DOCUMENT RESUME FL 017 064 TITLE TESOL Newsletter

DOCUMENT RESUME

ED 289 350 FL 017 064

TITLE TESOL Newsletter, Vol. 20, 1986. INfTITUTION Teachers of English to Speakers of Other Languages. PUB DATE 86 NOTE 197p. PUB TYPE Collected Works - Serials (022) JOURNAL CIT TESOL Newsletter; v20 n1-6 Feb-Dec 1986

EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Classroom Techniques; Cloza Procedure; Computer Assisted Instruction; CoMputer Software; Courseware; Culture Conflict; Developing Nations; *English (Second Language); Enrollment Projections; Foreign Countries; Foreign Students; Library Collections; Listening Comprehension; Masters Degreas; Newsletters; Open Universities; Part Time Faculty; Professional Associations; Questioning Techniques; Radio; Reading Rate; Religion; Second Language Instruction; Self Evaluation (Groups); Student Rights; Teaching Assistants; Writing Instruction

ABSTRACT The 1986 volume of the Teachers of English to Speakers of Other Languages (TESOL) newsletter includes articles on computer-assisted language learning; writing instruction; international teaching of English as a second language (ESL); computer software and courseware; learners' rights; Islam in the ESL classroom; English for international teaching assistants; reform in English teaching in Egypt; intensive English enrollment forecasting; ESL in the developing world; listening comprehension instruction; part-time teaching issues; cloze procedure; library collections for ESL; increasing reading rates; teaching reciprocal questioning; word processing in ESL composition; program self-evaluation; amateur radio and ESL; master's degrees and ESL teaching; communicative writing for overcoming cultural barriers; and teaching in an open university overseas. Professional annouicements, association notes, book and materials reviews, ard notes on successful teaching techniques are also included. (MSE)

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Vol. XX No.1' Teachers of English to Speakers of Other Languages February 1986

,LC1 USIA/Macmillan to Produce Series: te English. Language Teaching by Broadest 0' co OL On Friday, December 13, 1985, Director and in broadcast media fro... around the world, Charles Z. Wick of the United States Informa-set up three major tasks: 1) to define and refine rev tion Agency (USIA) signed a cooperativethe goals of the project; 2) to establish the agreement with Macmillan Publishing- Coin- format of the basic television series; and 3) to P pany to produce the long-awaited Englishmake recommendations for radio and supple- W. Language Teaching by Broadcast series. mentary print materials. As reported in the April 1984 issue of the Once those tasks were accomplished and TESOL Newsletter, a grant of approximatelymaterials were reviewed, the USIA sent out a $260,000 had been awarded to TESOL by the request for proposals, with the result that the Hawaii Hosts 1986 USIA to conduct a background study in Macmillan Publishing Company was selected preparation for producing such a series. This to produce the series. Summer Institute grant enabled USIA and TESOL to complete a "Your advice and wise counsel were invalu- world-wide survey of English language needs able in helping me to arrive at the decision to by Kathleen M. Bailey and broadcast facilities as a necessary prelimi-proceed with this major effort" wrote USIA nary step. A four-person research team visited Director Wiok to TESOL's Executive Director The first TESOL Summer Institute was heldColombia, Brazil, Senegal, Togo, Germany, in 1979 at the University of California, Los James E. Alatis. Angeles, following the model of summerTunisia, Turkey, Pakistan, Indonesia and Korea The target date for release of the first 13 during the survey period. Their findings were television .programs, 26 radio programs, stu- institutes offered by the Linguistic Society ofpresented at a conference organized by America. Since that time, the TESOL Summer dent texts, workbooks, and supplementary TESOL and held February 29-March 2, 1984 atreadings, as well as video and audio cassettes, Institute has been hosted by the University of Glen Cove, New York. This conference, at- and teacher aids is April 1988. Regional New Mexico (1980), Teachers College, Colum- tended by experts in English language teaching bia University (1981), a consortium consisting adaptations should follow shortly thereafter. of the University of Chicago, Northeastern Illinois University, Northwestern Uniwersity,the program, since it embodies the color and INSIDE and the University of Illinois at Chicago Circle the beauty of Hawaii, as well as the diversity of Special Supplement on CALL (1982), the University of Toronto and tileperspectives found in the TESOL profession. Guest Editor Irene Dutra Ontario Institute for Studies in Education That diversity is represented in classes ranging (1983), Oregon State University (1984), andfrom core courses in teaching the four skills, Affiliate/LS. News ....9 Job Opening 21 Georgetown University (1985). Over twobilingual education, language testing, and Conferences/Calls ...7 Miniscules 19 thousand participantsteachers, aides, stu-phonology and grammar for teachers, to Int'l Exchange 11 President's Note 2 dents, and researchers from all parts of the seminars on innovative methods, communica- It Works 20 Reviews 17 globehave attended and contributed to thesetive language teaching, content-based instruc- programs. tion, English for specific purposes, and the use TESOL new :tens, pages 3, 4,18, 19 of authentic language in teaching; research Other news items, pages 4, 5,18 A Rainbow of Perspectives in TESOL seminars including language universals, lan- The 1986 TESOL Summer Institute will beguage transfer, research methods, psycholin- Activities that =courage 'earners, by J. Gex, page 15 Reports: ISRATESOUETAI conference, by E. Olshtain, hosted by the ESL Department at the Univer- guistics, interlanguage studies, research metho- page 13 sity of Hawaii at Manoa. The theme of thedology, second language acquisition, socio- CLEAR seminar, by E Hatch, page 14 Instituteis A Rainbow of Perspectives inlinguistics, and classroom-centered research; Paterson Bilingual/ESL conference, by N. TESOL. In ancient Hawaiian legend, there is a and more unusual offerings, such as "Pidgin Bailey, page 16 tradition that when a rainbow appeared,and Creole English in Hawaii," "Language something important was about to happen, and Education and the Deaf," and "ESL Program exchange of ideas outside the parameters of this indeed is the case. The 1986 program will Administration." regularly scheduled class meetings. These carry on the tradition of previous summer In addition to these three- and six-weekprofessional activities, coupled with the beauty institutes in bringing together a varlet)of courses, the 1986 TESOL Summer Institute will and diversity of Hawaii, promise to make the students and scholars to exchange researchinclude the Forum Lecture Series, a special 1988 TESOL Summer Institute a program to findings, materials, and teaching ideas. Fur-non-credit workshop program, a two-dayremember. For further information, write to thermore, given its geographic location, thiscolloquium on pidgins and creoles focusing onPamela Pine, Assistant Director, 1986 TESOL year's institute will be accessible to EFL their implications for language education andSummer Institute, c/o ESL Department, teachers throughout the Pacific Basin. research, Occasional Papers, and FridayUniversity of Hawaii, 1890 East West Road, The rainbow is an appropriate emblem forSessions, all of which will promote the Honolulu, Hawaii 96822, U.S.A. BEST 'copy AVAILABLE t' 2 Pteaded4 Itor4 to teeWafele44

Susanna Moodie was an upper class English dialect and the cultural behaviours associated woman who emigrated to Canada in 1832,with it. I could work at helping them reduce the settling on a remote bush farm with hernumber of occasions on which prediction husband. Not much in her education had would fail them. I could provide a protective prepared her to face life as a pioneer. Herenvironment within my programs to keep the alienation from, and distaste for, the people worst of the 'drizzle' off them. I could let them and situations with which she was obliged toknow that I appreciated the reasons why they deal are unconcealed in the books she wrotemight be 'tentative'.I could applaud their about her experiencesRoughing it in the Bush resolution when they refused to be like putty in and Life in the Clearings. my hands and instead provided evidence of Though interesting historically and compell- their personal integrity by being 'hard to ing because of the force of the author's startle'. personality, her books are by no means literary Hopefully, neither you nor your students will works of art. To my mind, Margaret Atwood'sneed 'First Neighbours' too often, either as a collection of poems, The Journals of Susanna reminder or as a comfort. For the moments you Moodie, loosely based on Moodie's experien- do, I send itto all my TESOL colleagues ces, do merit that description. around the worldas a Canadian gift of words. My personal favourite in the collection is 'First Neighbours'. Like much of Atwood's FIRST NEIGHBOURS writing, this poem presents a harsh and The people I live among, unforgivingly threatening picture of reality. Perhaps you previous to me, grudging might consider it a strange choice for my final the way I breathe their contribution to the TESOL Newsletter tradi- property, the air, tion of President's Notes. But most of us, surely, speaking a twisted dialect to my differently- < -7 would own up to at least the occasional dark shaped ears moment, and this poem captures for me with though I tried to adapt f , 4-!dtht.iz. cutting precision what I myself have expe- (the girl in a red tattered rienced when moving into more than one new petticoat, who jeered at me for my burned bread setting. I have been treatedand have even Co back where you came from come to see myselfas 'a minor invalid, 1 tightened my lips; knew that England expected to make inept remarks, futile and was now unreachable, had sunk down into the sea spastic gestures'. I am well aware that in other without ever teaching me about washtubs) company I have no such affliction. I have had to struggle to get my message across when got used to being people are 'speaking a twisted dialect to my a minor invalid, expected to make differently-shaped ears' and 'where my dam- inept remarks, aged knowing of the language means predic- futile and spastic gestures tion is forever impossible.' At these times, I am (asked the Indian glad of the protection of the 'chapped tarpaulin about the squat thing on a stick skin' which I too have grown. And on these drying by the fire: Is that a toad? occasions, I heed Atwood's advice 'to be both Annoyed, he said No no, tentative and hard to startle'. That way, I reveal deer liver, very good) less of my discomfort. Finally I grew a chapped tarpaulin This poem has helped me personally in skin; I negotiated the drizzle ThkAhs-401e several challenging situations perhaps because of strange meaning, set it down to just the latitude: -45-4;(. it paints so vividly the failure and hurt I would -,-44.41,-M rather deny. It has also had an effect on how I something to be endured Taszt.r.czi=v-2," perceive my work in ESOL. From the very first but not surprised by. time I read it, I was struck by how little reason Inaccurate. The forest canstill trickme: Caripte,764, I had to identify with the poem's persona when one afternoon while I was drawing I compared myself with my students. My birds, a malignant face English was without doubt better than theirs, flickeredovermy shoulder; my education usually more extensive and, the branches quivered. unlike them, I occupied a position of authority Resolve: tl be both tentative and hard to startle in most of my interactions. I looked beyond the (though clumsiness and darkness of Atwood's phrases for suggestions fright are inevitable) ." that would help my students overcome their iti4a,e5 in this area where my damaged feelings of inadequacy and cope with the knov. ing of the language means almost inevitable moments of depression which they would have as they moved into a new preclictiu forever impossible language and culture. "First Neighbours" fromThe Journals of Susanna The poem encouraged me to reassure them Moodieby Margaret Atwood, Oxford University that feelings of dislocation and alienation are Press, 1970. Reprinted by permission of the publisher. not restricted to the second language learner. It also stressed the importance of my making it JEAN HANDSCOMBE clear that I saw them, child or adult, as perfectly competent human beings in settings that allowed them to use their native language or

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'TN 2/86 Hector M. Ma Resigns from ITIE]sjoILI18161 '11E11* L TESOL Executive Board 135 Programs Endorse Mary Ashworth Elected Statement on Core Standards to Till Vacancy The TESOL publication "Statement of Coreon program stationery to the TESOL Central It was with a real sense of loss that theStandards for Language and ProfessionalOffice. Should your program have already Executive Board of TESOL learned of Hector Preparation Programs" (also printed in "Theendorsed the Standards, but is now ready to M. Pella's resignation from the Board in mid- Standard Bearer" in the April 1985 TESOLundergo a self-study, contact Susan Bayley at October. Mr. Pella cited as the reasons for hisNewsletter) has been distributed to language the TESOL Central Office for a copy of the resignation the "many obligations" that he has programs and institutions through affiliatepreliminary self-study manual Lnd specific had to assume at his institution together with efforts and individual requests from previousstandards for your program. Write to Susan at other professional responsibilities. His letter of announcements in the TESOL Newsletter. As the new Central Office Address: TESOL, 1118 re '-mation concluded with the words, "If I can of November 1985 more than 135 programs 22nd St., N.W., (Suite 205), Washington, D.C. be u.me help in this part of the world, please have written statements of endorsement which 20037 U.S.A. let me h. Mr. Pella continues to be a veryare now on file at the TESOL Central Office. active membe of Puerto Rico TESOL, having There will be an open meeting of the recently served as its vice president andCommittee on Professional Standards at the Secondary School I.S. president. TESOL convention in Anaheim on Wednesday, As provided for in the TESOL constitution, March 5,1986 at 4:30 p.m. to consider revisions Convention Program this Board vacancy was filled by a majorityof the materials that accompany the Core vote of the members of the Executive Board. Standards: the self-study manual and specific Here are the exciting details of the program Mary Ashworth, professor of education at thestandards for elementary and secondary, adult for the Secondary School Interest Section. The University of British Columbia, was elected toeducation, post-secondary and professionalacademic session, scheduled for March 6th fillthis position. Professor Ashworth is an from 2:00-4:15 p.m., is entitled Using Technol- preparation programs. The preliminary mate-ogy with Secondary Students: Computers and active member of British Columbia Teachers rials have been sent to those programs already Video. Barbara Agor, Nancy Giles and Patrice of English as an Additional Language (B.C. undergoing self-evaluation, but the Committee TEAL) and has had an honorary lifetimeis now ready to produce a revised edition. Lancelot (New York), will share their experien- membership in B.C. TEAL awarded to her. She Any program director wishing to endorse the ces in using computers to teach ESL. Kay Stark has served as associate chair and chair of Standards may refer to the April 1985 TESOL(Connecticut) will demonstrate how she has TESOL's Teacher Education Interest Section. Newsletter and write a letter of endorsement used video with her secondary ESL students. The varied topics for the discussion sessions (formerly rap sessions) scheduled for March TESOL Centrai Office Moves Closer to CAL 4th and 6th from 6:15 to 7:00 p.m. are as follov..s:1) Order from Chaos: Successful TESOL, CAL, SIL, IRAC and APACC have and more centrally located in the District of Strategies for Multi-Level Classes, Lisa Brod- something in common other than the fact that Columbia, it is still very much a part of thekey (California); 2) Attention Secondary they are all language/culture-related organiza- university. Its telephone number (202-625-4569) Teachers: Grants and How to Get Them, Jane tions. TESOL you know, but do you know CAL has not changed, itstill depends on various Ceraci, Susan Kulik, Richard Quintanilla (New (Center for Applied Linguistics), SIL (Summeruniversity services, and staff members are still York City) and Diane Beth Lindsay (Rome, Institute of Linguistics), IRAC (IndoChinese employees of the university. The rather abrupt Italy); 3) Addressing the Problems of Schedul- Refugee Action Center) and APACC (Asian-move was necessary because of the completeing High School ESL Students, Janet Cerba Pacific American Chamber of Commerce)? Thegutting and remodeling of the DC Transit(New Jersey); 4) Self-Monitoring: Techniques TESOL central office is now housed under one Building where TESOL headquarters had been Developing Student Responsibility for Mas- roof with these other organizations. Its new located since the spring of 1980, and no space tery, Mary Pold (Chicago); 5) Providing a address is TESOL, Suite 205,1118 22nd Street, was available on campus at this time. TESOL is Mutual Support S /stem Between the ESL and N.W., Washington, D.C. 20037, U.S.A. now a close neighbor and, in fact, a tenant ofClassroom Teachers, Sandra Ross (Colorado); Although the TESOL central office is now our good friends and colleagues at the Centerand 6) Live Wires: Let's Put a Spark in the off the main campus of Georgetown University for Applied Linguistics. Language Lab, Janie Duncan (Vermont). A Swap Shop is also planned for March 7th from 2:00-4:00 p.m. The business meeting will take place on 111111111.111111. March 5th from 8:30-10:15 a.m. Helene Becker Associate Clem. SSIS

