in the mastery of doomed to failure if it does not go hand in hand to come to a final conclusion. Nevertheless, the target language. with reform in examinations. Now our examina encouraged by our initial success, we are 2. We have combined the discrete languagetions in compulsr- y courses, both oral and determined to go on with the reform. 3 skills courses ("Listening," "Speaking," "Exten- written, chiefly tt.,, the students' proficiency in sive Reading") into a "Comprehensive Train- the language. To ensure that the students pay About the author: Professor Long Ilmn. who has smdied with Professor M A K Ilalliday in Sydney, Australia, is dguty ing" course. The former courses of "Listening" enough attention to the texts being studied,,e chairman of the English Department at Southwest China and "Speaking" occurred once a week, occu- test papers are constructed with 30 per cent of Teachers' College in Boise'. Chongqing, Sichuan, China. pying two class hours each and had not been the items on the texts and 70 per cent on overall successful. The students did not have aproficiency. We stress that even the 30 per cent References on the texts must not be questions which can be Bruner, J S , 1966 Toward a theory of instruction Cambridge, vocabulary large enough to enable them to Massachusetts. Harvard University Press. understand what they listened to. Neither did easily answered through memorization of the Moms.1 .1978, The art of teaching English as a living language. ace In Language Teaching Texts: A Manual for Teachers, ILO they have enough input language material totexts. In this way the students guided %Viddowson (Ed.). Oxford, England: Oxford University build their own speech ability on. The speakingtowards a real mastery of the language in use. Press. course could only offer either repetition and They are freed from memorization of the notes Moulton, W C 1961 Linguistics and language teaching in the United States 1940.1960, In Trends in European and American memorization of isolated sentences of every- taken in classes. In the optional courses, the Luigi/Wks 1930-1960, C. Mohrmann, A. Sommerfelt and J. %Vhatmough (Eds ) Utrecht, Belgium. Spectrum day speech, or pointless talks on subjects thestudents are examined through essays and Rivers, W M. 1964. Teaching foreign language skills, Chicago, students felt incompetent to participate in. performance in the seminars. Illinois: University of Chicago Press.

Both soon stifled the students' motivation. NNW Besides, acquisition of spoken language m tkes heavier demands c.,classroom time than acquisition of written language, as Morris HOW INTERNATIONAL? (1978) has pointed out. LETTERS A QUESTIONNAIRE The former "Extensive Reading" course which occupied two class hours per week, was Dear Readers: not much different from the "Intensive Read- As part of our work on behalf of TESOL, the ing" Course. The reading load was much too ad hoc Committee on the International Con- low and what the students learned from theREQUEST FOR USED ENGLISH cerns of TESOL distributed a questionnaire at reading was not practised and consolidated,TEXTS FOR ZUNYI, PRC the TESOL Convention in New York. The and so was soon forgotten. purpose of the questionnaire was to find out The newly designed course "Comprehensive The following letter was received by the how members and friends of TESOL really feel Training" takes reading as its starting point. It TESOL Central Office, and it was sent to TN so about the problems and possibilities of a truly aims at communicative fluency in all the four international TESOLone which has its language skills. The students are required to the request it contains could be shared with the entire readership. Editor, TNConventions in different countries; which read by themselves a book of about 100 pages publishes professional information and views of in one week (normally simplified readings by June 11, 1985 interest to ESL/EFL teachers in countries native speakers). The teacher does not, and Dear TESOL: around the world; which pays travel expenses cannot, explain the text sentence by sentence, I am an American teacher of the English for committee/sub-committee members from word by word. He only explains a few very language here in Zunyi. I am the first foreign all parts of the world to attend business difficult sentences. The classroom activity is teacher in the college and the only American in meetings; whose annual meetings are within the devoted to discussion of the text. The studentsthe city. My task is "to improve the level of pod et of teachers from America to Zaire, are generally asked to write a precis after they English of the medical students and clinical Peoria to Paris and Ponapethe implications of finish each book. In addition to the large doctors." I regard my position here as that of an being international are tremendous. amount of speech the students are exposed to,envoy of goodwill and cooperation between the 1000 copies of the questionnaire were exercises in listening comprehension are given United States and China. distributed and some 150 returned; the returns from time to time in "Comprehensive Train- Zunyi is a city of about 300,000 in northern Guizhou province. Its are being collated and will be reported to the ing" classes as well as in those of "Basic industries and livingOctober meeting of the Executive Board. A English." The stia.'ts are also required toconditions are still in the rudimentary stages of listen outside class to Voice of America Special development. For a number of reasons,re ised version of the questionnaire was Programs, or, which the teacher will check theprimarily the vicissitudes of recent Chinese prepared, and many of you heard from me that students. Thus, the new course ensures a large history, English literary and reference materials this version would appear in the August issue of t posure to language and a high frequency of are very nearly non-existent in this developing the TESOL Newsletter. You will of course have lit ening and speaking practice. institution. I must add that after six months here, seen that it did not. I am told hat this was 3. We have advocated J.S. Bruner's (1966) I have consomed all of my personal resources as because respondents needed more background theory of student-centered education. The new well as the bulk of my very small salary in my information than I felt if was possible to include method of teaching does away completely with search for and acquisition of English materials. in the questionnaire And that there was concern the monopoly of the classroom activity by the I am writing this letter to inquire if your that returns would be low and unbalanced teacher talking about the language. It guaran- agency can provide any books for our English towards those who favoured change. The tees a large amount of the students' activelanguage program. We are in need of literature present plan is, I understand, to get professional participation in classroom activity. It abolishes in English in general and research and reference help to revise the questionnaire, and then send the former spoon-feeding approach to teachingbooks. I can assure you that any effort or funds it to a carefully selected sample of members and and nurtures effectively the students' ability toused for our program will be. well spent, well friends. Let me assure you that the project has solve problems and learn the language them-used, and definitely much appreciated here. not been shelved, though clearly it is in some selves. The emphasis on reading and listening Thank you for your time and attention. state of flux at present. Further information assignments outside class has changed the later! situation in which the students were at a loss Paul Nietupski about what to do when the teacher was not Zunyi Medical College Liz Ham p-Lyons present even if they had the motivation to learn Zunyi, Guizhou Chair, ad hoc Committee on the the language after class. Peoples Republic of China International Concerns of TESOL

173 TN 10/85 ,71

Edited by Mary Ann Christison Snow College charge pays for air delivery of four issues of the TESOL Quarterly and six TESOL Newsletters. It does not include air delivery of interest section newsletters. In order to continue receiving interest section publications throughout the year, do not let your TESOL membership expire. When an individual membership lapses, tne name and address of that member are not included in the interest section mailing list that month. Thus, important information (a newsletter, a mail-in ballot or a pre-convention announce-lent) from an interest section will n-t be sent to he member. Renewing a membership a month or two after a membership has expired will reactivate the membership, but only for forthcoming publications and mailings. Back issues and mailings are not included in a reactivated TESOL membership.

PliOPOSED NEW INTEREST SECTION FOCUSES ON SPECIAL NEEDS At the 1985 TESOL...rention held in New York City, an informal meeting of interested persons was held to begin working on the establishment of an Interest Section to address the professional concerns or teachers of students with a wide range of special needs. This future Interest Section, to be called the Special Needs Interest Section (SNIS), will include such areas as hearing impairment, visual impairment, learning disabilities, mental impairment, communication disorders, emotional disturbance, and gifted and talented TESOL Interest Section students. Those interested in becoming a part Membership(s) of this future Interest Section should contact: IN MEMORIAM Ana Maria Mandojana, Curriculum Specialist, GLADYS DOTY An individual membership in TESOL Beses Center TRMO3, Florida International Gladys Doty, charter member of includes membership in up to three of the University, Miami, Florida 33199, U.S.A. TESOL, passed away June 25, 1985, in fourteen interest sections in TESOL. Primary Telephone: (305) 554-2962. Boulder, Colorado after a short illness. membership in an interest section gives the At the University of Colorado where she individual member voting privileges in that MICHIGAN TESOL NEWSLETTER taught from 1948 to 1973 she established interest section, while secondary members of CALL FOR PAPERS courses in English for foreign students an interest section receive periodic newsletters and innaugurated the M.A. program for and announcements during their membership The MITESOL Newsletter seeks articles and teachers of English to speakers of other year. The number and frequency of thesebook reviews which contribute to the field of languages. The two volumes of Lan- publications vary among the interest sectionsforeign and second language teaching and and from year to year within an interest section. learning in both the theoretical and oractical guage and Life in the U.S.A. which she domains, especially on topics relati: g to the co-authored with Janet Ross of Ball State Individual membership in TESOL is on a University have gone through four edi- flexible basis; that is, an individual may joinfollowing: curriculum, methods, and techniques; classroom observation; teacher educa- tions, and there have been two editions TESOL for twelve months at any time during the calendar year. Should your professional tion and teacher training; cross-cultural studies; of the composition text Writing English language learning and acquisition; and over- which the two authored. A new compo- interest have changed since joining TESOL, sitiont.'xt, To Write English, was you may want to alter your primary and views of or research in related fields. Contribu- published in February of 1985, and at secondary interest section membership(s).tions should be no longer than 1,200 words, the time of her death the two authors Should you perhaps not be receiving interestmust be typed and double-spaced. Manuscripts section newsletters, you may have forgotten to will not be returned. Address articles to: Donna were working on a revision for freshman Brigman, Editor, MITESOL Newsletter, 211 composition for American students. check off interest section preferences when Mrs. Doty travelled widely abroad joining TESOL. In either case, contact Oakwood, Ypsilanti, Michigan 48197, U.S.A. visiting students whom she had taught, Edmund La Claire, Membership Coordinator, TESOL, 201 D.C. Transit Building, George- Reprinted from The Language and she published in other fields. A Teacher. September 1985 memorial fund has been set up in her town University, Washington, D.C. 20057, name through the University of Colo- USA. When doing so, please include your rado Foundation to provide scholarships membership identification number, which for those wishing to teach English as a appears on every TESOL Quarterly, Newslet- foreign or second language. ter and official correspondence mailing label in the left hand corner above your name and Janet Ross address as well as or. your membership identification card. The annual TESOL membership air sur-

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22 J75 TN 10/85 AFS Teacher Exchange Program Expanded MINISCULES AFS has expanded its teacher exchange program with the addition of Brazil, Ecuador, Mexico, Panama and Venezuela. The Visiting Edited by Howard Sage,NewYork Untuerrity Teachers Program, entering its fourth year, already includes China, Thailand, Peru, Chile, The I Ching or Book of Changes,3rd Edition, 1967. Translated from the German by Cary and Costa Rica. F. Baynes and from the Chinese by Richard Wilhelm. Princeton University Press, 41 William AFS International/Intercultural Programs, Street, Princeton, New jersey 08540. LXI1 + 740 pp., $16.50. formerly known as the American Field Service, is the leading nonprofit international exchange Question: What can the oracle teach regarding language learning? organization. AFS's Visiting Teachers Program enables educators to undertake an intercultural Answer: Perseverance brings good fortune. living experience wl,"at the same time The superior man (is) strong and untiring. enriching their teachint l ills. U.S. secondary schou. teachers live with a The "blue collar" approach? There's more: host family in one of the aforementioned It furthers one te; have somewhere to go. countries, and observe and teach in the local school, while participating in cultural enrich- It fu.-thers one to cross the great water. ment activities. Summer and six-month options Experience; risk; responsibility. And there's still more. are available: Teachers of English from these countries It furthers one to see the great man. come to the United States for a six-month Or woman, or teacher, or group peer. period, commencing in December. They live Were TESOL Afiniscules on the minds of the transmitters of the Changes? Probably not, but with a host family and serve as a resource in they did hand down a wealth of wisdom for reference both in and out of the classroom. the local high school, while observing English It never hurts to be reminded of the central truths. To quote one final nonjudgmental dictum, teaching methodologies. Notes William M. Dyal, jr., president of there can only be AFS:The Visiting Teachers Program em- No blame. bodies the AFS philosophy: only by living in George Spanos a host family and being fully immersed in a Center for Applied Linguistics host community, can one truly understand another culture." For further information on the AFS Visiting Teachers Program, contact Carolyn Yohannes, AFS International/Intercultural Programs, 313 East 43rd St., New York 10017, U.S.A. Tele- phone: (212) 949.4242, ext. 407. The Way of the Bullby Leo F. Buscaglia. 1984 Double Negativeby David Carkeet. 1982. (Tenth Printing). Ballantme Books, 201 East Penguin Books, 40 West 23rd Street, New York, ANNOUNCING THE 50th Street, New York, New York 10022. New York 10010. 246 pp., paperback, $3.50. Paperback edition, 175 pp.. $2.95. TESOL "Cook and Woeps ate lunch at Max's and A number of ESL teachers begin to teachdiscussed onomastics, idiophenomena, cen- MEMBERSHIP a course with very little background informa- tralized diphthongs, and manslaughter." These tion on their prospective students. Now that two linguists work at the Wabash Institute, a DIRECTORY 1985 ESL students of Asian origin have grown former primate research center now turned tremendously in number, this book by Busca- into a long-term child language acquisition The TESOL Member- gliais a handy tool for gathering useful research lab and day-care center. The previous TESOL ship Directory 1985 is knowledge on the cultural, social, and psycho. night, Cook's "linguistics-clouded brain" had logical traits of many Asians. Essentially a been interrupted during an intense grant- \tip/ a comprehensive resource containing collection of stories based on the author's visit proposal writing session when he found a alpha-listings with addresses of to key cities as well as to rural places in Asia, fellow researcher dead in his office. While a the book explores the characteristics of each publicity-conscious director hopes to allay the TESOL's more than 10,000 Com- group of people he met. Buscaglia provides public's fears by having Cook deliver a talk on mercial Members, Institutional insight into the Asian character. He focuses on "Highways and Byways of Southern Indiana Members, and Individual Mem- that which distinguishes an Oriental and the Place Names: Cook is convinced that the key bers; TESOL's Officers, Periodical lessons one learns knowing a native Asian even to the identification of the murderer lies in little Editors, Standing Committee for a short period of time. To the author, every Wally Woeps's use of "m-bwee.." Is the Chairs, and Personnel; Interest Sec- person is a source of learning. Each learns difference in falling or rising intonation truly tion Chairs and Newsletter Editors; something from others to help one "find" meaningful? But, as Cook muses, can they and Affiliate Presidents and oneself and discover one's "true nature." solve a murder when "we don't even know how kids learn irregular verbs"? Newsletter Editors. jim T. Nibungco Borough of Manhattan Community Lise Winer The Directory also provides mem- College. CUNY SouthernIllinois University bership data, geographical membership distribution, and a cross- referenced geographical listing of member's with their Interest Sec- tion membership. To order, contact: .1111"..Zier, TESOL PUBLICATIONS 201 D.C. Transit Building Georgetown University Washington, D.C. 20057 USA

Alf ordtm mutt be mimic:: 54 members. S5nonnsembers.

TN 10/85 .176 23 credits to ESL or bilingual certification without 0; repeating the class. Of the twenty-one required hours, fifteen must be upper-division or graduate level unless Edited by Carol J. &tidies. American Indian linguistics has been taken as Georgetown University a lower-division course, in which case only twelve hours must be upper-division or Arizona Approves ESL and Bilingual Certification graduate. Nine semester hours of upper-division or by Gina Cantoni graduate level coursework are required in the Northern Arizona University area of methodology. The specific content required of ESL teachers, however, differs Since some time has passed since the "Standard Bearer" carried informationon certification, from that required of bilingual teachers, except I welcomeDr. Cantones article on Arizona's work in that area. In a coveringletter to me Dr. for the shared requirement of ESL methodol- Cantoni writes, "The Senate Bill and the Certification Guidelines havecome as the result of ogy in bilingual settings including the teaching many years of struggle, and represent, I think, a solid foundation for better service to language- of English literacy to LEP students. The minoritystudents." C.J.K bilingual methodology courses must cover Until recently, Arizona has lagged behind bilingual methods, materials, curriculum, c. A bi/ingual/multicultural program that student assessment and teaching literacy in the other stateseven those having much lower continues instruction in both languages percentages of language minority studentsin student's native language; although instruction and enhances them both. may be conducted in English, the use of developing adequate provisions for meeting d. An ESL program. the unique needs of pupils and students with another language is required in the course limited English proficiency. By 1982-83, for components involving micro-teaching and Participation in these programs requires ap-preparation of bilingual lessons. English as a example, twenty states had established ESL proval from th' students' parents. and/or BME certification criteria; Arizona, second language methodology courses must however, offered only a bilingual endorsement cover ESL methods, ESL in content areas, School districts having no more than nine curriculum, materials, teaching English literacy that required fifteen rather loosely identified NELB students of limited English proficiency hours of coursework and no ESL certification. to LEP students, assessment and foundations; in the rime grade level in any school may use these courses must specifically address ESL Conseqtiently, the quality of ESL instruction the above options or design individual pro- varied considerably from one classroom to instruction in bilingual settings at the appro- grams for each student, using paraprofessionals priate level rather than instruction in English another, as such classes could be taught by or tutors to implement instruction in the native as a foreign language. teachers with little or no training in this language under the supervision cf a certified specialty. Both certificates require three hours of teacher. Moreover, SB 1160 includes the upper-division or graduate coursework in Over one-fourth of Arizona's residents come provision that "pupils who are not limited from homes where a language other than linguistics to include psycholinguistics, socio- English proficient may participate in bilingual linguistics, and first and second language English predominates. Some are recent arri- programs if space is available." vals, such as immigrants and refugees; others acquisition in bilingual sett:ngs or American The availability of both BME and ESLIndian linguistics which may be a lower- belong to ethnic groups that have lived here options, or combinations thereof, encourages for a long time. Some of these people are quite divis!on course. Both cet.iffIsttes also require school districts to rely on sound educational three hours of coursework at any level in the fluent in English, and many among them speak and practical considerations in designing no other languages, but their priorities and area of culture, tobepresented not as a survey programs reflecting the needs of their students, of material artifacts, historical events or the values continue to reflect their traditional the wishes of their parents and the feasibility cultures. These linguistic and cultural charac- artistic achievements of a particular group but and potential effectiveness of a particular rather as a study of the interaction patterns, teristics must be taken into consideration in the approach. In order to ensure quality of values and priorities of one or more minority design of appropriate curricula, and the instruction, the Arizona State Department of teachers tesponsibie for the instruction of groups and their relationship to those of the Education appointed a Task Force to develop majority culture. language-minority students should be ade- guidelines for the endorsement of elementary quately prepared to serve their unique needs. The commonality of these requirements secondary and special education teachers in the between the two areas of certification results Last year the Arizona Legislature passed a areas of bilingual education and ESL. These Senate Bill (SB 1180) that provides the foun- in a lessening of the difficulty that school guidelines were approved by the Arizona State districts and institution of higher education dations for significant changes in the education Board of Education on April 22, 1985, and they will experience in arrant g for delivery of pre- of the state's minority language students. become effective on October 1, 1985. Their Specifically, the bill mandates equal opportun- and in-service courses to teachers who need content is discussed below. bilingual or ESL certification, since the same ity to students from a non-English language Both certifications are riders on an elemen- background (NELB) whose limited English course can serve more than one kind of tary, secondary or special education certificate, students. profici,ncy (LEP) precludes academic success. are renewed automaticakt %vial the concur- School districts are required to identify such In addition to the ak we courses, bilingual rently held certificate, and are valid for the teachers must take three hours in foundations pupils by surveying the languages spoken In grade level of the certificate. their homes and testing their proficiency in of instruction to language minority students. As Bilingual certification is required of all stated above, this subject must alsobetaught English r.nd in the otl.:r language. The oral personnel serving in the capacity of bilingual skills of understanding and speaking must be to ESL teachers, but may be cons:dered part classroom teacher, bilingual resource teacher, of their training in methodology. assessed as well as skills in reading and writing. bilingual specialist or similar title. ESL certi- Biling-.41 teachers working with bilingual The students thus identified must be served by fication is required of all personnel serving in special programs described below and re- exceptional students must take three semester the capacity of ESL classroom teachers, ESL hours of upper-division or graduate level evaluated at least every two years to determine specialists, ESL resource teacher or similar title if they have become able to function success- coursework in methods of teaching and or of any teacher responsible for ESL instruc- evaluating such learners. fully in classes taught in English. tion. IIlers of a bilingual certificate are Beginhing in 1987-88, school districts having Bilir'ual teachers not working in special authorized to teach English as a second alucation have several options for completing ten or more NELB students of limited English language, but holders of an ESL certificate are proficiency in the same grade level in any the 21-hour requirement: an additional cout.e not authorized to serve as bilingual teachers. Continued on school must provide one of the following The two certificates have many common page 25 programs or a combination thereof: features; both require either 21 hours of a. A transitional bilingual program for coursework in specified areas or completion of an approved Master's degree in the appropriate grades K-6 leading to transfer todiscipline (ESL or Bilingual Education). English-only classes. Persons who have already taken appropriate b. A bilingual program for grades 7.12 courses during their undergraduate or graduate leading to meeting graduation require- programs or as part of a specialization in ments. reading or other related ar, 'nay apply these

24 J77 TN 10/85 Certification engaged in teaching ESL. test that assesses the candidates' ability to use Bilingual teachers, on the other hand, must oral and written Spanish for teaching content Continued from page 24have compl-ted student teaching in a bilingual and for dealing with classroom management setting at the appropriate level in addition to and parent conferences. The other minority in methodology or linguistics, the bilingualthe 21 hours of coursework unless they have languages spoken by a large number of special education methods course, a course inhad two years of verifiable successful teaching Arizona's residents are Navajo, Hopi, Papago teaching content areas in the students home experience at the appi opriate level. and other Native American tongues, and each language, or a course in the naturand The most substantial difference between tribe is responsible for verifying the oral and, grammar of English. ESL and bilingual certificates relates to the where appropriate, written language profi- In addition to the courses common to bothrequirement for proficiency in a language other ciency of the bilingual teachers working with disciplines, ESL teachers must take three hoursthan English. Since ESL teachers will be using students from that tribe. of upper-division or graduate coursework onEnglish as a medium of instruction, they need The new requirements for ESL and bilingual the nature and grammar of the English lan-only to provide evidence of having undergone certification are still listed in terms of courses, guage (which may also be used by bilingual a second language learning experience that will but will soon be translated into lists of skills teachers as an option) and a three hourenable them to appreciate their learner's that must be taught during the coursework. The practicum or internship in ESL at the appro-difficulties in learning a new language. skills will be stated as competencies that the priate level. This last requirement may be Bilingual teachers, however, must have ateachers should apply in "-e instruction of replaced by two years of verifiable suc..essfulhigh level of proficiency in their students' home students of limited English proficiency and in ESL or bilingual teaching experience at the ap-language in order to use that language when the development of lessons and curricula. propriate level, in fact reducing the courseworkteaching content. The Arizona Department of Provisional ESL and bilingual certificates requirement to 18 hours for persons already Education has developed a Spanish proficiency valid for one year and renewable twice will be available to teachers in order to provide them with adequate time to complete the requirements by taking courses during the summer and classes offered on-site by Arizo- na's institutions of higher education. Persons interested in obtaining bilingual or ESL certification in Arizona should contact Nancy Mendoza, Director of the Bilingual OWLS, 1-1111EN1141:.001200.`" UMW= Practical Skills Office of the Arizona State Department of Education, 1535 West Jefferson, Plioenix, Ari- zona 85007, U.S.A. R111 \G 3 I.RN SI.ILI` for Easier Coping 1 Aboutthe author: Dr. Cantoni served as chair of TESOL's (1)\sl \11R Schools and Universities Coordination Committee making ((oirl 11\ numerous contnbutions to TESOL's work in establishing certification in ESL. She is, at present, Distinguished Professor Essential Life of ESL and Bilingual Program Development, Center for Excellence in Education. Northern Arizona University in Skills Series Flagstaff, Arizona, U.S.A. Carolyn Morton Starkey and Norgina Wright Penn "Back to barks" comes through clearly in this unique five- book aeries. Here is a concentration on important Skins IIE Opens International that every student must acquire to compete effectively with the many jarring complexities of today's fastpaced world. Education Center Featuring ... J(1 11)1V(i1l)S, Materials to prepare for competency tests, The Institute of International Education I RI,\Cl: reviews, remedial instruction, and reinforcement recently announced the opening of its new RI I in specific areas of weakness. 11111 10.11.S International Education Information Center. 6,I ( Fifth grade reading level (Fry Scale) LIM new center provides information about S11. Ni Real life visuals ... copies of the actual forms higher education exchange to students, educa- 1-)0( used in the real world are used as illustrations tors, and adult learners in the New York and for practice metropolitan area. Itoffers resources on Lists of vocabulary words, check-up reviews, and an abundance of exercises to assure overseas education for U.S. nationals who wish comprehension to study abroad and on U.S. higher education Answer keys on perforated pages at the end of for foreign nationals who wish to study in the each book United States. Volunteers provide an orientation to the Each book$405 $4net Center, so that visitors can use it effectively No.5316-2 What You Need to Know About Getting a in planning their own international education Job&Filling Out Forms experience. No.5316-9 What You Need to Know About Basic The center is designed to serve especially the Writing Skills, Letters & Consumer Complaints following: 1) U.S. students interested in study No.53154What You Need to Know About Reading abroad; 2) foreign students interested in study Ads, Legal Documents & Reference in the U.S.; 3) adult learners who want to Materials continue their education internationally; 4) U.S. No.5314-6 What You Need to Know About Reading Newspapers, Labels & Directions educators who wish to teach abroad, and RI,A DIM( foreign educators who wish to teach in the I. I.1H1 I S, No. 5317-0 Whet You Need to Know About Reading . Signs, Directories, Schedules, Maps, U.S.; 5) the Net, York City higher-education R I C Userts & Utility Bills SlqPiRS and secondary-education systems, and the -Sampler Special-- academic community of the metropolitan area; Set of one copy each of all five books in series 8) diplomatic personnel and other members of the United Nations family; and 7) employees No. 5319-X $19" (Save $480) of multinational corporations and their families. A brochure about the center is available upon NATIONAL TEXTBOOK COMPANY request. Please write to: International Educa- Calltoll freeto order 800-323 -4900 4255 West Touhy Avenue (In Illinois312-679-5500) tion Information Center, Institute of Interna- RIO Lincolnwood, Illinois 40646-1975 tional Education, 809 United Nations Plaza, New York, NY 10017, U.S.A. .178 25 Longman's- Photo Stories Series Joseph Greene arid Andy Martin

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7b order an examination copy of the Student Text, please write Dept. 404 179 TN 10/85 p . .