Ian C. Gertsbain Memorial Fund On July 19, 1985 TESOL lost a good friend, Ian C. Gertsbain. Victim of a traffic accident, Ian died in Beijing, People's Republic of China, where he was working for the China/Canada Human Resources Training Program (TN, 19:5). Contributions to a memorial fund set up by TESL Canada may be sent to the Ian Charles Gertsbain Memorial Fund, c/o TESL Canada, 52 Eastmount Avenue, Toronto, Ontario M4K 1V1, Canada. The Central Office staff. Front, left to right: Carolyn Bailey, secretary; Ann Ailes, convention assistant The fund will be used to support producing (temporary); Susan Bayley, field services coordinator. Back: Rosemarie Lytton, convention and distributing a volume entitled TESL '85 coordinator; James Alatis, executive director; Carol LeClair, executive assistant; Julia Frank-McNeil, Conference Proceedings that will be distrib- publications coordinator; Sheikh Shafi, accountant;josettejames, receptionist; and Edmund La Claire, uted to all TESL Canada members ant all membership and placement coordinator. others who contribute to this fund. 4 TN 2/86 3 Nominations Invited by MLA IN MEMORIAM THOMAS BUCKINGHAM 1985 Mina P. Shaughnessy and 1933-1985 Kenneth W. Mildenberger Prizes You couldn't miss that mustache. The Committee on Teaching and Relatedteaching and for works that are likely to be When you saw him, Professional Activities of the Modern Language widely useful. Each award, which consists of a whether deep in dis- Association (MLA) invites nominations for the check of $500, a certificate, and a year's mem- cussion at a conven- sixth annual Mina P. Shaughnessy and Kenneth bership in the MLA, will be announced and tion, standing in W. Mildenberger Prizes. The committee solic- presented at the association's annual conven- front of a classroom, its submissions for the Mina P. Shaughnessy tion in December of 1986. or standing at the Prize for an outstanding research publication in To enter works into competition, send six bar, beer in hand, the field of teaching English language and copies of each work and a letter of nomination you were struck first literature and for the Kenneth W. Mildenbergerindicating the titles submitted, the authors, and by that long bushyN Prize for an outstanding research publication inthe dates of publication to either the Mina P. mustache, and the Torn BucicIngturn the field of teaching foreign languages andShaughnessy Prize or Kenneth W. Milden- ready smile and hearty hil that instantly literatures. Each prize will be awarded for a appeared when you caught his eye. Tom berger Prize, Modern Language Association, had a joy about him that always seemed work (book or article) published in1985. P.O. Box 788, Cooper Station, New York, NY to rub off on those around him. And Authors of works nominated need not be 10276. Nominations will be accepted mail 1 TESOL received a good deal of that joy members of MLA. In selecting recipients forMay 1986. For further information, please con- and of Tom's expertise and professional- the prizes, the selection committee will look for tact Theresa Kirby, Research Programs, Mod- ism. He willingly gave his time and evidence of fresh and effective approaches to ern Language Association. energy to TESOLone of those volunteers who has helped to make it the organization itis today. Tom was a member of the Executive Board of TESOL from 1978-1981, a past chair of the Applied Linguistics Interest Section 1111011S SINES (and a founder of AAAL). He was a Practical Skills member of the TESOL Newsletter editorial staff from 1977 to 1983, chair of RULING II .RS the TESOL Rules, and Resolutions Com- LI I for Easier Coping tikILI R mittee for three years, and for a number ( () 51. of years he acted as the parliamentarian (401 \ for the TESOL Legislative Assembly. Tom was a founder of TexTESOL IV in Essential Life Houston and acted as its first executive secretary. He had an : ctive career as speaker and workshop presenter at Skills Series local, regional and international TESOL (,r \IUIS Carolyn Morton Starkey and Norgina terigM Penn gatherings and was a much sought after "Back to basics" comes through dearly in this unique five- consultant. book series. Here is a concentration on important skills Tom began his ESL career at the (101 that every student must acquire to compete effectively with the many jatring complexities of todays fastpaced Quaker Boys School in Ramallah, Jordan world. in 1955 where he taught until 1958. He Featuring ... then taught high school in Moravia, New READING .XHS, Materials to prepare for competency tests, York (his home state) until 1963. From reviews, remedial instruction, and reinforcement 1963 to 1968 he served as the director of REFLRFNCI: in specific area of weakness. the Orientation Program at American NINFERIALS Fifth grade reading level (Fry Scale) & I ,EGXI. University,Beirut, Lebanon and re- Real life visuals ... copies of the actual forms turned to the U.S. to finish his doctorate lft MC\ S used in the real world are used as illustrations at Pennsylvania State University in 1970. and for practice From 1970 h 1972 Tom was associated Lists of vocabulary words, check-up reviews, and with the University of Illinois as the an abundance of exercises to assure comprehension residentialdirectoroftheMaster's ..;777.1771 Answer keys on perforated pages at the end of Degree Intern Program for Teaching each book ESL at Bayamon, Puerto Rico and from i5. 1972 to 1977 he was an assistant profes- It 1 I I41:1( 1()1tIVN Each book$495 '4net sor in the Division of ESL at the Univer- PLO No. 5316-2What You Needto Know About Gettinga sity of Illinois in Champaign. From 1977 H AO's Job & Filling Out Forms to 1983 he serveu as professor of English 1111 1 WI No. 5318-9What You Need to KnowAbout Basic and the assistant director of the Lan- Writing Skills, Letters & Consumer guage and Culture Center at the Univer- Complaints What You Need to Know About Reading sity of Houston and was the president of uniarnaLum anus g,RIES No. 5315-4 Thomas Buckingham and Associates, an Ads, Legal Documents & Reference . Materials educational consulting firm until his No. 5314-6What iou Need to Know About Reading death. READING Newspapers, Labels & Directions Tom is the author of a number of LABELS, No. 5317-0What You Need to Know About Reading books and articles but his enduring qual- Signs, Directoqes, Schedules, Maps, Charts & URI .y Dills ity will be his even and happy tempera- DIRECTIONS. menthis love of people. He will be & NEWSPAPERS -Sampler Special remembered by his three children, his Set of one copy each of all five books in series students, his colleagues and friends as not only a man who loved people and his No. 5319x'1995 (Save $480) profession, but a man who loved life. We will miss that mustacheand the man behind it. NATIONAL TEXTBOOK COMPANY Call toll free to order 800-323-4900 4255 West Touhy Avenue by John Haskell (In Illinois312-679-5500) Flo Lincolnwood, Illinois 60646-1975

4 TESOL Members and Friends Honored Kenneth L. Pike Honored J. E. Alatis Awarded the Vicennial Medal By Election to NAS by Georgetown University Kenneth L Pike, professor emeritus of James E. Alatis, TESOL's executive director, and continue to be the hours spent in the linguistics at the University of Michigan, was was awarded a Vicennial Medal by George-classroom te;:clung Modern Greek to the young recently elected to the National Academy oftown University at a formal convocation inmen and women of Georgetown." Sciences. November 1985. In accepting the award, Dr. Alatis spoke of Election to membership in the academy Fstablished 35 years ago, the Vicennial the importance of the medal to him. "It means recognizes "distinguished and continuing Medal is an award granted in recognition of 20 the culmination of a career of teaching... and achievements in original research," and is years of service to the university. Gold medals honor in a career and a university I believe in." considered one of the highest honors anare awarded to full-time faculty and staff and American scientist or engineer can achieve. silver medals to part-timers. Pike is one of 60 newly-elected members, The tribute to Dr. Alatis which was read at bringing the total academy membership to the award ceremony is recorded in The Hoye (a 1,453. Georgetown University publication), No- Rosita Apodaca and Pike, who retired from the University of vember 22, 1985: Michigan in 1979, achieved world recognition "Prior to his arrival at Georgetown, Dr. Alatis Josie Tinajero for his contributions to the field of linguistics. had been a Fulbright Scholar at the University Win Recognition His work ranged from the high literaryof Athens, English Teaching Specialist at the languages such as Spanish and English to the U.S. Department of State, and Chief of the The Mexican American Women's National languages of Mexican and South American Language Research Section of the U.S. Office Association honored seven women in education jungles, the highlands of New Guinea and theof Education. First appointed Associate Dean on June 8, 1985, at a dinner at Tigua Indian Australian deserts. of the School of Languages and Linguistics in Reservation. Among the honorees were Rosita He began his career as a missionary, earned 1966, he became Dean in 1973 and wasApodaca and Josie Villamil Tinajero, both his doctorate from the University of Michigan promoted to Professor of Linguistics in 1975. In members of TESOL and TEXTESOL I. and joined its faculty in 1948. Upon retirement, addition to his duties at Georgetown, Dr. Alatis Rosita Apodaca has gained recognition as a Pike was cited as "a major theoretician and the has, since 1966, served as Executive Director of program designernotably the HILT (High principal trainer of the largest and most active Teachers of English to Speakers of Other Intensity Language Training) program for the group of descriptive linguists the world has Languages, an international professional organ- El Paso Independent School District. She is a ever seen." ization, and, since 1981, as President of the past president of TEXTESOL I and director of From the &wham Repot. Unn testi) of &Mogan, Fall. 1986 joint National Committee for Languages and Bilingual Education for K-12 for the Dallas the Council for Language and Other Interna- Independent School District. tional Studies, a consortium of the major Josie Tinajero is an assistant professor in the ESP Journal Announces language and international studies organiza-College of Education at the University of Texas Change of Editors tions. In his twenty years at the university, Dr. at El Paso. Her most recent honors include an Alatis has enjoyed a wealth of experiences and Outstanding Service Award from the Bilingual The ESP Journal recently announced aengaged in a wide range of activities, but Bicultural Conference. She was also named change in editors. Grace Burkhart, formerly without question, his happiest times have beenOutstanding Young Woman of America. editor, has become consulting editor. The new editors are Ann Johns and John Swales. Henceforth manuscripts, correspondence and items for possible review should be addressed Patricia L. Carrell and Christopher M. Ely to: Ann Johns, Department of Academic Skills, Receive Awards at ACTFL Meeting San Diego State University, San Diego, Califor- nia 92182, U.S.A. or John Swales, English At the annual meeting of the American articles, chapters in professional books and Language Institute, University of Michigan,Council on the Teaching of Foreign Languages book reviews and has presented scores of Ann Arbor, Michigan 48109, U.S.A. (ACTFL) in New York City in November 1985, papers at professional meetings. two TESOL members, Patricia L. Carrell and Dr.' Christopher Ely, assistant professor in Christopher M. Ely, received recognition forthe Department of English and director of the SAINT MICHAEL'S COLLEGE their scholarship in foreign language education. Intensive English Institute at Ball State Univer- Winooski, Vermont 05404 Dr. Patricia Carrell, associate dean of the sity, Muncie, Indiana, has been granted the Graduate School, professor of linguistics, and Emma Marie Birkmaier Award for Doctoral MASTER'S IN TESL professor of psychology at Southern Illinois Dissertation Research in Foreign Language 36 credits University in Carbondale, received the Paul Education. For his doctoral dissertation at Pimsleur Award for Research in ForeignStanford University in 1984, Dr. Ely con- ADVANCED TESL Certificate Program Language Education. At the awards reception structed and tested a model in which motiva- 18 credits Dr. Carrell was presented a commemorative tion, personality, language learning aptitude, plaque and told that "taken together, her work and other variables were hypothesized to INSTITUTE IN TESL constitutes strong evidence of the impact ofinfluence classroom participation, which in summers only 9 graduate credits cognitive structures (schemata) on effective turn was posited to affect oral and written information processing in a second language." language proficiency. The work referred to is three articles. "Evi- INTENSIVE ENGLISH TRAINING PROGRAM After earning his B.A. in English literature at dence of a Formal Schema in Second Language Intensive English courses for foreign students Principia College, Dr. Ely served as a Peace conducted on a year-round basis Comprehension," Language Learning, JuneCorps Volunteer for six years in Korea where 1984; "Effects of Rhetorical Organization onhe taught EFL. Upon his return he studied for SL hficlxers also odors Masten degrees m ESL Readers," TESOL Quarterly, September an M.A. in TESL at Teachers College, Colum- Education. Theobgy. Adminatrahcri and Clinical Pexchcicer 1984; and "Schema Theory and ESL Reading," bia University, and in linguistics at Michigan Also ateieble Ai Ed. with concwitrations ht Modern Language Journal, winter 1984. TESL. SpecW Education, Adminidratiin,Curriculum. State University. He currently has a Ball State &meg and ComputerEducation Dr. Carrell earned both her M.A. and Ph.D. Faculty Research Grant to study the instruc- in linguistics at the University of Texas at tional interaction of foreign graduate students. Director TESL Proerarns Austin and came to Southern Illinois University Dr. Ely is a member of Phi Delta Kappa, the Box 11 in 1968. Her research interests include first and National Association of Foreign Student St. Michelin Weer second language acquisition, cognitive psychol- Affairs, ACTFL, and TESOL. He is treasurer VAnoodd. Vermont 06401 USA. ogy, English structure, history of linguistics, of the Indiana TESOL and co-chairperson of its and African linguistics. 1986 conference. Dr. Carrell has written dozens of journal

TN' 2/86 5 NTERNATIONAL LINGUISTICS Now in our 10th yearspecializing in books for the teaching of beginning and intermed'ate level Fnglish.

BUSINESS by Harris Winitz LANGUAGE THROUGH PICTURES by Harris Winitz Basic business words, such as interview, work, manufac- Eight books that teach the following grammatical structure, hire, and experience are taught throuah the use of tures through pictures and text. Total series includes over hundreds of cartoons. Picture book, text and cassette. 2,500 cartoons. Verbs, Prepositions, Pronouns, Articles, Conjunctions,Negatives, Questions, Pluralsand HOUSES AND BUILDINGS by Harris Winitz Possessives. Basic house words, such as neighborhood, apartment, living room, block, are taught through the use of hundreds of THE LEARNABLES by Harris Winitz cartoons. Picture book, text and cassette. An audiovisual system that teaches over 3,000 words, and uses grammatical constructions in context. Useful for the SPONTANEOUS DESCRIPTIONS by Douglas Moore beginner and intermediate learner. Total series includes 8 Harris Winitz picture books, 41 cassettes, 41 tests. Also available in Spontaneous descriptions of 16 pictures by speakers pro- Spanish, French, German and Russian. Chinese available vide intermediate listening and reading experience. Book after March 1, 1986. with cartoons, text and cassette.

Available FREE until May 31, 1986: SEND FOR CATALOGUE OR ORDER FROM Sample text and cassette from SPONTANEOUS DESCRIP; Department D TIONS, book from HOUSES AND BUILDINGS, or one book International Linguistics (specify) from the LANGUAGE THROUGH PICTURES 401 W. 89th St. series. Enclose $1.00 for each book to cover cost of mail- Kansas City, MO 64114-0697 ing and handling. Countries other than U S. and Canada, submit $3.00 for surface mail and $7.00 for uir mail for each book. Clinternational Linguistics Corporation

401 West 89th Street Kansas City, Missouri 64114-0697 (816) 941-9797 "...the best program on the market..." John W. 011er, Jr. University ^f New Mexico EXPRESS ENGLISH: Beginnings 1 and 2 Transitions The beginning and intermediate levels of a bo d, new communicative series

LINDA A. FERREIRA

NEWBURY HOUSE PUBLISHERS, INC. u: ROWLEY, MA 01969 Order Dept.: 1-800-3434240 In Mass.. call: (617) 948-2840 Main Office: (617) 948-2704 Telex: 178296 NHP UT

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6 7 TN 2/86 NATIONAL ASSOCIATION FOR NABE CONFERENCE SET FOR NAFSA CONFERENCE SET FOR DEVELOPMENTAL EDUCATION CHICAGO, ILLINOIS SAN ANTONIO, TEXAS The tenth annual conference of the National The 15th annual confer( ce of the National The 38th annual conference of the National Association for Developmental Education will Association for Bilingual Education will be held Association for Foreign Student Affairs will be be held in Chicago, March 12-15. The confer- in Chicago, Illinois April 1-5, 1986. Academic held in San Antonio, Texas, May 11-14, 1986. ence will feature speakers and presentations on Excellence and Equity Through BilingualFor more information, write toSherie L all aspects of developmental education andEducation is the conference theme. For moreVoland, Conference Coordinator, NAFSA, learning assistance. Participants can expect to information, contact: Maria M. Seidner, Illinois 1860 19th Street, N.W., Washington, D.C. learn current theory and practice for assistingState Boat d of Education, State of Illinois 20009. Telephone: (202) 462-4811. underprepared and disadvantaged students in Center, Suite 14-300, 100 West Randolph, reaching their academic potential. For more Chicago, Illinois. Telephone: (312) 917-3850. CALL FOR PAPERS information contact Sharon Silverman, Loyola FOR JALT CONFERENCE University of Chicago, Counseling Center, BRITISH COUNCIL ELT MEETING The Japan Association of Language Teachers 6525 N. Sheridan, Chicago, Illinois 60626, IN SORRENTO, ITALY Telephone: (312) 508-2740. (JALT), an affiliate of TESOL and branch of The annual meeting of the English LanguageIATEFL, will sponsor its twelfth annual TEAL '86 CONVENTION IN Teaching Division of the British Council willinternational conference on Teaching and RICHMOND, BRITISH COLUMBIA take place April 17-20. 1986 in Sorrento, Italy. Learning at Seirei Gakuen, Hamamatsu, November 22-24, 1986. The conference will The Association of B.C. TEAL will hold its The theme of this meeting is English in School. More information may be obtained from Roy feature over 200 presentations dealing with all 19th annual convention March 13-15, 1986 at aspects of language teaching, learning, and the Richmond Inn, 7551 Westminster Highway,Boardman, British Council Teaching Centre, Rione Sirignano 5, Naples, Italy. acquisition. Over 1000 people from Japan and Richmond, British Columbia. The convention abroad are expected to participate. theme is Looking Ahead. For more informa- Proposals for papers, demonstrations, work- tion, contact B.C. TEAL, P.O. Box 82344, NATESLA CONFERENCE shops, or colloquia relevant to language Burnaby, British Columbia V5C 5P8, Canada. IN SHEFFIELD, ENGLAND teaching/learning/acquisition are warmly Telephone: (604) 682-3525. Ile National Association for Teaching encouraged. Guidelines for submission are English as a Second Language to Adultsoutlined below. Further information may be AMERICAN HUMOR FOCUS OF obtained from the JALT Central O.:ice. 1986 HUMOR CONFERENCE Conference will be held April 18-20, 1986 in Sheffield, England. The theme is New Direc- For proposal consideration, please submit The 1986 TAASP/HUMOR Humor Confer- tions in ESL. For more information, write to: the following to be received by July 1, 1986: ence will be held March 28-April 1, 1986 at NATESLA News, 42 Elm Park, London SW2 1. Two double-spaced copies of an abstract, Arizona State University in Tempe, Arizona. 2TX, England. typed on letter-size (A4) paper, one with your The focus of this year's conference is American name and contact address on and one off. This Humor. There will be breakout sessions on TESOL FRANCE abstract should include an indication of your humor applications in American, British, presentation content and your target audience. French, German, Russian and Spanish litera- The 5th annual convention of TESOL France 2. On separate sheet(s), please list (A) your- ture; art; anthropology; business; education; lin- will be held April 19-20 in Caen, France. name, (B) address, (C) the title of the proposal guistics; medicine; music; philosophy; popularKeynote speaker will be Diane Larsen- (less than 10 words), (D) a brief abstract (150- culture; psychology; religion; sex roles; and Freeman. This will be the first TESOL France200 words) suitable for inclusion in the sociology. Convention held outside the Paris area. For program handbook, (E) any technical equip- For more information, write to: Don and more information on the conference, pleasement you would require, (F) your presentation Aileen Nilsen, WHIM Program Chairs, English contact: Kate Maffei t, Kodak Pathe (DH5) time requirement, (G) a brief personal history Department, Arizona State University, Tempe, 4G8, 8.26, rue Villiott, 75594 Paris CEDEX 12. (25-50 words) for the program handbook, and Arizona 85287, U.S.A. (H) where you saw this call for papers. TAASPThe Association for the Anthropological Study of RELC REGIONAL SEMINAR Play; WHIMWorld Humor and Irony Membership. We regret that honoraria cannot be given to IN SINGAPORE presenters. However, the conference fee for the first presenter listed on the abstract will be 20TH IATEFL CONFERENCE The RELC Regional Seminar will be held in IN BRIGHTON, ENGLAND waived. Singapore April 21-25, 1986. The theme is Submissions should be sent to the following The 20th annual conference of IATEFL Patterns of Classroom Interaction in South East address: JALT, c/o Kyoto English Center, (International Association of Teachers ofAsia. More information from: Chairman, Seminar Planning Committee, SEAMEOSumitomo SeimeiBuilding-8F,Shijo- English as a Foreign Language) will take place Karasuma Nishiiru, Shimogyo-ku, Kyoto 300, in Brighton, England, Ape' 1- 4,1986. For more Regional Language Centre, RELC Building, 30 Japan. information, contact: IATEFL, 3 Kingsdown Orange Grove Road, Singapore 1025, Republic Chambers, Kingsdown Park, Tankerton, Whit- of Singapore. SYMPOSIUM ON L2 TEACHING stable, Kent CT5 2DJ, England. AT THE ELEMENTARY SCHOOL LEVEL INTERNATIONAL SIMULATION MATSOL CELEBRATING 15 YEARS AND GAMING CONFERENCE The California State Department of Educa- AT ITS SPRING CONFERENCE tion in cooperation with Advocates for Lan- The 17th annual international conference of guage Learning (ALL) will sponsor a five-day The 15th annual MATSOL Spring Confer- the International Simulation and Gamingsymposium on second language teaching at the ence will be ,t Northeastern University, Association will take place July 1-4, 1986 at the elementary school level. The symposium is Boston, Massachusetts on April 4th and 5th. University of Toulon on the French Riviera. scheduled for July 8 -11, 1986 at the University The keynote speakers are David Eskey (Uni- The theme of ISAGA 86 is Simulation and of California at Santa Barbara. The program is versity of Southern California) and JohnCommunication. The conference will exploredesigned for educators and community repre- Rassias (Dartmouth College). The special how simulation can help our understanding of sentatives associated with enrichment bilingual problems/issues of permanent residents will becommunication and how a keener awareness of education, ethnic heritage language, immer- the focus of a panel discussion entitled Our communication may promote better use of sion, foreign language, and two-way bilingual Permanent Residents: Bridging t'se Gapsimulation. Pre-conference workshops arc immersion programs. Further information and Between High School and College For more scheduled for Julie 28-30. For detailed informa- application forms may be obtained by contact- information contact: Judy deFilippu, Confer- tion about both aspects of the conference, ing Dr. David P. Dolson, Bilingual Education ence Chair, Northeastern University, English contact David CrookalVISAGA 86, Universite Office, California State Department of Educa- Language Center, Room 208BY, 360 Hunting- de Toulon, Avenue de l'Universite, 83130 tion, P.O. Box 944272, Sacramento, California ton Avenue, Boston, Massachusetts 92115. La Garde, France. Office telephone: 94- 21 -58- 94244. Telephone (916) 455-2872. Telephone: (817) 437-2455. 71; at home: 94-75-48-38. Continued on next page

,TN.2/84 8 7 conference scheduled for October 16-18, 1986 speakers include regional experts and experts Announcements at the Sheraton World Hotel in Orlando,from the United States and Great Britain. Continued from page 7 Florida. Persons interested in attending are cordially The SCOLT annual conference functions as welcome. Please write to us for more informa- CONFERENCE ON COMPUTERS IN a center for presentations of recent investigation: Chulalongkorn University, Language LANGUAGE RESEARCH AND tions and new ideas concerning language Institute, Prem Purachatra Building, Phyathai LANGUAGE LEARNING teaching and learning. Displays of the latest Road, Bangkok 10500, Thailand. teaching aids, teaching equipment, study-travel The Division of ESL, University of Illinois of programs and publications give the 300.600 Urbana-Champaign will sponsor a conference participants an opportunity to view gad gather entitled Computers in Language Research and foreign language materials for c:... Broom use. Language Learning on October 25 and 26, 1986 For more information about the SCOLT at the University of Illinois. Keynote speakers conference, write to: Christa Kirby, Pinellas include Martha Evans (Illinois Institute ofCounty Schools, Largo C & I Center, Largo, The School for Technology), Robert Hart (University of Florida 33540. Illinois), Philip Lieberman (Brown University), International and James Marchand (University of Illinois). Training Papers are hereby requested for presentation MIDWEST REGIONAL TESOL at the conference. They should be of direct CONFERENCE IN ANN ARBOR relevance to computer application in any one of the following areas: 1) language learning and The sixth annual Midwest Regional TESOL teaching; 2) stylistics; 3) lexicography; 4) sec- Conference will be held in Ann Arbor, Michi- ond language acquisition research; 5) speech gan on Novembere 6.8, 1986. For more paception and processing; and 6) translation. information, write to: Leslie L. Prast, English Please submit an abstract of no more than 300 Division, Delta College, University Center, words by April 1st. Include the title of the Michigan 48710. Telephone: (517) 686-9102. Get a better Job. paper and your name, affiliation and address. Do a batter lob Also indicate which interest area your paper Master of Arts in Teaching for represents. Presentations should be no more CONFERENCE IN THAILAND: TRENDS certification and effective IN LANGUAGE PROGRAMME career preparation in than 45 minutes long. Send abstracts to: Lyle F. English as a Second Bachman, DESL, 3070 Foreign Language. EVALUATION Language French. Spanish Building, 707 South Mathews Avenue, Urbana, Chulalongkorn University Language Insti- Bilingual/Multicultural Illinois 61801, U.S.A. education tute is hosting an international conference in in two consecutive summers or Bangkok during December 9-11, 1986. The one academic year, Also. SCOLT/FFLA CONFERENCE topic of the conference is Trends in Language Master's In Intercultural Human Programme Evaluation, and the themes to be Service Management IN ORLANDO, FLORIDA The Soliool discussed are Approaches to Evaluation; For International Training Planning for Proficiency is the theme of theProgram Design; Use of Quantitative Tests; 12 Kipling Road Brattleboro, VT 05301 Southern Conference on Language Teaching Quality Evaluation, and Practical Approaches 1400-451.4465 and Florida Foreign Language Associationand Implementation on Program Evaluation.