WILLIAM PATERSON COLLEGE ILLINOIS TESOL/BE BILINGUAL/ESL CONFERENCE ANNUAL STATE CONVENTION

The 1985 fifth annual WPC Bilingual/ESL Illinois TESOL/BE's 1986 14th annual con- ""r"t.4.0444."4441444 Conference on October 25-26 will focus on vention, Putting Theory Into Practice, will be how best to teach the elementary school child held February 7-8, 1986 at the American -44 who is at.mpting to acquire a second lan-Congress Hotel in Chicago, Illinois. For tel guage. Rolita Apodaca of El Paso, Texas andregistration information, write to: Richard A. - Ricardo Otheguy of the City University ofOrem, Executive Secretary, Illinois TESOL/ New York are the keynote speakers. For more BE, Graduate Studies in Adult Continuing information about the conference, write to:Education, 101 Gabel Hall, Northern Illinois Gladys Nussenbaum, Director, Bilingual/ESL University, DeKalb, Illinoi 80115, U.S.A. A:,40.4%**47,1;, Program, William Paterson College, 300 Pomp- ton Road, Wayne, New Jersey 07470, U.S.A. LOOKING AHEAD IS THEME OF ABC/TEAL CONFERENCE CUNY HOSTS CONFERENCE The 10th annual conference of the Associ- ON MICROCOMPUTERS AND ation of British Columbia Teachers of English BASIC SKILLS IN COLLEGE as an Additional Language will be held on March 13-15, 1986 at the Richmond Inn, The City University of New York is spon-Richmond, B.C. The conference theme is soring a conference Microcomputers and Basic Looking Ahead, and the three-day meeting will Skills in College, to be held at the V -'a feature speakers, workshops, papers and panel International Hotel in New York City,discussions on a variety of topics. For regis- November 22-24, 1985. Information and reg-tration information, contract: TEAL '86 Regis- istration forms are available from: Geoffreytrar, 1047 West 12th Avenue (apt. 447), Akst, Conference Chair, City University ofVancouver, British Columbia V6H 1L5, New York, Office of Academic Affairs, 535Canada. East 80th Street, New York, NY 10021, U.S.A. NATIONAL CONFERENCE ON WRITING ASSESSMENT TNTESOL CALL FOR PAPERS AND PARTICIPATION The National Testing Network in Writing, The City University of New York, and Cuya- Tennessee Teachers of English to Speakers hoga Community College announce the fourth of Other Languages (TNTESOL) announces itsannual Conference on Writing Assessment on annual meeting April 10-12, 1986 at theApril 16-18 in Cleveland, Ohio. This national Sheraton Memphis, Memphis, Tennessee. Sendconference is for educators, administrators, and proposals to: Frank Leach, University ofassessment personnel and will be devoted to Tennessee, Martin, Tennessee 38328, U.S.A. critical issues in assessing writing in elementary, Deadline: February 1,19.a. All p.esenters mustsecondary, and postsecondary settings. Discus- be registered participants in the conference. sion topics will include theories and models of writing assessment, assessing writing across the curriculum, the politics of testi.:g, computer NINTH ANNUAL CONFERENCE applications in writing asses: -ent, the impact ON INTERNATIONAL of testing on minority students and on ESL EDUCATION students, and research on writing assessment. For information and registration materials, The Community Colleges for Internaanal please write: Professor Mary Lou Conlin, Development, Inc. (CCID) will present itsCuyahoga Community College, 2900 Com- ninth annual conference on Internationalmunity College Avenue, Cleveland, Ohio Etiucation from February 11-14, 1986. The 44115, U.S.A. conference theme is Washington, D.C.: Link- ing "aurces and Resources. The conference will INTERNATIONAL SIMULATION be held at the Sheraton Washington Hotel. AND GAMING ASSOCIATION The conference will focus on ways in which sources and resources located in Washington, The 17th annual conference of the Interna- D.C. can be creatively and effectively linked tional Simulation and Gaining Association will to enhance the international dimension of thebe held at the University of Toulon, French community college. The conference program Riviera, 1-4 July 1986. The conference theme will include plenary presentations, roundtableis Simulation and Communication, which is to sessions, a resource room for the distributionbe interpreted as broadly as possible and of relevant materials, and conference-relatedincludes such areas as social interaction, receptions and social events. Opportunities willintergroup relations, language learning and be provided to hear presentations by and to behavior, and intercultural communication. A meet with representatives of national and pre-conference workshop 28-30 June, will be international associations and organizations,held involving multilingual communications foundations, the federal government, and and ;nternational relations. The workshop is foreign embassies plus leading educators. affiliated with the University of Maryland, Detailed information about the conference,U.S.A. Following the conference there will be including registration forms and hotel accom-a summer school (starting 7 Jul. )offering modations, are available. For further informa- courses in Frcnch as a foreign language (with tion, please call (305) 632-1111, extension 3050, reduced rates for conference goers). For more or write: Community Colleges for Internationalinformation, please contact Crookall/ISAGA P ^velopment, inc. Brevard Community Col- 86, UniversitO de Toulon, Avenue de l'Univ- lege, 1519 Clearlake Road, Cr-""a, Floridaersite, 83130 LaGarde, France. Home tele- ! 4. 32922, U.S.A. phone: (94) 75-48-38. 44640"4"41444'

TN 10/85 180 27 CALL FOR PROPOSALS FOR For further information or to apply for AN":0UNCEMENTS CONFERENCE ON COLLEGE LEARNINGBETNET membership, please contact: Zuzel Continued from page 27 ASSISTANCE CENTERS Echararria, Information/Dissemination Coor- dinator, BESES Center, Florida International RELC REGIONAL SEMINAR The 8th national Conference on College University, Tamiami Campus, Miami, Florida Learning Assistance Centers will be held May 33199, U.S.A. Telephone: (800) 325-6002 The Southeast Asian Ministers of Education 15-17, 1986. It is sponsored by the Office of Organization (SEAMEO) Regional Language Special Academic Services of Long Island LANGUAGEPAPER: Centre (RELC) will hold its 21st regional University (Brooklyn Campus). Proposals are A Newsletter for seminar, 21-25 April 1986 in Singapore. Theinvited on topics such as: computer assisted Foreign Language Teachers theme of the seminar is Patterns of Classroom instruction; program evaluation critical think- A new newsletter, LanguagePaper, is now Interaction in Southeast Asia. ing skills; basic skills; ESL, cognitive skills; and being published for persons associated with The ;3jectives of the seminar are: 1) tomaterials development. Guidelines for propos- report and review significant studies of foreign languages. LanguagePaper is designed als: practical in nature; about 200-250 woads in to encourage the study of foreign languages classroom interaction conducted in recent years length; submit three copies; include your title, particular'y in Southeast Asia; 2) to discuss the and to enhance their use. Acknowledging department, off: e and home telephone traditional values to language study we empha- findings of these studies in the light ofnumbers; indicate equipment needs; attach a theoretical knowledge derived from recent size a pragmatic approach to educators, brief biography or resume. Submit proposalsemployers, and to the individual. developments in sociolinguistics, languageby January 15, 1986 to: Elaine A. Caputo, pragmatics, ethnomethodology, discourse Each issue of LanguagePaper contains ab- Conference Chairperson, Special Academic stracts of resumes as well as language-related analysis, language acquisition research, etc.; 3) Services, Long Island University, Brooklyn, NY items, e.g., employment opportunities and to study the influence of sociocultural factors 11201, U.S.A. Telephone: (718) 403-1020. our patterns of classroom interaction, both information about various companies, organizations, and their services. verbal and non-verbal; 4) to study the pedago- BETNET CREATED BY NCBE gical implications for teacher training, evalua- To receive a complimentary copy of Lan- tion of teaching, methodology and curriculum The Bilingual Education Telecommunica-guagePaper, send a self-addressed, stamped development, with special reference to South-tions Network (BETNET) is a system createdenvelope to: 0. LeGrande Eliason, Director, east Asia; 5) to make recommendations for theby the National Clearinghouse for Bilingual LeGrande Eliason Internazional, P.O. Box 193, improvement of classroom organization andEducation (NCBE) to facilitate the sharing ofWalnut Creek, California 94597, U.S.A. Re- teaching, teacher training and teacher e alua- information and resources among those work-quests for complimentary copies from outside don, curriculum development, etc., in the light ing with limited English proficient populatinns. the U.S. will be honored with a self-addressed of the findings from recent research, and 6) to by linking educational organizations through envelope. consider and suggest guidelines for futurecomputer terminals. LINQUISTIC INQUIRY research in the area. Services provided through computers are the Further information and invitations toBLNG Electronic Newsletter on Bilingual You are cordially invited to subscribe to participate in the seminar can be obtained from Education; JOBS, the NCBE Electronic Linguistic Inquiry to keep abreast of the latest the following address: Director, kAttention: National Job Bank; MSGS, an Electronic Mailthec:etical development with articles which Chairman, Seminar Planning Committee)system for inter-BETNET, such as ERIC, transcend lisciplinary boundaries and bridge SEAMEO Regional Language Centre, RELC BEBA, Resource in Computer Education language families. To subscribe write to MIT Building 30 Orange Grove Road, Singapore (RICE), Exceptional Child Education Resour- Press Journals, 28 Sneet, Cambridge, 1025, Republic of Singapore. ces, and others. Massachusetts , U.S.A.

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28 _181 TN 10/85 1986 TESOL SUMMER INSTITUTE 414it at the TESOL 0 UNIVERSITY OF HAWAII AT MANOA A RAINBOW OF PERSPECTIVES IN TESOL JULY 7 AUGUST 15, 1986 The Department of English as a Second Language of the University of Hawaii at Manoa is pleased to announce that it will be hosting the 1986 TESOL SUMMER INSTITUTE. We hope the following information will be of some help to you as you consider your plans for next summer. FACULTY HOUSING In addition to the University of Hawaii's own diverse and Those students who will be staying throughout the six weeks reputable faculty, experts from around the world will be offering will be eligible for regular on-campus housing at the University. courses in their specialty areas. Faculty members for the 1986 Since housing is scarce and expensive in Honolulu, the Summer Institute will include (but not limited to): Institute staff highly recommends that all participants take advantage of student housing. The following costs for Cie six-week Roger Andersen (UCLA) session (double occupancy in a dormitory room) are subject to Kathleen Bailey, Director, IESOL Summer Institute change: low-rise dormitory, $315: high-rise dormitory, 1374. (Monterey Institute of International Studies) H. Douglas Brown (San Francisco State) Meal-plans are mandatory for dormitory residents. Students may J.. ). Brown (University of Hawaii) choose between two plans for meals Monday through Friday. Patricia Carrell (Southern Illinois University) Estimated costs for the six-week session are i 176 for 10 meals/ Ruth Cathcart (Monter...y Institute of International Studies) week; 1200 for 15 meals/week. Craig Chaudron (University of Hawaii) Applications for summer housing will be mailed in early Febru- Susan Gass (Univasity of Michigan) ary. Barbara Kroll (University of Southern California) Diane Larsen-Freeman (School of International Training) orumoN AND FEES Michael H. Long (University of Hawaii) Bernie Mohan (University of British Columbia) Tuition fees for Hawaii residents will be $36 per credit hour; Martha Pennington (University of Hawaii) non -re dents, S72 per credit how; Most (not all) courses will Suzanne Romaine (Oxford University) count as 3 credit hours. Charlene Sato (University of Hawaii) The Institute fee for six weeks is 1100; for three weeks $65. Richard Schmidt (University of Hawaii) This entity participants to all of the Institute's events. Thomas Scovel (San Francisco State University) Michael Strong (University of California/San Francisco) OTHER Acrivrics CURRICULUM Organizers of the 1986 Summer Ins due are also planning a number of extra academic sessions: the Forum Lecture Series; the Institute participants will be able to select from a wide variety Friday Sessions on Current Topics in TESOL; and the TESOL of undergraduate and graduate.level courses. Both theoretical and Summer Institute Colloquia, Pidgin and Creoles: Issues in Language applied aspects of second language teaching and !Laming will be Acquisition and Education. explored. Leisure and social activities are planned as well and there will At least half of the courses will run for the full six-week session. also be many opportunities to explore our lovely islands with other In order to accommodate participants whose academic schedules participants or on your Gam. run counter to Hawaii's, we will also be offering intensive three- week courses. These will run from July 7 through July 25, and from July 28 through August 15.

If you would like to be placed en the 1986 TESOL Summer Institute mailing list and receive additional information as it becomes available, complete (please type if possible) and return the form below to: Pamela Pine, Assistant Director, TESOL Summer Institute, Department of English as a Second Language, niversity of Hawaii, 1890 East-West Road, Honolulu, Hawaii 96822, U.S.A.

Name. Mailing Address'

University or Affiliation. Special Interests or Requests.

I plan to register for [ Undergraduate [ ] Graduate courses.

TN 10/0 .18 2 ANNOUNCEMENTS Cultural blindness Continued from page 28

NEW NEWSLETTERS causes a ton of trouble FOR CALL EDUCATORS Educational Resources & Information Ser- vices of Eugene, Oregon, in conjunction with Kairinsha International of New Yoik is proud to announce the publication of two newsletters of interest to computer-using educators. CALL Digest, published monthly, focuses on the uses of computers in language learning with a special emphasis on us* for ESL/EFL instruction. US CAI News, a Japanese language newsletter published in Japan, is designed to acquaint Japanese educators with developments in the uses of computers in education in the U.S. The content of CALL Digest is directed at n ntonal, language teachers and program administrators TratnIng tools for cicbal effeetmsness wanting information about the uses of compu- NEW FILMS AWARD- WINNING FILMS ters in language learning in order to make 0 Working in the USA 0 Living inthe USA informed choices, as well as at those already Bridging the Culture Gap involved and wanting to stay informed of new NEW BOOK 17 Managing the Overseas : asignment developments. Each month CALL Digest Going International:Making Friends and :1 Beyond Culture Shock gathers together and "digests" information Dealing Effectively in the Global Marketplace Welcome Home, Stranger about the latest trends in sales and the use of Pleane send information re: preview rental purchase 16;nm 3/4" VHS BETA corlputers. New produc;s of potential use in Name Address. language teaching are highlighted. Relevant research studies are summarized, and a soft- Position ware evaluation of interest to computer-using Organization Postal Code Tel language teachers is featured. Subscriptions for Copeland Griggs Productions3454 Sacramento St.. San Francisco, CA 4118415-9214410 CALL Digest aee 3E4 per year for 12 issue- (airmail overseas $40 please). Send subscription requests payable to X.I.N.Y., 2024 Center 1126, Fort Lee, NJ 07024, U.S.A. A complimentary sample copy will be gladly sent on request. Subscription information regarding US CAI News should be addressed do Kairinsha, Inc., Bashamichi Square Bldg. 3F, 4-67-!. Benten St., 04 The complete English Naka-ku, Yokohama 231 Japan.

SOFTWARE SOUGHT FOR II 1 programthat teaches CLEARINGHOUSE FOR ESL ;PUBLIC DOMAIN SOFTWARE 04 students how touse The Ohio Program of Intensive English and the Linguistics Department of Ohio University announce the formation of the Clearinghouse for ESL Public Domain Software. They are the language and seeking ESL software for the Clearinghouse library which they will then copy and distribute on request. The Clearinghouse hopes to have how the language enough programs by March 1986 to distribute a newsletter containing a catalog of available programs. works If you have any programs, large or small, which you have created for ESL students and don't plan to market commercially, sending them to the Clearinghouse will make it possible for others to make use of them. It is hoped that the Clearinghouse will become a viable forum for the exchange of freely copyable, unprotected software both to increase the amount of available software and to promote the development of programming skills among ESL professio.als. At present, the Clearinghouse is limited to copying asks for the following computers: Apple II, II+, He, He, Macintosh 128/512k; IBM Write for information on Student Texts, Workbooks, PCjr, PC, XT (and compatibles); Commodore 614Teacher's Editions, Cassettes, and Placement Tests. 64all 55i inch discs except Macintosh 3% inch. For further information regarding submission criteria or to place your name on their newsletter mailing list, write to Philip Hub- Houghton MifflinOne Beacon St., Boston, Massachusetts 02108 bard, Linguistics Department, Ohio University, Athens, Ohio 45701, U.S.A.

30 1 S 3 TN 10/85 Wawa., Japan. The Language Institute of Japan (LIOJ) refugees resettling in the USA. Qualifications: sustained has a small number of positions open beginning in the spring teacher training and supervising experience, ESL classroom of 1986. The program is Intensive and residential, and our expo: :e overseas, graduate degree in ESL or eqt.ivelens highly motivated students are mostly businessmen and proven ability to work in a team atmosphere in challenging engineers from top Japanese companies. Instructors should conditions. Salary: $15,500/year plus major benefits. have teaching experience, and an MA in TEFL or interna- Starting Date: Immediate openings both sites. To apply, send tional relations or business administration. Opportunities current resume to: V . Peter Fallon, Projects and Grants, also nxist to work on our journal, Cross Currents. For further EIL Brattleboro, Vermont 06301. (802) 257.4828. AA/EOE, USA Spetiy Arable Litrnited,, Saudi Arabia. Sperry Arabia information, write: John Fleiachauer, Director, LIOJ, 4.14- Limited has immediate openings for English 'language 1 Shiroysma, Odewara, 250 Japan. A representative will be International Academy for Yourth. Upper°. Japan. IAY, instructors in 'Saudi Arabia. Requirements include a in North America in March at TESOL '86 to conduct the leading private language institute in Sapporo, is soliciting interviews. Bachelor's degree andminimum of two years experience resumes from Japanese citizens for the full-time (36 hours/ in TEFL/TESL Competitive salary. R & R, horns leave, hous- week) position of English Convesation Instructor to adults. ing. meals, transportation, and other benefits provided.- Call Sendai. Japan. Full-time English Teacher for children and Duties include teaching and assistance with program Bill ',winger at (703) 684.6444 or mail complete resume adults. Energetic, positive, native speaker with university administration. Degree in a TESOL-related field from a non- to: Bill Deringer, Sperry Arabia Limited, c/o Coastal Energy degree (ESL/EFL or related preferred). teaching experience Japanese university and teaching experience preferred. Enterprises, 1426 Duke Street. Alexandria, Virginia 22314. and a strong interest in teaching and learning necessary. Send resume in English and Japanese with photo and phone Familiarity with "new" trends and approaches (e.g., TPR. number to: Ms. Hiroko Kasuya, Head Instructor, IAY, Hinode Centro Colo `e-Antericano. Bogota Colombia. Wgeta CL-L notional/functional syllabi, etc.) extremely useful. Two- Bldg. 5F, Nishi 4, kAinsmi 1, Chuo-ku. Sepporo, 060 Japan. TESL Center in L Ibia and among largest in Latin America year contract. Training (with- pay) provided. Competitive Telephone: 011-281-5188. offers opening. r TESL instructors and curriculum Wary and transportation provided. (Sendai is located appr. Teachers College. Columbia University, New York City. designers for January. 1986. Must have MA in TESL/TEFL 400 km (2 hours by bullet train) north of Tokyo. The greater or BA in Education with certification it English for work Search reopened or spoiled linguistics assistant/associate metro-area population is 'bout 1,200.000.) For more professor (tenure-track) to teach hasic courses, direct vise. Excellent for recent graduates desiring so exciting over- information, contact: New Dal School, 2.15-16 Kokubuncho, seas experience. Round trip air fare and settling in expenses dissertation reefer& and train language teacher in the use Sendai, 980 Japan. Tel: (0222)65-4288. of computers in the classroom. CandiZatis should have an Provided. Excellent fringe benefits. For further information, optimal combination of a doctorate; published research; write: Academic Director, Apartado Aire° 38-15. Bogota, experience in language teaching, towbar training. edmin- Colombia. Tokyo, JapenUnIvereity of Pittsburgh English Lan- guns Institute, Jai= Program. Openings for full-time EFL istering academic programs; a track record in obtaining Tokyo, Japan. A one-year position availably from 1986- instructors with relevant MA and teaching experience. Two - funding for and administering research projects; expertise 1987 for a full -Lane ESL professor to teach the Sound System year contract beginning April 1986. Benefits include compet- with computers as they are used in research and language of English, The Grammars of En dish, and Applied Linguistics itive salary plus bonuses, round-trip transportation, insur- teaching. Send letter and vita by December 1, 1985. to in the el E. TESOL program of Temple University in Tokyo, ance. Sand inquiry with resume to Robert Henderson, Professor Clifford Hill, Program in Applied Linguistics. Box .!:.pan. Ph.D. or Ed.D. in ESL preferred. (Salary range Director, University of Pittsourgh ELI Japan Program, 2.6- 66SC, Teachers College, Cc amble University, New York. N.Y. $27,000-$32,000). Closing date for applications will be 12 Fujim;, Chiyoda-ku, Tokyo, Japan 102. 10027, U.SA AA/ETA January 15, 1986. Interviews of final ten candidates will be Queens College. City Univreity of New York. Queens held during the TESOL Convention to be held from March Houston, Texas. ESL instructors needed for an ESL lan- College is seeking applicants to teach theory and methodol- 3.7 in Anaheim, Caiifomia. Send letter and vita to Dr. Terry guage institute. Requirements: MA in TESOL or applied ogy courses in MA TESL Program in China, June 16-August Pavainen, Associate Provost for International Education. linguisticsalso foreign language education with TESL spe. 15,1E Teschino load L. two courses totaling twelve hours Temple University, Philadelphia, Pennsylvania 19122. cialization. Two or more years teaching experience in ESL per week. Ph.D. aired. Salary: 1500 Yuan per month plus ROKA Language Training Department, Sungnam City. preferred but will consider recent MA graduate. Salary: vacation allowanceRoundtrip airtransportation and housing Korea. The Republic of Korea Army Administration School. part-time $10 per hr., full-time $15,000 to $17,000 annually. provided for staff and spouses. Send resume to Howard near Seoul, seeks experienced ESL teachers for an intensive Applications taken all year. Send complete resume to: Kleinmann, College English as a Second Language, 65-30 ESL program for career officers starting January 4,1986. Director. The Institute of English, 2650 Fountairview, Snits Kissena Boulevard. Flushing. New York 11367. U.S.A. Salary W 1.400.000 monthly. Other benefits: furnished two- 225, Houston, Texas n057, USA Telaphone (718) 520-7754. AA/EOE bedroom apartment, utilities, R/T air ticket, two-weeks Queens College. City University of New York. Queens vacation, eight days sick leave. Medical insuranwr available. The Experiment in Interne dorsal Living is seeking appli- College is seeking applicants to teach applied linguistics One-veer contract renewable. Send current resume (inciad. cants for ESL teacher supervisor for its refugee camp pro- courses in MA. TESL Program in China for 1986.87 ing telephone number) and photo to: Col. Min Pyung Sat, grams in Pant Nikhom, Thailand and Catania, Indonesia. ESL a' Ndemic year, September-June. Teaching load is two D'ector, ROKA Language Training Department, P.O. Box 2, teacher supervisors provide traininp to Thai and Indonesian court's* per semester totaling eight hours per week. MA Chang Gok Dona. Sungnam City, Kyonggi Do, 130-19, Korea. ESL teachers in thenry and metho.alogy and supervise the required. Salary: 900 Yuan per month plus vacation Telephone:Seoul 543-9611. implementation of competency -bated ESL curriculum for allowance. Roundtrip air transportation and housing provided for staff and spouses. Send resume to: Howard Kleinmann, College English as a Second Language, 65-30 nOrteneoertenonenenertImenertenenctemenenorrenenenoneneiOmert Kissena Boulevard, Flushing. New York 11367. U.S.A. Telephone: (718) 520-7754. AA/EOE S Bataan, Philippines. The International Catholic Migration commission seeks applicants for ESL Supervisors to work UNIVERSITY OF PETROLEUM & MINERALS in refugee camps. Students are adult Indochinese refugees preparing for resettlement in U.S. Curricula are competency- DHAHRAN - SAUDI ARArIA bssed. Supervisors train and evaluate host gauntry teachers and offer instructional support. Qualifications: M.A. in ENGLISH LANGUAGE CENTER TESOL or related degree or equivalent experience, teacher The ELC is responsible for preparing approximately 1000-4000 male students per year for training or supervision, preferably overseas, extensive cross- cultural experience. Salary: $16,000; round-trip airfare, study in all-English-medium technical courses leading to Bachelor's Degrees in Science, En- # housing. insurance baggage allowance, minimum one-year gineering and Management. The center currently employs some 70 teachers (American, Bri- 2 contract. Starting date: January, 1986. Send two copies of resume, cover letter and three phone references to: Carol tish, Canadian and Australasian) and is expected to expand. The program is biased toward Gordenstein, ICMC, 1319 F Street, N.y Suite 820. English for academic purposes. Well-equipped language labs, an audio-visual studio and 60 Washington, D.0 20f 14, U.SA. Te phone: (202) 393-2904. computer-assisted instruion terminals form part of the technical equipment available. We have opportunities for well-qualified, committed and oxperienced teachers of English as JOB NOTICES Sa Foreign Language as of September 1986. Applicants should be willing to teach in a Notices of job openings; assistantships structured. intensive program which is continually evolving and they are encouraged to con- a or fellowships are printed without charge Stribute ideas and material provided they are 100 words or less. Ad- S dress and equal opportunity employer/ SQUALIFICATIONS: M.A. Applied Linguistics/TESL or M.A. in TEC-1. or TESL EXPERIENCE: Minimum two years' teaching experience in TEFL/TESL overseas affirmative action (EOE /AA) statement S may be excluded from the word count. SS1 ARTING SALARY: Competitive salaries depending on q ualifications and experience. De- Type double space: first state name of tails at interview time. ".:alaries free of Saudi taxes. institution and location (city, state/coun- SADDITIONAL BENE FITS: 1. All appointments are both married and single status. 2, Rent- try); include address and telephone free, air-conditioned, furnished accomodation. All utilities provided. 1 Gratuity of one number last. Do not use any abbrevi- Smonth's salary for each year worked, payable on completion of final contract 4. Twoe ations except for academic degrees. Send Smonths' paid summer leave each year. 5. Attractive educational assistance grants for school- two copies to: Alice H. Osman. TN age dependent children. 6. Transportation allowance. 7. Possibility of selection for the uni- Editor, 370 Riverside Drive, New York, varsity's on-going summer program and evening program with good additional compensa- NY 10325, U.S.A. S A fee is charged for longer job notices Stion. 8. Outstanding recreational facilities. 3. Free air transportation to and from Dhahran a each rear. or if an institution desires a special boxed S notice. Due to space limitations, a half- SCONTRACT: For two years -- renewable colu Tin (5") size is strongly encouraged. Apply quoting this advertisement with complete resume on academic and professional back -! For Ldes, please write or call Aaron Ber- Sground (it is vital that you include this information, and only this information, at this stage man. TESOL Development & Promo- to: University of Petroleum & Minerals tions, P.O. Box 14398, San Francisco, '2 a Houston Office, Departmert 331 a California 94114, U.S.A. .5718 Westheimer, Suite 1550 See page 2 for deadlines. Late job no- Houston, Texas 77057 USA ri tices accepted provided th:.:re is space. imueueamenouououuuououeueueuaueueuensilenommilotetionuouonuouinonImat Call TN Editor (212) 883-5819.

TN 10/85 .184 31 Macmillan ESL A program for every level

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°4.8 PLUS: Graded Readers Adult Basal Programs Writing and Grammar 0 Teacher Resources Speaking and Listening Supplementary and Audio-visual Survival Skills Materials Writs for our catalog: MACMILLAN PUBUSHING COMPANY SCHOOL MARKETING 866 TWO AVENUE, NEW ORK, NY 10022

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TESOL, 201 D.C. Transit Building, Georgetown University, Washington, D.C. 20057, U.S.A. TESOL NEWSLETTER VOL. XIX, NO. 5, OCTOBER 1985 NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID Bloomington, Ill. Permit N. 18

MIOIMI SA8610 UNIVERSITY Of TUAS-001114TOWN HOUSTON, TEXAS PROGRAM CHAIR

LYDIA STACK flIVICOOCI NIGH SOIOOL SAM flIAR*X.0, r,AllfORNIA ASSO0A7 41*

DETAILED INFN1M110N Y KITING TO .1 R5 mot. 201 TROGIT RUILDWG, GEORGETOWN UOIPIERSITY, WAS/4470N D.C. 20057 U.S.A. Ta11110111 8O2 423-081 Vol. XI* No. 6 Teachers'OfIngliSictO Speakers of Dille? Languages December 1985 Listening Comprehension: Student-Controlled Modules for Self-Access Self-Study by Joan murley The University of Michigan Current Directions in Language (11) a focus on well-defined out-of-the- encounters. Furthermore, itis important to Learning/Teaching: A Synopsis classroom learning experiences. recognize that we engage in two similar but During the last fifteen years ideas about (12) a focus on teachers as managers of lan- somewhat different kinds of listening in which language learning and language teaching have guage-learning experience, not as drill- we play different roles: two-way interactive communication and one -way self-active com- been changing in some very important ways. leaders and presenters of materials. munication. Neither is a passive 'spectator Significant developments in persnectives on Within the broad scope of inquiry into the nature of second language ' arming and endeavor; both are highly active participatory aspects of language learning/teaching in recent experiences. In the first case, two-way com- learner processes :Ave had a mariccd effect on years virtually every facet of language study munication, the listening is set in an interactive language pedagogy. This influence is reflected has come under scrutiny. This paper concen- in a steady flow of instructional innovationsin collaboration with the possibility of clarifying trates on the specific language area of listening and verifying as meaning is negotiated. In the methodology, in learning materials, and in comprehension. The particuiar emphasis is on teaching techniques. second case, one-way communication, the developing self-access self-study materials for A variety of features characterize current listener has only himself/herself with whom to individualized learner use. The features listed have a self-active dialogue and has to resolve directions in the language learning and teaching above are reflected in both the contentproblems of clarification/verification by field including the following. Sorr- are old and selection and the procedural design for self- familiar ideas; others reflect relatively new following personal intuition, asneaning is instructional listening activities. 'negotiated' by oneself. perspectives (Morley 1984). Despite the primacy of listening, most of us Listening and Language Learning: A Review (1) a focus on learners as active creators in take listening for granted, often with little overt their learning process, not as passive Listening is used more than any other single awareness of our performance as listeners. C. recipients. language 'skill'in our daily communicative Weaver, in Human Listening: Processes and (2) a focus on genuine communication and Behaviors (1977), comments on the elusiveness of our listening awareness: "After all, listening the integrative components of communi- INSIDE cative competence. is neither so dramatic nor so noisy as talking. SpecialListening Issue The talker is the center of attention for all (3) a focus on language function, as well as on Guest Editor: Robert Oprandy listeners. His behavior is overt and vocal, and Teacheras listener, language form. by J. Rardin and R. Oprandy, page 19 he hears and notices his own behavior, whereas Listening comprehension in authentic settings, by P. W. (4) a focus on the learner's language and what Peterson, page 21 listening activity often seems like merely being it may reveal about the language-learning Examining ESL listening, byJ. M. Murphy, page 23 theredoing nothing." process. listening beyond the beginning level by J. and M. A. Much of the language learning/ eaching field Boyd, page 25 a focus on the individuality of learners also took listening for granted for many years, (5) Listening materials: a survey, by N. M. Works, page 27 although an occasional plea for attention to and individual learning styles and listening and notetaldng, P. Dunkel, page 30 listening was .nade from time to time by strategies. Hearing Impairment and ESL, byJ. Gregory, page 31 respected leaders in the field. G. Newmark and Memorable quotes on listcnity from TESOL '85, page33 (6) a focus on the intellectu.0 involvement of E. Diller (1964) emphasized the need for "... learners in the learning :ess. having students spend more of their time Affiliate /Interest Section News .... 11 (7)a focus on a humanistic classroom and the listening to natural speech and authltic Conferences/Calls ...7 Miniscules 22 models of the foreign language" and the .,eed affective dimensions of language learning. Intl Exchamr: 13 On Line 15 for ". ,. the systematic development of listen- (8) a focus on an interactive mode of commu- It Works 26 President's Note 2 ing comprehension not only as a foundation for nicative classroom instruction, one that Job Openings 34 Reviews 9 specking, but also as a skill in its own right" fosters creative interaction among and Letters 10 Standard Bearer 8 (1934). Wilga Rivers (1966) called for promi- between learners. nent attention to listening comprehension and (9)a focus on the special purpose language TESOL'86. Don't miss it, by R. Sullivan, page 16 dealt directly with teaching listening skills needs of particular groups of students. TESOL '86: Wcek-ata.glance, page 17 (1966). But as R. Blair (1982) observed in Innovative Approaches to Language Learning, (10) a focus on the creative use of technology special attention to listening just didn't 'sell' to enhance language learning with special Candid^s for ITSOL officers and board,page 3 until ather recent times. attention to an explinit role for principled Other TESOL items or repotts, pages 5, 6, 22 Slowly and steadily in the last few years, selfaccess self-study instructional ma Other announcements and short items, however, listening has come into its own in the terials. - pages 9, 15, 22, 25 Continued or. page 32 .186 Pleadeara Ito& to de Iltesele44 The mid-year ;fleeting of the Executive Board Director at this time? took place in Washington, D.C. from OctoberLet me take each of these in turn. 12-1..'. ee long days of intense input, discussion and debate. Present at the meeting, in 1) At the October '83 meeting where this addition to the Board members, were thedec:sion was made, the members of the Executive Director, James Alatis, the Executive Board read the Constitution as giving them Assistant, Carol LeClair, the three Coordinators the responsibility for making such a change. (ConventionRosemarie Lytton, Field Servi-Neither Board since then has seen fit to cesSusan Bayley, PublicationsJulia Frank- challenge that interpretation. Perhaps they McNeil) and Alice Osman, Editor of the TESOL were influenced by the fact that no change in Newsletter, a major vehicle of communication policy was being made and that no previous between lie Board and the membership. additions or changes to the Central Office Consideration of the budget estimates forstaff have ever been brought before the '86 was the principal item on the agenda. membership. In short, the October '83 Board Prior to making budgetary decisions, thecarried out what itunderstood to be its Board heard reports from all the major function and mandate. In hindsight, however, components of the organizationInterestthe present Board recognizes that a fuller Sections, Affiliates, Committees (Awards, explanation to the membership of the reasons Nominations, Professional Standards, Publica-behind the decision at the time it was made tions, Rules andResolutions, Socio-Political might have been desirable. Concerns), ad hoc Committees (International2) This was, indeed, a key question consi- Concerns, Public Relations), the Editors ofdered by the October '83 Board, prior to our regular publications (TESOL Newsletter,making `.'re decision, as I mentioned in my TESOL Quarterly and the Convention Daily) letter of June 20. Let me elaborate During and the organizers of our annual convention long hours cf discussion, Board n.embers and other professional gatherings. Such a described what they saw as the tasks facing review of work in progress left no doubt in TESOL for the rest of this century. They then the minds of Board members that much had divided these tasks into, on the one hand, 140 been accomplished since April and that plansthose that could reasonably be undertaken by for the rest of this year were well laid. the elected leadership with the support of Following receipt and discussion of theCentral Office staff and, on the other hand, report from the Search Committee for a IA-those which needed the personal attention of time Executive Director, the Board requested the organization's Chief Executive Officer. As that I use this column to provide v summarythe list directed at the latter grew, including of progress made by this committee to date. items relating to financial management, socio- The Search Committee reported havingpolitical action, supervision of the substantial researched how other cognate organizations Central Office staff and provision of profes- (e.g., NAFSA, ACTFL, NCTE, all of which sional growth opportunities for them, it have full-time Executive Directors) view thebecame increasingly clear that the job we position. In addition, the Committee haswere describing could not, in all fairness, be conducted a mail and telephone survey ofexpected of a part-timer. The minutes of the TESOL members to solicit opinion as to theOctober '83 Board meeting acknowledged '24 expectations an organization might reasonably that it was our current part-time Executive have of its Executive Director. James Alatis Director who had been largely responsible for raid the rest of the Central Office staff werethe organization's growth from a few hundred also interviewed. The Committee thento over 11,000, its present financial solvency drafted, having considered the input received, and its position of influence. That same Board a job description and job announcement,concluded that as TESOL's 20th anniversary together with details of the next stepsapproached,it should act in a pro-activr. required and costs involved. manner, in keeping with the example set by At the same time as this report was beingour Executive Director, and plan for the discussed, the Board had for its considerationorganization's next stage of development in a the two letters of dissent received in responsebold, but not precipitous, manner. Hence the to my letter to the membership of June 20almost four year period established between the first was from an individual member, tl ethe decision to move to a full-time Executive second, printed on page 12 of this issue, was Director and the proposed implementation of from the WAESOL Board. It also received that change. During the most recent Board copies of two letters from the Executive meeting, that decision was confirme 1with Director to the chair of the Search Committeethe unanimous acceptance of the Search (dated June 21, 1985 and July 3, 1985) whichCommittee's drafted job announcement. The contained James Alatis' considered responseannouncement makes itclear that TESOL