New.. .from Oxford University Press Person to Person The Grammar Handbook Communicative Speaking and Irwin Feigenbaum Listening Skills "An excellent book for intelligent, motivated students." Jack C. RichardsDavid Bycina Ann Aguirre, Coordinator It does exactly what you want it to do: Language Institute, gets students talking and listening Northrop University Person to Person The Grammar Handbook is a two-book, PERSON TO PERSON makes grammar easy. It's functional course in MIN an invaluable student resource speaking and for either classroom use or listening for adults at-home reference. Compre- and young adults at hensive enough for the most the intermediate advanced ESL students, it is level. It consists of easy to use for intermediate two Student Books, students as well. Cassettes for both books, and one Teacher's Book.

it OXFORD UNIVERSITY PRESSEnglish Language Teaching Division Oxford 200 Madison Avenue New York, New York 10016 Ames4shkan (212) 679-7300

8 TN 2/86 I I AIM

Edited by Mary Ann Chriistison Snow College Upcoming 1086 TESOL Meetings TEXTESOL I ANNOUNCES (Meetings are in the U.S.A. unleu otherwise indicated.) SCHOLARSHIP WINNERS March 13-15 B.C. TEAL, Richmond, B.C., Canada TEXTESOL I is proud to announce two April 4-5 scholarship winners. Susan York, Ruth Crymes MATSOL Spring Conference, Boston, Massachusetts Memorial Scholarship recipient, and Mario April 4.5 Louisiana TESOL, New Orleans, Louisiana Rene Andrew, student scholarship recipient. April 10-12 Tennessee TESOL, Memphis, Tennessee Susan York is an ESOL teacher at Ysleta Junior High School. She has he; degree in education April 11-12 Kansas TESOL from the University of Massachusetts at Boston April 12 TEXTESOL V Spring Meeting, Carrollton, Texas and has been a program director at a small private college in Kansas City, Missouri. Mario April 18-19 MIDTESOL Conference, Columbia, Missouri Andrew zaended Bowie High School where he April 18-20 CATESOL State Conference, Oakland, California was a member of the National Honor Society. He is pursuing a degree at the University of April 18-20 WAESOL Conference, Spokane, Washington Texas at El Paso in mechanical engineering. April 19-20 5th Annual TESOL France, Caen, France HOLSCHUH ELECTED TO April 25.26 D.A.T.E. Conference, Santo Domingo, Dominican Republic OHIO TESOL OFFICE April 25-26 Gulf Area TESOL, West Palm Beach, Florida Ohio TESOL has elected two new vice May 3 presidents and two new regional representa- Minnesota TESOL Spring Meeting, St. Paul, Minnesota tives. William Holschuh, director of the May 9-10 Wisconsin TESOL, Eau Claire, Wisconsin American Language Program at the Ohio State May 30-31 Caribbean Regional Conference, Caracas, Venezuela University, was elected first vice president/ president-elect for 1985-86. Carolann DeSelms June 11-14 SPEAQ Convention, Quebec City, Quebec, Canada of Ohio Dominican College was chosen to be July 7-August 15 TESOL Summer Institute, Honolulu, Hawhii second vice president and program chair for 1988. The new regional representatives are October 16.18 4th Rocky Mountain Regional, Albuquerque, New Mexico Susan Blower of Otterbein College and Julia November 6-8 Southeast Regional, New Orleans, Louisiana Villasenor of the International Institute in Akron. These four Ohio TESOLers assumed November 22-24 JALT, Hamamatsu, Japan office after the 1985 fall conference at Burr Oak More information on these meetings from: Susan Bayley, Field Services Coordinator, State Park on October 25-26. TESOL, Suite 205, 1118 22nd Street, N.W., Washington, D.C. 20037, U.S.A. MARY ANN POTACKI CONCLUDES SEVEN YEARS AS EDITOR NYS TESOL NEWS Committee, NYS Assembly; special Mary Ann Potocki, editor of the Illinois awards for Lifetime Dedication to NYS TESOL/BE Newsletter for seven years, The 15th annual NYS TESOL Conference TESOL and Field of ESL to lona recently concluded one of the longest editor- was held in Syracuse, New York, October 18- Anderson and Marcelle London; a ships in TESOL affiliate newsletter history 20, 1985, with Cary Cabriel and Earl Stevick as Distinguished Service Award to Maria Graciously thanking all those who had helped keynote speakers. Educational visits, publa- Mastrandrea; and a Creative Leadership her over the years, sh turned over her blue pens ers' exhibits and an awards banquet were Award to Eric Nadelstem. and T-squares to her successor, Ms. "Teddy" highlights of the conference as well as over 110 by Jeanette D. Wan) Bofman. Congratulations, Ms. Bofman, and concurrent workshops, papers, and demon- Syracuse University thank you, Ms. Potocki! strations. Election results were announced at the annual business meeting: Fay Pallen, president; 411111111111M Jim Lydon, first vice president; Nancy Dunetz, second vice president; and Executive Board An Outstanding MA Program Members: Anna Marie Carrillo, Vel Chesser, Nancy Lay, Patrice Lancelot, Betsy Reitbauer, in a Unique Setting! Jessie Reppy, Margo Sampson, Ruth Sob- kowski, and Ann Wintergerst. Jeanette Macero and Pat Tirane are TESOL liaison representa- MASTER OF ARTS IN ENGLISH AS A SECOND LANGUAGE tives; Eric Nadelstem serves as immediate past UNIVERSITY OF HAWAII, HONOLULU, U.S.A. president. NYS TESOL presented several awards: Recognition Awards to Charles Mackey, Curriculum includes: Classroom, centered research; curriculum and supervisor in teacher certification, NYS Depart- syllabus design; drama an..1 ESL/EFL; English for Special Purposes; ESL/EFL ment of Education; Jason Friedman, director research methodology; language testing; listening and speaking skills; of elementary education, East Ramapo School pedagogic grammar; reading and writing in TESOL; teaching practicum; District; and Jose Serrano, Chair, Education TESL/TEFL methodology; second language acquisition; sociolinguistics and ESL. Thesis and Nonthesis options available. Full -time faculty includes: James Brown, Craig Chaudron, Richard R. Day, Fred Genesee, Kenneth Jackson, Michael H. Long, Charles Mason, Martha Pennington, Ted Plaister, Jack C. Richards, Charlene J. Sato, and Richard W. Schmidt. For additional information, write: Chairman, ESL Department University of Hawaii 1890 East West Road 0Honolulu, Hawaii 96822 USA TN 2/86 10 9 Regents' new six-level ESL/EFL program for HOPSOM children aged 5-12 is: ACTIVIBASED HOPSCOTCH allows children to learn by . doingthe way children learn best. And its abundance of "hands-on" activities, songs, chants, anJ games are all geared to their natural interests and abilities. FLEXIBLE HOPSCOTCH can be used with large or small classes. And it offers activities for pairs, small groups, or large groups so you can taitormake lessons just for your class. EASY TO USE HOPSCOTCH's clear organization insures that both students and teachers always know wilt to do. The stepby-step instrt.c- tions in the Teacher's Editions reduce preparation time, too. 40- ,eZ; BROAD IN SCOPE HOPSCOTCH presents students with interesting, familiar material in such content HOPSCOTCH offers a full range of components: textbooks in full color, areas as math, science, and social studies activity books, teacher's editions,Andcassette programs with music and to make teaching and learning English sound effects to make language practice come alive in the classroom. more rewarding than ever before.

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The Input Hypothesis: ISSUES AND IMPLICATIONS Stephen D. Krashen

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A Comprehensive Grammar of the English Language Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, Jan Svartvik The most authoritative and concise survey of the English languageboth American and British!

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10 11 TN 2/86 possible choices in the language gam, pupils ...ill be led to an awaieness of what is involved in (bi this case) the skill of reading. However, it is not at a.l clear that the kind of language tten crated from using Storyboard is''act a.vell Edited by Liz Hamp-Lyau directed or dell as its creators.ould have us University of Edinburgh believe. As an el tension of this idea, if the declared intention of using a program is to entourage discussion then in no way is it necessary to have Finding a Place for CALL a specifically languagelearning task. It is in fact in this latter use of computers that I believe the future use of them trill be greatest. by Robert Hill Simulations designed for totally different Edinburgh University milieux trill be able to solve the problem that continually plagues foi.'gnlanguage teachers. The Cool Web of Language namely bow to protide some sort of worth. guage learning is that eharaetei:ses CALL in while content for essentially contentless lan. By assigning names we impose a pattern its purest manifestations. CALL began in the guage lessons. Thus simulations from medicine, and a tneaning which allows us to manipt.late programmed learning school of education and business, pilot training, etc. can give a realistic the world" (Dale Spender AlanMade Lan- has inherited all its faults: CALL systems remain environment for language practice and de- guage). Conversely, name,. have a habit of essentially "fault-finding, test oriented"' pack- velopment. manipulating their users: the word computer is ages relying heavily on drilandpractice If you seek a theory for this notion, look to in the process of being invested with the mythi- methodology. the ideas proposed by grashen4 for using the cal power we reserve for such emotive words There is, of course, a place for driland language naturally. through the actual teaching as freedom, democracy, or, in t..e social scier of subjectinatter in the foreign language. In practice, but to use this as the main underlying this framework using the computer offers two ces, such obfuscating words as paradigm, theory of language learning ignores competing enriching environments: teaching pupils how to matrix, etc. methodologies. This is heightened in the case of use the computer itself -,ind teaching other sub CALL, since the sheer expense of buying coin Names also create realities; nobody talks lints through the t.se of simulations. peter packages means that one expects more about video-assisted language learning, though Conclusion we do talk of using video in the classroom. than inst a mechanised substitution table. Yet, the inbuilt conservatism of large educational Instead of talking about CALL lct us talk of CALL, on the other hand, has become scme "computers in the classroom"; let us not fall thing of an independent entity: we ask ques- packages is unsupportive of change. More seriously, the technology has a disturb prey to the terminology and be mystified and tions such as:Are you interested in CALL?, ing habit seduced every time the word computer is used. not Are you interested in using computers?", dictating the theory behind its use. Let us use computers to provide enriching at least not in the way that we ask the same Braun and Mulford's firstsemester French environments, but let us not press on with our course' depends on the view that vocabulary question of, say, video. Thus we are forced to illusory search for the perfect educational decide whether or not to use CALL rather than should not be subordinated to structure, in (language-teaching) tool. whether or not to use computers. other words that students should be taught the vocabulary that they need while the 'structure' REFERENCES 1. Kerwin. M. J. bc Kenning. M. M, 1983. Introduction to Why Should We Use CALL? will take care of itself. There is nothing intrinsi computerosristed language teaching. Oxford: Oxford University Press. If computer technology is simply "the kind cally wrong with such a view, except that it 2. linen. T.E.Ik h Mulford. C.W. 1984. Computerassisted of challenge which one feels drawn to respond would need demonstration and argument to be instructiod as an integral part of a fintentester French fully acceptable. What is wrong is that such a etoricutunt. Con:putter and the Ituntanuin 18.47.56, to,"' one may as well leave it alone, though 3. Suppe:. I'. (M.) IASI. Cornputernuristld instruction at Star those with a programming bent may appreciate theory was used because the computer "excels ford: 1968.1960. Stanford University.. IMSSS. at keeping track of large numbers of small 4. Etashen, S.D. 1985. The input hypothesis: Issues and this sort of challenge. implications. Nov York, Longman. If, on the other hand, computer technology is things" and therefore a vocabulary -based being used simply because it is claimed to be course was assumed to be the best. 'more efficient' than anything else, then we N others have followed the same line of should seriously question our reasons for using argti.rent: nearly all the examples of CALL Pen Pals Wanted it. It is in these circumstances that we fall into from Stanford' require that one take the tech- the 'language laboratory trap by assuming that nology as a 'given and wheel out a theory of The following letter was passed on to me a piece of educational hardware can solve all language that will support its use. from the TESOL Central Office in my role as our problems. A further problem is that in the nature of chair of TESOL's ad hoe Committee on the If we decide to use CALL because its effec- things a CALL course must be closely keyed to International Concerns of TESOL. Scott tiveness has been proved through evaluation a textbook and will therefore not be as widely Enright, chair of TESOL's ESOL in Elemen studies, we are committing ourselves to a par. applicable as would be imagined. At the very tary Education Interest Section, has passed this ticular view of what CALL is. The wish to least, assumptions must be made about the person some details of other teachers like evaluate CALL implies a view of it as au entity, state of a users linguistic knowledge prior to his herself wanting penpals, but it would be a a pedagogical package which can have greater use of the course, and the only practical way of good idea if TESOL could have alist of or lesser effectiveness. The term evaluating doing this is to key the course to a textbook. teachers/classes from all parts of the world, implies a certain view of the educational pro. The difficulties of reconciling the demands of which could be sent to other people making cess. Evaluation carries with it the notions of specificity and generality are permanent. advo. such requests. If you would like to be part of comparison and contrast, and probably com sates of CALL require that courses be as gen such alist(and remember we need both mits one to an engineering view of education. eral as possible, but such courses are usually Englishfirst language classes and English namely the view that efficiency is the main cri only of use to those who know enough to pro. second/foreign language classesso ask your tenon. But consider the experience of the past: gress through them without the help they offer English LI friends, too) write to Susan Bayley the vast efforts expended in 'proving' the super. anyway. at TESOL Central Office. In the meantime, iority or otherwise of audiovisual techniques in A Way Forward Ms. Moore, English Teaching Forum (U.S.I.A., the 60s and 70s seem now to have been largely Striving to break out of the programmed Washington) regularly publishes requests for wasted, because misdirected. There can be learning mould, some suggest that the compu- pen pals from teachers in non-English speaking other educational goals than mere efficiency. ter can be a classroom support, an aid to the countries. L.H.-L. Attempts to evaluate methodologies by com- generation of language in the classroom. Dear TESOL: paring control and experimental groups ignore This is without donbt true, but it is not CALL in its pure form. It is using the computer as an I am a language arts teacher in Brownsville, the values presumed to inhere in the means at Texas. I am interested in obtaining a list of the expense of reaching the ends. aid, as one wool' use a blackboard or a magazine. teachers from other countries who wish to find The Inevitable Failure of CALL Attempts to give a specifically, language learn- whole classes of English-speaking penpals. ing' dimension to this aspect of computer use Thank you for any help you can give me. As long as we go on thinking about CALL as include such popular packages as Iliggins's an entity in its own right we shall be disap Storyboard. As a pedagogic idea, Storyboard is Norma Moore pointed. Not the least of our worries is that too prehistotle. I lowever, the major claimed bene- 13103 East Tyler heavy a reliance on outworn theories of Ian. fit for it is that by indulging in discussion over ilarlingen, Texas 78550, U.S.A. e.1.4 duo. n rogram

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Announcing the Weekly TIME Education Program ! But TIME isn't resting on the past. To celebrate its 50-year partnership in the classroom, TIME Magazine announces the new weekl TIME Education Program. That's right. Week y. Now,for the first time, you can receive weekly quizzes, fact sheets, vocabuNry exercises and tested teaching ideas, all based on the current issue of TIME. No other program keeps you ahead of the times like the TIME Education Program.

Find out just how ri,. _,h the new weekly TIME Education Program can do for you and your English, social studies or ESL students. Call an educational service representative now, toll free, to discuss your teaching needs. 1-8t 0-523-8727 1 (In Pennsylvania, call collect: 1-215-493-1221)

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..11 /01(03--/Rif .,,v,.. weekly The TIME Education Program. The resources you need, when you need them. /\ Report fromisrael 1000 Hear Speakers on Theme Looking Ahead at Jerusalem Conference on TEFL/TESOL by Elite Olshtain Tel Aviv University Background were Susan Gass from the University of and their potential impact on the school system In the winter of 1980 two professional Michigan and Fraida Dubin from the Univer- and specifically on the individual learner. Her English teachers' organizations were estab-sity of Southern California. Susan Gasspaper entitled On the Uses and Abuses of lished in Israel almost simultaneously: ETAIaddressed her plenary to the question The Language Tests brought examples of how tests (English Teachers' Association in Israel) and Puzzle of Acquisition: Where Does Conversa-can serve either as constructive or as destruc- ISRATESOL (the Israeli Affiliate of TESOL). tion Fit In? In her paper Gass presented ative tools. Elite Olshtain from Tel Aviv The goals of ETAI were to encompass all model for second language acquisition which University focused her plenary talk on The English teachers in the country in an active incorporates the interaction between input and Interplay of Discourse Analysis and Language organization which would enable them to meetoutput, putting major emphasis on the relation- Learning. The presentation attempted to regularly within their regional settings in order ship between cqtnprehensible output andhighlight some of the findings in speech act to share new ideas and keep abreast of the affective variable. Fraida Dubin spohe onresearch and their relevance to the learning/ latest developments in the field of English Making Sense of Schemas, Scripts, and Frames teaching context. language teaching. ISRATESOL, on the other for Second Language Reading focusing specif- hand, was established first to serve all thoseically on the significance of reader's back- Lectures and Short Talks who were already members of TESOL andground knowledge. The paper sorted out There were almost one hundred lectures and second to create a suitable forum for all those various views on the reading process which short talks on a variety of topics which interest interested in research related to Englishhave a bearing on reading in the ESOL context English teachers today. Some of the lectures teaching. ETAI, the larger organizativu of the and provided examples of texts used in reading were given by teacher trainers and researchers two, established a yearly winter conferencematerials. in the field, others were given by teachers and (one day) and a yearly summer school (two to Richard Allwright from the University ofdevelopers of materials who emphasized the three days). In addition, the local branches Lancaster in England gave a plenary onpractical aspect of our work. Many of the began to meet regularly. ISRATESOL, a much Making Sense of Instruction: Whose Job Is It papers dealt with the implementation of the smaller organization made up of universityAnyway? Allwright's definition of instructioncommunicative approach to foreign language teachers, applied linguists, teacher trainPrr andholds the key mea..age presented in this paper: teaching in the school system. These talks material developers, established two yearly"Instruction is the process whereby opportun-ranged from specific classroom techniques to meetings, usually encouraging M.A. and Ph.D.ity for learning is created." In the modernthe development of learning centers and students to present their work. language classroom process should meanteaching material series. The participants Conference Organizers interaction based on co-production and co-showed special interest in the preparation of acting of teacher and students. Such an materials for learning centers and for individu- In 1983 the two teachers' organizationsapproach might lead to the favorably viewedalized activities. A number of talks focused on combined forces to prepare the first interna-situation where learners control their intake the preparation of teaching materials for tional English teaching conference in Israel for syllabus. computer-aided instruction. summer 1985. A planning committee was set up Don Byrne focused his plenary on Meeting Many papers focused on reading compre- consisting of Sheila Benn, Dvora Ben-Meir, Learners' Needs by looking at ways of getting hension from a variety of points of view; some Bonnie El linger, Evelyn Ezra, Irma Goodman, the right balance between teacher/learner dealt with research findings which help us gain Natalie Hess, Valerie Jakar, Esther Lucas, Jeaninput. Special consideration was given in this insight into the reading process and the Vermel, Ephraim Weintraub (secretary) andpresentation to the balance betwcen accuracyacquisition of the reading skill, others dealt Elite Olshtain (chairperson). Three ex-officioand fluency. with the application of new theories to members joined this committeeRaphael What is particularly interesting in the fourclassroom practices. Cefen from the Ministry of Education and plenaries discussed so far is the fact that all four There were twenty-seven different work- Culture, Ian Seaton the English Officer at the share the notion of "making sense of all the shops (most of them repeated a second time) British Council in Israel, and Andrew Cohen held at this conference. The workshops were from the Hebrew University. For almost two factors affecting the learning process." Two titles actually have the words "making sense" intwo hours long and participants had an years this group of people invested tireless opportunity to try out some of the suggested efforts in ensuring the success of the conference them, the third one contains the word "puzzle" and the fourth implies the question "How do activities and ideas. All participants showed which was held July 14-18, 1985 at the Hebrew we meet our learners' needs?" It seemsgreat interest in the workshop dealing with University on Mount Scopus. suggestopedia, which was led by Marion The conference began on a beautiful Jerusa- therefore, that the plenary lecturers sense the need for practitioners to take heed of theGeddes of the Regent Schools of English. lem summer day, with an unexpected turnout Suggestopedia was probably demonstrated in of almost one thousand participants. These advances of research in the field of teaching and adjust them to the learning process whichIsrael for the first time, and people were eager were mostly Israeli English teach' rs coming to learn as much as possible about it. from all over the country and about sixty goes on in the classroom. Many of the workshops dealt with the participants from the U.S., Canada, England, The other four plenary lectures were Israeli development of materials of classroom tech- Germany and a few other countries. Thescholars working in various research areasniques for the teaching of the various language unexpectedly large audience resulted in very related to the field of language teaching. E.A. skills. Others dealt with the utilization of crowded lecture halls and necessitated some onLevenston, from the Hebrew University innonlinguistic area in the language classroom the spot changes and lecture repeats in order toJerusalem, spoke about The Place of Transla- such as arts, music, subject matter, road safety, accommodate all of the participants. tion in the E.F.L. Classroom. In his presenta- etc. Particular attention was given to the use of tion Levenston considered the various class- audio-visual aids such as the video and Plenary Lectures room functions of translation focusing on the recorded materials. There were eight plenary lectures and one advantages and disadvantages of each type. Many publishers of EFL/ESL texts partici- opening lecture. The opening lecture TwoAndrew Cohen, from the Hebrew University in pated in an exhibition. Steps Forward, One Step Back was given by Jerusalem, focused on the importance of trying In addition to the tremendous variety of Raphael Gefen and consisted of a historicalto understand how learners go about the lectures and workshops offered at the confer- survey of the various developments in the field process of learning in a plenary entitled What ence participants enjoyed an evening devoted of English language teaching with a specialCan We Learn From the Language Learner? to a "sing-song" and the less formal interaction view towards the future, in line with the theme The examples presented in this lecture were in halls, cafeterias and on the lawn of the of the conference Looking Ahead. Four of thedrawn from research using mentalistic mea- beautiful Hebrew University campus. plenary lectures were from abroad and were sures. ISRATESOL and ETAI have just started sponsored by 1 ESOL and by the British Elana Shohamy from Tel Aviv University planning their next international conference for Council. The two TESOL sponsored lecturers considered a new perspective of language tests 1988. 3 TN 2/86 13 14 REPORT these programs, identification of effectiveled the discussion. The theme of math/science materials, and participants' recommendationsskill development for language minority on how to implement this information intostudents continued as researchers Jose Mestre CLEAR Meeting on math/science training programs for teachers. and George Spanos reported on their research. Although the participants represented many One area of special interest was the description Academic Skills program types and grade levels in veryof the special features of "math register" in Development different school districts, there was consensus word problems. In addition, Mestre demon- that the first institute should focus on kinder- strated his computer-based analyzer that will by Evelyn Hatch garten through sixth grade and should belead novice students to analyze math problems University of California, Los Angeles available to all teachers, not just to those who in a more expert fashion. teach in bilingual programs. In addition, Following the math/science presentations, In the October 1985 TESOL Newsletter we participants cautioned that while students from the participants turned briefly to a discussion of discussed the mandate of the new National different Li groups may have language-related the links between literacy and academic Institute of Education Center for Languagestrategies for dealing with math/scienceachievement. CLEAR's projects include read- Education and Research (CLEAR) to carry out problems, the degree of variability both ining in the content areas and writing across the research projects that will address issues related skills and strategies within each group shouldacademic curriculum. That is, we plan to link to several broad areas. The first of these areas be seriously considered. literacy skills development with the use of of research centers on academic skill develop- The next day, Richard Duran of CLEAR andthose skills in content areas. Evelyn Hatch and ment in reading, writing, and mathematics for the University of California at Santa Barbara Continued on next page language minority students. CLEAR staff have proposed a number of projects for this research area. The projects span elementary to tertiary programs and include bilingual, multilingual, and foreign language classrooms: Reading in content areasprojects in Are your students reading elementary school bilingual and multilingual classrooms; the real thing? Math and science instructionprojects in junior high programs for language minority students; Effectiveness of adjunct instructionprojects in university ESL programs where language is taught in connection with content area classes; Test analysisprojects which evaluate language minority students' performance on items which test cognitive problem solving skills; Genuine Articles Inference and logical fallacies in reading Authentic reading texts for intermediate projects which test and train university- level ESL and Hispanic students to draw students of American English appropriate inferences in reading academic content materials; Writing across the curriculumprojects Catherine Walter which document techniques for teaching writing (including journal writing) in a multilingual school setting; A collection of 24 authentic reading texts in American English, gathered from a wide range of sources, covering many differ- The language requirements of cognitive tasksprojects which look at the language ent styles of writing: newspapers, magazines, brochures, adver- children use in problem solving over tisements, business letters, and books of fiction, nonfiction, different modalities; and poetry. The effects of tutorials on math, science, and language skills of both tutors and Practical exercises that promote an active approach to reading. tutees from elementary to university Each exercise focuses on a specific skill, such as canning, levels; drawing inferences, guessing vocabulary from context. Teachers and students as language re- searchersprojects documenting the pro- Summary skills exercises in each unit help students organize cess of how teachers and students become information in the text and build mental summaries. researchers of the learning process. Detailed Teacher's Manual and Answer Key, with suggestions on In order to refine the work plans for these using the book in class, warm-up activities, and follow-up work projects and to discuss other possible research in writing, vocabulary, and oral fluency. initiatives, CLEAR held a three-day seminar at UCLA on December 4-6,1985. The framework Student's Eook:27800-7, $6.50 for the seminar is one which allowed us to talk Teacher's Manual:27801-5, $750 with teachers, administrators, materials development specialists, and researchers on the wide range of issues involved in academic skill development. The first day of the seminar was co- 11=11114 sponsored by UCLA's Office of Academic Inter-institutional Programs (OAIP), an office which offers intensive summer programs for teachers. The discussions, led by Jose Galvan of CAMBRIDGE, UNIVERSITY PRESS OAIP and CLEAR, centered on descriptions of 32 East 57TH Street, New York, N.Y. 10022 programs that work, training for teachers in