11,..b1.41 to the decision. These items of correspon-will be looking for a professional in the field A *al dence and some additional personal corn:nun- with much the same qualifications, back- ication t. .mard members raised three majorground, skills and influence as our present questions to which I have been asked to part-time Executive Director has. The change . respond. we are seeking isthat the person will be : available to devote full-time to the organiza- Alt.:. Le% ps 1) Why was the membership not consultedtion, either as a direct employee or as a tor , prior to the decision being made to moveperson on loan from an academic position. 0 44i'1'11 from a part-time to a full-time ExecutiveWe h de that the traditional link with Geor- Director? getown University will remain through the 2) Would TESOL not be better served by person of oar Executive Director Emeritus. having a part-time Executive Director who3) The Search Committee's calculations indi- concurrently occupies an academic position in cate that we should increase the Execut.ve =r1,1114.,ittnt4,17:40,-.4" a university? Director line in the budget by about $30,000 to 3) Can TESOL afford a full-time Executive Continued on page 12 .187 TN 12/85 Nominating Committee Completes Slate: CANDIDATES FOR THE TESOL EXECUTIVE BOARD ANNOUNCED The Nominating Committee, composed of Cheryl Brown, Diane Larsen-Freeman, Dorothy Messerschmitt, Denise Staines and Mary Hines, chair, worked from April through October, 1985 to complete a slate of nominees for TESOL 1986-87 first and second vice presidents and Executive Board member-at-large. These candidates join the slate of six others nominated by the Affiliate and Interest Section Councils in April, 1985 at the TESOL convention in New York City. The candidates have been asked to provide biographical information for the ballot together with their statements of philosophy about TESOL, which also appear below. Readers are reminded that the ballots, which have be..n sent to all paid up voting members of TESOL, are to bereturned to the TESOL Central Office no later than February 4, 1986. CANDIDATES FOR FIRST VICE PRESIDENT

JoAnn (Jodi) Crandall Cart.* A. Yorio Center for Applied linguistics Lehman Collett, City University of New York Washington, D.C., U.S.A. New York, New York, U.S.A. We in TESOL are fortunate to be members of a diverse and active At this point in its history, TESOL has to deal with various issues, international professional association. Our strength lies in our 11,000 some large, some small, all of them important. As an international members, whose interests include teaching, materials development, organization with a very large U.S. membership base, TESOL Las to teacher education, and research. Our strength is also in the many set priorities that reflect these interests, which may be diverse but TESOL affiliates who provide resources and direction for English are rarely conflicting. Because of my international background and language teaching around the world. TESOL publications, committees, experience, I feel that I can be particularly sensitive to both the and Interest Sections provide a forum for teachers and researchers to national and international interests of TESOL. discuss theory and practice in language teaching. As we look to the In the U.S., I intend t, focus on the contribution that TESOL can future, with the growing need for English, TESOL members make in defending sound bilingual education programs atall increasingly will be asked to provide assistance to educational educational levels, at this time when the foundations and roles of ministries, certification agencies, textbook publishers, and government these programs are being reevaluated. policy makers. We will want to meet this challenge in the same At home, TESOL's internal reorganization must be completed thoughtful way that we have addressed other professional concerns in smoothly, to make certain that everybody's interests are served well the past. We will also want to strengthen our ties with other English and that we can all work harmoniously together. language teaching associations and those related organizations which share our commitment to excellence in language and academic instruction. CANDIDATES FOR SECOND VICE PRESIDENT

Maureen Callahan Lydia Stack Seneca College of Applied Arts and Technology Newcomer High School Toronto, Ontaro. Canada San Francisco, California, U.S.A. Professionals in the field of TESL are being asked to respond to a As TESOL enters its 21st year, there are exciting times ahead. wider and more demanding set of needs not only from ou. educational Becoming truly international and responsive to the needs of all institutions but, increasingly, from government, the community and the members at all levels are the challenges the orga.lization faces. The corporate sector. Whether we are teachers, researchers, teacher annual conference is one way TESOL attempts to address the ever educators, administrators, materials developers or program designers, changing world-wide issues facing professional in the fields of we need a link through which we can communicate and share ou. ideas language teaching, language research, and teacher education. I believe and a collective voice in which we can express our professional that the Interest Sections should play a major role in conference concerns. TESOL, through its central organization, publications, planning and abstract .-election. The conference networking among affiliates and interest sections, provides that link and gives us that Affiliates is an important interchange that helps effect solutions for voice. The annual convention must provide a comprehensive program organizational and financial problems. This year as associate chair of which offers new developments in theory and practice along with TESOL, '86 I have utilized existing technology to computerize opportunities to consult and exchange ideas, which attempts to reduce conference program information and I am committed to systematizing magnitude and emphasize the common concerns of diverse groups the process for future conferences. As an experienced conference through establishing communication links and involving many, which planner, I welcome the opportunity to contribute to the organization in creates an atmosphere for thoughtful assessment, and which generates the capacity of second vice president. the excitement of professional growth. TN 12/85 .1R8 3 r CANDIDATES FOR EXECUTIVE BOARD MEMBER-AT-LARGE 1986-89

Donald Freeman Richard A. Orein Thomas N. Robb School of International Training Northern Illinoil University Kyoto Bangyo University Brattleboro, Vermont, USA DeKalb, Illinois, U.SA. Kyoto, Japan As a language teacher and teacher educator, These are exciting and challenging times While TESOL has been "international" for I believe the TESOL organization fulfills twofor TESOL, marked bytransition in leader- many years, it has yet to tackle its responsibil- major functions: linking people on local,ship structure from within coupled with everities as an international organization with the regional, and international levels to promotegrowing demands for English languagesame zest that it has put into U.S. concerns. professional identity, and exchanging informa-instruction around the world in spite ofWhile further expanding its services to its tion and opinion on teaching/learning, research, diminishing or stable resources. Given this American members, I hope that TESOL will materials and other matters of concern. TESOLcontext, I believe TESOL can best serve itsalso be able to initiate new programs of faces two challenges: strengthening its scope as membership not only through continued relevance to the global profession. I would a truly international, intercultural organizationsupport of scholarship and service at conven- like to encourage more national organizations through the work of the affiliates, and balancing tions and institutes and through publications,to affiliate with TESOL and to undertake a the needs and directions of rarious constituent but also by strengthening ties with decision comprehensive survey of the status of English Gies represented through theS. structure. I see makers outside the profession who largely teaching in each country around the world. these challenges as complerr, rotary; indeed by determine the limits of our success in the integrating them, we will vita 'ze the organiza- classroom. How we facilitate the continued tion as a whole. growth and vitality of our field of practice may very well be the greatest challenge of the next twenty years.

CANDIDATES FOR AFFILIATE COUNCIL REPRESENTATIVE TO THE EXECUTIVE BOARD 1986-87

1, *ow

441 1r ft: Mary Ann ChriMMon Andrew D. Cohen FnAla Dubin .;flow College Hebrew University University of Southern California Ephraim, Utah, U.S.A. Jerusalem, Israel Los Angeles, California, USA Working with the Affiliate/Interest Section The affiliates have a vital role to play in TESOL's diversity is exhilarating. From its page of the TESOL Newsletter for the pastinternation- I TESOL. This ever-expanding beginning, it has been a forum where teachers few years has afforded me the opportinity tobody of loc.l and regional organizations in ,the trenches converse with researchers; work closely with affiliates. By reading theimparts a vast amount of highly useful infor- wherethocommercially-mindedrub newsletters and cony tunicating with themation to teachers, trainers, administrators, shoulders with academics. More recently, the leaders, I havf. come to ealize that affiliatesand students every year, through numerous growth of the affiliates has provided a world- are the lifeblood of this organization. Theybusiness meetings and academic sessions. The wide network for communication. But along represent TESOL's diversity through Lroadaffiliates also provide an important link to with talking to each other, we need to reach geographical distribution and TESOL's unityinternational TESOL at ti.e grassroots level. people in government, the business world, through the common goals we all share forWhile it is important for eaoh affiliate to cater and other educational fields where informa- professionalism. to local needs and aspirations in the profes- tion about English language teaching can If I am fortunate enough to become asion, there is growing need for international have an impact. member of the board, I will continue to workunderstanding and cooperation. Issues such as As an Executive Board member, I would closely with affiliates in addressing educa-academic status and professionalism are best encourage TESOL's diversity, yet also have it tional, cultural, social, and political issues you dealt with through interaction among Northspeak out boldly in the interests of the have identified as worthwhile and important: American affiliates in partnership with other profession as a whole. certification, academic status, excellence inaffiliates around the world. If I become a instruction and cooperation. TESOL can play member of the board, I will work diligently a vital part in meeting these ge Is. Togetherto strengthen the role that affiliates play in we can make a difference! TESOL. Continued on next page 4 .1 .99 TN 12/85 CANDIDATES,FOR INTEREST SECTION COUNCIL REPRESENTATIVE TO THE EXECUTIVE BOARD 1986-89

`,7, Si

?.." . David lather Pray Graham Shirley M. Wright Maine East High School Brigham Young University George Washington University Park Ridge, Illinois, U.S.A. Provo, Utah, U.S.A. Washington, D.C. USA I am an enthusiastic supporter of TESOL, its TESL has come a long way in the last two TESOL as an organization has come of age, programs, publications, and personnel. I am decades, but there are still many areas in thiscommanding the interest and participation of concerned that classroom teachers be profes- country and abroad where ESL teachers aremembers all over the world. But where is sionally well-prepared and personally excitedhired with no other qualifications than that they ESOL as a profession? Outside of TESOL, few about their task. It is my continuing concernspeak English. TESOL and its affiliates shouldpeople fully understand and appreciate ESOL that classroom teachers be well represented oncontinue to work toward strengthening the teachers as professionals or the teaching of the Executive Board of TESOL to assure profession through providing information to ESOL as a legitimate profession. Unfortu- adequate input into decision-making thatstate and local educational institutions regard. nately, the notion that "Anyone who can speak affects the quality and quantity of assistance ing standards for certification and for teacher English, can teach English" or the view that which TESOL provides. I am also concerned selection. We should also provide program- "ESOL is remediation" still prevails. with the international scope of TESOL, andming in our conferences so that teachers and I believe the time has come for TESOL to would like TESOL, as much as possible, to administrators at all levels (from elementary to direct more of its energies and resources to provide support for its membership outside the college) can attend and find presentations promoting a better understanding of what U.S.A. I am concerned about the financialrelevant to their needs and interests. This teaching ESOL really involves and how ESOL burden for membership of non-U.S.A. means strengthening the Interest Sections and professionals are trained. members, and about the services offered to providing representatives from each on confer- If we are ever to succeed in raising the level them. While there are no easy solutions to these ence program planning committees. of professional recognition accorded the and other professional problems, TESOL must teaching of English to speakers of other continue to face its responsibilities as an languages, we must beg'to educate and to international professional organization, and I influence those outside of our profession. want to be sure that the needs and concerns of Those of us within TESOL are already classroom teachers are heard and met as believers. TESOL presses on.

Content Resolutions Prnpm....11 Amendments for TESOL '86 to TEM. Constitution and Bylaws Needed by February 1st At its October 1985 meeting, the Executive Beard approved several proposed Any TESOL members who wish to present a amendments to the TESOL Constitution and bylaws. Notice is hereby given that the content resolution to the Legislative Assembly following proposed amendments will be put to a vote at the Legislative Assembly on at TESOL '86 in Anaheim are requested to send Friday, March 7, 1986 at Anaheim. Please address queries or comments regarding the a copy of the resolution which bears the proposed amendments before March 7, 1986 to: Holly L. Jacobs, Chair, Rules and signatures of at least five members of the Resolutions Committee, 2486 Red Barn Road, Marietta, Ceorgia 30064, U.S.A. organization to Holly Jacobs, Chair, Rules and Note: Proposed changes are in italics (additions) or crossed out (deletions). Resolutions Committee by February 1st, 1986. Aderess them to: Dr. Holly Jacobs, 2486 Red Constitution, Article VI, Section 3Purpose of chair selected by the Second Vice President Barn Road, Marietta, Georgia 30064, U.S.A. revision: To modify the definition of quorum (3) representatives of the Interest Sections as All resolutions shall begin: "Be it resolved by for the Legislative Assembly, necessa to provided for under Section V of the Bylaws, the Legislative Assembly of TESOL that . .." bring practice incompliance with the and (4) such other members as the President Constitution. may appoint upon the recomtnendation of Content resolutions may originate in either of the Second Vice President. two ways: 3. The Legislative Assembly shall convene during the annual TESOL convention, but 2. A Nominating Committee, constituted as 1. From the genera: membership. A resolu- after the meetings of the Section and described in Article V of the Constitution. tion hearing the signatures of at least five Affiliate Councils. . members of the organization must be received A-mtiteritref-the 3. A Publications Committee. far-reetn- trterrefitig-te-the-Exeerrtiee-Baard-pelierfer- by the Committee Chair at least thirty days esmsti+ttte-a-qttorem. The quorum shall before the beginning of the Annual Muting. TEEK prtblieetions-IntrI-ler-overseeing-the- consist of at least one hundred paid-up detteloPmentrmettogerrtertiren4-pramettlert- 2. From either the Affiliate Council or the In- members of TESOL who are present at the terest Council. A resolution frcm either the meeting of the Legislative Assembly. Boarel-shall--tieternrine-the-makeftp-ef-the- Affiliate or the Interest Section Council must Pablierrifetts. bear the signature of the presiding officer ofBylaws, Article IVPurpose of revisions: To implement the new committee structure Chairman. the Council affirming that the resolution has 4. A Professional Standards Committee. been adopted by at least a majority vote of the approved by the Executive Board on April 14, Council. It should be forwarded to the Chair of 1985. 5. A Sociopolitical Concerns Committee. the Rules and Resolutions Committee prior to IV. Other Committees 6. An Awards Committee. the meeting of the Legislative Assembly. A. Among the standing committees, there 7. A Rules and Rese'Jtion.s Committee. shall be: 8. A Finance Committee to be a subcommit- Courtesy resolutions thanking convention 1. A Prog.am Committee for each Annual tee of the Executive Board. officials and others shall be drafted by the Meeting consisting of (1) the Second Vice Committee. President as Chaim**, (2) an associate Continued on next page ; TN 12/85 19`0 5 TESOL Constitution of the Executive Board, designate a Chair- shall be chosen as follows: A slate... receives Continued from page 5 Elect of each standing committee except the by the Executive Director by November -1 Nominating and Program Committees. The September 15shall he submitted to a F'eral Hoe Director in fiscal matters, and for Chair-Elect will become Chair at the close of mail ballot not later than 60 -days90 days recommending to the Executive Board the next TESOL convention and Past Chair prior to the Annual Meeting. financial policy for the organization. The the following year. President, with the approval of the Executive Section 6The two officers to be elected Board, shall appoint as Chair an officer or F. The Chair of a standing committee has shall be chosen by a mail ballot at least 60 past officer of TESOL, who may or may not primary responsibility for the committee, the days 90 days prior to the Annual Veeting. be a current Executive Board member, and Chair-Elect c vists the Chair, and the Past Section 7Election of the two officers shall two other members who are current Execu- Chair serves in ar advisory capacity to the be determined by a majority of the votes tive Board members. The Chair shall serve a committee. returned by an announced date not later than one-year term, asu: she other two members G.Time shall be provided at each regular 30-thtysJanuary 10th. shall serve two-year staggered terms. meetIng of the Executive Board for reports Section 8If the office of the President is 9. A Long Range Planning and Policy Com- from the standing committees and task vacated by death, disability, or resignation, mittee (Purpose statement to be added.) forces, and the Executive Director shall the First Vice President shall assume the B. The Executive Board shall authorize all notify the Chair of each standing group as to presidency. If the vacancy occurs be ore other standing committees of the organiza- the time and place. A report may either be 06619er-1September 15th,the ... Board. tion. In addition, the President with the submitted in writing to the Executive Board approval of the Executive Board shall be for distribution at the meeting or be presented orally at the meeting of the committee Bylaws, Article V, Section EPurpose of empowered to establish,for a period not to revision: To permit an Interest Section to exceed one year,such ad hoc committees Chair,the committee's Executive Board liaison,or s.orh other inember as the Chair elect its Associate Chair by mail ballot if andtask forcesis deemednecessary or desired. useful for the efficient conduct of the designates. organization. The President shall give to each Constitution. Arth:la VPurpose of revision: E. The officers of each Section shall be the committee and task force a specific charge To set earlier deadlines for completion of the Chairmart-erd the Associate Chairman who for that ydar. general election, in order for the incoming shall be the Chairman. Elect. The - Associate President and incoming First Vice :'resident to C. The Executive Director shall be responsi- dtning-itrimilless-rneeting.Each Interest ble for conducting ,annual written survey contact prospective committee appointees prior to the Annual Meeting. Section will hold an annual election for its of the total menwership to identify those Associate 'Chair and any other oii;t,er.: members of the organization in good stand- Section 3Each year one represer.fftive deemed necessary,except that the President ing who wish to serve on committees of the from each Council shall be elected to the TESOL shill name the Chairman- and organization. The Executive Director shall Executive Board as follows: ...These slates ... Associate Chairmen-for the initial year. The deliver results of the survey to the incoming shall be submitted to a general mail ballot not term ofoffice, for the Chir and Associate President and incoming First Vice President later than 60-days-90daysprior to the next Chair isfrom the close of one Annual prierie-411e-Mtmest4tfeeting by ,:.attory10th. Annual Meeting. Meeting of TESOL until the close of the next D. At theAnnualMeeting, the incoming Section 4Each year one member-at-large Annual Meeting. 3 President shall, with the approval of the Executive Board, appoint members of the standing committees, except the Nominating .. and Program Committees, to a term of two years. In selecting committee members, the President shall be guided by the survey of the membership provided by the Executive The text Director and shall strive, insofar as possible, to assure that the membership of each for students committee is representative of the o-ganiza- tion. The President shall also appoint to each committee (exccot the Nominating, Pro- wadi mean gram, and Finance Cornmii.ees) and task force a member of the Executive Board to provide support from and liaison with the baniness Board. No Executive Board member shall otherwise be a member of a standing .oseph Buschini an.1 Richard Reynolds committee, ad hoc committee, or the Editor- About 350 Pages. Ir.structors Manual. ial Advisory Board of the TESOL Quarterly Transparency Masters.April 1985 unless otherwise determined by the Constitu- tion a.' Bylaws. Here is a comprehensive, thoroughly researched new text E. Also at the Annual Meeting, the incoming designed to teach students how to improve their 5usiness First Vice President shall, with the approval communication skills. comprehensive coverage of essential business topics INVITATION TO SUBMIT authoritative style guides PROPOSALS FOR TESOL developmental writing assignments and hundreds of exercises SUMMER INSTITUTES 11 chapter on world trade communications The TESOL Executive Board is invit is ing institutions to submit proposals to up-to-date computer terminology 1 conduct Summer Institutes on their g campuses. Applic ations should be submitted 2.2% years in advance. For From the publishes of English Alfa information andGuidelines for Summer Institute Proposals,write to: James E. For adoption consideration, request an examination ,.. py from Alatis, Executive Director, TESOL, Suite 205, 1118 22nd Street N.W., Washington, D.C. 20037, U.S.A. Houghon Mifflin OneBeacon St., Boston, MA 02108 191 TN 12/85 INTERNATIONAL CONFERENCE PARTNERSHIPS IN ESL RESEARCH CONFERENCE ON LANGUAGE AND TO FOCUS ON 'COURSEWARE SYMPOSIUM: UNIVERSITIES AND ADULT LITERACY DESIGN AND EVALUATION SECONDARY SCHOOLS A two-day conference entitled Language and The Israel Association for Computers in The Department of Teacher Education ofAdult Literacy: Linking Theory and Practice Education will host an International Confer-the University of Southern California School of will be held on July 18-19, 1986 at the Graduate ence on Courseware Design and Evaluation Education will sponsor a symposium onCenter col. the City University of New York. (ICCDE) in Tel Aviv, April 8-13, 1986. The February 28, 1986 on the use of research to Topics will include social and cultural aspect of ICCDE will bring together experts from allimprove the teaching of English to language literacy; policy and practice in literacy; theories over the world to exchange ideas and experien- minority students. The new date has been set in and approaches to literacy instruction; psycho- ces on designing and evaluating educationalorder to make it more convenient for those who logical, cognitive and neurological aspects of software. Three days of post-conferencewish to attend both the Partnerships in ESL literacy; and second language acquisition and workshops will give the participants the Research Symposium to be held in Los Angeles literacy. For further information, contact: opportunity to receive intensive training in at the USC Campus, and the TESOL conven- Charles E. Cairns or Cindy Greenberg, Queens some of the techniques discussed during the tion scheduled for the following week in College, Department of Linguistics, Flushing, ICCDE. Among the outstanding presentersAnaheim. NY 11367, U.S.A. Telephone: (718) 520-7718. from the U.S.A. are Alfred Bork, Dexter Proposals are invited for the presentation of Walker, Esther Steinberg, Larne Gale, Gerard research papers on topics related to the ATESL CALL FOR PAPERS: Dalgish, and Henry Levine. From Britain, teaching of English to secondary level language DEVELOPING PROFESSIONALS experts include Richard Ennals, Ronnie Gold-minority students. For information please FOR THE FIELD OF ESL/EFL stein, and John Higgins. For more information, contact: Dr. Hideko Bannai, Chair, Partner- contact Benjamin Feinstein, ICCDE Organiz-ships in ESL Research, USC School of Educa- The ATESL Team of NAFSA announces a ing Committee, Israel Association for Compu- tion, WPH 1004, Los Angeles, California, call for abstracts for articles for the fourth book ters in Education, P.O. Box 13009, Hakirya U.S.A. Telephone: (213) 743-6268. in its series on topics of interest to professionals Romema, Jerusalem 91130, Israel. Telephone: in ESL/EFL, Developing Professionals for the 521930. Field of English as a Second/Foreign Lan- ILLINOIS TESOL/BE guage. The book is divided into three sections: 14TH ANNUAL CONVENTION issues of concern in developing professionals, EMS3PRika;titifitailirfirrei t Putting Theory into Practice is the theme of maintaining and upgrading skills, and burnout. HAY 2.3Alf BasesgkortymN the 1986 Illinois TESOL/BE 14th annual stateOf particular interest are abstracts which cover convention to be held February 7-8 in Chicago, the following topics: the U.S. model for teacher The second annual ETAS Spring Alive training; the British/European model; the role Convention of the English Teachers Associa- Illinois. The convention will stress practical classroom applications of current theory. For of cross cultural training; the teacher as tion, Switzerland, is scheduled for May 23/24, administrator/supervisor/coordinator; certifi- 1986, in Basel, Switzerland. The focus is on further information, contact: Richard Orem, cation; ESL/EFL; the non-native English hands-on, practical material for the classroomExecutive Secretary, Illinois TESOL/BE, Graduate Studies in Adult Continuing Educa- teacher; the generalist and the specialist; ESL as well as recent ,research implications fortion, 101 Gabel Hall, Northern Illinois Univer-and its relationship to BE and ESD; the role of teaching. There will be congruent sessions, experience; the employer's concerns; maintain- special interest group discussions, a teacher- sity, DeKalb, Illinois 60115, U.S, A. ing/upgrading skills once employed; and made materials display area, as well as several burnout. prominent international guest speakers. Invita- SOCIETY FOR CARIBBEAN Abstracts (four copies, 350-500 words) are to tions to attend and to present are hereby LINGUISTICS AND AMERICAN be sent to Adelaide Heyde Parsons, English extended to members of the international DIALECT SOCIETY Department, 208 Language Arts, Southeast community of English language teachers and Missouri State University, Cape Girardeau, researchers. For further information please The Society for Caribbean Linguistics and Missouri 63701, U.S.A. Deadline for submission the American Dialect Society will hold a joint contact: Ian Thomas, The English House, 11 is February 1, 1986. After review by an editorial Luftmattstrasse, 4052 Basel, Switzerland. conference at the University of the West Indies,board, cor.tributors will be notified of their St. Augustine, Trinidad, August 27-30, 1986. acceptance by mid-March. The article is due The conference theme is Approaches toJune 1, 1986. Final fending of the project is CONFERENCE ON CULTURE Syntactic and Semantic Description in Carib- dependent upon federal budgetary approval. If AND COMMUNICATION bean Languages (and situations which shareyou have questions, you may contact Dr. something in common with those in the Parsons at (314) 651-2161 during the day or On October 9-11, 1986, the Institute ofCaribbean). For further information about the Culture and Communication of Temple Uni-conference, write to: Donald Winford, (314) 651-3456 in the evening. versity will host the sixth international Confer-Secretary-Treasurer, SCL, Department of OCCASIONAL PAPERS: NEW SERIES ence on Culture and Communication in Phila- Language and Linguistics, University of the AT THE UNIVERSITY OF HAWAII delphia. This conference is intended as anWest Indies, St. Augustine, Trinidad or Ronald interdisciplinary forum for the growing interest Butters, ADS Secretary, 138 Social Sciences In recent years a number of graduate and research on relationships of society, culture Building, Duke University, Durham, Northstudents in our M.A. program have selected the and communication. The conference invites Carolina 27706, U.S.A. thesis option. Their research has covered a presentations relevant to the following topics: wide range of areas in second language communication theory; research methodology 1986 LINGUISTIC INSTITUTE learning and teaching. We have discovered that and philoSophy of social science; interpersonal AT CUNY GRADUATE CENTER many of these studies have attracted interest interaction; government, industry and culture; from others in the field, and in order to make communication and ideology; mass media and The 1986 Linguistic Institute will be held atthese theses more widely available, selected acculturation; and art as cultural artifact.the City University of New York Graduate titles are now published in the new Occasional Individuals may suggest topics not specificallyCenter in New York City from June 23 to July Paper series. This series, a supplement to the listed abcr.e, but related to theory and research31. The Institute focuses on contextual and departmental publication Working Papers, will in culture and communication. Please request computational linguistics, including first and also include reports of research by members of special forms for submitting proposals. Thesecond language acquisition, bilingualism, the ESL faculty. Publication of the Occasional deadline for all proposals is March 3, 1986. Forneurolinguistics, discourse analysis and prag- Paper series is underwritten by a grant from the information and/or forms, write to: Sarimatics. Fellowship support is available for Ruth Crymes Scholarship Fund. For more Thomas, Director, Institute of Culture andgraduate students. For further information, information, including a list of the titles and Communication, Department of Radio-contact Professor D. Terence Langendoen,their prices, please contact Richard Day, Television-Film, Temple University, Philadel-Ph.D. Program in Linguistics, Box 455, Gradu-Department of ESL, University of Hawaii, phia, Pennsylvania 19122, U.S.A. Telephone' ate Center, 33 West 42nd Street, New York, NY 1890 East West Road, Honolulu, Hawaii 96822, (215) 787-8725. 10036, U.S.A. Telephone: (212) 921-9061. U.S.A. TN 12/85 .192 7 I a

An. Update: developed. It includes statements of standards for various kinds and levels of programs with statements regarding employment and condi- Where We've Been--Where Are We Going? tions. Through this program we hope to give by Carol J. Kreidler teachers and staff enough back-up from their professional organization to enable them to Georgetown University improve their conditions of employment. Having been recommended to the Executivea column but more as a forum where members Information about program self-evaluation is Board in the Reports of Ad-Hoc Committee on could express ideas and concerns about available from the central office of TESOL. Employment Issues (TESOL, 1981) as aemployment conditions in ESL. Letters to the In 1979 a couple of articles were published in column in which members could "air" grievan- editor regarding employment concerns hadthe Washington Area TESOL (WATESOL) ces or seek employment advice, the firstbeen appearing in the TESOL Newsletter.newsletter. The first was entitled "Are We Standard Bearer appeared in late 1981. It With the inauguration of the Standard Bearer Fiddling While Rome Burns?" The answer is no carried an explanation of what those of us who we expected to be able to facilitate thelonger affirmative. Our professional associa- conceived the column intended it to be. We answering of those letters. tion, TESOL, listened and acted. If progress saidit would be "devoted to keeping the Since the first Standard Bearer appeared, has not been as fast as we would have hoped, it membership up-to-date on happenings that only one issue of the newsletter has not carriedis not because of the lack of support of TESOL. affect employment conditions in ESL." Sort:. a Standard Bearer column, but the forum With the presence of some potential solutions of the topics cited then as concerns were a aspect of the column has not materialized. In allto employment concerns perhaps the Standard model contract, management training, unioni- of that time only about a half dozen letters have Bearer no longer serves the function it once did. zation, how to ask for a raise, and affirmativebeen received or directed to the StandardIf it is to continue, the Standard Bearer must hiringdiscriminatory firing. Bearer. Seldom does the column seem to spark depend on your suggestions and your con- Not all of those topics have found their way any desire for interaction, and seldom has tributions. into the Standard Bearer. Perhaps they could anyone voluntarily submitted copy for an have. However some of the topics that have article, although many of the articles that have been dealt with include collective bargaining,appeared have been very informative. part-time issues, overseas employment, how to There have been some improvements in write resumes, the employment survey, desira- employment conditions over the years with ble components of intensive programs, NAF- people talking about issues more openly. There SA's program of self-regulation, and TESOL's is now an interest group for program adninis- program of self-regulation through self-tratorsa step toward special training for evaluation. management of ESL programs. Self-regulation The Standard Bearer was not conceived of as through program self-evaluation is being

The Input Hypothesis: ISSUES AND IMPLICATIONS Stephen D. Krashen

AUDACIOUS? PROVOCATIVE? THOUGHT PROVOKING!