14 TN 2/86 5 CLEAR Meeting Activities That Encourage Learners to Continued from page 1 Concepcion Valadez presented an overview of Learn on Their Own CLEAR projects in this area. Evelyn Hatch and by Judith Coppock Gex CLEAR staff will be working with teachers in In Anatomy of an Illness, Norman Cousins LaGuardia Community College the Rosemead School District in the greater Losquotes Albert Schweitzer as saying: ". .. Each Angeles area, on a research program looking at patient carries his own doctor inside him. They 1. Follow the words in the book or magazine skill development of students in multilingualcome to us not knowing that truth. We are at while you listen to the tape. classrooms. Concepcion Valadez plans aour best when we give the doctor who resides 2. Turn off the tape and reread the passage similar study with CLEAR staff to document within each patient a chance to go to work." silently to yourself. Look up any words you the development of academic skills for Spanish In every place you see the word "patient" in need to in a dictionary. language students through biliteracy. his quote, substitute the word "student." In The third area covered in the seminar related 3. Follow the words again while you listen to every place you see the word "doctor," the tape again. cognition and language development to thesubstitute the word "teacher." It seems to me nm'an of transfer of skills. Joyce Penfield that good teaching involves making students 4. Close the book or magazine while you *Iced about her research on literacy skills of aware that they are their own best teachers. listen to the tape. students from different LI groups. She emphas- Here are some activities that I've used to 5. Listen to the tape . ,weral times without izes again the importance of not classifying encourage students to broaden their attempts reading the words. You can listen while you students simply in terms of their first language to find English on their own: but rather looking at the language history of wash dishes or get ready for work. each student. She particularly emphasized the Postcard puzzle games. Cut a stiff piece of 6. When you are finished with this reading differences in skills related to academic subjectpaper the size of the postcard. Cut the postcard and cassette, bring them back and borrow matter for bilingual, immigrant, and what sheinto puzzle pieces. Make an outline of the cut another one. termed "interruptive" bilinguals. Interruptivepieces on the stiff paper. On the back of each bilinguals include students wlo might have Assignments that encourage exploration of puzzle piece, write a sentence with a blank or a the city. Many of my students are so new to begun their education in the U.S., developingquestion. The answers go in the corresponding good oral communication skills in English and New York that they're still uncomfortable with shape on the stiff paper. Students can get thethe transportation and they haven't learned then returned to their country and continuedcorrect answers by working directly with the academic learning in the first language. On much about the inexpensive quiet pleasures words or by assembling the picture and then that the city offers. They're interested in return, they can demonstrate good skills in oraldealing with the words. Prepositions, verb English but do not have the skills in reading and learning about museums, parks, churches, forms and/or content can be reviewed withevents, some background on these things and writing to demonitrate their academic achieve- these puzzles. I sometimes get postcaids of ment. Simply grouping students for instruction how to get there. Through a series of classroom (or in research) by first language or by test current exhibits in town to make these puzzles.activities that include guided listening, doze, scores is a disservice to these students. Then I give students the information aboutreading, dictation, movies and pictures, one Richard Duran and Michaele Smith gave a going to see the exhibit. can "hook" students on the people and the progress report on their CLEAR research U.S. Servas, 11 John Street, New York,stories that help make these places interesting project which unites a testing and teaching New York 10038. Telephone: (212) 267-0252. to visit. When they visit, they can be guided in approach to help students draw correctThis traveler host organization gives students writing by you through a kind of treasure hunt inferences from reading passages. They dem-the opportunity to meet Americans and prac-of the place. You can give them certain onstrated their initial computer program fortice their English. To join, students are asked to information to find out so they are forced to identifying logical fallacies and false inferences write a letter of introduction about themselves. interact with the people who are there. The ESL students draw from texts. Susan GoldmanThey also need two letters of reference before idea is to help them enjoy both the city and and Richard Duran also talked about their text being interviewed. They may become travelers English. I always give them specific directions analysis of the TOEFL examination and howfor $45. Fifteen dollars of that sum is refunda- on how to get to a place and hours and this might relate to CLEAR's plan to do ble when they return their U.S. host list. admission policies with a list of nice inexpen- secondary analysis of data from national tests When they are members, they receive a book sive restaurants in the area. If it's an assignment, for language minority students. listing the names, addresses, hobbies, interests, many very hardworking students enjoy relax- The seminar was helpful in allowing us to and language abilities of Americans all over the ing and making time for pleasure. consider how we might reshape our researchcountry who are interested in meeting people Songs available in doze form with self- agenda. In addition, we would very much like from other countries. If they want to travelcorrecting answers on the back a la David to be able to draw on you, our constituency in across the country, they contact families theyBlot's Correct It And Learn activities (Correct TESOL, for input in relation to math/science would be interested in meeting. If the hostIt And Learn And Accompanying Exercises instruction of language minority students. We agrees, they may stay in their homes for twoavailable from Blot-Rojas Publications, 62 Park would be happy to hear about ways you andnights and breakfast. Hosts frequently invite your school districts are improving instruction Terrace West, New York, NY 10034). Exercises them to have other meals or sightsee as well. like this made up for songs from Broadway for such students in math/science and other No money is exchanged between host and content areas. While we have access to a wide musicals, movies or videotapes are very traveler. Each pays his/her own expenses. Thepopular with students. Working through them range of published and teacher-preparedidea is for people to get to know each other materials, we would like to know more about can be a good way for a student to prepare for better and to talk. (Note: Servas operates in seeing a show. ways in which you may have implemented over 70 countries.) successful programs. Please feel free to write to A variation I've u Al is to send students home Books and tapes to borrow. In Soundingfor the weekend with the lyrics for four songs us at CLEAR, Department of Psychology,Right, Robbins Burling suggested that children UCLA, Los Angeles, California 90024. on the Country Countdown in doze form. The Since this seminar looked mainly at math/ are able to acquire an internal native-soundingassignment is to listen to the Country radio science and cognition, a January 29-31, 1986 tape recorder in a language more easily than staiion (in New York WHN, 1050 AM), hear the seminar brought together teachers, specialistsadults because they are frequently read to. He songs as many times as possible, and catch the and researchers to discuss the development of said he thought adults who are read to wouldwords. They also feel free to tape the songs literacy (reading and writing) in content areas.be able to get a language more easily. from the radio to listen over and over. We will report on this in a subsequent issue of In taping books, I read at a normal speed ... Each student carries his own teacher the TESOL Newsletter. with a slight pause at the end of each sentence. inside him. They come to us not knowing that Just before reading the first complete sentence truth. We are at our best when we give the on a page, I say the page number. I tapeteacher who resides within each student a CORRECTION magazine articles (Ranger Rick, Reader'schance to go to work. In "TESOL '85 Convention: Geo- Digest and News For You are good sources), e Cousins, Norman "The Mysterious Placebo," Anatomy of an graphical Breakdown of Registration children's books (biographies, science, cultural) Illness, page 89. Figures" (TN, 19:4) Finland and Jordan and ESL readers. were omitted; with these additions, a These are the instructions that accompany Note This article is reprinted from the NYS TESOL News- total of 60 countries were represented each book-tape packet: (books or magazines to letter of the SIG on ESL in Higher Education, October, 1985 and a total of 4,909 participants at- borrow with tape cassettes About the author: ,udith Coppock Cex is an instructor at the tended. English Language Center at LaGuardia Community College, Name of pages_ C.U.N.Y. TN 2/86 '`.1 6 15 REPORT Innovative L2 Programs for Children :Addison-Wesley by Nathalie Bailey Enthusiasm ran high among participants at the fifth annual Bilingual/ESL Conference at for Adult ESL William Paterson College, in October 1985: Innovative Second Language Programs: The Elementary Years. Participants chose frcm among 23 workshops in this two-day gathering of teachers of students of limited English proficiency (LEP). Georgetown University Bilingual Education Service Center was a co-sponsor and several of their specialists presented workshops. Among these were: The ESL Specialist as Facilitator for Mainstream Teachers; Dual Framework Curricula: Cognitively Based Second Language Development; and Infusion of Multicultural Materials for Mainstream Content Classroom. Sheltered- English, otherwise known as content area ESL instruction, was a recurring theme addressed by a number of presenters, including keynoter, Rosita Apodaca. Apodaca

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A combination of life-skills and A creative solution for zero- Gladys Nussenbaum and Rosita Apodaca structures, this innovative, two- level ESL students, this program reports great success with this approach in the El Paso, Texas public schools. HILT (high level program is designed for presents conversational English intensity language training) uses the regular high-level beginners. through unique photo-stories. curriculum to teach English to homogenous (LEP only) classes. Teachers are trained to help develop English functional competence through care in providing "comprehensible Springboards input." This is done by such techniques as 1) Impact frequent comprehension checks, 2) an emphasis on cognitive development of academic This three-level course is ideal An unbeatable collection of concepts, literacy skills and critical thinking for literacy and developmental stimulating communication skills; 3) just plain good teaching, as in taking reading programs. activities for low-intermediate care to summarize important concepts. to advanced students. Apodaca supports effective bilingual education programs. However, she recommends the gradual reduction of total native language teaching time from ninety minutes to forty-five Step Ahead Talk-A-Tivities minutes in grades one to six. The high school model which she described increases sheltered English teaching time over the course of four Developed for beginning-level This collection of pair-work years, beginning with math and language arts students, this four-level series activities provides thought- and including science and social studies, with focuses on interactive communi- provoking exercises for inter- the native language maintained. cation skills. The second keynoter, Ricardo Otheguy of mediate to advanced students. the City University of New York, emphasized the need for a strict separation of language use EN- in bilingual/ESL programs. He praised the dlr Addison-Wesley Publishing Company, dual-language program at P.S. 84 in New York. World Language Division, Reading, Massachusetts 01867 Spanish and English are used on alternate days, (617) 944-3700 through a team-teaching approach. An impor- o Please call me. I am interested in receiving samples of these and tant feature of the alternative-day curriculum is other ESL materials. the extensive staff development needed to Phone Office hours create the understanding and interchange of o i would like to receive a copy of your 1986 ESL Catalog ideas for this program to succeed. Ship to: Other noteworthy innovations included teach- I ing writing as process to young children, CAI Namc software with ESL applications, maintenance ; School of native-language, parental involvement, the E. S t rc t "shared book" experience, bilingual special 1City State Zip education needs of LEP children and engaging ISignature Asian students in classroom activities. 3 IIIIMIIIIIMIIIIIMIIIIIIIIIIIIMIIIIIIM111111111111111111111111111111111O11111111111111111111M

16 17 TN 2/86 Unit 5, Scene One, about fixing up and renting an apartment. Nevertheless, my students, for most of whom English is a foreign language, like the book, and I think it serves their (general Edited by Read D. Eckard, Western Kentucky University English) needs. Regarding student age, some of the skill area exercises are really appropriate only for mature adults. Since my students are EXPRESS ENGLISH: TRANSITIONS young, I simply eliminate these sections, with no great loss. Finally, with regard to skill area by Linda A. Ferreira. 1984. Newbury House, 54 Warehouse Lane, Rowley, Massachusetts 01969. development, Transitions is only a basic text. (Student book viii + 152 pp., $7.95; workbook 48 pp., $3.95; teacher edition xvi + 160 pp., $9.95;Most teachers will feel the need for supplemen- cassettes (2) 60 minutes each, $25.50). tary exercises if they wish to emphasize any Rev,',...ved by Barbara S. Lopez skill area(s). I think here especially of writing. Inter American University of Puerto Rico There are only 12 writing activities in a text designed for "a minimum" of 120 class hours. No book is perfect, and Transitions, the intermediate level of a forthcoming three-level ESL In summary, despite the many faulty spots, series for adolescents and adults, is far from it. Still, Transitions is for me by far the most enjoyable Transitions is a lot of fun for everyone, and it and productive intermediate ESL book of the many with which I am acquainted. I recommend it leads easily to interpretative, natural language to all ESL/EFL teachers, particularly if their students are, like mine, initially "undermotivated." use in the classroom. I chose it over a large number of competitors, and I'm happy about The central story, presented in a combination strong control of English. The teacher's manual my choice. When you look at it, first read it as of narrative and dialog, is its selling feature. It's is of no aid whatsoever in this respect. a story, all the way through. Then when you go a soap opera, based not only on the predictable Second, the grammar exercises cannot bethrough it critically and you find weak points, themes of choosing between conflicting love trusted. Some illustrate the teaching point with they won't seem very important. objects and between love and duty or career, subtle ideas and/or complex vocabulary. Some About the reviewer:Barbara Lapez received her Ph D. in but also on ambition, revenge, plotting, introduce too much at one time. Some include linguistics and has graduate training in TESL and in deception, and a good measure of real dirty no items at all where the answer is not a matter anthropology She has taught in adult education, junior college, dealing. There is a variety of interesting university, and private intensive ESL programs. She is of opinion, so it's possible for a student to currently an assistant professor at the InterAmerican University characters which students can, and do, really misunderstand all the way through. In some, of Puerto Rico, San German campus, teaching ESL, TESL, and like, empathize with, or hate (though admit- the students wonder if there's a "correct" linguistics. tedly all the characters are white, and all theanswer to the story, or ifit's a matter of major characters are middle-class). While the opinion, or if they have to answer at random. plot of the story is hardly original (loveFurthermore, some grammar exercises are conquers all), it is involving, so much so that inconsistent and ill-thought-out. For example, THE GRAMMAR HANDBOOK students read ahead on their own. The appealin Unit 12 students learn the passive of the by Irwin Feigenbaum. 1985. Oxford University of the story is greatly enhanced by large colorsimple present and simple past. The models are illustrations. Press, 200 Madison Avenue, New York, NY direct active-passivc transformations. But, for 10016. (vii + 358 pp. $10.95). The question/answer exercises based on the the exercise on the simple present you find this story are good. Questions are both literal and model: Reviewed by Louis V. Zuck interpretative. Many cannot be answered by Wade: Have you finished the plans yet? University of Michigan, Dearborn mechanically copying from the text, and yet Kemp: No, the plans aren't finished. I The Grammar Handbook by Irwin Feigen- they can all be answered by simple sentences haven't finished them yet. within the students' control. baum has been written for use M "advanced Inspired by recent work in sociolinguistics, I Finally, with regard to the talk-to-your-partner ESL composition courses" and in "intermediate wanted a text that would allow students and applications, some of the cues lead to very and advanced ESL classes." The author states teaches to be reasonable and appropriate, stupid or socially inappropriate interactions. that the book "does not follow any one rather than right or wrong. In Transitions, I My third qualification about Transitions linguistic model"; nevertheless, the approach found it. While I cannot say the Transitions regards the "Expression" section in each unit, a taken towards grammatical analysis and the story has deep character development, the doze listening passage (dialog) which is also to general order in which the material is presented characters do have enough richness to allow be used to teach a function (such as suggest- suggest that the text has been influenced in no open-ended questions like "How does she feel ing). These sections seem thrown in. Moreover, small way by the well-known work of Ran- now?", "Why did she say that?", "How can he students often can't isolate dialog lines repre- dolph Quirk et al., A Grammar of Contempo- get out of this one?", or "Now what's her next senting the function, and they have so little rary English. step?". Students offer alternative possibilities, context or guidance that when they are asked to The book consists of seven chapters, each of and, perhaps most important, explain why they make their own parallel dialog they end upwhich is introduced with a detailed table of reject other interpretations. copying, changing a few lexical items. It would contents for easy reference. There are a great Several other good features of the book be much better to use the central story to teach many exercises in the book: The first chapter, should be noted. There's a large variety of functions. for example, has twenty-nine, each with five to exercise types (grammar, doze listening, dialog Fourth, I am not happy with the reading and ten items. The book concludes with seven formation, reading, writing). Furthermore,writing sections at the end of odd-numbered appendices and a complete index. The append- counting the initial presentation pages of each units. The reading is very marginally related to ices offer information on spelling, two-word unit plus the special reading sections, Transi-the central story, though it does includeverbs, irregular verbs, indirect object patterns, tions provides more, and more attractive,recently presented grammar structures. Ques- etc. reading practice than competing general ESL tions on the reading are few, usually literal, and A major shortcoming of the text is that it texts. The grammar exercises use story charac-sometimes about trivial details. The reading is attempts to satisfy too many different objec- ters and situations in a plausible way. Vocabu- usually a sort of model for the followingtive;.. Some of these objectives, which are lary and structures are conscientiously rewriting. Unfortunately, it is usually both more stated in the Preface, are not compatible. Take, cycled. Verb tenses are, with a few exceptions, complex and less well organized than what I for example, the objective to meet the needs of mixed naturally. Structure exercises are always hope my students will write. The writing is "advanced ESL composition courses" and the followed by a tell-about-yourself/ask-about- supposed to be original student ideas. Students objective to provide "some reference to style your-partner application. Finally, it's easy to are guided, not very strongly, by a series ofappropriate for informal conversation." If the find a stopping place; the book comes in bite-questions. Unfortunately, the first and last textis primarily for use in advanced ESL size pieces. questions are sometimes answered in the textcomposition classes, then it would seem that Now for the things I do not like aboutwith information from the reading passage. Continued on next page Transitions. First and foremost, interpretative This is confusing; students rewrite the reading. exploitation of the story is, for the most part, This, like some of the grammar exercises, is ill- left to the teacher. The questions in the book thought-out. help but do not suffice. This creates a problem I conclude with some notes on the book's for people who adopt the book for largescope and appropriate audience. In some courses with many sections and many teachers, respects, Transitions seems geared to an ESL, not all of whom may be well trained or have a as opposed to an EFL, audience. An example is TN _2/86 18 REVIEWS AERA Forming Second Language SIG Continued from page 17 A special interest group entitled Second Dues for members of AERA will be $3.00 per the space used to explain material relevant to Language is being formed in the Americanyear; non-members, $10.00 per year. For informal conversation might have been betterEducational Research Association (AERA). information contact Elizabeth B. Bernhardt or used to explain material relevant to composi- The intent of any AERA SIG is "to promote aGilbert A. Jarvis, 249 Arps Hall, 1945 N. High tion. For example, much, if not all, of theforum for the involvement of individuals Street, Ohio State University, Columbus, Ohio discussion in the first chapter of exclamations,drawn together by a common interest in a field 43210 or Dale L. Lange, 145 Peik Hall, 159 restatement questions (questions that requestof study, teaching or research." Specifically, Pillsbury Drive, S.E., University of Minnesota, confirmation), tag questions with contractedthe intent of the Second Language SIG is "to Minneapolis, Minnesota 55455. Note: Since the tags, and contracted short answers to tags,promote research in the area of second group is just being formed, it is necessary to might have been omitted. In their place, forlanguage learning/acquisition as well as to identify as many second language educators as example, could have been more informationfacilitate an exchange of ideas among educa- possible who are presently members of AERA. regarding linking verbs. The list on page 11tors involved in second language teaching,A petition signed by 30 AERA members is makes no distinction between those verbs that curriculum development, materials develop- necessary for the formation of the SIG. take both adjectives and nouns as subject ment, and language program administration." complements and those that take only adjectives. In addition, something might have been said about intransitive and transitive verbs that take obligatory adverbials (The mayor lives in a large house/The librarian put the magazines on the table), or verbs that often have a prepositional phrase complement in addition to New Revised Edition of a direct object (The guards prevented the MMC: DEVELOPING COMMUNICA- prisoners from escaping). sTIVE COMPETENCE IN ESL by Mary Newton Bruder and Gary Esarey To give another example of conflicting MMC is designed to teach American English struc objectives, the attempt to provide "a reference SERI I ture to both beginning and intermediate adult learners grammar" for use by students in "advanced of English. Students use each grammar pattern co rn- ESL classes" competes, in a practical way, with ,rnunicatively from thestart, hence "MMC" the decision to provide copious exercises for `Mechanical, Meaningful, Communicative Much of I N z =class time Is spent in "student talk". the active learn independent work. About half of the space in ing of the language through practice. each chapter is given to exercises; as a result, Incorporating the suggestions from both teachers valuable reference material has been omitted. ENG I I and students garnered over ten years of 8. assroom In addition to the omissions already noted, use, this text is conveniently separated into two parts Chapter 6, "Rearrangement of Sentence Pat- for teaching in two courses, offers maximum clanty of exposition, and concentrates on encouraging easy terns," says nothing about the constraints that AS A communication among students. apply to the grammatical form of the passive. To bridge the gap between drills in the classroom Is the student to assume that the step-by-step and communication In the "real world;' the exercises procedures for converting the active to the SIE,CO\ I) In MMC consist of situational problems which the stu- passive apply to the perfect progressive? Also, dents are likely to come across in everyday life in the United States, such as opening a bank accour or is the student to assume that every active, taking public transportation. Each lesson contains an transitive clause has a passive or has a passive LAN itliCiE introductory passage, a vocabulary list, and the with the same meaning? Furthermore, in the presentation and drilling of patterns The pattern is same chapter, the rules for deriving "there" Introduced by a brief exchange of dialogue to place the teaching point in context, followed by simple sentences from the normal SV order are written generalizations to identify the structure practiced in only for active sentences and do not account the exercises. Each lesson ends with a long dialogue for structures like "There was an old man being and a communicative exercise which helps to link mu.ged in the parking lot." More could be structure to communicative settings and cultural information, sai .3, but these examples will suffice. Part 1 contains lessons 1.11, and Part 2 consistsof lessons 12-22 Audiotapes covenng the dialogues and To conclude, the text tries to fulfill too many Ml drills are available to accompany the text. Mailable February 1986 Part 1, approx 248 pp., $9.95 objectives, but that is not to say thatitis Part 2. approx. 224 pp.. $9.95 without value. After all that has been said (and all that might have been said), it appears that Other Texts and Tapes in the Series the needs best served by this book are those of WRITING A RESEARCH PAPER by Lionel Menasche (1984) 140 pages $5 95 the intermediate ESL student. PRONUNCIATION EXERCISES FOR ADVANCED LEARNERS OF ESL by Gary Esarey (1977) About the reviewer: Louis V. Zuck, professor of linguistics, University of Michigan at Dearborn, teaches courses in both 132 pages. $5.95' English linguistics and applied linguistics. MMC: DEVELOPING COMMUNICATIVE COMPETENCE IN ESL by Mary Newton Bruder (1974) 479 pages. $11.95' STUDENT'S WORKBC 3K OF GRAMMAR EXERCISES by Dorothea Gottheb Akhand (1976) 100 pages. $4.95