..."comprehensible input is the essential ingredient for second- language acquisition. All other factors thought to encourage or cause second-language acquisition work only when they contribute to comprehensible input and/or low affective filter." ESSENTIAL... for anyone who wants to keep abreast of the field.

A Comprehensive Grammar of the EnglishLanguage Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, Jan Svartvik The most authoritative and concise survey of the English languageboth Americanand British!1 95 Church Street White Plains,'NY 10601 Longman:::

8 .1 93 TN 12/85 sentence, which focus on the grammar point, and true/false questions abcut the reading. a formal grammar explanation is presented. For further grammar practice, the parts of each unit entitled "Talking it Over," "Writing it Down," Three Grammar Review Books and "Putting it Together" offer a variety of activities, including games, telling stories, SPOT DRILLS by Rayner Markley. 1983. Oxford University Press: 200 Madison Avenue, New writing letters, role plays and problem solving. York, N.Y. 10016, U.S.A. (x + 130 pp.). Obviously, students practice a number of skills in each unit. Many of the exercises require a WORD PLAYS by Hannah Letterman and Helen Slivka. 1983. Longman, Inc.: Longman Building, real exchange of ideas. Students are required to 95 Church Street, White Plains, N.Y. 10601, U.S.A. (vii + 119 pp.). think and to understand what they are communicating. Vocabulary, often a problem in SCENARIO I by Elaine Kirn. 1984. CBS College Publishing: 383 Madison Avenue, New York, communicare exercises, is made more access- N.Y. 10017, U.S.A. (ix + 217 pp.). ible by the highly contextualized thematic Reviewed by John Petrimoulx units. Another useful feature of each unit is the University of South Florida labeling of some activities "level A" or "level B" to reflecttheir degrees of difficulty. The Thanks to the TESOL lending library, asentence patterns and be able to order wordsinstructor can choose the activity appropriate wonderful resource available to all members of correctly to complete a number of the exer-for the level of the class. Finally (and this is the professional organization, I was able to cises. "Looking at Word Order" and "Playing very important), Scenario is fun. It is packed peruse three rather different English grammar with Words" are the two most interesting parts with tasks that teach grammar in an interesting books. of each unit. The former uses shaded boxesand engaging way. The well-placed illustra- Designed to supplement a textbook or for very effectively to illustrate the parts of a tions add context and interest. self-directed study, Spot Drills is a lowsentence in the same way practitioners of the A weakness of the textbook is its cluttered intermediate-level book containing 110 one-Silent Way use rods. The latter providesappearance, a reflection of the fact that it is page units, each devoted to the practice of a students with a box full of content and structurepacked with ideas. Also, fitting the textbook specific grammatical point. The units are words with which to make sentences, completeinto a semester, or a thirteen-week syllabus, groined into three sections. The first section is a dialogue or doze, or tell a story. will be a problem for some university English practicz with verb phrases, including simple just as some exercises in Word Plays arefor Academic Purposes programs. One hun- and continuous present and past tenses, future, more meaningful than those in Spot DriUs, dred hours of grammar instruction, the recom- have to" and "want to." The second section Elaine Kim's Scenario series contains not only mended time for one book in the series and involves noun phrase practice, including count/ many meaningful exercises, but many which equal to ten weeks of intensive English, is a noncount nouns, articles, pronouns and quanti- require real communication as well. Scenario is length of time better suited to schools with a fiers such as some /any. The last section, called a three-part textbook series through interme- quarter, or ten-week syllabus. Given the wealth "Types of Sentences," includes sentencediate level. Scenario I, reviewed here,is of material in each book, spreading it over an patterns with "to" and "for" followed by an suitable for academically-minded students with additional three week period may prove to be a indirect object, questions, tag questions andsome prior English or for less academicminor problem, provided, of course, the three conjunctions. The vocabulary and structures do students after an introductory course. TheScenario books include sufficient grammar to not become progressively more difficult, so the author suggests that an average class willtake students through the third level of a teacher can pick and choose grammar points to complete the twenty units in 100 class hours.program. practice. There are five par% to this text, each consisting In summary, Scenario is a very exciting new As the title of Spot Drills indicates, each oneof four units and a summary/review unit. Thegrammar textbook series which features con- page unit contains drills, three to be exact. The grammar studied includes the verb "be,"textualized units and many communicative first two drills are generally mechanical pattern questions, simple and continuous present activities to present basic grammar. Based on drills or doze drills. The third is based on a tenses, count/noncount nouns, simple modals elements of the Silent Way, Word Plays is a drawing that requires the student to interpret and simple past and future tenses. Grammartextbook strong in its treatment of word order the information it contains to answer questions, points are spiraled through the text. and sentence patterns. Spot Drills is a supple- fill in blanks or write sentences. The variety of Each unit begins veil a "scenario," a readingmentary text useful to practice very specific topics and activities offered in this third part is usually in the form of a conversation, introduc- points of grammar. a nice contrast to the first two parts. Another 'too ing a theme and the grammar point to be Aboutthe reviewer:John Petrimouls teaches ESL at the nice feature of this text is the extensive sectionfeatured in the unit. Following practice University of South Florida. lie has also taught at the North of teacher's notes at the end. The authors give American Institute in Barcelona and at St Michaels College in exercises such as unscrambling words to form a Vermont. explanations and suggest ideas for each of the Continued on next page 110 units. Finally, the complete answer key gives quick feedback and allows self-directed study. II E Reports 342,113 Foreign Students Word Plays is more of a textbook than Spot Drills. Grammar points included are simple in U.S. Colleges and Universities present and past tenses, present continuous There were 342,113 foreign students enrolled People's Republic of China by 24 percent, tense, questions, pronouns and possessives. The in U.S. colleges and universities in the aca- book is organized into nine units and a review. Korea by 18.5 percent, Malaysia by 19.7 per- demic year 1984-85, the Institute of Interna- cent, Indonesia by 17.7 percent, and Singapore Each unit has a theme, such as "Family,"tional Education (IIE) reported in early "Neighborhoods" or "Memories." Although by 16.1 percent. October 1985. This was a 0.9 percent increase The increase of 8.6 percent in students from advertised as a grammar and conversation over the 1983-84 total. book, Word Plays contains no real conversation South and East Asia was offset by decreases in The figures are based on IIE's annual survey numbers of students from Africa, Latin Amer- exercises (i.e., communication), but rather the of foreign students, funded in large part by the repetition of a model. The exercises are, ica, and the Mich East. The number of U.S. Information Agency and published under foreign students from Europe and Oceania however, much more meaningful than those in the title Open Doors. Spot Drills, thanks to the contextualization increased slightly. By far the greatest number came from South Engineering continued to be the leading field provided by the theme of each unit. and East Asia: 143,680, or 42 percent of the The main focus and strength of this text is of study for foreign students, followed by total. Students from South and East Asia have business and management, mathematics and sentence structure. Students must understand traditionally made up the largest group, and in computer sciences, and physical and life recent years have replaced Middle Eastern sciences. students as the fastest-growing group as well. For the second year, there were more students Copies of Open Doors will be available in from Taiwan than from any other country orJanuary and may be ordered in advance by territory-22,590, a 2.9 percent increase oversending a check for $29.95 to the Institute of last year. Numbers of students from some other International Education, Publications Services, leading South and East Asian countries Office of Communications, 809 United Nations increased significantly -over lastyear: the Plaza, New York, NY 10017. TN 12/85, r 194 9 A History of English Language Teaching

by A. P. R. Howatt. 1984. Oxford University Press: 200 Madison Avenue, New York, New York 10016, U.S.A. or: Walton Street, Oxford OX2 6DP, England. (xiv394 pp., $14.95). Reviewed by Dwight J. Strawn Yonsei University NOTICES FOR TAs IN THE TN AND CONVENTION DAILY: THEY WORK! Howatt's book is a welcome addition to thechapters describing major developments sparse shelf of books about the history ofbefore the nineteenth century. Part Three September 18, 1985 language teaching. Among previous works,describes the emergence of the grammar- Kelly's history (1969) is perhaps the mosttranslation method, its establishment as the To the Editor: outstanding; it has become a standard refer-prevailing teaching method of the nineteenth You might wish to know that advertisements ence and is remarkable for its wealth of detailcentury, and various alternatives proposed by for teaching assistantships at FSU in the and extensive bibliography. Mack ley's (1965) reformers in the late nineteenth and early TESOL Newsletter and announcements in the text on methods analysis includes brief descrip-twentieth centuries. Part Four surveys events TESOL Convention Daily have brought more tions of major methods but does not give muchfrom 1900 to the present and includes valuable than forty inquiries in the past two years. Of L 'nrical background (in fairness, this was notbiographical essays detailing the contributions these, probably ten have applied for admis- ,'s main purpose). The collection ofof Harold E. Palmer, Michael West and A.S. sions and received acceptance. Six people have texts e, Hesse (1975) brings together a Hornby. There is also a chronology of majoraccepted teaching assistantships and have number of : iportant passages from primaryevents in the field, a section of biographicalcome to FSU for doctoral studies; two have sources but inot a full fledged historicalsketches and an English translation of Vietor's completed the Ph.D. and four are finishing analysis. And Darian's (1972) history is unsatis-influential pamphlet from 1886 "Der Sprachun- dissertations. Not bad! The advertisements fying for readers interested in a broaderterricht muss umkehrenl" (Language teaching help tic and help TESOL members. Thanks. It's perspective because it focuses primarily upon must start afresh!). working! the American tradition of English language This book is an excellent introduction to the F. L. Jenks teaching. The new book by Howatt fills manyhistory of English language teaching and is Center for Intensive English Studies of the gaps left by earlier works. One findshighly recommended for experienced teachers Florida State University here, for example, the connecting narrative andas well as those who are new to the field. Tallahassee, Florida 32306 development of ideas missing in Mackey and About the reviewer: Dwight Strawn teaches English and Hesse, a chronological treatment of trends and applied linguistics at Yonsei University (Seoul. Korea) and is Continued on page 12 editor of AETK News. newsletter of the Association of English themes rather than the topical organization Teachers in Korea. found in Kelly, and attention to the contribu- Note: This review appeared in a somewhat different form in tions of many British and European scholars the Apnl 1985 issue of AETK News. R.D E. not included in Darian. Moreover, the book is References written in a fresh and compelling style which Darian, Steven C 1972. English as o: reign language: History, development and methods of teaching. Norman: University makes it interesting and easy to read. of Oklahoma Press. Some of the early chapters relate to the Hesse, MC (Ed.). 1975. Approaches to teaching foreign languages. Amsterdam North-Holland Publishing Co. whole field of English language teaching Kelly, Louis C 1969. 25 centuries of language teaching. including English as a native langauge, but the Rowley, Mass.. Newbury House Publishers. main subject is English as a foreign or second Mackey, William Francis 1965 Language teaching analysis London Longmans (Reviewed by Dwight J Strawn, Yonsei language. Parts One and Two consist of ten University).

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10 195 TN 12/85 AFFILIATE/INTEREST. SECTION PEWS

Edited by Mary Ann Christison Snow College

LETTER FROM THE CHAIR

The following letter is reprinted from a regular feature entitled "A Letter from the Chair" appearing in the August, 1985 issue of the Secondary School Interest Section News- letter. M.A.C. Have you ever considered what that means: "Letter from the Chair'? Am I a piece of furniture that represents other pieces of furniture in our organization? Of course not, but when we decide to avoid sexism in the English language, suddenly "chairman" and "chairwoman" arc eliminated and "chair" or "chairperson" become the alternatives. As teachers of English to speakers of other languages, we are very conscious of how language influences culture, and how culture influences language. In striving to be as neutral as possible, we sometimes go to an extreme and perhaps defeat our own purpose. TESOL and,CATESOL Presidents (Eastern Kentucky University). Several months ago, there was a letter to the Meet with .TESOL '86 Committee Continuing their terms as members-at-large editor in the Speech Communication Associa- are Mary Ann Kearny (Western Kentucky tion Newsletter that I would like to share with University) and Jeanne Laubscher (University you: of Louisville). The editor of the Kentucky TESOL Newsletter is Charles Meyer of West- Every time that I see the term "chairperson" ern Kentucky University. used as a substitute for the time-honored "chairman," I cringe. The use intimates to me that the writer is not as familiar with the Teaching English to the Deaf: English language as he/she should be. "Chairman" is as nonsexual as is "human" or Plans for TESOL '86 "humankind." At the annual TESOL convention in New When I hear "chairperson" used, I'm inclined York last April participants became aware of a to ask: "Why not be consistent and say new group of contributors from the field of 'chairp erdaugh ter'?" deafness. Sign language interpreters were in The presidents of TESOL, Jean Handscombe, evidence at plenary sessions and for the various The two leading parliamentary organizations and CATESOL, June McKay, recently attended presentations that were concerned with issues in the United States have gone on record as a planning session for the TESOL '86 conven- related to teaching English to the deaf (TED). favoring "chairman." They are the American tion. Their presence lent mutual support and For the TESOL '86 convention in Anaheim Imtitute of Parliamentarians and the cooperation between TESOL and CATESOL, the scene is set to continue and increase the National Association of Parliamentarians. the California affiliate of TESOL. Seated, 1-r: involvement of educators of the deaf, and Even the latest of the parliamentary proce- Lydia Stack (Newcomer High School, San researchers in deafness. While at the time of dure manuals, including the most recent Francisco), convention associate chair; Michele writing the final program has not been decided, revision of Robert's Rules, advocate the use Sabino (Houston Police Academy), TESOLthis year there will be a similar number of of "chairman." second vice president and convention chair; and papers and demonstrations on deafness-related If the time ever comes when we must make a James E. Alatis, TESOL executive director. issues from contributors across the United change in terminology, I prefer "meethead." Standing, 1-r: Aaron Berman, coordinator of States. The word is out to TESOL affiliates in Obviously, no one could call it as favoring TESOL development and promotions; Rochelle the Far East and the Pacific Basin, too, that one sex over the other. Wechter (ELS Language Centers, Los Angeles), TESOL is developing as a forum for the local co-chair; Jean Handscombe (North York presentation of issues concerning the teaching William S. Tacey, Pittsburgh, PA Board of Education, Toronto); June McKay of English to deaf individuals, and members What do you think? Have we really solved the (University of California, Berkeley); and Stephen are working towards the formation of anproblem by eliminating "chairperson" and Sloan (Hollywood High School), local co-chair. interest section. relying on "chair"? Please make your feelings For more information on the program for the on this topic known by writing to the SSIS '86 Convention or on the formation of an Newsletter, attention: KENTUCKY TESOL interest section, please contact the author at the On September 28th Kentucky TESOL met at address below. We intend to have sign lan- Gail M. Slater the University of Louisville in conjunction with guage interpreters available during the conven- Chairman/Chairwoman/ the Kentucky Council on the Teaching oftion, and we particularly encourage the Chairperson/Chair/Meethead Foreign Languages (KCTFL), and the follow- participation of deaf educators and re- ing officers were elected for 1985-86: president, searchers. \t..-a to advertise the program in Ron Eckard (Western Kentucky University); other publications that will reach as many first vice president, Jacquie Milman (Univer- educators of the deaf as possible. TESOL has a sity of Kentucky); second vice president, Lina lot to offer those interested in teaching English Crocker (University of Kentucky); secretary/ to the deaf; TED also has something to offer treasurer, Margo fang (Northern Kentucky TESOL. University); members-at-large, Dorothy About the author: Michael Strong is a research psychologist at Schnare (Berea College), Zetta Howey (Jeffer- the Center on Deafness, Department of Psychiatry, University son Community College), Therese Suzuki ofCalifornia,1474 Fifth Avenue, San Francisco, California 94143, U.S.A. He is serving as the TESOL '88 program (Warren County Schools), and Shelby White coordinator for teaching English to the deaf. TN 12/85 .196 11 iz'teaakai Tate to de Neosiew Continued from page 2 move from part- to full-time. Additionally ADDISON-WESLEY there are expenses involved in conducting a fair sear which must be built in. To include such A cut above the rest amounts in the FY '86 budget and, at the same time, maintain a balance between revenues and For Mature Learners... expenditures would have required making more cuts in services to members than the IN PLAIN ENGLISH present Board was prepared to make: the by Karen Batchelor de Garcia and Rand Slaughter alternative would have been an increase in dues which was also deemed unacceptable at this This innovative, two book series carefully integrates the four time. The Board decided, therefore, to put a basic skills and lifeskills in easily managed, self-contained lessons. Extra six-month hold on the release of the announce- activities including listening practice available in complete ment which in turn would allow for the spread teachers' guides and tapes. Followed by MORE PLAIN ENGLISH, of increase in the Executive Director line over by the same author team. two fiscal years. In addition, a work group was formed charged with investigating alternative High beginner-icw intermediate sources of funding aimed at building up the necessary salary fund. Both actions were DOUBLE ACTION ENGLISH, designed to bring about the transition in a by Earl Stevick and Jane Yedlin fiscally nondisruptive manner. The Executive Director will present his This versatile, multi level activity workbook features high interest topics views on the decision at an open meeting at the for grammar, vocabulary, reading and writing practice. Anaheim convention on Wednesday, March 5, Beginner-Intermediate 1986 and a summary of his remarks made at that time will be printed in this newsletter. PASSPORT TO ENGLISH, At this time, the present Board wants the by Jane Yedlin and Magdala Raupp TESOL membership to know that it supports the decision made in October, 1983, and that it Contextualized exercises and many illustrations provide grammar intends to plan for the change so that it takes practice and structural reinforcement in this integrated text. place in an orderly and dignified fashion. In Beginner-Intermediate this, and in all the other issues facing the current Board, its primary concern is to nurture the organization weal! care about and to support in LIFESKILLS AND CITIZENSHIP, every way possible the staff who have contrib- by Judy DeFilippo uted to its growth. By user demand! The third workbook in this survival skills series JEAN HANDSCOMBE supplements any competency-based program. Intermediate-High intermediate Letters Continued from page 10 LISTENING BETWEEN THE LINES, by Lin Lougheed WHAT IS HAPPENING, AND WHY? A unique culture based approach to listening practice featuring A copy of the following letter was received dramatic dialogues for interpretation. by the Editor with a request from WAESOL High beginner-Advanced that it appear in the TN. The "President's Note to the Members" (see page 2 and above) also TALK-A-TIVITIES, refers to this letter. by Richard Yorkey August 10, 1985 An innovative supplement featuring a variety of pairwork activities To the TESOL Executive Board: in handy blackline master form. The Washington Association for the Educa- Intermediate-Advanced tion of Speakers of Other Languages (WAE- SOL) Executive Board is seriously concerned SPRINGBOARDS, that the TESOL Executive Board decided to go by Richard Yorkey to a full time direcwr without requesting input from the TESOL membership. Oral communication activities are featured in this creative, The feeling of the WAESOL Executive multi level workbook supplement. Board is that a person is more effective as Intermediate-Advanced TESOL executive director and more representative of the ESL profession if this person concurrently holds an independent academic VOICES OF AMERICA, position. by Nina Weinstein The WAESOL Executive Board appreciates This step-by-step listening skills program features recreated interviews the fact that some TESOL members were requested to give input on qualities an execu- with second generation Americans. tive director should have and to assist in the High intermediate search, but we are dismayed that we have not been asked if we need a full time executive For more information, contact your local teacher resource store, director. Could not the increased needs of bookstore, Addison-Wesley representative, or write: TESOL be met by the addition of staff? What is happening, and why? yt Addison-Wesley Publishing Company Resolution adopted by the WAESOL World Language Division Executive Board on August 10, 1985 Reading, Massachusetts 01867 Dr. Nancy A. Butler (617) 944-3700 President, WAESOL TN 12/85 12 197 ESP-for Youth:. Edited by Liz Hamp-Lyons University of Edinbtoh Teaching for Peak Relevance Using International Pop Music easier to work on their English later. Their by Tim Murphey affective filter is down; their motivation is up. By using something from their living reality, University de Neuchatel I show that I value their world and they are For most teachers abroad, pop music' is an (current events) and history books. Newspa- more open to mine (teaching them English). unrecognized and underexploited domain for pers are much more powerful and make much Essentially I tell my students "Hey, this is your high intensity, authentic, and extremely rele- more money because they are concerned withmusic and my language; can we help each other vant teaching material. the present, with what is happening to us now out a bit?" The sharing and caring are inspiring. Pop music is predictably 75 to 90% English in the ever-evolving real world. Last month's And the good results breed energy. Language Music (ELM) the world over. It isnewspapers don't sell. In addition to your students and the radio, probably for many adolescents and adults their Teachers should show the same concern with the e are several other good sources: pop music major, or only, contact with oral English inthe changing "now" that surrounds their magazines can prov.de hit lists, lyrics to top their environment. Swiss youths, for example, students, of which their music is a part. songs, articles on the artists, and pictures to listen to approximately one to two hours of This doesn't mean that Wonder's song, one display. Regular magazines often feature pop ELM a day, or an average of over eight hours a year later, or traditional folk songs and hymns artists as well (e.g., Michael Jackson on the week (Murphey 1984). An unpublished survey Ifor that matter, will not be enjoyed or benefi- cover of Newsweek and Paris Match last conducted found that Swiss pop radio stationscial in EFL. But these songs will not have the summer). Music stores and even your local play 75 to PO% ELM, according to the radiointense relevance of what is vibrating in the library can also help. station directors, and a governmental surveystudents' heads in their environment at a When listening for lyrics, don't be surprised showed that the 15 to 24 year old age group in specific moment in their lives. if neither you nor your students can catch them the French-speaking area preferred ELM to Not only does pop music represent authentic all. You can always play "Guess That Line". any other music (AES 1983). English in their environment, but for the young Students are also often eager to present exposés Research from other countries shows theit brings their youth culture into the classroom, on their favorite artists and songs, with pictures same: in Sweden 75% of adolescents surveyed giving itvalue, and making school more and demonstration tapes. Anything you can do begir. their day listening to their favorite songs relevant to them. In River's words, "We mustwith a text and recording, you can do with a and 66% go to sleep with them (Axelsen 1981); find out what our students are interested in. song. in India, more than 90% of young people listen This is our subject matter (1976:96)." Further- I'm not proposing that you turn your class to one hour or more of radio music a day more, the emotional impact of music in the into a pop music class, but that you realize the (Raychaudhuri 1976). Colleagues who have classroom is of gre't importance. ".. other potential and power in the use of your students' worked in other parts of the world tell methings being equal, a language course is natural soundscape. similar tales of the power of music among the effective in proportion to the breadth of its Experiment. Try telling your students tomor- young and the predominance of ,ELM. Thecontact with the student's interests, and the row that there will be a song at the end of class. possibilities of using this material in class aredepth of its penetration into his emotional life" Spend five minutes on it and see what happens. stimulating and varied. And once having been(Stevick 1971:23). The study and theory of It may not work, but as my Cherokee grandmother always said, "A turtle trying to fly, is treated in class, the sons receive, reinforce-emotional associative encoding of data in the ment outside the classroom. brain is still in its infancy but is already an more admirable than a bird who just sits in a Let's take an example: Stevie Wonder's 1984 tree." I guess that goes for singing as well. 6 song "I just called to say I love you" was on the acknowledged phenomenon (Stevick 1976: Pfeifer 1982). Bibliography hit charts in Europe for more than three months AES. 1982/83. Etude No. 1402 Recherche &audience. last fall. All over Europe it was being played on One very successful class activity, and a good Lausanne. Switzerland: St. Sulpice. pop radio stations as many as 20 times a day. way for teachers to sensitize themselves to the Axelsen. Doris. 1981. Swedish adolescents and the phonogram. influence of ELM, is the simple music question- InStockTaking of Musical Life, *szsmondMark (Ed.), The language in the song is quite simple. By Vienna, Austria: Doblmger. one rough measure (Gunning 1962) it is equal to naire, asking such questions as: On the average Cunning, Robert 1962 Take the fog out of writing. Chicago, a child's reading ability after four years ofday, how much do you listen to the radio?, To Illinois U.S.A.: The Dartnell Corp. cassettes and records?, Do you sing in the Murphey, Tim. 1984 English language music. the ESP of Swiss (American) schooling. It contains a high degree adolescents. InEnglish Teachers Association. Switzerland of repetition; simple structures; lengthy post-shower?, Go to sleep with music?, Wake up to Newsletter. No.3. August. music?, Play an instrument?, etc. (The students Murphey, Tim et Alber. Jean Luc 1985 A pop song register utterance pauses to aid echoic memory (Stev- the motherese of adolescents as affective loreigner.talk. ick 1976); and a universally relevant affective can think of the best questions themselves). TESOL Quarterly19 (2) June. message (for a more detailed analysis see The students could also list the radio stations Newsweek.July 18. 1984. Murphey and Alber 1985). they listen to and their three favorite groups or Paris Match.July 27. 1984. artists, and should state their sex and age. The Pfeifer, Rolf31 May 1982Cognition andemotion,an However, a song such as Wonder's has peak inlomiation processing approach.CIP Working Paper No relevance only when it is playing repeatedly on survey can be done in just one class, or students 438, Department of Psychology, CamegMellon Umver radio stations and is being bought by ourcan take it out into the school or community. sity, U.S,A. haychaudhuri, Manas. 1978Urbanization, modernity and students. By the time this article appears inThen they can tabulate results, make their own musical behavior of Indian youth InThe Cultural Behavior print, there will be new hits, some with regional hit parade, and look at the differences accord- of Youth,Kurt Blaukopt and Desmond Mark (Eds.) variation and some hits by local artists in ing to sex and ages. Afterwards, writing articles UNESCO. Reich, Shuli S.1980. Significance of _pauses for speech English. The point is that whatever is in the for a newsletter on the different aspects of the perception. Journalof Psycholinguistic Research9 (4). present reality of our students will serve as thesurvey and their implications can be both Rivers, Wilga 511978. Speaking inMany Tongues. Essaysin For, ign Language Teaching.Rowley, Massachusetts: most powerful stimulator in the classroom. reinforcing and fun. Newbury House Publishers, Inc. Teaching for this peak relevance demands The actual use of pop songs in class should be Stevick, Earl. 1971. Adapting and WrttinfLanguage Lessons. that teachers continually assimilate currentkept enjoyable and not spoiled by too much Washington, D.C. U.S.A . Foreign Service Institute. material from the present. In most professions Stevick, Earl 1978Memory Meaning andMethod Rowley, dissection. A simple doze exercise or having Massachusetts, U.S.A.: Newbury House. this adapting is a fact of life and a nec,ssity forstudents transcribe different songs in small survival. Teachers can content diemselvesgroups can be enjoyable, but doing artificial longer (because of captive audiences, I sup- substitution drills from lines of a song will kill pose) with things that students may not find the original pleasure value. I find songs most relevant and motivating. An analogy might beuseful as springboards for discussions, at the made with the difference between newspapers beginning of class to get the students "with For the purpose of this article, popmusicrefers to whatever me", or at the end to :einforce a point and have is popular, being played and bought by the greatest number of people in your student; environment. This may encompass them leaving their English class in a positive many genres. "Musical" mood, which by association makes it ,TN 12/85 .198 13 Available January '86 meatGovernment in Action Han Now in ESL Editions New ESL Teacher's Guides by Dr. Thomas Bye now specifically adapt the popular two.volume Government in Action civics series for the second language learner. ESLTeacher'sGuide tor Government*work it'e Our Government: Congress, the, President, and the Courts describes the foundations of American democracy and how the three branches of government .12:71:1:11111W %VI operate. 96 pp, $4.95.* Government at Work: from City Hall to State Capitol relates the foundations of

^ democracy to state and local governments. 80 pp, $4.95. Both nonconsumable texts combine a basal approach with an adultoriented presentation at a reading level LEP students can handle. Annotated Teacher's Guides show how to present the text content while 001 simultaneously developing your students' language skills. Reproducible independent exercise sheets and extended learning activities are included in each 0.a Guide. It's Our Government ES!, Teacher's Guide and Government at Work Teacher's Guide, each $8.95. "1w ., N Sampleset (ESL ed.): 1 copy of each student book and 1 copy of each ESL teacher's guide, $27.80. frOTE 'All paces plus shipping and handling. Call for quantity discounts