'III--a- - F" ROLEPLAYS IN ESL by Christina Bratt Paulston, Dale Britton, Barry Brunetti, and John Hoover (1975) 60 pages. $3.95 INVITATION TO SUBMIT INTERACTION ACTIVITIES IN ESL by Judith Carl Kettering (1975) 68 pages. $3.95' PROPOSALS FOR TESOL SUMMER INSTITUTES AMERICAN ENGLISH SOUNDS AND SPELLINGS FOR BEGINNING ESL STUDENTS by Judy Ver- nick and John Nesgoda (1980) 394 pages. $7.95 The TESOL Executive Board is invit- DEVELOPING BASIC WRITING SKILLS IN ESL by Marie Hutchison Eichler (1981) 176 pages. $5 95 ing institutions to submit proposals to conduct Summer Institutes on their CONVENTIONS IN THE MECHANICS OF WRITING by Barbara J Jaramlllo (1974) 102 pages $4 95' I campuses. Applications should be sub- Catalogues are Quotable on request 'Audiotapes (cassette and/or rug 80 accompany the WI Ore aho Quotable olitted 2-21i years in advance. For Senn Edon Christina Bran Paulson and May Newton Cruder information and Guidelines for Summer Institute Proposals, write to: James E. Alatis, Executive Director, TESOL, University of Pittsburgh Press Suite 205, 1118 22nd Street N.W., 50Pittsburgh, PA 15260 I Washington, D.C. 20037, U.S.A.

18 1.9 TN 2/86 MINISCULES MINISCULES A dash of politics, a bit of family history, a good measure of cultureall mesh and influence the language courses Edited by Howard Sage, New York University we teach, the institutes we administer, the curricula we develop. Miniscules will, we hope, provide ESOL people International Wildlife. National Wildlife Fed- Skiing Right by Horst Abraham. 1983. Harper with concise accounts of many current eration, 8925 Leesburg Pike, Vienna, Virginia and Row, 10 East 53rd Street, New York, New non-ESL books, including fiction and 22184, U.S.A. Annual subscription for six issues, York 10022, 237 pp. $12.95 poetry, on topics such as culture, ethnic- $12.00 U.S. ity and politicsthose forces and many For many TESOL oriented readers, terms othersthat affect learners, learning and Using language to explore the world, and like suggestopedia, holistic learning, self- language use. understanding the world through language and concept, left/right brain, humanistic teaching, We invite you to send your miniscules photographs are some of the values derived imaging, and peer teaching may not call forth (mini-reviews) of 150 words or less to: from the rich and intriguing EF/SL lessonsany snowy associations, but Skiing Right Howard Sage, Editor, Miniscules, 720 which can be based on International Wildlife boogies through these moguls in an exciting Greenwich Street, Apt. 4-H, New York, articles. Texts, written clearly for non-hotdog style. Tight' here refers to 'right brain,' NY 10014 U.S.A. Please include all bib- specialists and suitable for secondary or adult but the ambiguity only confirms the thesis. liographical and price information. readers, range from a few lines to a few pages Skiing Right is the "Official Book of the in length. The photographs are outstandingProfessional Ski Instructors of America" and is usually large enough to show an entire class at principally authored by Horst Abraham, who onceand help students visualize the text began "traditionally" learning to ski in Austria subject. Topics include individual species, but after World War II. His tracing of the historical frequently deal with the complex relationships development of the teaching of skiing parallels Foreign Student of people, animals, plants, and environment. our evolving classroom pedagogies. It takes Recruitment Kit Recent articles have looked at how animals in little effort to see the relevance for language Costa Rican jungles stay safe at night; conserva- teaching in nearly every chapter. Its clear, Available from NAFSA tion and control of man-killing tigers in India; anecdotal style makes the concepts much easier cooking with flowers; grasshoppers and crops; to visualiie and identify with than most ESL The Foreign Student Recruitment Informa- fast cars on Germany's roads and sick trees in teacher trainer texts. (I recently used parts oftion Clearinghouse Advisory Committee its Black Forest; and child fishermen in the this book in an EFL teacher-training seminar I announces the availability of its new Recruit- Philippines. These provide excellent bases forconductPf. and I would use it againeven in ment Kit: An Introduction to Foreign Student language lessons on contrast, consequence, Florida!) And although I doubt Abraham hasRecruitment. The kit was produced by the sequence and persuasion; my favorite lesson soread Krashen, he has a clet. understanding of Clearinghouse, which is supported through a far is based on the transformation of an and gives life to "comprehensible input," thegrant to the National Association for Foreign awkward, draggled albatross chick into a sleek "affective filter," "learning versus acquisition," Student Affairs from the U.S. Information and elegant adult. and "monitor mania." Agency, and sponsored by the National Liaison Although some may laugh (with their analyt- Committee on Foreign Student Admissions. Lise Winer icalleft brains) at my comparison of the Designed for institutions interested in foreign Southern Illinois University learning of skiing with that of English, this student recruitment, the recruitment kit book does show that there are basic principles includes nearly 20 items dealing with the ethical to learning anything, just as there are both basic recruitment of foreign students. Materials characteristics of a good teacher (communica- address aspects of foreign student recruitment tor) and ways in which one can build goodfrom institutional self-study to recruitment The Post-Modem Aura: The Act of Fiction in tours. The kit is available from the National an Age of Inflation by Charles Newman. 1985. student-teacher rapport that can be transferred across fields. Abraham shows all this while Association for Foreign Student Affairs, 1860 Northwestern University Press, Evanston, 19th Street, N.W., Washington, D.C. 20009, Illinois 60201. 201 pp., paperback, $7.95. continuing to assert the individuality of learning, teaching, and interpersonal-contact styles. U.S.A. for $25.50 ($23.00 + $2.50 postage and handling) for NAFSA members or $30.50 This strongly argued book will be a source of Tim Murphey ($28.00 + $2.50 postage and handling) for non- comfort for anyone who has avoided calling a University of Neuchatel, members. Pre-payment must accompany all favorite novel "modernist" because it just might Switzerland orders. be "post-modernist." Even worse, it might also be an example of metafiction, mega-fiction, ar.ti-realistic fiction, surfiction, superfiction, or 111. parafiction. Newman does not cle:ine post-modernism as postwar literature with heightened self-Research Project Underway reflexiveness, extensive parody, or syntactic innovation. Instead, he views it as an inevitable outcome of living in an age of inflation. Small Group and Cooperative Learning Programs Inflation affects not just people's savings for Non-Native English Speakers accounts, but their social, political, and intellectual lives. They come to expect all forms As, of a research project funded by the kinds of information: ages and language groups of excessin the media, technology, and National Institute of Education to the Center for of students served, content focus of the intellectual discourse. Newman's critical stance Language Education and Research, success in programs, program structure and curriculum against what he believes is excessive theorizingsmall group and cooperative learning programsmaterials developed, and outcomes for the and finally intellectual incoherence is evAent in for non-native English speakers is being docu- content and language development. The chapter titles such as "Meditation on a Lost mented. B oth kinds of programs involve students information collected will be compiled for Nomenclature" and "The Anxiety of Non- in small groups where there is face-to-face inter- distribution to teachers of non-native English Influence." His criticism is sharp because he action and peer-learning. Moreover, in coopera- speakers, and all programs responding will hopes that serious writers and critics will stop-tive learning prorams rewards are structured so receive copies of the report. The information browbeating one another or their readers (or that students are individually accountable andalso will be used to design a research project. lack of them), and vice versa. Artists mustalso need to be concerned about the perfor- If you are involved in such a program, please become a part of their culture, not remain part mance of all group members. write to Evelyn Jacob, Center for Applied of a peripheral cult. Dr. Evelyn Jacob, project director, would Linguistics, 1118 22nd Street, N.W., Washing- like to hear from persons involved in successful ton, D.C. 20037, U.S.A. or call her at George Miriam Fuchs programs and would like to know the following Mason University (703-323-2421). Elizabeth Seton College TN '2186 20 19 Indeed, it was clear from the animated discussion which ensued that each student had a lot to contribute to the collective revision that each group was -sponsible for handing a . As expected, the revised paragraphs were a great Edited by Cathy Day improvement over the first drafts. Eastern Michigan University The benefits of this series of activities were many: students had to describe a process which was represented in a diagram, thereby stretch- Revising Without the Pain ing their writing skills; the time limit imposed on them simulated, to a certain extent, the by Daniel M. Horowitz pressure of writing an examination essay; they Western Illinois University were forced, while writing cooperatively with As a classroom teacher who is of ten concerned about the importance of revising and proof - their classmates, to read carefully and to write reading, I was intrigued by this submission to It Works, and I am planningon trying itmyself next in a way that was coherent with what came semester. Let me know what happens if you try it. C.D. before; they compared and evaluated the final products; by voting, they committed them- Convincing students of the importance of highest. I then gave them fifteen minutes to selves to the recognition that even the best revising their writing is sometimes an uphill work individually to find and mark places in writing can be improved through revision; and, battle because of the maternal feelings they the paragraphs that they felt could be in working together to pro duce a better have toward their own work. For a recent improved in some way. Since I had corrected product, they shared their ideas about good reading/writing unit centering around the all the grammar problems before I gave out the and bad writing, concentrating on discourse problems of nuclear energy, however, I put papers, the students had to concentrate on level rather than grammar level problems. together a series of activities that circumvented sentence connection, overall organization, For students nct yet used to revising their this problem without resorting to the of relevance of information, factual accuracy, own work, this type of activity can be a gentle cooked exercir^s of the "take this paragraph level of detail, word choice, etc. (Other introduction to the benefits of " ... try, try and fix it" variety. teachers might let students correct the gram- again." I began by giving my students a diagram of a mar errors themselves if that suits their goals of vas, nuclear power plant. Their small group assign- the day.) After they had marked the places that About the author Daniel M florowit7 teaches at WEST. ment was to study the diagram and to explain it they felt needed revision, I asked them to vote Institute. Western Illinois University, where he is testing to each other, making sure that each student on which of the three descriptions they thought coordinator and computer lab director Ills research interests center around more clearly defining the demands of academie understood the process of producing electricity was the worst. I wrote the name of ea .1 student reading and writing from nuclear power. After about twenty under the number of the paragraph he or she minutes, I projected a transparency of the felt was most in need of revision and thento diagram on a screen and, as a class, we my students' surpriseassigned those students discussed it. These preliminary steps were in groups of three to revise the one they felt was designed to insure that all the students were the worst! It seemed to me that that paragraph familiar with the process which they would was the one they had the strongest feelings soon be wilting about. about and the clearest ideas for revising. The next step was to have everyone sit around a table and jointly compose descriptions of that process. I provided each student with a sheet of paper on which the first sentence was given: "The purpose of a nuclear TESOL power plant is to produce electricity." Each student had a few minutes to compose a second Announces sentence which would begin the actual description. When the time was up, the students passed SEVENTH EDITION their papers to the left and continued writing where the previous student had leftoff.I encouraged them to read the paper they had DIRECTORY OF just received from the beginning and to refer constantly to the diagram. They continued in this way, wilting one sentence and then passing PROFESSIONAL the papers in different directions in order to vary the sequence of writers. When a student PREPARATION felt that a description was complete, that paper stopped circulating. PROGRAMS IN TESOL When all the descriptions were complete, I asked the students to give each one a grade from "A" to "F" depending on their overall IN THE UNITED opinion of the writing. By passing the papers around, each paper received a grade from each STATES: 1986-88 student. Since the students had only a small personal stake in the paragraphs, they all Itlists andincludes: seemed to feel quite free to give low grades to U.S. institutions with brief descriptions of programs leading to certificates or degrees in paragraphs they thought were poorly written. I tallied up the grades, and, the next day, TESOL for 1986 through 1988 presented the students with a copy of the three Statement of Core Standards for Language and Professional Preparation Programs paragraphs they had collectively rated the Guidelines for the Cc rufication ofTeachers of English to Speakers of Other Languages in the United States State Certification Requirements in ESL/EFL for all fifty states $13.00 Members, $15.00 Non-Members