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.1 9 14 TN 12/85 keeping system was another matter. The core software was dBase II, a very pr werful database-management program. While certain records-keeping functions could be set up Edited by Richard Schreck immediately as a series of typed-in commands, University of Marylandthe functions were not really part of a coherent, consistent system. What the ELI now has, after Computerizing An Intensive English Program more than a year of writing and rewriting, is a system: a program that displays menus and asks by Deborah Healey questions on the screen, and in response to the Oregon State University menu choices and questions, moves informa- In this article Deborah Healey describes an administrative use of computers in ESL. She istion around, creates new files, and prints out willing to discuss the experience her program has had and can be reached at Computerthe information needed inthe format Operations, English Language Institute, Oregon State University, Corvallis, Oregon 97331, U.S.A.requested. A new user can be trained in 1 or 2 Telephone: (503) 754 -2464. days, not in 1 or 2 months. R.S. The sixth step, like the fifth, is an ongoing Computerized record-keeping is not a pan-produced. While the university did keep some one. As those who use the computer become acea, not an instant fix for whatever ails the financial records for the ELI, the information more knowledgeable about its capabilities and intensive English program /foreign studentwas not coming back in usable form, so alimitations, they become more creative in office. For an office that produces a largespreadsheet program was required. As for thinking of ways to refine what is currently quantity of paper and/or keeps a lot of paper student records, ELI student records were not being done and in finding new uses of the files, a compuzor can, however, be a great kept on the university computer, and there was machine. The ELI can offer services to its boon. This article briefly describes the two- little or no hope of getting them there without a students, staff, the university and the profvssion year process that the English Language Insti-great amount of time, frustration and expense. that it could not have imagined two years ago. tute (ELI) at Oregon State University went A microcomputer system that would allow for CPA-based certificates of merit for students; through in computerizing. expansion over time, with word-processing,publicationsarticles, books and newsletters Before 1983, finding out about an individualspreadsheet and database management soft- of high technical quality by faculty; easily- student from paper files was easy at the ELI, ware, seemed the best way to go. Once the ELI updated information about the ELT and ELI but getting information about the ELI's studentknew what its needs were, several vendors students for dissemination around campus and body as a wholebetween 80 and 120 students were consulted for their recommendations to sponsors; and assistance with computerizing per quarterwas laborious andtime-about the specific equipment and software tofor other programsall these are reality now. consuming. While the university sent monthlybuy. Then bids were requested. Promotion efforts and ways to track their listings of income and revenue, listed by code After the equipment had been purchased, the results are possible now in ways that were not number, there was no clear idea of where thenext step was to install it, making sure possible before. money was coming in and going out on a termeverything would work. Since the whole Becoming computerized is like becoming a basis. Since the ELI was (and is) funded system came from a single vendor, installation parent: you know there will be changes, and entirely by ELI student tuition, student satisfac- was included in the bid. While buying from a many people tell you of their experiences, and tion with ELI curriculum and personnel were single vendor was more expensive than buying you try to learn as much as you can in order to considered crucial to financial stability. In each piece separately from the cheapest sourcebe preparedbut the reality is not quite like addition, four newsletters were being proof that item, the cost was justified because itanything you read or heard. Some of the duced by ELI staff: the NAFSA Region Imeant that someone \ 'ith technical expertisechanges are obvious and predictable, but Newsletter, the English for Specific Purposeshad made sure before ind after purchase thatothers are quite subtle. Some are mundane; (ESP) Newsletter, the Oregon Teachers of all of the separate pieces would, in fact, workothers, far-reaching. If staff members are English to Speakers of Other Languagestogether. Just plugging it in does not always actively involved in the changes, they will see (ORTESOL) Newsletter, and an in-housemake itrun, and having a new computeropportunities for creativity and growth; if Conversant Newsletter. It was clear thatsystem sitting around for three months becausepeople just feel threatened by the "invad.ng" something had to be done to keep the ELI no one knows why it won't go is a real waste ofcomputer, they will see only problems. There solvent and maintain the sanity of the adminis- money. Our system was installed and runningare always problems, in parenting and compu- trators while exploring new ways to generate in half a day. terizing, but an office or a parent with a strong revenue. The fourth stepalso very important todesire to carry it through will get past the The ELI embarked on a six-step path tostarting offwas training. The ten hours ofproblems and into the possibilities. With proper change. The first step was hiring an outsidevendor-supplied training that were included in preparation for change in those affected by it, consultaiit to do a needs assessment: to describethe bid went to those whose fobs made them the final result will be positive. and evaluate the current administrative system.the most likely to need to use the computer: the 3 The needs assessment indicated that computer- secretaries, the finance director and the ization could solve a number of current computer operations supervisor/systems devel- problems relating to financial and studentoper/programmer. These "first users" then Computer Systems for records-keeping. Administrators could be freed became familiar with the system and trained from some time-consuming, non-creative tasksthe rest of those on the staff who were International Education such as calculating term-by-term revenues and interested. Having the initial training time Available from IIE expenses (via hand-held calculator), producing ensured that the system could and would be prospective student lists, class lists, advisor- used. Computer Systems for International Education advisee lists, and calculating sponsor billings. The fifth step was use and further develop- The second step was to decide just what is designed to help institutions develop inte- tasks would be best done by machine, andment of the system. The word-processinggrated information systems that meet their what equipment and software would best program was ready to be used in its "off-the-need for foreign student data. It is a valuable perform these tasks. Word processing was ofshelf" form, and was put to work the day thetool for systems analysts, foreign student obvious utility, given the amount of correspon- machine was installed. The financial and advisers, and foreign admissions officers.It dence and the number of newsletters beingrecords-keeping software programs, however, includes: the basic concepts of system design; had to be customized before they could be coding systems for foreign countries and fields used effectively. The sample programs thatof study; tips on collecting data to meet the came with these pieces of software werespecial needs of the foreign student office; a designed to do payrolls, keep sales records, and model student information system; and further perform tasks quite unlike those needed by sources of information. intensive English programs. To place an order, send $3.95, plus $1.50 The ELI-produced financial records-keeping postage and handling per copy to: Publications system, set up to move information from a Order Desk, National Association for Foreign budget and from monthly income/expenseStudent Affairs, 188e :9th Street, N.W., records into a more usable quarterly-yearly Washington, D.C. 20009, U.S.A. Please include form, took three months to write and the rest of payment with your order and make the check the fiscal year to refine. The student records- payable to NAFSA. TN /2/85 200 15 Fun, Entertainment and Sightseeing For family fun, entertainment ud sightseeing, there are many other attractions thLt you can choose from during your week in Califor- Don't Miss It! nia including Disneyland, Knott's Berry Farm, Universal Studios and Marineland among by Rick Sullivan others. Alhambra School District March weather in Southern California is Sights are set on Southern California for Other Activities Planned for TESOL '86 moderate, 50 ° -75 °. During the daytime the weather will be warm (not hot though). In the TESOL's 20th annual convention. TESOL '88 Breakfast with the StarsFrom Tuesday will be in Anaheim, the center of all the evenings it may cool off and a jacket or sweater to Friday the early risers will have a selection ofwill be needed. Rain is very unlikely. As far as Southern California fun, from March 3-7 at the"stars" to breakfast with. Thirty-five to 40 top new Anaheim Hilton Hotel. This hotel is dress goes, the key words in Southern Califor- names in TESOL will participate in these nia are "casual and comfortable." adjacent to Disneyland and minutes from breakfasts. Knotts Berry Farm, Hollywood, along with 20 Further details on convention ani:ities are other major attractions and beaches. Anaheim Educational VisitsOrange County and included in the pre-registration packet mailed is Orange County's largest city. Itis easily its surrounding area, the mecca for Indochinese in early November to all TESOL members. To reached from, major airportsLos Angelesrefugees and immigrants from south of therequest additional packets, call the TESOL International, John Wayne Airport, Ontarioborder, have developed a variety of educa- Central Office: (202) 825.4569. International and Long Beach. tional programs and instructional approaches The over 2500 members of the host TESOL Diversity is the keynote of this region that to meet the needs of limited or non-English affiliate, CATESOL represent services to more encompasses a potpourri of cultures and speakers at all levels. Wherever your interests than 1,000,000 limited English pi oficient industries, sights and attractions. More than 13may liein teaching, teacher training, curricu- students in the state of California. I hope many million people reside in the Orange-Loslum development, research, supervision, or of you from all over the world will be able to Angeles County area. This part of Southernadministrationthe representative sampling ofcome and meet them in Anaheim at TESOL's California is criss-crossed with busy freewaysschools and programs that is being organized 20th annual convention. and skyscrapers. There is a homogenous for t!,e TESOL '88 Educational Visits should About the author: Rick Sullivan is the Secondary ESL include an attraction for you. Instructional Specialist for the Alhambra School District, blending of communities, each with a distinct Alhambra. California. charac:ter and identity. These visits are being scheduled by levels The planning committee has been in full and areas of interest: ESL, Sheltered English, operation since last spring. The local planning Skills Centers, Newcomer Centers, Bilingual Transportation from committee is co-chaired by Rochelle Wechter, K6 and Bilingual content area 6.12 in the ESL Language Centers, and Stephen Sloan, Los elementary and secondary schools; survival/ Major Airports to TESOL Angeles Unified School District. Twenty vocational/academic ESL for immigrant and '86Anaheim Hilton committees with more than 100 people are refugee adults; intensive academic-preparation working hard to produce a full week ofESL; ESL/EFL for university credit, andScheduled TransportationSchedules are conference activities along with a variety of teacher preparation programs.. Consultations posted near baggage claim area at airports. other professional attractions. with staff, where feasible, are also being arranged. The Airport Bus/Airport Servicetelephone: Convention Plans The educational visits have been scheduled (714) 778.9210 scheduled stop at Anaheim The convention will open on Monday, March for Tuesday and Wednesday, March 4 and 5, Hilton. Fares: $9.80, Los Angeles International 3 and will close at 8:00 p.m. on Friday, March 7. 1988. Please consult the Schedule of Educa- (LAX): $3.95, John Wayne; $4.85, Long Beach. All activities will be at Anaheim Hilton Hotel. tional Visits found in your preregistration Airlink, Fun Bustelephone: (714) 635- The formal opening session will be Monday packet and indicate your choice of visit(s) on 1390 LAX only, scheduled stop at Anaheim evening. All academic presentations, including the preregistration form. Hilton. Fare: $8.75. workshops and colloquia, will be spread Additional visits may be available during the throughout the week. convention. On-site registration on afirst- Non-scheduled TransportationAvailable The program will consist of papers, demon- come, first-served basis will be handled at the from the four major airports. Educational Visits desk at TESOL '88. strators, poster sessions, sessions sponsored by 24-Hour AirportExpress,telephone: TESOL's fourteen interest sections and exhibits The Presidential Reception and Dance will (714) 738.5106; telephone: (800) 423.4647 (toll- of teacher-made video tapes and othertake place Monday evening, March 3rd, free out-ofstate). materials. following the official opening ceremony. This To facilitate the participation of classroom (Rates given below are for 1st person; each will be an opportunity to renew old acquain-additional pays $5) teachers and others in the local area whose tances and make new ones as the convention schedules preclude daytime attendance, the gets under way. Rates: LAX$31; John Wayne$33; Long program committee is planning to Include A Royal Evening Aboard the QueenBeach$33; several evening sessions within the program. Mary Tickets are available for dining- Ontario$36, air-conditioned van dancing aboard the Queen Mary on Wednes- For 7 or 11 people, a van is available for $79. day evening, March 5th, with transportation Reserve 2e4 hours ahead. provided from the Anaheim Hilton. You will Airport Transportation, telephone: (714) 558- also have time to stroll the promenades and 1413; telephone (800) 854.8171 (tollfree out-of- decks of this great ship. 1930's attire isstate); telephone: (800) 422-4267 (toll-free in recommended (optional). California). Escorted Dinners will he. hosted by Air-conditioned van, LAX$31 for 1st person, members of the hospitality committee to a $5 each additional person. variety of ethnic restaurants in the area. These are scheduled for Tuesday, Thursday andFor 25 :ieople, buses are available for $135 + 10% gratuity for driver. Friday nights with four choices per night. The Employment Clearing House will be Abia Airport Shuttle, (714) 991-1681 open Tuesday through Friday, providing For 7 to 10 people, a van is available for $60. opportunities for interviews and contacts between employers and applicants at theRates: LAX$30, John Wayne$23, Long convention. Beach$25, Ontario $29, Van Organizational NetworkThursday after- GoldenCoach craftAirportShuttle, noonThis will be an upportunity for TESOL (714) 990.8470 convention participants to meet and networkRates: LAX$29; John Wayne$33, Long with more than 50 organizations and groupsBeach$33, Ontario$36, Van whose operations and interest overlap TESOL's (Rates given are for 1st person; each additional social, cultural and professional interests. up to 10 pays $5.) 16 201. TN 12/85 TESOL '86 Week at a Glance

L,t " t 3 3 T' ,,,',J(;* 3 6

9:00-1115 a.m. 7:30-8:30 Breakfast with TESOL S*T*A*R*S Breakfast with TESOL S*T*A*R*S Breakfast with TESOL S*T*A*R*S Breakfast with TESOL S*T*A*R*S Workshops and Colloquia 8:30.9:15 Concurrent Concurrent Concurrent Sessions Sessions Interest Sessions Affiliate Interest Section Legislative Assembly Council Business Section Council (Annual Business Mee ;:ng) 9:30.10:15 Concurrent Concurrent Meetings Concurrent Sessions Sessions Sessions

10:30.11:15 Break Exhibits Final Plenary Featured Speakers Shirley Brice Heath Plenary Plenary 11:15.12:30 John Baugh, Stephen Gates, John Higgins Awards Ceremony Deborah Tannen Roger Bowers Carole Urzda, Carol Whitton

11:15.1:00 12:302:00 Lunch Lunch and Exhibits

1:00.3:15 I.S. Academic I.S Academic I 5 Academic 2:00-2.45 2:00.4:00 3:30.5:45 Sessions: Sessions: Sessions Concurrent Swap Shops Workshops. Concurrent Elementary. Concurrent Bilingual. Concurrent Secondary. Sessions Colloquia, 2:004'15 Sessions Teacher Ed.. Sessions CALL. Adult. Sessions Research. Software Fare and Affiliate Program Admin.. EFS ESC. Higher Ed.. 3 00.3'45 Leadership TEt Applied Ling, SESD. Concurrent Workshop Refugee Sessions 4:30Newcomer Orientation Concurrent Standing Concurrent Standing Concurrent Networks. 4 00.5:00 7:30.Opening Sessions Committee Sessions Committee Sessions Editorial. 1 S Planning Sessions Plenary 4:30.6:00 Work Sessions Open Meetings Organizational, Ronald Roskens Newcomer Newcomer Poster Sessions Standing International 9:30President's Orientation Orientation Committee Reception Work Sessions and Dance

6:15.9:00 Discussion Sessions Discussion Sessions

Other Escorted Dinners Events An evening on the (keen Mary Escorted Dinners Escorted Dinners

Exhibits: Tuesday 8:30 a.m. - 4:30 p.m. Wednesday 9:30 a.m. - 5:30 p.m. Thursday 11:00 - 7:00 p.m. 2n2 Friday 8:30 a.m. - 12:30 p.m. 203 Computer Courseware SE T ncE, For Elementary Through Adult Levels et./ SeritenceMaker is a dynamic new exercise The do-it-yourself sentence- building game. game shell that helps your students learn syntax and grammar. Students choose 11111011111111110 words or phrases from columns on the screen, discriminating among parts of IMO MIMI speech to create a sentence with the correct agreement, verb tenses, and meaning.

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TN 12/85 Teacher as Listener: listening." While this may sound like an extreme case, we wonder how often and how subtly teachers either don't pick up the phone Listening Skills Through an or hang up on their students without realizing Understanding Relationship it. Listening in Community Language Learning by Jennybelle Rardin and Robert Oprandy Counseling-Learning Institutes Teachers College, Columbia University When the lines of genuine communication are open for creative speaking-listening to Much methodological attention has been directed recently to the role of listening in the various occur, most students will soon gain security "comprehension approaches" to foreign and second language teaching-learning. By now the with any number of more discriminating names Nida, Postovsky, Asher, Morley, Newmark, Winitz, Rivers, Krashen, and Brown are firmly listening activities. They are enabled by this established among those who have highlighted the importance of listening, which Morley security to open up to the more finely tuned predicted at the beginning of the decade would emerge as the keystone skill" of the eighties. aspects of English they will need to accomplish the ultimate goals of any approach to language Seldom realized in the lineup of approaches on the part of the teacher. If you listenteaching-learningfluency, accuracy and the emphasizing listening has been the Counseling- merely to measure the degree to which the emergence of an increasingly confident target- Learning model for education. There appear to student is able to parrot your instructions, or language self. be some major differences between C-L/CLL what he or she reads in a book, you can get The next two paragraphs briefly mention and the approaches to listening by the authors an answer that you can calibrate in numerical several activities popularly associated with listed above. At the heart of the differences is terms. That is important; not necessarilyCLL showing the important place afforded a the role of the teacher not primarily as someone basic.. . more discriminating kind of listening than the providing activities aimed at helping students Listening is to me the most creative, the most broader kind which is being emphasized in this develop their listening skills, but as someone responsible part of a teacher's profession... article. However, we don't intend these who provides a personal model of effective activities to be considered a fixed progression listening engendered in the carefully cultivated Without such commitment and the requisiteof steps in a prescribed sequence to teach relationship and atmosphere of understanding skills that go along with it, a genuine desire tolistening skills. To be understood in their that underlies the approach. The influence learn from the other person (the one commun-proper context, they must be seen as flowing teacher-as-genuine-listener can have on a group icating) can be elusive. Without this commit-from the understanding relationship initiated of students is central to individual learning and ment, whatever listening takes place will most by the teacher-as-listener. to the creation of community in the classroom. likely be partial, focused on specific fragments In the traditional CLL class, the students Consider the question and follow-up commentsrather than the whole or broader context which begin by saying whatever they wish to whom- of an ESL student during the reflection time is essential for learning. As Smith (1971) pointsever they choose in the group. The teacher's integral to C-L/CLL experiences: out, in learning tottd, the reader :rust bring engaged listening during this conversation How you understand every word we want with him/her a commitment to whatever is to allows him/her to retranslate whatever form of say? Sometime seem like you in our head and bn read and understood. Without this, a readerinterlanguage has been used into the more heart before we say. Outside in street and may be said to be decoding but not graspingappropriate form of English they seek by shop, other no understand. I think because meaning or comprehension. The same is true definition of taking an ESL class. Each student you special. You want understand. Other for listeners. When listening is not done in a then records this communication onto a people no want understand. superficial, narrow and limited way, but in a cassette tape. After completing their own skillful and holistic way, The Nature of Listening English conversation, the group listens to a there is a rhythm that people have towardsplayback of it. This is followed by a second These few sentences, regardless of their one another, almost like the diastolic andlistening, a time for more concentration on imperfections, say a lot about the nature of systolic action of the heart, or like breathing. comprehension and correction, depending listening. They highlight both the good feeling This is the rhythm of life... upon the level of security and readiness of the engendered by being carefully listened to, and . There are no fixed categories here but a kind of breathing students. The third listening of the conversation the frustration of the contrastive experiences is stopped after each sentence to give either the when one is not well listened to. They also say rhythm when, at the right moment the listener knows that he is the listener and the teacher or the students the opportunity to write something about the motivations of persons several selected sentences on the board or listening or not listening. When the teacher's speaker knows that he will be delicately, sensitively and artistically listened to. Crea- newsprint. As is obvious from what has been role is described as an "understanding" role in tive relationships imply a rhythm betweendescribed, listening plays a key role in this Counseling-Learning terms, it means that the people rather than the fixed dichotomizedprocess. teacher embodies the art and skill of listening in categories (implied in such labels as) coun- After the transcript is completed, a series of the classroom. In this sense the teacher not only selor and client ... (Curran, 1970, p. 15.) other relationships between teacher and teaches specific listening skills but also models learners is initiated, allowing the students to such skills through his/her relationship with Threat Inherent in Not Being Understood listen even more carefully and in the relaxed students and the way in which he/she listens Whenever two or more people communicateposition of not having to produce anything with an understanding heart, a wholeness, to all new. These relationships vary from just that is being communicated by his/her stu-there is almost always the threat that understanding will not take place and therefore listening to the teacher saying the sentences a dents. In the dynamics of an "understanding" few times with the students quietly listening to relationship, the teacher is aware of the spoken implicitly the one communicating will feel "rejected". It is on this basis in the Counseling- them, to the much more active engagement of and unspoken communications from the controlling the teacher as a "human computer" students and is responsive to them. So in theLearning context that the teacher takes the responsibility of being a sensitive listener first. for sometimes quite intense though short larger sense, this is what it means to listen with periods of listening over and over to minute a "third" ear, to listen with the openness thatIf the teacher is truly understanding, students will risk spontaneous communication, givingdiscriminations in the sounds of words, phrases, tries to take in an entire communication. and entire sentences chosen by students from Listening requires an intentionality so accu- more strength to this unfolding atmosphere of trust. This is what the student quoted earlierthose on the transcript. The rest of the students rately expressed by the student: ". .you in the "ove hear" position intently listen to the special. You want understand." If a teacher'swas aware of. The teacher communicated herself as one to be trusted, one who willingly student practicing and to the human computer, intention is to understand his/her ESL students, who nonjudgmentally reproduces as output a major step towards creating a trusting and understands even the distorted interlanguage with its mistakes and miscues. It is in this kind the linguistic items initiated by the student who non-defensive climate has been achieved. is on line," so to s1 eak, at the time. Through the teacher's commitment to listening, of relationship and atmosphere that creative listening and learning dynamics are set into All these and any number of other experien- all attention is brought to bear on what each ces allow students to attend to various aspects unique learner is trying to communicate. .ismotion. Without this trusting relationship, communications remain protective, tightly of English in a nondefensive way. The security Ossie Davis at the 1985 TESOL Convention so these activities foster in the students is propor- eloquently commented: monitored, rigid and limited. Charles Curran (1970, p.1) wrote of 'Sartre's no exit' concep- tional to the sensitivity and care with which the Listening to a student comes from an attitude tion of a world filled with people speaking teacher structures and carries them out. It is 'Readers unfamiliar with some of these names can consult the then through reflection that students are again Blair and Winitz anthok Gies for articles by most of these furiously over telephones everywhere, into authors or consult the references on page 21. phones that are off the hook with no one Continued on page 20 TN 12/85 205 19 different knowledge. And the differentlearning process and that there is an under- Teacher as Listener knowledge in this meeting togetherstanding among them even though many Continued from page 19 making together a union of the people, different nationalities, personalities, levels of union of the culture, union of the nature, knowledge, and accents are represented, not to given the opportunity to use English in a most union of the languages, and union of the mention the fact that most of these students meaningful exchange with the teacher -as- human. barely knew one another. We would propose listener. T:You are experiencing that people arethat listening with an "understanding heart" is coming together on many different what makes this kind of learning experience Reflection Time levels, in their mind, in their speech, possible. Once students realize that the teacher maybe in their hearts. is going to "catch" their communications even It is usual at the end of a series of activities or though they are not perfect and oftentimes even at the end of one activity for the teacher in S3: That's right. And every hearts this very far from perfect, the students will feel free the CLL relationship to give the students an moment is the same. to risk real, spontaneous and fluid communica- opportunity to reflect on their learning expe- tions with one another and the teacher, as we rience. During this reflection time the art and We can see from the students' statements that skill of engaged listening gains crucial impor-they feel a sense of active engagement in the Continued on next page tance. During reflection the learners have the opportunity to sharein Englishfeelings, reactions, and awareness about themselves as learners, as well as about anything that has happened in the learning experiences. If the teacher is, as the one described at the beginning of this article, ". . .you special. You want understand," the learners are in a position to Are your students reading gain insights not only into the English they are learning but also into values about themselves the real thing? and others as persons and learners. The following excerpt is taken from a practicurr. class in CLL at Teachers College, Columbia University:

T:Today, as we end our first week, what we'd like to know is how you are feeling about yourselves as learners of English and also how you feel about being in the group. SI:It's natural for the first hour because people from all over the world with different habits and background, and we meet together here and we ask each other where from and we quickly have a connection, something common because we all have here the same aim, to learn to practice English. T:So the fact that you are all wanting to learn English created a common bond right from the beginning? Genuine Articles S2:I agree but my feeling is very interesting. Authentic reading texts for intermediate It's a very interesting experience for me students of American English with different people to learn your system. Here is very special for me as (a) Catherine Walter teacher. Very interesting because the system used is to make us all the time A collection of 24 authentic reading texts in American English, active in activity. We are not passive gathered from a wide range of sources, covering many different styles students. We are responsible and this is of writing: newspapers, magazines, brochures, advertisements, busi- very important for us. (Note: This ness letters, and books of fiction, nonfiction, and poetry. student is a teacher in her own country.) Practical exercises that promote an active approach to reading. T:What you really like is the fact that all these people from different places come Each exercise focuses on a specific skill, such as scanning, drawing together and you discover you can work inferences, guessing vocabulary from context. together. And you like the fact that you Summary skills exercises in each unit help students organize infor- are the ones who are really making the mation in the text and build mental summaries. material you work with. You are respon- Detailed Teacher's Manual and Answer Key, with suggestions on sible. (Student spontaneously responds, "Yes.") using the book in class, warm-up activities, and follow-up work in writing, vocabulary, and oral fluency. S3:I think everyone here comes from different countries and everyone, ev- Student's Book 27800 7$6.50 eryone speech has different accent, so Teacher's Manual 27801 5$7.50 sometimes I cannot understand but does no matttsr because the teacher understands -Ind corrects our speech so we all learn. T:You find it helpful when the teacher understands everyone even though there are many different pronunciations and when we give you the corrections or CAMBRIDGE UNIVERSITY PRESS better ways t.. saying something? 32 East 57th Strei:v,'NCw Yoric, NY 10022 S3:I'll say okay. Each people have here

20 2()6 TN 12/85 "information transfer" type (Widdowson, 1979) The Bridge Course: requiring students to write compositions based Listening Comprehension in Authentic Settings on the diagram, or to apply information from reading selections in the construction of a by Pat Wilcox Peterson diagram. Other types of exercises are based on Macalester College additional discourse modes found in social science lectures (Peterson, 1984); students The transition from language class to subject class is often traumatic for students and teacherspractice finding definitions in context, match- alike. Complaints such as the following can be heard all too frequently. ing examples with the main ideas they are "I don't need this ESL class. I've studied allThe problem seems to be the content ofmeant to illustrate, and making relational this granimar before. Let me into that algebra- traditional language classes, but the answer is statements based on various theoretical models. trig class. I've got a good background in math." not to turn the studcnts over to subject teachers Another important course goal is for students (from an advanced level ESL student) who may lack awareness of the language to use the chapter readings and assigned library "These students are not prepared for learning process or of cultural differences in work to reinforce the knowledge they have algebra-trig. Not only are their English skills learning styles. Language acquisition theory gained through the lecture. Students develop too weak to handle the word problems, butargues for continued contact between the skills of skimming, scanning, organizing they are used to rote learning and can't do thelanguage students and their teachers at this information, rapid reading, and reporting both kind of analysis which is required. Can youlevel. It is the language teacher who knows how orally and in writing. give them some more language work, and we'll to deliver English input at a comprehensible send them to the Learning Skills Center for level for the students (Krashen, 1982). Evaluation basic math ?" (fr nn a math teacher) The bridge course is being evaluated in "I am having so much trouble with my Two Answers several phases. Instruments for evaluation sociology class. The lecturer speaks too fast and include course evaluation forms, interviews uses slang, and I don't know what I'm supposed One answer to this problem is to introduce with students, and a sequence of tests of to remember. He uses examples like the Beachthe teaching of subjact matter into ESL courses. Such courses taught at the intermediate or listening comprehension ability. In the final Boys and the bums on the street, and I don't phase, longitudinal studies willbemade of the know what they all mean." (from a student in advanced level by a language teacher are called "segregated" or "sheltered" classes; native and students' academic records several semesters her first semester out of ESL) after they finish the bridge course, to answer There are variations on these basic themes, non-native speakers of English are not mixed together in the same class. This type of classsome basic questions about the efficacy of but the common thrust of the complaints often studying subject matter in language classes. is that students do not find ESL classesmay be quite effective for language acquisition, but it does not fully p:epare students to Informal appraisal of the course points relevant, and subject teachers do not consider towards positive results. Student retention and ESL graduates to be well enough prepared. enter authentic college lecture classes. Sooner or later students mist leave ESL and take their final course grades in geography are decidedly chances with other fields and other teachers. higher with the bridge course approach than Another solution to this problem, currently they have been in semesters before the extra being tested at Macalester College, is the language help was available. Examination of Teacher as Listener test scores in geography shows a dramatic "bridge course." This approach is similar to a improvement throughout the semester for Continued from page20model described elsewhere (Brinton and Snow, 1985) as the "adjunct" course, providing theinternational students who were in the study see from the p evious reflections. It is in thisfinal step in the transitior to academic inde- skills course. In several cases, international kind of genuine communication that studentspendence. A bridge course involves twostudents in the study skills course actually gain hope and the desire to listen to and learn courses taught in tandem: a subject course such outperform native speakers on the geography from one another in spite of their differences in as geography, taught by a geography professor, tests. pronunciation, personality and background.and a companion course in academic study Non-native students who show high levels of Once this kind of commitment to listening is skills, taught by a language specialist. The English proficiency on diagnostic placement enkindled in the students then discrete listening geography course is not modified in any way to tests are offered the opportunity but are not skills can be worked on more effectively. So accommodate international students, whorequired to take the study skills part of the just as the teacher is experienced by the comprise up to 50% of the class. In this way the bridge course. Comparison of the achievement students as a genuine and committed listener, students enjoy a totally authentic classroom in geography of these students with the scores he/she can set off a ripple effect, encouragingexperience. The ESL course immediately of international students who are taking both learners to become sensitive, respectful and follows the geography class, and the languageparts of the bridge course shows that in most skillful listeners of one another and of theexercises of the ESL course are based directly cases, the students with study skills support do English language. on the course content from geography. In the better than their peer, who have a higher initial level of language proficiency but lack the study About the authors: Dr. J. Rardin is one of the directors of tradition of ESP (English for Specific Pur- CounselingLeaming Institutes. R. Oprandy coordinates the poses) and EAP (English for Academic Pur- skills support. TESOL M.A. Program at 'eachers College, Columbia University. The authors wish to thank Ms. P. Timm for her poses), the bridge course depends on close significant contributions. cooperation between the language and subject Many Skills Involved References specialists. All of these observations tend to reinforce the Blair, R. W. 1982. Innovative Approaches to Language Learning. Rowley, Mass.: Newbury House. notion that at high levels of language learning, Brown, C. 1977. Listening to Spoken English London. The Method comprehension and performance depend on Longman/New York: Harcourt Brace Jovanovich. cultural, cognitive, and organizational skills as Curran, C. A. 1970. A Need for Listeners. E Dubuque, Ill . At Macalester, needs assessment for the well as on language skills. Bridge courses are CounselingLeaming Publications. bridge course began almost a year before it was Morley, J. 1984. Listening and Language Leamsng in ESL. effective because they address all four skill Developing SelfStudy Activities for Listening Comprehen taught. The first step was for the language areas in an authentic context. wa sion. New York: Harcourt Brace Jovanovich. specialist to become familiar with the content Rivers, W. 1968. Teaching Forcign Language Skills. Chicago: of the lectures in the human geography course. University of Chicago Press. During Spring 1984, all 40 of the lectures were About the author: Pat Wilcox Peterson teaches in the Smith, F 1971. Understanding Reading. New York: Holt, Department of Linguisnes/ESL at Macalester College. She Rinehart ht Winston. videotaped, viewed, and catalogued. The wishes to correspond and build a network with others Winitz, H , cd. 1981. The Comprehension Approach to Foreign language specialist outlined the content and concerned about bridge/content cou...es in TESOL and Language Instruction. Rowley, Mass. Newbury House discourse features of each lecture and identi- encourages readers to write to her atLinguistics/ESL, Macalester College, 1600 Grand Avenue, St. Paul, Minnesota fied segments which could be used for teaching 55105. U.S.A. a point of geography or a feature of lecture References discourse. Thirty-three clips were selected and Brinton, Donna, ht Snow, Marguerite A 1985. Linking ESL edited onto laboratory copies of videocassettes, courses with content courses. the adjunct model Paper presented at the TESOL 19th Annual Convention in New and transcripts and listening outlines were York, March 10,1985 prepared for lab work. Krasben, Stephen. 1982. Principles and Practice in Second Special effort was made to choose segments Language Acquattlon. Elmsford, NY Pergamon. which included visual displays such as graphs, Peterson, Pat Wilcox1984 Academic lecture listening problems of nonnative listeners in recreating the whole charts, or diagrams. Visual representations lend from the parts. Paper presented at the TESOL Summer themselves to pedagogical exercises of the Institute in Corvallis, Oregon, July, 1984.

TN 12/85 20 7 21 Notes from the Central Office Postage and Handling Fees Now Charged on Book Orders TESOL advises that postage and handling Edited by Howard Sage, New York University fees will now be added to all book orders. Unfortunately, TESOL is no longer able to absorb these charges.

Please note that all orders under $40.00 must '41...'1"*"..'t.,::=vr`4,- 4'1- be pre-paid. The following rates became effective November 1, 1985. Please add the following to each order: 7*4"-13?' - Total price Postage/ 354 - rj-S' of books Handling $1.00-$15.00 $1.50 Essays of E.B. White by E.B. White. 1977. Voices of Risurgent Islam, edited by John L. $15.00-$25.00 $2.00 Harper and Row Publishers, 10 East 53rdEsposito. 1983. Oxford University Press, 200 $25.00-$40.00 $3.00 Street, New York, New York 10022. 277 pp. Madison Avenue, New York, New York 10018. $40.00-$70.00 $5.00 $12.50. 291 pp. $11.95 paper. $70.00-$100.00 $7.50 over $100.00 $10.00 In the everything-old-is-new-again depart- This is an excellent book for those working over $150.00 $15.00 ment, consider introducing, or re-introducing,with Middle Eastern students or planning to yourself and your students to the Essays of E.B. teach in the Middle East. A collection of articles Please note that White. Selected by the late author himself, thiswritten by the leading scholars of Middle East All orders under $40.00 must be pre-paid. collection embodies his own F'.andards and hisStudies and International Affairs, Voices of Orders for which payment is not included now quite recognizable gooci !iste. ThoseResurgent !slam gives a clear view of the will be returned. essays which "amused him in rereading" and current social and political trends in the area Orders within the U.S. are shipped librarywhich had the "odor of dural ility" wereand an historical outline of the movements and rate: international orders are shipped foreign gathered for this satisfying collectiona their leaders. book rate. "White sampler." The seven chapters, The Part I, "Understanding Islamic Identity," Farm; The Planet; The City; Florida; Memo-provides a general background of Islamic Please allow 4-6 weeks for U.S. delivery; 3-4 ries; Diversions and Obsessions; and Books and history. Of particular interest is Chapter 1, months outside the U.S. Men and Writing display many of the chambers"American Perceptions of Islam," by Fred R. If you want order shipped by United Parcelof White's heart and mind in his unique, crisp, von der Mehden of Rice University. Part 2, Service (UPS), add $1.00 to above postage/ warm-hearted prose. "Pioneers of the Islamic Resurgence," discusses handling rates. Within this text, itis possible to be with in detail some of Islam's most influential figures White on his 1923 adolescent venture to Alaskaand leaders, including Imam Khomeni and in his search for beauty and soul, and again in Muammar al-Qaddafi, with the ideas that ANNOUNCING THE '61 as he recollects and interprets whatpreceded their rise to power. Finally, Part 3, transpired on the journey, and yet again in a"Muslim Perspectives on a Resurgent Islam," TESOL different time and space as the earlier experien- presents the views of seven leading Muslim MEMBERSHIP ces illuminate his seventh decade. To find scholars on the Islamic revival. Chapter 12, different ages of life and insights from each age"The Islamic State," by Hassan Turabi, a DIRECTORY 1985 of the same author offered between the samefounder of Sudan's Muslim Brotherhood and covers is a rare treat. Rare too is the breadth of currently Attorney General of the Sudan, will experience White's words treat: the routine of help explain the concept of the Islamic ideal 41:31The TESOL Member - the beginnings of a Maine morning are fol-society ruled by the "shariah" or Holy Law of T E S O L ship Directory 1985 is lowed by contemplations of the arms negotia- Islam. a comprehensive re- tions and their history in White's lifetime; Mary This book contains a wealth of information source containing Martin's move to New York; and the passage of that is useful for scholars and non-specialists alpha-listings with addresses of the railroad, all in White's inspiring, clear style. alike. It will make a valuable addition to the TESOL's more than 10,000 Com- White's recent death reawakens the aware- book collection of all ESL professionals. mercial Members, Institutional ness and appreciation of his contribution to literatureone, in my opinion, to be savored Douglas Magrath Members, and Individual Mem- frequently. Rhodes College bers; TESOL's Officers, Periodical K. M. Reilly Memphis, Tennessee Editors, Standing Committee New York University Chairs, and Personnel; Interest Sec- tion Chairs and Newsletter Editors; and Affiliate Presidents and 1986 UNICEF WALL Newsletter Editors. CALENDAR The Directory also provides mem- Wouldn't you like to display a colorful 1986 UNICEF Wall Calendar on your home or bership data, geographical mem- office wall? bership distribution, and a cr)ss- The calendar is published by the U.S. referenced geographical listir g of Committee for UNICEF and focuses on the member's with their Interest Sec- activities and aspirations of young people the tion membership. world over. Lively illustrations depict children working, playing and celebrating with family To ord' , contact: and friends. The calendar also lists hundreds of 1 ESOL PUBLICATIONS national, religious and family celebrations from 201 D.C. Transit Building around the world. plus $1.00 for postage and handling. To place Georgetown University Proceeds from the sale of this calendaryour order, please send your check to: Wall Washington, D.C. 20057 USA support UNICEF-assisted programs in moreCalendar, Information Center on Children's than 100 countries, promoting UNICEF'sCultures, U.S. Committee for UNICEF, 331 All orders must be prepaid: $4-member, $5nonmembers. global campaign for child survival. East 38th Street, New York, NY 10016, U.S.A. The '988 UNICEF Wall Calendar is $3.50 (Allow four weeks for delivery.) 22, 208 TN 12/85 Examining ESL Listening as an Interpretive Language Process by John Merton Murphy Brooklyn College, CUNY In the spring of 1985 I completed anunderpinning the creation of these materials riences with different kinds of listening in their investigation into the listening strategies of ESL emerge from prescriptive advice that may second language. While addressing her atten- college students that had evolved into a prove invaluable to ESL teachers, but whichtion to product-centered listening materials, doctoral dissertation. As part of this experiencedid not grow out of a tradition of direct Brown (1978) suggests that we should abandon I spent over six years exploring what kinds ofresearch into L2 listening. Generally, writers on the notion of correct answers during most listening activities were most effective with thelistening introduce activities that L2 teachersactivities and accept any responses that are ESL students I met in class. In the study, Ihave tried out in the classroom and which seem reasonable interpretations of the content collected ESL college students' oral and written to work well. The prevailing method for presented to ESL listeners. Other writers echo responses to listening selections. The selectionsinstruction seems to emphasize the products of essentially the same theme when they point out listened to were commercially available audio listening(e.g., students' ability to answer that listening activities are meant to encourage recordings that simulated academic lectures. Itcorrectly on multiple-choice tests) and leaves L2 learners to tolerate the unknown, accept a was necessary to develop a 'stop-and-go'little room for an analysis of listening as a certain degree of ambiguity, and stay in touch procedure for the participants to interact with language process. As one investigator haswith a general sensitivity for the speaker's the listening selections. While playing asuccinctly expressed this dilemma, ESL intended meaning (Matthews, 1982; Taylor, recording I simply had them signal with a hand teachers have become proficient at testing1981). These more non-traditional views of gesture when they were ready to respondlistening comprehension but they are less what listening entails are important to consider through speech or writing to what they had successful at developing it (Matthews, 1982). as we begin to interweave process-centered heard. The students had control over how and product-centered styles of listening instruc- much material they would listen to before Recommendations tion in the L2 classroom. We should also devise signaling to interrupt the tape. In this way I was Most activities traditionally related to the use activities that permit students to integrate what able to collect and then analyze data on aof commercially available audio tapes miss happens in the classroom with their listening language process that normally cannot besome opportunities to enhance the presentation experiences in the outside world. observed. The results of the study presentof listening selections to ESL students. I A danger presented by the use of electronic convincing evidence that listeners generate encourage teachers to take advantage of the recordings is that some teachers may fall into internal texts which commonly differ fromfact that as they play a recording they canthe trap of overemphasizing their role in what they hear in unexpected ways (Murphy, interrupt it at any point and make live language classes. High quality recordings on 1985). This leads me to describe listening as an contributions to what is being presented.accessible topics are important; they are interpretive language process that embracesLikewise, students can perform a similar role potentially useful tools. Even more important is the interactive negotiation of meaning between with teacher assistance. I am more intrigued bythe realization that learning a second language speakers and listeners. classroom activities in which the use of a is closely connected with learning to deal with A danger of conducting a new study intorecorded listening selection is secondary in people. An instructor's speaking directly to listening is that one might overlook some of theimportance to the roles played by teachers and students will never effectively be replaced by many contributions that have been made bystudents, rather than the other way around. For the use of electronic recordings. Language previous researchers. There are numerousexample, teachers or students can stop ateachers need to generate their own repertoire methodologists who have published articles recording at different places and discuss or of topics that can be used as the focal points for and texts offering advice on how to incorporatewrite about what was covered so far, what they classroom presentations. For some this might listening activities in the classroom. These think will be coming next, what kinds of mean taking courses in public speaking, or in readings are recommended for teachers who information might be missing, what the other ways developing a series of topics to be are looking for suggestions con' eming: Whatmaterial reminds them of, or the full range of presented live in the classroom. Taylor (1981) does listening entail? (Devine, 1982; Pearson & their reactions to what they hear. These advised that when developing such topics Fielding, 1982; Lundsteen, 1979; Tarone, 1974) activities would address at least some of what instructors might consider maintaining con- What are some specific skills in listening and we know concerning the interactive nature of nected themes from one class session to the how can they be classified? (Rost & Lance, the listening process. next. If students are given extended listening 1982; Matthews, 1982; Goss, 1982; Nord, 1981) Teachers and students might frequently act practice on a single topic before being What is the best order to sequence these skills upon opportunities to paraphrase, ask orswitched to another, it may be easier for them for classroom instruction? (Richards, 1983; answer questions, introduce expansions, addto comprehend because they will have access Taylor, 1981) How can teachers select andcontextual clarifications, and in other ways to a familiar schema related to what they hear. construct appropriate materials? (Davies, 1980; contribute to the content of what everyone is Snow & Perkins, 1979; Stanley, 1979; Rivers,hearing. As students listen to each other in Being Listener-Considerate 1978; Godfrey, 1977) How can notetaking addition to a tape recording, they will probably What are some other steps instructors can exercises be introduced? (Otto, 1979) And, inappreciate the extra exposure to additionaltake in order to produce listener-considerate general, how should second language (L2) clues which will help them while trying tosamples of spoken English? Consider for a listening be taught? (Lebauer, 1984; Crow, comprehend. Such procedures avoid themoment the image of spoken language as 1983; Winitz, 1981; Davies, 1980; Hughes, 1974) drawback of all recordings; they do notrunning water. If we are listening to a free As well as journal articles and methods texts, represent live demonstrations of language inflowing stream of speech, integrating what we there are many listening comprehension pro- the process of creation. By interjecting some ofhear may become increasingly difficult grams and textbooks that are intended for use their own responses, language teachers canbecause we have no time to catch up with some with intermediate and advanced ESL learners incorporate the use of audio recordings into of the information that rapidly flows by. To (Mason, 1983; Dunkel & Pialorsi, 1982; Kisslin- their individual styles of speaking with ESLcircvmvent this problem, language teachers ger & Rost, 1980; Sims & Peterson, 1981; learners. These interactions between teachers,need to think of their speech as water flowing Plaister, 1976; Morley, 1972). It is vital for us to students, and tape recordings will make for from a kitchen faucet. The faucet intentionally preserve the best features of these resources for more realistic presentations of language in the can be turned off and on in either rapid or teaching, such as: the availability of highESL classroom. Teachers' responses through-slower succession. We can do this by inserting quality recordings, the concern for achieving out the presentation of listening selections will pauses into our stream of speech. As in my high levels of accuracy in listening, the better prepare students for their peer-to-peer method for data collection, we can also adopt distinctions between scripted, semi-scriptedinteractions by showing them models forprocedures for giving students control over and spontaneous speech, and the wide range of imitation. turning the faucet off and on. In this way the subject matters that are specifically geared In addition to these process-oriented styles of amount of information we present remains the toward the teaching of ESL listening. Tradi-listening instruction, we can periodically same but the insertion of intermittent pauses tional materials and methods of instructionincorporate a more traditional emphasis on gives listeners extra time to make sense out of ought to remain as part of the alternatives forlistening to be followed by testing measureswhat they hear. Teachers need experience in teaching from which ESL teachers select. that are product-centered. By interweavingdeveloping a sense for how to insert these At the same time, curriculum designersboth, kinds of activities in the classroom, we should bear in mind that most of the concepts will help ensure students' well-rounded expe- Continued on next page TN 12/85 23 (.4 209 Coss, Blain 1982.Listening to language An information Pearson. P David, Ix Fielding, Linda, 1982 Research update Examining ESL Listening processing perspective. Paper presented at the annual Listening comprehension.LanguageArts, 59 (6), 617.620. conference of the Southern Speech Communication Plaister. T. 1976.Developing Listening Comprehension Jor Continued from page 23 Association Convention. Hot Springs. Arizona, (ERIC ESL Document Reproduction Service No. ED 215 379). Students Englewood Cliffs, N. J.. PrenticeHall. Hughes, Glyn 1974 Aspects of listening comprehension The Richards, jack C 1983 Listening comprehension Approach, pauses into their manner of speaking to ESL design. procedure. AudiostuafLanguage Journal.12 (2). TES01. Quarterly. 17(2).219.240. students. In addition, ESL students periodically Rivers, %Vilto M 1978.A Practical Guide to the Teaching of Kisslinger, Ellen, & Rost, Michael1980.Listening Focus English as a Second need to take longer breaks in order to exter- Tucson. Arizona: Lingual House. orForeign Language.New York Oxford University Press. nally respond through speech and writing to Lebauer, Rone II. 1984 Using lecture transcripts in the EAP Rost, M & Lance, J lecture comprehension coursesTESOL Quarterly. 18(IL 41- 1982. Strategies of listening for second listening selections and to interact with their 54. language learners. Paper presented at the 1982 TESOL Convention, Honolulu. Hawaii peers. Lundsteen. Sara W. 1979. Listening.Its ImpactonReading and the Other LanguageArts. Urbana, Illinois NOTE. (ERIC Sims, Jean, & Peterson. Patricia 1981Better Listening Skills Some Speculations about the Future Document Reproduction ServiceNo.ED 169 537). Englewood Cliffs. N. J.: Prentice-Hall. As we approach the final decade of this Mason. Abelle. 1983.Understanding Academic Lecturee. Snow, Becky C , & Perkins, Kyle1979 The teaching of Englewood Cliffs. N.J.: Prenticellall. listening comprehension and communication activities century there is an issue related to recent TESOI. Quarterly, 13(1) 51.63. Matthews, Debra. 1982. Teaching selective listening strategies advances in technology that we need to address for comprehension and acquisition. Paper presented at the Stanley, J 1979 Teaching listening comprehension. An interim as well. What are the most efficient means at 1982 TESOL Convention Honolulu, Hawaii (ERIC report on a project so use uncontrolled data as source Document Reproduction Service No. ED 222090). material for training foreign students in listening comprehen our disposal for presenting samples of spoken sion.TESOL Quarterly.12 (3), 285-296. Morley, Joan. 1972.Improving Aural Comprehension,Ann language for L2 listening instruction? Language Arbor: University of Michigan Press. Tarone, Elaine. 1974 Speech perception in second language teachers will always have to present live Murphy. John Merton. 1985. An Investigation into the listening acquisition A suggested modelLanguage Learning,24 (2), strategies of ESL college students. Ed.D. Dissertation: 223.233. lectures in the classroom but there are a Teachers College, Columbia University. (Available from Ta6lor. Harvey M 1981. Learning to listen in EnglishTESOL number of relatively new electronic devices we University Microfilms, Inc., of Ann Arbor, Michigan). uarterly, 15 (0,41-50. need to consider as well. Nord, James. 1981 Three steps leading to listening fluency. In Wenden, Anita. 1983. Learning training for second language H Winitz (Ed.),TheComprehension Approach to Foreign learners. A selected review of content and method. Ed.D. Tape records and tape players have been Language Instruction. Rowley. Mass.. Newbury house dissertation. Teachers College, Columbia university: Publishers. popular tools at our disposal and we have been Winitz, Harris. 1981.The Comprehension Approach to Foreign Otto, Stanley A 1979 Listening for notetaking in ESTTESOL Language Instruction.Rowley,Mass.Newbury House using them for classroom instruction over the Quarterly, 13 past few decades. Now we are seeing a virtual (3), 319-330. Publishers. revolution in the use of home video cassette recorders (VCRs) and this presents some intriguing possibilities for language teachers. As these machines become cheaper and more widely available for classroom use we can take SOILS Ratted Practical Skills advantage of the potential they present for more effective listening instruction. A. growing number of publishers have begun to produce VCR materials that are specifically designed for Easier Coping for ESL listening instruction. More importantly, students and teachers can be guided in the use of these machines to record anything Essential Life from television that is of interest to them, just as they already do from the radio. When being played, these recordings can be stopped while Skills Series students are given a chance to respond to what Carolyn Morton Starkey and Noggin Wright Penn they see and hear before returning to the "Back to basics" comes through dearly in this unique fis listening material. As the stop-action camera is book series. Here is a concentration on importantskills familiarly used during televised sporting that every student must acquire to compete effectively with the many jarring complexities of today's fastpaced events, video recordings can also be repeatedly world. replayed, slowed down, or scanned forward. I Featuring ... suspect that VCRs have the potential to Materials to prepare for competency tests, revolutionize methods of listening instruction, reviews, remedial instruction, and reinforcement but only if we prepare ourselves by learning in specific areas of weakness. more about the listening process. As we have Fifth grade reading level (Fry Scale) come to recognize with respect to language Real life visuals ... copies of the actual forms laboratories, potentially useful electronic wed in the real world are used as illustrations devices have their limitations and easily can be and for i.ractice misused. By following process-centered Lists of vocabulary words, check-up reviews, and an abundance of exercises to assure methods for instruction and continued comprehension research, we can learn to use VCR and audio Answer keys on perforated pages at the end of recordings wisely so that students may begin to each book interact with what they see and hear. While conceptualizing listening as an interpretive Each book $4net95 language process, it should become easier to No. 5316-2What You Need to Know About Getting a design L2 classroom activities in which listen- job lk Filling Out Forms ing, speaking, reading, and writing all inter- No. 5318-9What You Need to Know About Buic relate. Writing Skills, Letters lk Consumer Complaints About the author:JohnMerton Murphy is an assistant professor MINIS SERIES No. 5315-4What You Need to Know About Reading of ESL at Brooklyn College, The City University of New York. RISINTIAL Ads, Legal Documents k Reference He received an Ed D. from Teachers College, Columbia MaterlAs University in 1985. His current research interests include the writing and listening processes of ESL college students. No. 5314-6What You Need to Know About Reading Newspapers, Labels k Directions References No. 5317-0What You Need to Know About Reading Brown, Gillian. 1978. Understanding spoken language.TESOL Signs, DireUctories, Schedules, Maps, Quarterly,12 (3), 271.283. Charts & tility Bills Crow, John T. 1983. Psycholing,uistics and listening compre hension. Paper presented at the 1983 TESOL Convention. Toronto, Canada. -Sampler Special Set of one copy each of all five books in series Davies, Helen. 1980. Focus on listening.Alberta Modern se; Language Journal, 18(3). (ERIC Document Reproduction "7""; =WI Service No. ED 191302). No. 5319.X 819" (save $4e0) Devine, Thomas C. 1982.Listening Skills Schooludd e (Activities and Programs).Urbana, Illinois: NCTE. Dunkel. Patricia, & Pialorsi, Frank. 1982.Advanced Listening Comprehension (Developing Aural and NoteTaking NATIONAL TEXTBOOK COMPANY Rowley, Mass.: Newbury House. Call toll free to order 800-323-4900 4255 West Touhy Avenue Godfrey, Dennis. 1977. Listening instruction and practice for (In Illinois 312-679-5500) F4Ta"Lincolnwood, Illinois 60646-1975 advanced second language students. LanguageLearning, 27, (1).

24 210 TN 12/85 Continuing a Listening Comprehension Approach language classroom activitythe dictation. Although oftentimes a dictation is used as an Beyond the Beginning Level end in itself, we instead use it as an integral introduction to the dialog. In addition, we by John & Mary Ann Boyd choose to introduce only half of the dialog Illinois State University Lab Schools initially so that the students can later be drawn into the process of completing it. Finally, since Much recent linguistic research has been centered on the implications of a comprehension or we acknowledge the multi-level nature of our listening based approach to language acquisition. Having noted the natural order of listening classes (and all classes no matter how initially before speaking in young children learning their native language, this research has called forstructured soon become multi-level) we pre- placing a primary focus on the development of listening skills in the initial acquisition of a second pare material at three levels of difficulty to language. With this greater emphasis on listening and the concomitant reduction in stress whichaccommodate the different proficiency levels. occurs when production is not forced, a classroom environment can be created in which speech The activity begins when the students, naturally emerges. These research insights have led many ESL practitioners to incorporate a depending on their proficiency, receive one of listening approach with their beginning level students. three sheetsA, B, or Cfor the dictation that For the last several years we too have beenYes/No questions based on common knowl-will follow. Each sheet contains, in scrambled moving toward increasing the listening com- edge. Their ability to respond (non-verballyorder, the sentences that make up one half of a prehension component within our low level through checking Yes or No on their papers) is dialog. Sheet A, for the less proficient, has a ESL classes. Our interest in a listening compre- quite naturally related to the amount that theysmall number of blanks in each sentence which hension approach began shortly after we have comprehended. If they do not understand the students must fill in. Since Sheet B will go to started working with Indochinese refugees the content of the question, they are then the students with greater language proficiency, over ten years ago. The stressful, produCtion provided with an opportunity to ask clarifica- more words are left out for the students to oriented activities we were using at the timetion questions. These clarification questions write in. The students who receive Sheet C will seemed counterproductive for these students. begin with the most elementary query discover that they need to fill in almost all of So we worked to develop materials and "Would you repeat that?" From there theyeach dictated sentence. After the sheets have techniques more appropriate for the needs move to more precise attempts to gain compre-been given out, the teacher dictates each linguistic and otherwiseof our students. In hension through questions such as "What does sentence and the students fill in the blanks on the process we discovered the close relation- the word X ?" or "Could you please spell their particular sheet. ship between oral production and stress and in the word X ?" or "Does X At the conclusion of the dictation, the consequence centered our materials' develop- mean students turn over their sheets and listen as the ment on receptive language activities for these Once the students comprehend the questionsteacher reads the other half of the dialog. After absolute beginning students. of cycle one and show that comprehension bythis initial hearing, the students turn their sheets We were so pleased with the resultsin bothsuccessfully responding to the Yes/No ques- back over. As the teacher re-reads each line, the student proficiency and attitudethat we tions, they are asked questions covering thestudents supply the missing lines which they began to speculate on what benefits a similarsame content now placed in an either/or choose from their sheet of dictated statements. approach might have for our othernon-framework. They are now at cycle two Because they have seen and heard each beginningstudents. limited production of material already heardstatement several times during the dictation The content of the materials we had been aurally. phase, the difficulties in speaking are mini- using however was not appropriate for more After this stage has been successfully com- mized. proficient students. Moreover, as we read morepleted, the students are asked to produce The activities described are but two of the about the comprehension approach we realized language. This occurs in cycle three when the many listening based ones appropriate for non- that its focus was primarily on the introductory students must initiate a response to open-ended beginning students. These activities, like those stages of language studythe implications of Wh-questions. These responses however are for students at beginning levels of proficiency, using this approach with non-beginners werestill largely one word and still rely on material follow the natural order of language acquisition not often discussed. In fact, one practitioner ofalready heard several times in cycles one andand reduce the stress that accompanies prema- the comprehension approach flatly stated thattwo. By following such a progression, theture oral production. With activities of this there came a point where listening activities students can move language from the outer to nature, classes at all levels of proficiency can had to move off center stage for more conven- the inner circle naturally. become listening comprehension based. S tional production exercises. Another activity we have developed involves Aboutthe authors: John to Mary Ann Boyd teach ESL in the Illinois State University Lab Schools They have coauthored We had become convinced however that a the use of a dialog. To make the exercise four ESL texts; the most recent is Listening Cycles. listening approach was a valid one to take with listening based however, we first have had to Reference students at all levels of proficiencyif the make several adjustments in the traditional way Nord. James. 1981 "Three steps leading to listening fluency " In Harris Winitz (Ed ).The Comprehension Approach to listening activities could be expanded and a dialog is taught. In this technique we combine Foreign LanguageInstruction. Rowley, Mass.: Newbury changed tofit the changing needs of thedialog work with another standard second House Publishers. students. We therefore began devising specific r."5:Sonn;t7,7,7:k";.1.1- r^ activities that would allow for greater use of Are You Listening? is a 132-page book receptive language in classes beyond basic published recently by the English Language beginning. Programs Division, Bureau of Education and A rationale for the necessity of introducing Cultural Affairs of the U.S. Information material aurally before requiring production Agency (USIA), Washington, D.C. It carries for students at all levels of language study can the subtitleRecorded Selections fromthe be found in the writings of researcher/ English Teaching Forum forListening Practice practitioner Dr. James Nord. In his 1981 article and comes with an accompanying cassette. he likened the schema of a mature speaker of a The book and tape combination offers a native language to two concentric circles. The variety of listening experiences as is evident larger outer circle represented receptive from the titles of the selections: "American language while the smaller inner one repres- Light Verse" by Anne C. Newton, "If You Feel ented an individual's active, productive lan- Like Singing" by Alice H. Osman and jean guage. In second language classrooms, he McConochie, "Ten Shaggy Dog Stories," "A cautioned, teachers have too often tended to Graded Listening-Comprehension Program" teach directly to the inner circle, expecting by Celeste Zappolo, "Listen to Aesop" by production of all that the students are exposed Donald E. Bott and "Excerpts from Radio to aurally. A more natural and efficient method Programs." is to teach instead to the receptive circle. The As is generally true of many publications of payoff occurs each time the outer circle the U.S.I.A., Are You Listening? is not available enlarges, for as it does the inner productive for distribution within the U.S. or its territories. circle tends to automatically expand. However, outside of the U.S., inquiries and We have developed a three cycle listening- requests for the book and cassette may be to-speaking activity built on these principles. In made at United States Information Service cycle one, the students are asked a series of offices. TN 12/85 21:1 25 or No one answers. For each meaning, students and teacher devise possible responses. For no answer, two different responses are Please keep ringing and Thanks anyway. I'll try later. Edited by Cathy Day Next, students and teacher decide on al.pro- Eastern Michigan University priate strategies for making a call. One is to answer several of the operator's probable This suggestion comes from Christine S. Alvarado and describesa part of a whole sequence of questions in the opening statement, I'd like to activities designed for a listening seminar for students with low level listening-speaking skills who make a person-to-person, collect call to the plan to study in the U.S. You may want to experiment with some of these ideas. C.D. Republic of Panama. Strategies for negotiation should be limited to quick confirmation or Making the Most of Limited Listening Skills modification of delivery. Explanation (What is a person-to-person call? What does it cost?) is by Christine S. Alvarado not appropriate here. University of Panama in Chiriqui Application Phase (three hours) An orientation seminar to benefit students planning to study in the U.S. is being preparedat the Applying Norms and Strategies University of Panama. These students will spend many of their firstencounters listening to announcements, instructions, directions, and questions. Therefore, listening comprehension is With the norms established and the strategies emphasized as an integrated, not isolated, aspect of general communicative ability. described, students begin the practice in phase two. Traditionally, listening comprehension is not The study and selection of strategies is also Students begin the first activity with role- taught. Instead, students are helped to make part of phase one because the choice depends play in groups of four. Two members act the maximum use of the limited proficiency they as much on culture-specific norms as on thepart of operator while the remaining two play already have. type of situation involved. Three of the the caller. The operator and caller pairs sit back The assumption is the listening is most strategies taught are to ask for modification of to back to avoid nonverbal clues as in the actual effective when listeners recognize the behav- delivery (Please repeat that more slowly.); situation. ioral norms that hold for particular situations clarification of a term or expression (What For each call, the caller pair receives a slip of and use the strategies that facilitate understand- does X mean?); paper with instructions for the call (type, place, ing within them. Furthermore, listeners can person) and the operator pair receives a paper learn these skills in one context and apply them confirmation of an expected meaning (You mean X ?). Of the three, confirmation is the with the complications (busy signal, no answer, n others with more efficient listening as the wrong number). Groups work through the result. The basic assumption is consistent with most useful because listeners can phrase the situation in pairs so that they can consult with meaning in their own words, forcing the native both the cognitive and interactive perspectives each other for the best responses. After the first already applied to ESL/EFL (Widdowson speaker to check for a match. Students can seek confirmation by using synonyms, paraphrases, call, students switch roles and make a second 1984:1979, Kasper 1984, Carrell and Eisterhold call with new instructions from the teacher. 1983, Johnson 1982, and many others). and explicit rhetorical devices. An example of For the second activity, a student volunteer During the seminar, students learn and apply the last type iswhen a student hearsas caller and the teacher as operator work norms and strategies for four types of situa-Don't X until youY and responds, You mean first I through another call, again back to back, but tions. (Students use English or Spanish, the Y and then I X ? Strategieswith no instructions. The activity is repeated native language; the teacher, English only). not taught and thereby discouraged are vague statements such as I don't understand and with three volunteers, with the teacher varying 1. Interpersonal, face-to-face: ordering a What? the written instructions for each. All three calls meal, cashing a check, shopping. are taped. 2. Interpersonal, non-face-to-face: placing a Consider, for example, the situation of making a long distance call. The final activity is discussion and evaluation long distance call, talking on the telephone. of students' performance for the calls. Students 3. Public, face-to-face: listening in a large Preparatory Phase (two hours) listen as the teacher plays segments of the tape clas ;room, auditorium, or assembly. Establishing Norms and Choosing Strategies and asks first the volunteer, then the other 4. Public, non-face-to-face: listening to the The teacher begins by asking students to students to comment on the responses given radio and to announcements in airports and bus describe the situation indetail. Then the and offer possible alternatives. The discussion stations. teacher adds any culture-specific norms thecompletes work on this situation, and the class For each situation, the students work through students omitted. moves on to the next. two phases, preparation and application. In the For this situation, students should know that Questions about the seminar have come from preparatory phase, they identify the norms, thein the United States (a) operators are required two opposing perspectives. The first is whether parameters for normal verbal and nonverbal norms and strategies need to be taught at all behavior for the situation in the other culture. to work rapidly and can not give long explanations, (b) person-to-person and collect calls are since people in natural situations acquire them Since for every situation there is a range of automatically. The second is whether this unmarked behavior, knowing the range will options the operator will ask about, and (c) opening greetings are not expected. approach can substitute for traditional struc- allow listeners to anticipate what they will hear turally or functionally based instruction. and also how they will respond. Effective Once the situation is described and the norms established, the teacher asks the students how The position here is that acquiring a language listeners will have several meanings ready and involves linking the linguistic with the non- attempt to assign one to the language they hear. these affect the communication. Students must realize that because this situation allows for no linguistic, and that formal instruction in all Students learn to do this in phase one. nonverbal clues and littlenegotiation, they these areas can accelerate the process. If so, this But what happens when what the listener approach is a valuable complement to tradi- hears does not match any of the meanings must anticipate the operator's questions and prepare their responses before they place thetional teaching. At the very least, by helping expected? Or, what if the listener is not sure of student make the most of the limited skills his/her expectation? In this event, the efficient call. Students begin by listing the meanings (based on the functions) that the operator will they already have, this approach promotes listener will use various strategies to negotiate confidence in those difficult first encounters. the message until it conforms to one of the probably express, such as: 3 expected meanings or can be considered Asking for information (numbers, place, type Aboutthe author: Christine S. de Alvarado has lived and taught marked and unexpected. These strategies can of call, caller); in Latin America since 1970. She is an instructor at toe be verbal or nonverbal, directed to the speaker University of Panama and has published articles in English Giving directions (hang up, wait, deposit Teaching Forum and the TESOL Newsletter. ar to others. money, begin speaking); References Giving information (no answer, busy signal, Carrell, Patricia L., and Joan C. Eisterhold. 1983. Schema wrong number, lines occupied, person not in); theory and ESL Reading Pedagogy TESOL Quarterly 17(4). 553-573. Asking for information (cancel call, try again, Johnson, Patricia 1982. Effects on reading comprehension of building background knowledge. TESOI, Quarterly keep ringing). 18(4)503-518. Kasper, Cabriele. 1984. Pragmatic comprehension in learner. Then the students, with the teacher's help, native speaker discourse. language Learning 34(4):1.20. give at least two ways the operator can express Widdowson, 11.0 1979 Explorations in applied linguistics. Oxford: Oxford University Press. each meaning in English. For example, no Widdowson, 11.C. 1984. Explorations in apnlied linguistics. 2. answer can be expressed by There is no answer Oxford: Oxford University Press. 26 212 TN 12/85 languages large percentages of Chinese, Materials Used for the Teaching of Listening Japanese, Korean or Malay speakers were Compreherision: A Survey reported. Predictably, a Florida university reported 95% Spanish speakers while a major by Nancy M. Works California university reported 30% Asian University of IWnois language speakers. Seventeen of the 28 schools responding reported the number per year of This paper is a condensed version of a colloquium presentation atTESOL'85. My thanks to the students enrolled. The smallest program has many conscientious respondents and to P. Fawn Whittaker, who contacted the colleges and uni- 100 students, and the largest has 1200. versities in Hawaii. N.M.W. Respondents were asked to define four levels In 1972 the University of Michigan Press 1970s the status of listening comprehension asof English language proficiency using TOEFL published the first ESL textbook and audioan ESL/EFL subject had improved greatly, scores. Results were inconclusive. First of all tapes devoted exclusively to the teaching of and since that time there has been an enormous many schools wrote that they do not use listening comprehension. That text, of course,increase in 'he number of commercial texts, TOEFL for placement purposes. They use in was Joan Morley'sImproving Aural Compre- audio and video tapes. Today here must behouse tests,e.g. the Michigan Test. Some hension.Morley's book and tapes filled a needwell over 125 American titles alone. Where respondents use TOEFL only at the end of the and was soon accepted by the profession as the once teachers were desperately seeking mate- term Many programs, if not most, do not have standard classroom text. Then in 1976 Ted rial, today we are faced with a bewilderingfour levels of proficiency as shown on the Plaister's Developing Listening Comprehens-array of resources for teaching. survey. The number of proficiency levels sion for ESLStudents appeared. Though Administrators and teachers now are having reported ranges from 2 levels (high and low) to radically different in approach and methodol- to choose from among the many possibilities.23 separate levels in the program of 1200 ogy, these two textbooks addressed the sameIn order to determine which materials arestudents. The different numbers of proficiency audience and virtually dominated the Ameri: currently in use, for TESOL '85 I prepared and levels reflects the number of students in a can teaching of listening comprehension until sent out a survey to fifty different universities program and the fact that proficiency is a very recently. These two texts also helped and intensive English programs. (See Appendixcontinuum like the color spectrum which can define listening comprehension as a separateA for results). The numl.. r 50 was chosenbe arbitrarily divided at different points. teaching subject worthy of perhaps three hours arbitrarily; thus the subjects were not randomly The TOEFL score ranges reported here a week of classroom timeat least in intensiveselected nor is the survey a representative encom2ass a very wide range at each level. The English programs. sample of the hundreds of possible subjects. lowest score reported for a level and the After these two texts were published, Of the 28 institutions responding, 21 are inhighest score reported for the same level were teachers saw the need for separate listeningthe United States on the mainland, 6 are inreported by different programs. Thus no one classes, more material, and more varied Hawaii, and 1 is in Canada. These institutions program has such a wide range of scores at one materials. Listening comprehension was nohave students whose average age ranges fromproficiency level. Also noteworthy is that the longer considered a passive skill to be acquired 17.3 years to 40 years. The lowest age reportedlevels overlap greatly. One final point about by osmosis. At that point teachers began to beg, was 16 and the highest age was 70. The proficiency scores: for the advanced level some borrow, steal, and create individual lessons,language backgrounds are very diverse. Theprograms included university students while then whole courses in listening for comprehen- four largest groups (about 30% each) reported others reported only pre-,iniversity students. sion's sake. Still the commercial copboardwere: speakers of Spanish, Arabic, Asian Faced with fitting their actual levels into the appeared bare for quite some time. By the late languages, and African languages. For Asian Continued on page 29

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_4 TN 12/85 Materials Used Appendix A, continuer/ Appendix B, continued Used for Low Intermediate TOEFL Range 300-500. Thos. Nelson & Sons, Ltd. Continued from page 27 N = 10 R & A Book Distributors Listening In and Speaking Out, intermediate, P.O. Box 1266 survey categories, everyone made an effort to C. James, et al. (Longman) 2, 3 Canoga Park, Calfifornia 91304 place their text and tape choices by the levels Listening in the Real World, M. Rost and R. Stratton. shown. However, respondents indicated that (Lingual !louse) 2, 3 Newbury House Publishers, Inc. they were not bound by the survey proficiency Improving Aura! Comprehension, J. Morley. (U. 54 Warehouse Lane divisions. For example, William Biddle of Michigan Press) 1, 2, 3 Rowley, Massachusetts 01960 Harvard wrote, "My groupings for the texts are Now Hear Thisl B. Foley. (Newbury House) 2, 3 Oxford University Press Kernel Lessons, Intermediate, R. O'Neill et approximate, and some of our instructors use al. English Lang. Teaching Dept. (Longman) 1, 2, 3 texts surprisingly eccentric as far as level is 200 Madison Avenue concerned with remarkable results." Others Listening Focus, M. Host. (Lingual !louse) 2, 3 Missing Person, A Radio Play, K. Anderson et al. New York, New York 10016 also indicated that a good teacher can adapt the most unlikely materials, often materials (Longman) 2, 3 Prentice-flail, Inc. Listening Transitions, M. Rost and II. Stratton. Englewood Cliffs, New Jersey 07632 intended for native speakers, e.g., Yates' (Lingual House) 2, 3 Listening and Note-taking of general audience Whaddaya Say? N. Weinstein. (ELS Publications) 2, The University of Michigan Press materials, e.g. The Prairie Home Companion 3 839 Greene Street radio show. P.O. Box 1104 As to the materials listed on the results sheet Used for High Intermediate TOEFL Range 4;`.- Ann Arbor, Michigan 48106 (Appendix A) the 18 programs responding 575. N = 16 reported a total of 76 different titles. The ones Advanced Listening Comprehension, Dunkel and listed are the most frequently used at roughly Pialorsi. (Newbury !louse) 2, 3 the level shown. Some materials were reported Listening In and Speaking Out, Advanced, S. Bode Appendix C as used at two levels, some at throe levels, and et al. (Longman) 2, 3 A Survey of ESL Listening Comprehension in one case at all four levels. (Improving Aural Better Listening Skills, Sims and Peterson. (Prentice- Commercial Resources Comprehension). For any title to appear on the I hall) 1, 2,3, 4 Institutions Included results sheet means that at least three programs Listening Contours, M. Rost. (Lingual House) 2, 3 use that item. The first title in each category improving Aural Comprehension, J. Morley. (U. American Language and Culture Program, Michigan Press) 1, 2, 3 was the most frequently reported for that level Arizona State University ESL Audio Magazine, T. Buckingham. (T Buck- American Language Institute, University of and the last title was reported by at least three ingham Associates) 2, 3 programs. The most frequently cited title at a Southern California single level, Mason's Understanding Academic A merican Language Program, Columbia Lectures, was reported by eleven different Used for Advanced TOEFL Range 475-840. N = 8 University programs. (See Appendix B for a list of all UnderstandingAcademic Lectures, A. Mason. (Pren- Brigham Young University, Hawaii tice-Hall) 2,3 Centre for English Language Programs of publishers of material cited in the survey.) Advanced Listening Comprehension, I'. Minkel and Although this nationwide survey is in no way Pialorsi. (Newbury !louse) 2, 3 English as a Second Language, comprehensive, it is a first attempt to gather Brock University (Canada) useful information for administrators and Center ft,: English as a Second Language, teachers in charge of the selection of materials Other items cited by at least three programs for University of Arizona, Tucson music/rhythm at elementary/intermediate for the teaching of ESL listening comprehen- levels. Division of English as a Foreign Language, sion in intensive English programs, colleges and Jazz Chants, C. Graham. (Oxford U. Press) 2, 3 Georgetown University universities in the United States. The survey Mister Monday, K. Wilson. (Longman) 3 English Department, University of Wyoming will be followed by a selected annotated Even If You Can't Carry a Tune, P. Slerdinger and English Language Center, Michigan State bibliography, and the author welcomes reader J. Rosenfeld. (Newbury (louse) iniversity suggestions for that bibliography. My address English Language Institute, Florida Interna- appears at the end of Appendix C. Items Cited for TOEFL Practice tional University About the author. Nancy M. %1 orks Is a teaching associate in the Now to Prepare for the TOEFL, I'. Sharpe. English Language Institute, Oregon State Intensive English Institute. University of Illinois. She has also (Ilarrons) University taught at Iowa State. Begin. and Cornell Universities Exercises for the TOEFL, P. Sharpe. (Barrons) English Language Institute, University of Building Skills for the TOM.. King and Stanley. Florida Appendix A (Thomas Nelson) English Language Institute, University of How to Prepare for the TOEFL, Jenkins and Hawaii at Manoa 1esults of a Survey of ESL Listening Murphy. (I tat court Brace )ovanovich) English Language Institute, University of Comprehension Commercial Resources Pittsburgh (N = number of respondents) English as a Second Language, University of Appendix B California at Los Ankeles Harvard University Programs of English as a N = 28 (21 U.S.A. mainland, 6 I lawaii, 1 Canada) Publishers List Educational level of institutions: college or univer- Second Language sity, institutes. (This survey did not address Barron's Educational Series Hawaii Loa College primary teachers, teachers of refugee groups or 113 Crossways Park Drive Honolulu Community Caege ESP teachers.) Woodbury, New York 11797 Institute for Intensive English, Union County Total number of students per year: smallest College, New Jersey program = 100; nagest = 1200. N = 17 ELS Publications Age range of students: R = 17.3 40 years 5761 Buckingham Parkway Intensive English Institute, University of Language backgrounds by %: Spanish 30%; Asian Culver City, California 90230 Illinois, Urbana Intensive English Language Center, Wichita languages 30%; Arabic 30%; African languages ESL Audio Magazine 30% State University, Kansas Sharilyn Wood, Editor Intensive English Program, Colorado State 4615 University Oaks University Houston, Texas 77004 Materials Presently in Use Intensive English Program. Cornell University Harcourt, Brace Jovanovich Key:1 = teachers guide; 2 = text; Intensive English Program, University of Texas 757 Third Avenue 3 = audio; 4 = video at Austin New York, New York 10017 Kapiolani Community College (Hawaii) Used for Proficiency TOEFL Range 280-450. N = 5 Lingual House Publishing, Inc. Language Center of the Pacific, California Improving Aural Comprehension, J. Morley. (U. P.O. Box 3537 Leeward Community College, Hawaii Michigan Press) 1, 2, 3 Tucson, Arizona 85722 Southeast Missouri State University Listening Dictation, J. Morley. (U. Michigan Press) 2, 3 Longman, bac. Whaddaya Say? N. Weinstein. (ELS Publications) 2, 1560 Broadway Note: the author's address is: Nancy M. Works. Intensive English Institute. 3070 Foreign languages Building. University 3 New York, New York 10036 of Illinois at UrbanaChatnpaign. Urbana, Illinois 81601, USA.

TN 12/85 5 29 Listening and Notetaking: What Is the Effect superior students (those ranking in the highest quartile of the Ohio State Psychological Ex- of Pretraining in Notetaking? amination) benefited more than inferior students from formal instruction in notetaking by Patt.cia Dun Ice% procedures. Jones (1930) pointed out .hat ThePennsylvania State University superior students (those with high CPAs) The lecture method of instruction is the method of information transmittal most often incorporated suggestions for improvement over pre-notetaking instruction. encountered by native and non-native speakers of English in the university instructional setting where English is the language of instruction. Palmatier (1971) compared the effectiveness of four notetaking training procedures: (1) the Taking notes during lecture presentation is significant effect on achievement as measured traditional Formal Outline Procedure (FOP); the instinctive, even ritualistic, reaction of in postlecture criterion tests, but produced (2) a three-column method described by college students to a lecture presentation. written notes that were qualitatively (Robin, Walter Pauk (1963) of Cornell University Eisner and Rohde (1959) reported that a Fox, Martello, & Archable, 1977), structurally (PCU); and (3) a two-column method deve- number of subjects became ''very upset" when (Palmatier, 1971), or both qualitatively and loped atthe University of Michigan and not permitted to take notes during a lecture structurally (Rickards & Friedman, 1978) Syracuse University, known as the Bartush notetaking experiment. Palmatier and Bennet% superior to the notes produced by untrained Active Method (BAM); and (4) a Nospecial- (1974) surveyed 223 college students and notetakers. The effects of formal notetaking Method Control (NMC), allowing for students discovered that while only 17% of those instruction versus learner-generated notetaking to take notes as they wished. Seven class surveyed reported having received any formal strategies, as well as the role of opportunity to periods were taken up with rotetaking training instruction, in notetaking skill development, 99% physically record information, warrant further and practice. Results indicated that "training indicated that they regularly took lecture notes. study, in Peck and Hannafin's opinion. had not continued long enough for significant Of those note takers, 96% considered notetaking While there exists a dearth of basic research new skill levels to result" (Palmatier 1971: 239). to be essential to success in college. When on the notetaking activities of non-native Those students using the two - column proce- asked by Hartley and Davies (1978) whether speakers of English :,I an English-lecture dure appeared to gain skills more rapidly than they considered notetaking to be an important environment, several ESL curriculum designers any of the other groups, but students in the activity, 98% of the American and 86% of the have fashioned listening and notetaking courses FOP group showed a higher amount of English samples queried responded affirma-to help prepare international students who essential content noted down than did any of tively; however, only 56% of the Americans and intend to do degree work in an English- the three other groups. No significant differ- 25% of the English students indicated that they speaking university for the task of listening to ence was discerned in test scores among had ever received instruction on how to takelectures and taking notes on the information groups. notes. One-hundred-ten international students presented (Colt harp, 1969; Dunkel and Pialorsi, The effects of pretraining subjects to use a studying English at the University of Arizona's 1982; Mason, 1983; Plaister, 1976; Sims and notetaking system while listening to a lecture Center for English as a Second Language were Peterson, 1981; So, 1974; Young and Fitzgerald, were compared with those given no pretraining asked whether they judged development of 1982). Articles suggesting ways of helping in a study carried out by Carrier and Titus notetaking skills in English important to their students develop academic: listening and (1981). The notetaking system, designed at the success in future university studies. Ninety- notetaking skills have also appeared (Ewer, Study Skills Center at the University of eight percent of those surveyed acknowledged 1974; Mendelsohn and Klein, 1974; Lebauer, Minnesota, included (1) distinguishing between its importance. 1984; Otto, 1979; Richards, 1983; Snow and superordinate and subordinate information; (2) Notetaking is generally viewed by learner Perkins, 1979; Weissberg, 1974). abbreviating words; (3) paraphrasing the and lecturer alike as one class of mat hemagenic Given the amount of interest in designing lecturer's statements in one's own words; and activity (Rothkopf, 1970) that facilitates the notetaking curricula to prepare international (4) using an outline (omit. One. third of the process of learning and retaining lecture students for the task of understanding lectures students were informed that they would have a material. The facilitative effect of notetaking and recording lecture information, it might post-lecture multiple-choice test; another third, on lectu:e learning and recall is thought to prove worthwhile to determine the effect an essay test; and the final third were not told derive from one or both of the two postulated notetaking pretraining has on lecture informa- that they would be tested. Subjects who functions of notetaking; (1) the encodingtion recall and coding. While most of theanticipated a multiple-choice test and who function and (2) the external storage function. experimental research examining the quality were given retraining outperformed their Encoding supposedly aids learning and reten- and quantity of notes taken or used has nonpretrained counterparts on both types of tion by activating attentional mechanisms, and involved a one-shot analysis G. the subject, a exams. In addition, pretrained subjects took by engaging the learner's cognitive processes of few studies have attempted to analyze the more efficient notes (calculated as the ratio of coding, integrating, synthesizing, and nuns- effects of pretraining on notemaking and Continued on next page forming the aurally received information into a information recall for native speakers. Corey personally meaningful form. The importance (1935) was one of the first to attempt instruc- of the external storage function of notetaking is tion in notemaking prior to listening to a SAINT MICHAEL'S COLLEGE recognized by those who postulate that the lecture. Testing followed the training and Winooski, Vermont06404 notes serve as an external repository of in- lecture. Instruction consisted of directing formation enabling later revision and review to students' attention to making notes in outline MASTER'S IN TESL stimulate recall, Carrier and Titus (1979) have form; putting down main ideas and getting 36crocks dubbed the storage versus encoding hypo- down in their notes names, dates, and places theses concerning the utility of notetaking the mentioned by the lecturer. In addition, students ADVANCED TESL Certificate Program "product versus process" dichotomy. The in the experimental group read, outlined, and 16credits importance and intertwining of both the handed in a chapter in a textbook describing encoding and storage functions in lecture good notetaking procedures. Results of the INSTITUTE IN TESL summers oniy notetaking have also been acknowledged. experiment indicated that "formal" instruction 9groduote cretin Canske (1981) views notetaking to be a multi- in notemaking had little effect upon student level analytical activity, with product continu- notemaking behavior or on achievement on INTENSIVE ENGLISH TRAINING ally evolving from process. PROGRAM tests. Corey concluded that instructionin the Intensive Engrish courses for foreign students The Intuitive belief held by many educators amount offered" %vas more confusing than conducted on a year -round belie that notetaking facilitates learning has spawned beneficial. In fact, subjects given no formal numerous study skills programs aimed at instruction scored slightly higher on the recall St. fArrhoots oho Mrs 14sOres dogroso in developing notetaking ability even though the test. Corey suggests that giving students actual Gjusgrann. llystow. Arkmotrsom and Orocsi PftckskiV few studies that have provided explicit pre- Aho waggle MEd. With concontrogons In practice in notemaking may be of far more TESL. Sputa Murton. Aesrovanann, Cynical& training on notetaking are equivocal in theirvalue in developing notemaking skill than Raking and Comp to Unman findings. Peck and Hannafin (1983) suggest that merely instructing them about the essentials of it is possible that notetaking instruction may mist Dada/ notemaking via a crash and sketchy course in TESL Promos produce metacognitive, encoding format or what they should "take down" in their notes. In Bor II schema changes, though not actually result in Corey's opinion, formal instruction without SLSlevois Coble Wroosid. Vernon 01401 more efficient or accurate learning. They point constant practice and direction is, for all intents USA. out that in several studies instruction had no and purposes, useless. Corey also found that 30 216 TN 12/85 Listening and Notetaking Hearing Impairment and ESL Continued from page 30 by James Gregory correct information units to total number of The University of Illinois at Chicago recorded words) than essay expectation subjects. Participants given no information regard. Editor's note: While we in TESOL give increasing attention to assisting our students develop their ing test mode also took more efficient notes listening skills, we do soonthe assumption that they hear well. The author of the article below than those expecting an essay test. The Carrier reportsonresearch that reveals that such is not always the case. It is reprinted from the Secondary and Titus (1981) study indicates that testuode School Interest Section Newsletter, August, 1985. expectation may play a role in notetaking strategy, quality of notes, and lecture recall. For nearly twenty years now, I have been problematic in TESOL for two reasons. First, From the findings of Palmaticr (1971), Corey involved in two subfields of education, teavh- ESL students- Ind particularly those who hail (1935) and Jones (1930) it would also appear ing English as a second language and teaching from Third World nations, where medical that training in notctaking must entail more the hearing impaired. Because of this dual services can be extremely limited-may be at than a quick orientation or a crash course to background, a particular question has long especially high risk or such impairments due to teach studcnts to take down the facts in as few perked in the back of my mind: could it be that a history of undetected and untreated chronic words as Dossibk The instruction must be a number of ESL students are educationally car infections resulting, in permanent auditory systematic, long-term, and must allow for hamstrung by undetected hearing losses? damne. Second, such mild losses can be continuous practice. Aware of the weakness of In two secondary analyses of data (Gregory, diffirult to detect even in one's native language notctaking training programs, Robin etal., Shanahan, and Walberg, 1984 and 1985) on setting (remember how Grandpa kept insisting (1977) attempted to construct a systematic, over 58,000 high school students nationwide, that his hearing was fine-he didn't eatch what long.range program that would teach under- my colleagues and I found, for example, a you said because you perversely 1...isisted in achieving college students to recognize and higherthanaverage incidence of selfreported mumbling?). With ESL students, detection note down the most important information hearing problems among P' sanic students. problems may be compounded by the ten- from a series of lectures. At the end of training, Aside from these findings, however, I know of dency to write off miscommunication as simply experimental groups averaged 50% to 60% of the little research documenting the frequency ofa result of weak English. Even the studcnt may critical lecture points, whereas the control hearing loss among ESL high school students. fall into this trap, as he/she-given the group averaged only 37%. Robin and his Still, I fed concern that hearing loss may be enormous exposure to one's own native !an- colleagues emphasize that accurate notetaking hampering more such students than is generally stiage patterns-may not have experienced is only one component of effective study and recognized. Please note here that I am not perceptible difficulty in the native tongue. that students, in addition to being taught how talking about ''deaf" students (i.e., individuals Again, in some cases, ESL students who to take notes, must also be taught how to utilize with very pronounced losses), as such severe themselves suspect a problem may not under- the notes taken. Although notetaking training and profound impairments are usually quite stand that help is available, may not know how led to an increase in the number of critical noticeable. Rather, I am worried about the to pursue that help, or-due to differential points transcribed by the subjects in the Robin mild and moderate levels of disability. acculturation-may be embarrassed to admit et al. study, it did not necessarily lead to Such "h3rderline" losses can be especially to a "deformity." improved test scores for the better, albeit What 'a do if you suspect a hearing anomaly underachieving, college nc,tetakers. Not only in a student? Obviously, coi.tact tha school must students, therefore, be taught how to take health official. Normally this is the school notes, they must also be taught how to use the Listening and Notetaking nurse. He or she can usually set up a hearing notes taken, i.e., how to study from their notes. screening. If possible, try to arrange for Ewer. IR1974, Note taking training for non-English. "speech audiometry" in addition to pure-tone The knowledge base cone rning the effect of spealang.students of science tc technology. 11F1.0 Journal notetaking pretraining for native speakers is V(1):41.49. testing, and, :f possible, try to have this testing small; it is nonexistent for non-native speakers. Ganske, I. 1981 Notetaking. A significant and integral part of conducted in the student's native language. Research into the effect of particular pretrain- learning environments, F.CTJ (3):155.175. One caveat here: while the overwhelming Hartley. J . and 1 K Davies. 1978, Note-taking: A critical majority of school health personnel are highly ing approaches for ESL students on the quality review. Programmed Learning & Educational Technology of notes takcn and subsequent recall of lecture 15(3):277.224. qualified and dedicated individuals, be aware information is sorely needed. Jones. E. S. 1930. Studies from the office of personsu4 research. that hearing screening is a tricky busincss. The University of Buffalo Studies V111(1):3947. Research might survey international students screening is not always of the highest caliber, Lebau.. R. 1984. Using ',mute transcripts in EAP lecture the testing conditions are not always optimal, cone2rning: 1) the it perceptions of the value of comprehension courses. TESOL, Quarterly 18(11:41.54. notetaking during English lecture presenta- Mason, A. 1983. Understanding academic lectures. Englewood and the testers are not always sufficiently tions; and 2) the amount of pre-training Chili. N J.: Prentice11211, Inc. trained for this particular task. Consequently, if Mendelsohn, I).. and M. Klein.I974. Ex raiment in the you question the reliability of such screening, received or the lack thereof. Examining teaching of listening comprehension to advanced students. international students notes might reveal cross - English language Teaching Journal 28443449. arrange for a more complete battery at a major cultural differences in the organization and Otto, S. A. 1970. Listening for notetaking in EST. TliSOL facility (often Associated with large hospitals) content of notes and might uncover strategies Quarterly 13(3)219-328. for more in -depth testing. employed by the students in their attempts to Palmatier. 11A 1971Comparison of four notetaking At all costs, however, never take a potential procedures. Journal 0/ Reading 14'275.240:258. hearing loss lightly. Even a !ors considered encode lecture material. In addition, examining Palmatier. IL. A. and J. M. Bennett 1974. Notetaking habits of notes from the same students across multiple college students. Journal of Recdiug 18 215C18. "within the normal range" for a certain age classes with different test requirements and Peck. K. L. and M. Lllannaf in. I WI. The of fees of notetaking group may present serious problems for one for pretraining and the recording of notes on the retention of whom the English sound pattern is so new content bases might also allow researchers to aural instruction. Journal of Mutational Research 77(2):100 investigaM notetaking and encoding strategies 107. (imagine yourself trying to function, for in more depth. e. Mister, T. 1970. Developing listening comprehension f or ESI, example, in a nuisy environment in a relatively students: The Kingdom of Kochen. Englewood Ms. N.J.: new language). About the author? Patricia Dunkel teaches courses in applied Prentice-11211. Inc. linguistics and TESL methodology at 111se Pennsylvania State Riclurds J. 1929. Listening comprehension: appro-ch design. Finally, if a determination of hearing loss is University. She Is the author of Advanced Listening Compri, procedure. TES01.0Wirtedy 17(2)219-240. made, seek out professional help (audiologists, Manias and the forthcoming Intermediate Listening Compri Rickards. J. P.. and F. Friedman. 1978. The encoding versus speech/language therapists and pathologists, he'uion and teaming to Mien. the external storage hypothesis in note taking. Contemporary Educational Psychology. 3.136.143. speech and hearing clinicians). A great deal can References Robin, A.. R. M. Fox, J. Martell°. and C. Archable. 1977. be done today to amermrate the effects of Cartier. C. A., and A Titus. 1979. The effects of notetaking: A review of studies. Contemporary Educational Psychology Teaching note-taking skills to underachieving college hearing impairment. The costs in time and students. Journal of Educational Research 71(2) 81.85. 4 299-314. effort are minimal compared to the potential Rothkopf, E. Z. 1970, The concept a nuthemagenfc activities, Carrier. C. A.. and A. Titus. I%1. Effects of notetaking long-range savings in frustration and failure for pretraining and test mode expectations on learning from Review of EducationalResearch.40:323-338. lectures. American Educational Research Journal 18(4):385- Sims. J.. and P. W. Peterson. 1981. Betterlisteningskillf. you and especially for your students. an. Englewood Cliffs.N.J.Prentice-11111, Inc. cohhup. 1... H. 1960. Expanding the use of the laboratory. Snow. B. C., and K. Perkins. 1979. The teaching of listening TESOL Quarterly 3(3)211.214. comprehension and communitution activities.TESOL 13(1).51-e3. Corey, S. M. 1935.Theefficacy of instruction in note making. Quarterly References /atom/ of Educational Psychology 26:188-194. So. W. Y. 1974. A new languagelaboratory program for Gregory. J. Shanahan. T.. and 5S'alberg. 0984). Main'. Dunkel, P., and F. Pialorsl. 1982.. Advanced listening advanced students.TESOL Quarterly8(3) 293361. streamedhearing impaired high school Inters: a re-analysis compreheruion: DevelopingOfediand note-taking skills Weissberg. R. C. 1974. The microlecture: training in extended of a national survey American Annals o/ the Deal.129. 11.18. Rowley. Massachusetts: Newbury House Publishers. inc. listening. English Teaching Forum. JulySeptember.29-30. Gregory, J.. Shanahan. T.. and Weber& H. (1985)- A national Elsner, S.. and K. Rohde. 1959. Notetaking during or afttr the Young. L., and B. Fitzgerald. 1982. Listening and learning survey of mainstreamed hearhig impaired high school lecture. Journal of Educational Psychology 50:301364. lectures. Rowley. Mass.: Newbury House Publishers, Inc. sopbomores. Journal of Rehabskttion, SI. (55-58). TN 12/85 217 31 (3) students check their work themselves fordescriptions, instructions, explanations, etc. Modules for Self-Access verification of comprehension; Often the message is repeated sa that the caller Continued from page 1 (4) stndents consult the teacher-advisor when can listen twice, or the caller can re-dial the necessary. number and listen several times. language education field. The need for special The students are asked (via the task-focus attention to listening comprehension as an Self-access listening materials can be organ- and the work sheet) to listen for two kinds of integral part of communication is now well- ized into self-study modules of manageableinformation: (1) the factual content of the established. lengths. They can be cross-referenced in amessage; (2) other features of the message, Many classroom activities focus on the variety of ways to meet the needs of individual such as the nature, the intent, the quality, the listening/speaking collaboration of two-way students or groups of students. Categories such social context, the attitude and level of interactive communication. In addition many as level of difficulty listening, strategies, topical formality of the speaker, etc. teachers arrange to bring members of theareas, notional and functional categories, Graded sets of recorded telephone messages English-speaking community into the class- situational contexts, and others can be used. that range from beginning to advanced levels room for talks and discussions and many Above all, modules that feature up-to-date, are easy to collect and to structure (i.e., write arrange field trips that take pairs or smallocally relevant, authentic aural texts are pre-listening introductions, develop language groups of students into tit English-speakingespecially effective and are recommended analysis worksheets, arrange into modules, etc.). community on task-oriented listening/speaking wherever possible. In addition, simulated Examples: Audio recordings: time reports, assignments. auditory texts c.nn be prepared and segmented telephone number changes, movie information from selected r:o,nmercially prepared listening for local theaters, weather reports, road A Self-Access Self-Study Learning Format materials and can be adapted to fit into a self- conditions, local calendar of events, tourist A new kind of listening programand one access self-study format. information, disaster instructions, local news rapidly gaining in popularity in many parts of Combining Functional and Structural briefs, dial-a-joke, etc. Video recordings: the worldfeatures self-access self-study Listening Goals public service announcements, news and materials expressly designed for individualized weather reports, etc. self-paced use. This program in no way In discussing listening comprehension it is resembles the language laboratory stimulus/ useful to impose two levels of listening focus: B. Telephone Business Conversations (1) functional listening (i.e., listening to get the response model. Authentic (or well-simulated) samples of A self-access self-study listening program can meaning of the message); (2) structural listen-business telephone calls are almost endless in begin with a modest library of audio (anding (i.e., listening to analyze something about their possibilities for listening practice. They video) recorded material, machines, and the the structure of the message). Itisclear, can cover a wide range of consumer calls for teacher-time to structure materials into self- however, that the tw., levels are closely inter-goods and services. Business calls usually are study packets or modules. Ideally, listening related. Analys;s of the nature and intent ofinformation exchanges in which one person materials can be made available to students in a discourse aids in the interpretation of theasks for information and the other gives the special language-learning center or multi- meaning as, indeed, does analysis of some of information. The primary language function is purpose study room that also features reading, the prosodic features of the delivery of the the giving and receiving of information, writing, and possibly computer assisted instruc- message. including factual data, descriptions, directions, tional materials.:. is essential that a teacher- The self-access self-study lesson suggestions instructions, explanations, etc. The person that follow incorporate both levels of listening advisor be present at all times to guide students making the call may ask a number of different in the selection and use of materials and focus by asking the listener/student to do threekinds of questions as the exchange proceeds. equipment. things: (1) to get the key information from theThese often include language functions such as message; (2) to do something purposeful with requests for repetition, clarification, verifica- Alternatively, self-access self-study materials the information (e.g., complete tasks, solve can be used in a more conventional language tion, amplification, etc. Students are asked to laboratory settingbut only if the individualproblems, etc.); (3) to analyze selected aspectslisten for and describe (1) factual content of the student has complete control of the playing of of the message and make some judgments message and (2) communicative features of the about its structure, quality, nature, and/or intent. the materials. It is essential that students be able message. to control the source of input so that they can Four kinds of language-listener contexts are Graded sets of telephone calls that range included below: (1) recorded telephone mes- pace it to snit their needsstop it, startit, from beginning through advanced levels are replay it. This allows students to regulate their sages; (2) telephone business calls; (3) interview easy to collect and structure. One particularly own schedules of study, rather than having a conversations; (4) demonstration-discussions. interesting activity involves making several rate and volume of auditory input imposed on The students are engaged as listeners/eaves-calls to a certain kind of business firm and them. This helps reduce the anxiety and droppers observing the language activity, Continued on next page pressure that many Auden ts, particularly getting the information, and attending to some beginners, seem to experience when listening in of the discourse features, socio-linguistic their second language. Some materials might features, strategic dimensions and gram- The School for even be made available for checkout and home matical-prosodic features of the context. International study. A study facility often has fewer distrac- (Canale/Swain, 1980) Specific tasks include: Training tions than a home or dormitory environment, (1) describing and analyzing some of the however, and the atmosphere is usually morespecial functions of the language context, conducive to the self-discipline necessary for (including the social setting, the roles of the _ ar.4.....ffc -Lim.= concentrated listening in a second language. participants, the topics and the purposes of the .ii communication); (2) describing and analyzing The procedure for using self-access self- s- the nature and the intent of the whole message , ira.., Er.z.lm..11i study materials might go something like this: -ii or parts of it and 'listening between the lines' of ill.AMikS.. an aural text; (3) describing and analyzing the (1) students check out a listening module that .IMIAMIlirrn contains the audio or video tape, instruc- communicative strategies used by the speakers tions, pre-listening introductory material, to deal with hesitations, misunderstandings and communication breakdowns. Get a better Job. worksheets (and perhaps some visuals), Do a better Job answer key (and perhaps a script); Master of Ms in Teaching for Developing Self-Access Self-Study Listening certification and effectue (2) students play the tape on their own sched- Modules in Four Language Contexts career preparation in ule of starting, stopping, and replaying; English as a Second A. Recorded Messages Language French. Spanish Authentic (or well-simulated) samples in this Fillingual/Multicultural education language context are ideal for one-way com- In two consecutive summers or municative practice in a self-access self-study one academic year. Also. facility. Messages can vary from simple brief Master's in Intercultural Human bits of information to quite long and complex Service Management. _.(1),The School sets of instructions. Ordinarily recorded C. For Interactional 'Waring telephone messages are for business purposes U 32 Kipling Road. Brattleboro. VT 05301 and their primary language function is the 1400451.4465 giving of information, including factual data,

TN 12/85 2.18 _ . . Modules for Self-Access preparing introductions and student work-at the same time follow a main line of sheets for the modules. instructions. In simple activities of this kind Continued from page 32 The term 'demonstration' can be defined students cal. be asked to ignore all irrelevant asking for the same information from each. The father broadly. Some samples can feature very remarks and make a straightfonvard list of the students' task might then require them first to simple instructions, given in a very carefully'steps' in the process. This kind of listening listen to threetlls (to local florist shops for organized format with step-by-step planning, experience gives students practice in coping example) and to write down specific informa- to explain 'how-to-do' something such as how with 'overtalk', masking, interruptions, incom- tion, then to do a comparative shopper analysis to take a picture or how to eat spaghetti. plete statements, false starts, hesitations, and a of the factual' data gathered from the threeSamples for more advanced students might variety of kinds of conversational repair. sources, and finally, to compare some of the include procedures for using a comp:1LT, Variety and levels of difficulty can be sociolinguistic and strategic dimensions of the applying for a job, etc. controlled by adjusting the same kinds of three conversations. The special feature of the demonstration- features noted in the discussion of interview Examples: Wrong number calls, telephone discussion listening module is the use of oneconversations (i.e., length, complexity, serious number changes, a'.ine reservations, bus andcentral speaker (on camera) who is giving the or humorous, real or staged, etc.). train schedules, renr-car rates, ordering prod- demonstration and two or three 'listeners (on Examples: How to run a film projector, how ucts, answering want ads, etc. camera) who become speakers' as they interact to take a picture, how to get a passport, how to with the central speaker and each other. They eat spaghetti, how to bake a cak , etc. C. Interview Cariversations may repeat directions, rephrase the speaker's statements, ask and answer questions, and Guidelines for Developing Materials Putting together a series of self-access self-summarize for each other and for the speaker. study listening modules using interviews can be Demonstration-discussion listening lessons The following guidelines are useful as a a challenging but rewarding enterprise. Several are especially valuable because they give reference guide in preparing self-access self- teachers can work together as a taping (orstudents practical experience in learning to study listening materials. filming) team. Students in advanced levels can attend to more than one speaker at a time and be included in the planning, the taping, the 1. A focus on listening as an activity process analysis of the interview, and the preparation with instant (or only slightly delayed) Of pre-listening introductions and worksheets manipulation of the information received. for self-study lessons. 2. A focus on listening in order to (a) acquire The term Interview' can be defined rather information and (b) analyze particular broadly. Samples can range from very simple features of the message. information question-and-answer exchanges 3. A focus on internal communicative 'inter- that could qualify as Informal' interviews to action', as the listener receives language very sophisticated formal interviews that data (aurally and visually), restructures it, involve prominent people. and makes a response that is (a) a reformu- Some of the features that can be controlled lation of some of the data or (b) an analysis or adjusted in order to create variety as well as of some features of the data. levels of difficulty include the following: 4. A focus on providing learners with verifica- (1) short/long interviews tion of comprehension (i.e., immediate or (2) simple/complex interviews only slightly delayed feedback with self- check answer keys or scripts provided as (3) serious/humorous interviews necessary). (4) real/staged interviews 5. A focus on encouraging guessing and (5) face-to-face/telephone interviews following hunches when in doubt. (6) interviews with enduring qualities/timely +4P 6. A focus on selective listening, ignoring interviews (interesting but with a short irrelevant material and learning to tolerate less than total understanding. (7) excerpts of interviews recorded from other 7. A focus on self-involvement, with an sources (i.e., radio or television programs) emphasis on self-study and taking both responsibility for one's work and pride in The best kinds of interviews for listening one's accomplishments. modules are ones that are (1) locally relevant, (2) program-specific, (3) personalized to 8. A focus on providing learners with less include staff, students, and community threatening listening experiences by giving contacts. them self-control. As with business telephone calls, the primary 9. A focus on integrating auditory and visual function of an interview is requesting and language (listening/reading/writing). providing information. In formal interviews the 10. A focus on gradually increasing expecta- questions may be limited to certain subjects or tions for levels of comprehension(i.e., aspects of subjects. Some formal interviews are encouraging students to challenge them- pre-planned so that both the interviewer and selves and to move themselves along the interviewee know exactly what questions toward increasingly demanding expecta- will be asked. tions). Examples: Interviews with the director, sur principal, librarian, counselor, teachers, and/or Aboutthe author: Joan Morley is former deputy director of the English Language Institute and associate professor of students and student leaders in the school; linguistics at the University of Miclugan. She is currently the interviews with prominent community leaders first vice president of TESOL. and residents; simulated interviews with entertainers or sports stars, etc. 5 References 4 Blair, R. 1982. Innovative approaches 1,7 language learning. Rowley, Massachusetts. Newbury House. D. Demonstration-Discussions Canale, M. and M. Swain, 1980. Theoretical bases of communicative approaches to second language learning and As with interviews, putting together a series teaching, Applied Linguistics 1 (1). of self-access self-study modules that feature Morley. J. 1984. Listening and language learning in ESL. New demonstration-discussidhs, while requiring a York,(,ALand Harcourt Brace Jovanovich International Morley, J 1981. Active participation/purposeful listening in the lot of time and effort, is rewarding in that it language laboratory, SPEAQ Journal 4 (3-4). provides new and different listening experien- Newmark, C. and Diller, E. 1964. Emphasizin the audio in the ces for students. Teachers can work together as audiolingual approach, Modern Language Journal 48 (1) a taping (or filming) team and advanced Rivers. IV 1968. Listening comprehension. Modem Language Journal 50 (2). students can participate in planning the Weaver, C. 1972. Human listening: processes and behay.or. demonstrations, analyzing the results, and Indianapolis and New York. BobbsMerrill. Ty1205 19 33 Gulf Polytechnic, Lecturers in EFL two-year renewable contract to start September 1986, required in program of intensive English and other courses for a progressive co-ed Englishmedium institution which offers degrees in business, engineering and secretarial studies. . , Qualifications: M A or Ph.Dwith TEFL training and PNUppMN. ESL.Program.Officer for Instruction, Philip- The Anted.un Universit/ in Cairo. Two openings for pines Refugee Processing Center, International Catholic faculty in the English Language Institute beginning experience, plus additional strengths, Conditions: Salary Migration Commission, Philippines. .Responsibilities: range approximately S20,000430,000 (no taxes) depending September 1986: one to direct M A. in TEFL theses and to on rank; furnished accommodation, travel expenses yearly ensures overall content and quality of instruction in the ESL teach in at least three of the following areas: language and educational allowances for up to 3 children, and other program; provides instructional leadership, interdepartmen at* Insition, teaching methods, phonolo-y, syntax contras- benefits Interviews at TESOL or in London and possibly tal coordination; manages supervisors and evaluates their tive/error analysis, psycholinguistics, sociolinguistics; and Washington Send vitae and references by 02/1/86 to: performance, and represents department at official meet- one to direct research in testing and assume responsibility ings. Requirements: graduate degree in Education, prefera Head, ELU Gulf Polytechnic, Box 32038, Ise Town, State of for the testing unit, to teach courses ir, testing and research Bahrain. bly ESL, and/or graduate degree in English, Applied methods, and to supervise M A. theses in the TEFL program Linguistics. Experience in program management, design, Ph.D. required for both positions; applicants for the second curriculum, training, and special emphasis on literacy. position must have a strong background in research methods Gulf Polytechnic, Bahrain. A Gating expert is required to Professional experience in mutti-cultural setting. Salary: and language testing. Rank, salary according to qualifications be in charge of davelopirplacoment and proficiency 423.000; round -trip airfare; health, accident, life insurance, and experience. Two -year appointments (renewal possible) examinations in this Englif- 0...Wm institution where a housing; baggage allowance, minimum one-year contract. include roundtrip air travel to Egypt, housing and schooling testing program already exists Qualifications: Preferably a Starting date. immediate opening. Submit cover letter, two for expatriates. Write, with resume, to. Dean of the Faculty, PhD with a balance of training and experience in the areas copies of resume, and three telephone references to Carol The American University in Cairo, 866 United Nations Plaza. of evaluation, measurement, computer application and Gordonstein, ICMC, 1319 F Street NM., Suite 820, New York, NY 10017, U SA. teaching Conditions: Salary range approximately 420,000. Washington, D.C. 20004, U.SA. Telephone: (202) 393.2904. $38,000 (no taxes) depending on rank; furnished accommo ROKA Language Training Department, Sungnam City. dation, travel expenses yearly and educational allowances Philippines. International Catholic Migration Commission Korea. The Republic of Korea Army Administration School, for up to 3 children, and other benefits Interviews at TESDL seeks qualified instructional staff for ESL and Cultural near Seoul, seeks experienced ESL teat hers for an intensive or in London Send vitae and references by 02/1/86 to. Orientation training program in the Philippines for adult, ESL program for career officers stem% January 4, 1986. Head, ELU, Gulf Polytechnic, Box 32038, Is, Town, State of Bahrain Indochinese refugees preparing for resettlement in the U S. Salary W 1,400,000 monthly. Other benefits fgrnished two- Positions include: ESL Supervisors; ESL Trainer; Language bedroom apartment, utilities, R/T air ticket, zwoweeks Lab Education Specialist; Curriculum Developers for ESL and vacation, eight days sick leave Medical insurance available. AQE Training Services, Dammam, Saudi Arabia. Are yuu H.S. Youth Program, ESL Program Officer with specialization One-year contract ,enewable. Send current resume (includ- a professional ESL instructor with initiative and creative in literacy, curriculum development, and management, and ing telephone number) and photo to Col. Min Pyung Sik, ideas? AQE Training Services is looking for teachers who Pre-employment Training Program Officer with emphasis on Director, ROKA Language Training Department, P.O. Box 2, view the field of ESL as a profession, a career. Requirements. managerial skills, knowledge of curriculum development and Chang Gok Dong, Sungnam City, Kyonggi Do, 130-19, Korea M A in ESL or linguistics and two to three years teaching current U.S. employment trends/programs. General require- Telephone: Seoul 543.9611. experience. Our salary and benefit package is competitive. ments: graduate degree in ESL linguistics, educational Contracts available in January for single-status (untscom- management or related field, prior overseas teaching Georgia State University, Atlanta, Georgia. Assistant earned) instructors. The applicants must be male as required experience, knowledge of cu.riculum development and Professor Twelve-month tenure track position as Assistant by Saudi Arabian law Send a current resume to: Charles literacy, supervisory experience Duties vary. Salaries vary to the Chairman. Ph D. in ESL Applieditruistics or a Swanland, Personnel, AQE Training Services, P.O. Box 2333, with position from 516,000 to 23,000, round-trip airfare, related field preferred, will consider A B.D.Mii ,num of three Dammam 31451, Saudi Arabia. Telephone' 966- 3 -341- health, accident. life insurance, housing, baggage allowance. ,ears college or university teaching experience, exclusive of 6243 Please include a telephone number for prompt contact. Starting date: immediate openings. For more information and assistantships. Administrative experience required, prefera- application, submit cover letter, two copies of resume, and bly in an intensive ESL program. Publications/research Hamamatsu, Japan. English instructors wanted to teach three te'ephone references to. Carol Gordenstein, ICMC, desirable Salary competitive Position available July 1, 1986 children and adults TESDL background and/or experience 1319 F Street N W., Suite 820, Washington, D.0 20004, or sooner, if possible Sehd application, vita, three letters of preferred, Strong commitment to teaching a must. Attractive U S A. Telephone: (202) 393-2904. recommendation, and a sample of publications to Professor salary and benefit package One-year renewable contract. To Becky S. Bodnar, Chairman of Screening Committee, ESL apply send cover letter, resume and recent photograph to University of Florida. Gainesville. Applications invited for Department, Georgia State University, University Plaza, William Anton, Curriculum Director, Four Seasons Language a non -tenure track position at the assistant Professor level as Atlanta, Georgia 30303-3083 Application deadline is School and Cultural Center, 4-32.8 Sanarudaf, Hamamatsu January Si, 1986. AA/EOE Visiting Assistant professor with a term appointment starting 432, Japan August 1986. Ninemonth fixed term contract renewable up to three years Salary: S20,954.24,922 for nine months (two The University of Colorado at Denver. UCD is seeking an Assistant or Associate Professor of Bilingual Education/ESL The Department of Linguistics, University of Illinois at semesters) Summer teaching possibleQualifications: Chicago. Opening, Fall 1986, for a TESOL specialist at the completed doctorate; demonstrated excellence in ESL effective fall 1986. Responsibilities include research in language learning and teaching, service to metropolitan rank of Assistant Professor (tenure track) or Lecturer. (Search teaching; experience in one or more of the following: extended from 1984.) Responsibilities(1) to develop and multicultural counseling, testing and measurement ability to school districts, and teaching graduate level courses in Bilingual Education, Curriculum Development, Assessment, coordinate an instructional program for non-native English work with graduate students in TESL Responsibilities' two Teaching Methodology, etc Applicants must be fluent in speaking Teaching Assistants: (2) to provide liaison with courses/semester; research in area of specialization; service other University units; (3) to supervise graduate Teaching to the Institute Send applications, letters and resume by Spanish and English, hold a doctorate in an appropriate discipline, and be able to demonstrate teaching and Assistants in University ESL courses, and TESOL MA. January 31, 1986 to' Chair, Search Committee, Program in teaching interns; (4) to teach one undergraduate ESL course Linguistics and English Language Institute, 162 Grunter Hall, scholarship potential Salary- commensurate with education and experience For more information, contact Dr Mark A. per quarter. Qualificatin -is: Ph D. (preferred) in ESL or University of Florida, Gainesville, Florida 32611, U.S A AA/ linguistics; experience in training non-native English EDE Clarke, School of Education, University of Colorado at Denver, 1100 14th Street, Denver, Colorado 80202, U S A speaking TA's, and supervising graduate ESL instructors; Telephone: (303) 556.2842 Closing date' January 20, 1986 teaching and administering ESL courses at the university University of South Florida, Tampa, Florida, One ESL AA/EOE level. Please send letter of application and curriculum vitae instructor is sought for the International Language Institute by January 6, 1986 to. Betty J. Jacobsen, Head, Search program beginning August, 1983. Appointment will be full- Committee, Department of Linguistics, University of Illinois time, nontenurable, but does carry annual salary contracts at Chicago, Chicago, Illinois 60680, U.S A. Position is including fringe benefits available to all faculty. Ninemonth JOB NOTICES contingent upon budgetary allocations AA/EOE contract salary is 614,000; additional summer appointments Notices of job openings, assistantships usually available. Requirements: M.A in TESOL, applied University of Michigan, Ann Arbor, Michigan, The linguistics, or related field, two years prior full-time teaching or fellowships are printed without charge University of Michigan's English Composition Board, a experience in intensive ESL program. Duties. 20 contact provided they are 100 words or less. Ad- college-wide interdiscipinary writing program, hopes to hours teaching per week plus normal departmental responsi- dress and equal opportunity employer/ make several appointments at the lecturer level. We are bilities Send letter of application, vita, and three letters of affirmative action (EOE/AA) statement seeking approval for one-year appointments in two catego- recommendation all postmarked by February 15, 1986, ries: A teachingresearch positions normally requiring a addressed to. Dr. Roger Cole, Chairperson Search Commit- may be excluded from the word count. doctorate, for a period of five years with a possibility of tee, International Language Institute, University of South Type double space: first state name of renewal, B teaching positions requiring an M A., for a period Florida, Tampa, Florida 33620, U SA AA/EDE institution and location (city, state/coun- of three years with a possibility of renewal. Individuals with try); include address and telephone teaching experience and expertise in the following areas are Florida State University, Tallahassee. Teaching Assist- of particular interest: assessment of writing skills, program antships. Must be admitted to Ph.D. TESL/TEFL specializa- number last. Do not use any abbrevi- evaluation, discourse analysis particularly of academic tionPart-time teaching at Center for Intensive English ations except for academic degrees. Send disciplines, writing problems of special populations, Studies. Two positions open for January '86 and August '86. two copies to; Alice H. Osman, TN computerassisted writing instruction, and curriculum For information on doctoral program and assistantships, development with emphasis on the writing needs of remedial contact: Dr. F.L Jenks, CIESFSU, 918 W. Park Avenue, Editor, 370 Riverside Drive, New York, students Send applications to Professorr Deborah Keller- Tallahassee, Florida 32306, U.SA NY 10025, U.S,A. Cohen, Director, English Composition Board, University of A fee is charged for longer job notices Michigan, 1025 Angell Hall, Ann Arbor, Michigan 4B109 by Ohio University, Athena, Ohio, Tenuretrack position, or if an institution desires a special boxed January 31, 1986 AA/EOE Ling uistics Department at Assistant Professor level. notice. Due to space limitations, a half- Beginning September 1, 1986, contingent upon available Houston, Texas. ESL instructors needed for an ESL Ian funding. Ph.D. in linguistics/TEFL required. Major criterion is column (5") size is strongly encouraged. guage institute. Requirements M.A in TESDL or applied teach ing, research expertise in ESL/EFL methodology. For rates, please write or call Aaron Ber- linguistics-also foreign language education with TESL see- Experience in other areas of applied linguistics and another man, TESOL Development & Promo- cialization Two or more years teaching experience in ESL pre. language competency desirab;,... Salary: S20,000.24,000 for ferred but will consider recent M A. graduate. Salary: part- nine months depending upon qualifications. Send applications, P.O. Box 14396, San Francisco, time $10 per hr., full-time $15,000 to 817,000 annually. tion, representative publications, vita, and three recommen California 94114, U.S.A. Applications taken all year. Send complete resume to: dation s to Dr. James Coady, Chairperson, Search Committee, See page 2 for deadlines. Late job no- Director, The Institute of English, 2650 Fountainview, Suite Linguistics Department, Ohio University. Gordy Hall, Athens, 225, Houston, Texas 77057, U.SA. Ohio 45701, U.S A. Telephone: (614)594.5892. Applica- tices accepted provided there is space. tions must be received by March 15, 1986. AA/EOE Call TN Editor (212) 663-5819, Continued on next page

22.0 TN 12/85 JOBS OVERSEASEMPLOYMENT OPPORTUNITIES Continued from page 34

Tokyo. Japan. A one-year position available from 1986- 1987 for a f ulltime ESL professor to teach the Sound System of English. The Grammars of English, and Applied Linguistics in the M.E. TESOL program of Temple University in Tokyo. Japan. Ph.D. or Ed.D. in ESL preferred. (Salary range 827.000-$32.000). Closing date for applications will be January 15, 1986. Interviews of final ten candidates will be held during the TESDL Convention to be held from March 3- 7 in Anaheim. Californij. Send letter and vita to Dr. Terry Parssmen. Associate Provost for International Education. ESL Temple University. Philadelphia, Pennsylvania 19122. TEACHERS The Experiment in International Living is seeking applicants for ESL teacher supervisor for its refugee camp programs in Panat Nikhom, Thailand and Galang, Indonesia ESL The Department of Defense teacher supervisors provide training to Thai and Indonesian ESL teachers in theory and methodology and supervise the Dependents Schools is re- implementation of competency-based ESL curriculum for cruiting for qualified teachers refugees resettling in the USA. Qualifications: sustained For additional information re- teacher Nei" ;2 and supervising experience, ESL classroom of English as a Second Lan- garding qualification require- experience overseas, graduate degree in ESL or equivalent. proven ability to work in a team atmosphere in challenging guage. The positions are in ments, salary, benefits and a conditions. Salary: $15,500/year plus major benefits. 20 countries throughout the Starting Date: immediate openings both sites. To apply, send current application brochure, current resume to: Mr. Peter Fallon. Projects and Grants, Ell., world. One year of full-time send a postcard to: Brattleboro. Vermont 05301 U.S.A , (802) 257.4628. AA/EDE. professional experience is a Department of Defense selection factor. If you wish Dependents Schools Thailand. ESL Coordinator. The Experiment in Interns. Banal Living in Phanat Nikhom. Position involves overall initial consideration for the 2461 Eisenhower Avenue responsibility for implementation and ongoing development following school year, your of intensive ESL program for Indochinese refugees resettling Alexandria, Virginia 22331 in the U S. Also coordinates with Cultural Orientation and application must be post- Attn: Teacher Recruitment, Pre-employment Training components. Required: experience in management and program coordination, teacher training/ marked by January 15th. Dept. 1J staff development, cross-cultural program supervision and leadership. overseas work (preferably Asia), graduate degree in ESL/related field. $21.000 per year plus benefits. One- year contract, renewable, starting in January/February 1986. Send cover letter, current resume, availability date. three supervisory references to: Lois Purdham, Projects and AN EQUAL OPPORTUNITY EMPLOYER Grants. El L. Kipling Road. Brattleboro. Vermont 05301. (802)257.4628 BELGIUM BERMUDA CANADA (Newfoundland) CUBA ENGLANDICELAND NETHERLANDS University of Arizona. Meson. Arizona. Assistant or Associate Professor. Graduate Program in ESL. Salary competitive. Responsibilities to include the teaching of second language acquisition thew-, and methodology focusing on elementary through adult ESL, domestic and international. Overseas experience preferred: strong research and linguistics background preferred. Beginning RSEAS date: 8/16/86. Applications must be received by 1/31/86. Send curriculum vita and references to Dr. Roseann D. Gonzalez. Director, Graduate Program in English as a Second Language. Department of English. The University of Arizona. Teaching Tucson. Arizona 85721 U SA. AA/EDE.

University of Minnesota. Linguistics Department. Opportunities Assistant professorship ESL program beginning September 1986. Temporary one year. Responsibilities include teaching five quarter courses per year in general and applied linguistics which may include ESL methods, materials, and ELS International Inc., licensor of quality English language practicum. Share in advising and departmental committee schools throughout the world*, is now accepting applica- work. Ph.D. in linguistics or closely related field required, some prior teaching experience desirable. Strong research tions for ESL teaching positions in the following countries: interest in applied linguistics expected. Salary commensurate with experience. Vita. one publication. three letters of reference must be received March 15. 1986. ESL Search Committee. Linguistics Department. 142 Klaeber Court. Japan (Tokyo and Osaka) University of Minnesota. Minneapolis. Minnesota 55455 South Korea (Seoul) U.S A. AA/EOE. One- and Two-year contracts include: The Division of English as a Second Language, Univer- sity of Illinois at Urbana-Champaign. Tenure-track assistant professorship. Duties include research and Competitive Salaries Round-Trip Airfare teaching. Ph.D. in linguistics or related field with specialize- tion in ESL is required. Well demonstrated research Furnished Housing Shipping Allowance excellence and specialization in one or more of the following Medical Insurance areas: (a) the use of computers for basis and applied research in second language acquisition and learning, (b) sociolinguistics. (c) English in the world context. (d) language and Individuals with an ESLIEFL degree andlor a minimum of cognition or (e) discourse analysis. Desirable: teaching and research experience in ESL and/or applied linguistics. one year full-time TESLITEFL experience are invited to impressive publication record. competence in another language, and capability to use the excellent University of send their resumes to: Illinois facilities for computers in research on language related fields. Minimum salary of 823.000 for nine months. Greg Harruff Starting data is August, 1986, By 1/31/86 please forward ELS International Inc. application, representative publications and vita. and have three or more letters of recommendation sent directly to Prof. 5761Buckingham Pkwy. Bra) B. Kachru. Chairperson. Search Committee. Division of Culver City, CA 90230 USA ESL. University of Illinois. 3070 Foreign Languages Building, 707 South Mathews Avenue, Urbana, Illinois 61801 U.S A. Phone: (217) 333.1507. AA/EOE 'Jakarta, Bangkok, Lima, Taipei and Jeddah (opening late1986)

221 35 REACH OUT ... is a good place to start your young bilingual students on the road to learning English.

WHO?, WHAT?, WHERE?, WHEN?, and WHY? are the five levels in Reach Out, a complete and fully-illustrated ESOL program for children ages 4-11. Reach Out's thematic development reflects a child's view of the universe and children can begin the series at Books One, Two, or Four. Teacher Guides are fully annotated for easy use and include a variety of songs and aciwities for children, as well as notes for teachers on how to work with young students. The teaching package is completed by cassettes and workbooks at each level, and wallcharts for Book One.

Reach Out is available from: Collier Macmillan International 866 Third Avenue New York. NY 10022.6299

Gan Morley -UniVersasi YA-r. Alb fej M d Sehool. bAr r%lidSht,P Cq le n `11.4941A,N14saVi,isticainipaiunomity Ileeivierrity,lkigoik;227e0e,YekkaJaA.1,1380181 rzua, theTI *Stockton, eftWOrtlIe, S.K".4.4 ecuk4Dinii)torJCuiiistyk eto wtiVnivfieiAteshuitton, D ' fraior, ikSeit*sietttrirl-s,:;; mice it Osman k. 7.4F.:11:LeCiardieCoremurekiecolkte, LUNY IsIaticiati! New York-11101:v s.A-49 TESOL antral Office Executive likeetor lamesEAltair

7-84* Ifironobons-Aaron nennAn,ifox 1430,S;r1 Pts Culif,* 90,1/' intliexiaDb-"Qqatter_ly_andtheT ESOkNiiisiitterAiiit4 IkailoiiiFROtited;,Unproployed:OiNtiliotiot ineenbersbid-$20.441dItkinoltensofiNie toinsopv o,omusitigelephikip: (202) For ,elspigtot:Oddres(or, Inforioatido..vilitit!oTESOL'v-* "3 T

TESOL, 1118 22nd Street,N.W.(Suite 205), Washington,D.C. 20037,U.S.A. TESOL NEWSLETTER VOL. XIX, NO. 6, DECEMBER 1985 NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID Bloomington, Ill. Permit No. 16

MACH 3.8 MICHELE AMINO HOUSTON POLKE ACADEMY HOUSTON, TEXAS PROGRAM CHAIR LYDIA SIKH NEWCOMER HIGH SO1001. SAN FRANCISCO, CALIFORNIA 222 ASSOCIATE CHAIR DETAILED INfONRATION BY WAITING TO TESOL, (SUITE 205), 1118 RIND STREET, N.W. tURSHINOTON D.C. 20037 U.S.A. TELEPHONE:co:US-4369