SO p.m.01.44,Z T E S 0 1118 22nd. Street, NW, Suite 205, Washington, D.C. 20037

21 TN 2/88 Harbin. People's Republic of China. The Harbin Instaute The TESL/Applied Linguistics Capartment at UCLA of Technology is seeking EFL teachers for September 1986 announces a probable temporaryoneyear appointment at the openings. Requirements' Ph.D. or MA. in TESL linguistics. visiting assistant professor rank for the 1986.87 academic or British or American literature, plus familiarity with year. Salary: $26,657. Applicants must have completed their computerassisted language learning. Send resume to: Wu Ph.D. in applied linguistics or a related field and have primary Sillthen, Foreign Language Department. Harbin Institute of teaching and research interest in reading/composition theory Technology. Harbin. People's Republic of China and practice. Letters of interest and curriculum vitae should be sent to: Chair, Search Committee, TESL/Applied Linguistics, 3300 Rolfe Hell, UCLA, Los Angeles, California University of New Hampshire. Durham, New Hamp- Georgetown University. Washington, D.C. Assistant 90024, U.S.A. AA/EOE shire. Summer school lectureships in ESL and academic year Proles:el of English as a Foreign Language. Tenure.track teaching assistantships in ESL and in Freshman English. position beginning Fall 1986. Duties: 15 hours/week Applicants are required to enroll in the UNH M.A. program in teaching in intensive EFL program. participation in program Fundecion Insriano Meyer. Bogota, Colombia. FIM, the English Language and Linguistics. For further information, development, and other responsibilities. Qualifications: leading paved,. language institute in Bogota seeks ESL write to Professor Karl Diller, Department of English, Doctorate in TESOL, or applied linguistics %/oh ESL/EFL instructors. Requirements: M A. in TESL or applied linguistics University of New Hampshire, Durham, New Hampshire concentration. and three or morn years full-time experience or B.A. in educat.'in. No experience is necessary. Special ore- 03820. in an intensive ESC'. program for academically oriented service training 'Lavern in applied linguistics and TESL students. Rem of publications. research. and presenta- techniques. Competi:ive salary depending on qualifications, Harvard University Summer School. June 18August 15, tions Oversees experience helpful. Interested ESOL bonuses, two weeks paid vacation and other benefits 1986. A paid apprenticeship for ESP teachersntraining professionals who meat alt ioquirements please apply by provided. Send con plete resume to: General Academic who have good writing skills, some background in business. letter and detailed vita sheet before April 1, 1985. All Director, Fandaciar institute Meyer, Calle 17 No.10-16 Piso marketing. or economics, and a strong interest in learning applications will be acknowledged. Write: William E. Norris, :Iundo. Bogota. Colombia. about the case study approach to teaching. This is a paid Head, Division of English as a Foreign Language. George- training opportunity. Apprentice teachers normely take en town University, Washington, D.C. 20057. AA/E05 associated 4unit seminar in theory and practice of foreign The Aeronautical Training C. ter. Dhahran, Saudi language teaching and receive four units of graduate credit Arabia, seeks ESL instructors for its :Nil aviation electronics for the practicum as well. Interested applicants contact Rice University Intensive Engash Prcgram, Houston, training program. Duties include teaching and some program William Biddle. Associate Director, English as a Second Texas. Opening May or My, 1986. ESL Language Consul- development. Qualifications: MA. in TESOL or equivalent Language, 301 Sever Hall. Harvard University, Cambridge. tant, Professional Staff. Ongoing employment plus full substantial (2.3 years) overseas experience preferably in Massachusetts 02138. AA/EDE benefits. Duties: 35 weeks of teaching per year with 20 hours Saudi Arabia; ESP for math and electronics highly desirable. of classroom teaching weekly plus other responsibilities. Competitive salary and benefits. Two-year contract. Send Harvard University Summer School. A ie.: opanlriaa for Minimum requirement: MA. in ESL or a closely related field resume to Mr. Peter W. Woolley. Senior English Instructor, experienced ESL instructors, June 18August 15. 1986. with 12 approved graduate hours In ESL One year's teaching Training Department, Saudi Services and Operating Com- Requirements:graduate demo in TESL or applied linguistics experience and ability to teach all at all levels. Starting pany. Ltd, P. 0 Box 753, Dhahran Airport 31932 Saudi and extensive postMasters degree teaching experience. salary range: $13,600-$14,000. Send letter of application. Arabia. Telephone: 966-3-879-2323. Telex: 601926 SSOC Special areas of expertise welcomed for broad variety of vita, transcript and three letters of recommendation by SJ. elective courses. Duties for these f 8-week positions March 21 to: Jan Griffin. Rice University. Personnel Office, include: teaching 15 hours per week, preparation, and P.O. Box 2666, Houston. Texas 77252. AA /EOE Student conferences; participation in staff development Institute of Public AdmInstration, Riyadh. Saudi Arabia. workshops and seminars; and support work with teachers- EFL Teachers needed for governmentsponsored training Pan American University, Edlnburg, Texas. Assistant institute for civil servants with branches in Riyadh, Jeddah, in-training. Salary: $4500. Send letter of application and professor, tenuretrack. beginning August. 1986. Required resume before TESOL Conference to Anne R. Dow, Director, and Dammam. MA. in applied linguistics or TEFL required; Ph.D. in Applied English Linguistics with research and experience, especially in English for special purposes, English as a Second Language. 301 Sever Hall, Harvard teaching experience in Itiguage acquisition (including University. Cambridge, Massachusetts 02138. WEOE preferred. Salary commensurate with experience. One-year reading) and language testing/measurement. Specialization renewable contract includes housing, transportation, medical in theoretical phonology, with background in Spanish benefits, family benefits. Teaching couples welcome. Meet University of Pennsylvania. Philadelphia. Director sought linguistics eel publications desirable. Teaching responsibili- our representatives at the TESOL Conference in Anaheim end for a full service English program for non-native speakers. ties include introductory linguistics, remedial reeding/ Responsibilities: administration of an intensive program send your resume to: Director, English Language Center, composition, and specialized areas. Salary competitive. Institute of Public Adminstratic n. P.0 Box 205. Riyadh, Saudi offering all levels of instruction; building relationships with Interviews at MLA and TESOL. Send application, vita, Arabia 11141. other schools/academic departments of the university complete transcripts, and sample publications before March including the TESOL degree program; planning/implement. 1, 1986, to: Dr. Michael Reed, Chair, Department of English. ing student recruitment strategies; cultivating relationships Pan American University. Edinburg, Texas 78539. Tele ERAM Institute, Jubeil, Saudi Arabia. ERAM Institute has in the community among social service agencies and phone: (512) 381.3421. AA/EDE single status openings for ESL/ESP instructors teaching adult business /corporate sector. Qualifications: energetic. males. Requirements: M.A. in TESL/applied linguistics with experienCed leader who shares our desire to create a minimum one-year experience. ESP and technical back. program of national prominence. Requirements: Ph.D. or the The Economics Institute, Boulder, Colorado. We are grounds useful. Possible evening classes at time and a half. equivalent, experience administering a complex self - currently accepting applications for the position of ESL Salary: over $20,000. Benefits: housing on beach utilities, supporting program, experience in an academic setting. instructor MA. in TESL linguistics or related field required, medical and dental care, 30 days paid vacation and airfare, knowledge of a foreign language. experience abroad, record Knowledge of economics, business, computer science, transportation to and from work, round-trip to and from U.S.; of successful grant and/or contract development, and vision statistics, etc. helpful. Prefer several years adult ESL access to recreation center Send current resume to Dr Max teaching experience and willingness to go abroad for short end independence. Approval pending. Salary competitive. Miller, Director, P.O. Box 10192, Jubail Industrial City, 31961, Send vita and three letters of reference to: Dr F. Bruce (10.20 week) assignments Salary commensurate with Saudi Arabia 00.966-3-341-9867 Telex: 632127 ERAM SJ, Robinson, CGS. 210 Logan Hell, Uiversity of Pennsylvania, qualifications and experience. Send resume to: Head of Philadelphia, Pennsylvania 19104, U.S A. AA /EOE Academic Program, The Economics Institute, 1030 13th Street, Boulder, Colorado 80302. Telephone: (303) 492- American Center English Teaching Program, Khartoum, Department of Speech Communication, Pennsylvania 8417. Interviewing at TESOL Confarence in Anaheim. Sudan. Immediate openings for TEFL instructors. B.A. or M A. State University, University Park, Pennsylvania. Opening required. Some knowledge of Arabic helpful. Salary LS 1.280 (pending budgetary approval) for tenuretrack assistant monthly; best for motivated, recent graduate desiring professor in cross cultural communications (CCC) for fall. overseas experience. Write to: Director. ETP, The American 1986. Qualifications include: Ph.D. In ESL, speech commun- JOB NOTICES Center, Department of StateKhartoum, Washington, D.C. ication, or linguistics; strong record of publications; 20520. U demonstrated ability to teach graduate level courses and Noticv: of job openings, assistantships direct graduate student research in CCC; teaching creden- or fellowships are printed without charge tials in second language acquisition, EFL or discourse provided they are 100 words or less. Ad- Western Universities Agricultural Education Project, analysis. Desirable: competence in a second language; Sumatra, Indonesia. International education specialist In experience teaching abroad. Responsibilities. teach gradu- dress and equal opportunity employer/ TESL. Two.year assignment on University of Kentucky/ ates/undergraduates in CCC, direct graduate student affirmative action (EOE/AA) statement U.SA I D project in Indonesia. Annual salary' $14,500 plus research, curriculum development supervision of loathers may be excluded from the word count. post differentialHousing and transportation to/from in ESL program. Preferred: persons capable of integrating Indonesia furnished. Minimum qualification: M.A. in TESL or research/teaching interests with faculty in Center for ESL Type double space: first state name of equivalent education and experience. Responsibilities. with and in Speech Communications. Deadline: February 15. institution and location (city, state/coun- Indonesian counterparts. organize TESL program, select 1986, or until such time as suitable candidates have been try); include address and telephone teaching material, develop teaching aids and teach English to identified. Send formal letter of application, current resume number last. Do not use any abbrevi- Indonesian agriculture faculty preparing for graduate study in and three letters of recommendation to: John Hinds, Chair, the U.S. Sena resume. transcripts and references to: W. A. Search Committee, Department of Speech Communication, ations except for academic degrees. Send Graham, Association Director, International Programs for 211 Sparks Budding, Bcx 400, Pennsylvania State Univer- two copies tc: Alice H. Osman. TN Agricu Rum, N324 Agriculture Science Center North, sity, University Park, Pennsylvania 16802, U.S.A. AA/EOE Editor, 370 Rivt,rside Drive, New York, University of Kentucky, Lexington, Kentucky 40546. Telephone: (606) 257-1711. The George Washington University. Washingtoa, D.C. NY 10025, U.S.A. The Program in English for International Studen,.. at The A fee is charged for longer job notices George Washington Univer ally announces a full-time Cukurova University. Foreign Language Education or if an institution desires a special boxed Department, ELT Division, Adana, Turkey. Beginning teaching position in EFL This is a nontenure appointment at notice. Due to space limitations, a half- the rank of Instructor for a one-year renewable contract September 1986. ELT teachers needed for graduate and period. Responsibilities include a 12-hour teaching load, column (5") size is strongly encouraged. undergraduate programs. Qualifications: Ph.D. in applied course coordination, and committee work. Salary in mid- For rates, please write or call Aaron Ber- linguistics or English literature end B.A. or MA. in English or teens. Minimum qualifications: MA. with a concentration in man, TESOL Development 8c Promo- TEFL. Duties: 10 hours a week of classroom teaching in any TEFL; 3 years' university teaching experience in EFL of the following zreas: English, literature. linguistics, English including experience teach ing advancedlevel writing tions, P.O. Box 14396, San Francisco, lanaun, plus supervision of graduate studies. Applications courses. Oversees experience and expertise in testing California 94114, U.S.A. should be tont to: Dr. Ozden Ekmekci, Chairperson, English desirable. Application deadline:1 March 1986. Send resume Language Teaching Division, Cukurove University, BOICali, See page 2 for deadlines, Late job no- Adana, Turkey. to Shirley M. Wright, Director, English for International tices accepted provided there is space. Students, The George Washington University, Washington. D.C. 20052. AA/EOE Call TN Editoi(212) 663-5819, Continued on next page TN 2/86 22 21 New from Harper & Row's ESL Library: Culturally Speaking A Conversation and Culture Text for Learners of English RHONA GENZEL and MARTHA GRAVES CUMMINGS Both of the Learning Development Center, Rochester Institute of Technology

Culturally Speaking is a topically organized cross-cultural conversation text that gives intermediate and advanced students the tools they need to communicate effectively. The authors introduce students to everyday American culture and give them practice using American customs with "hands-on" cultural experiences. A variety of unique exercises and culturally authentic activities are featured. Cassette tapes featuring many of the model conversations and dialogs, some with pauses for student response, are available. Now available.244 pages Paper Still available: A classic composition text... To Write English A Step-by-Step Approach for ESL, Third Edition JANET ROSS and GLADYS DOTY Both of University of Colorado To Write English, Third Edition, is designed to improve the written composition skills of intermediate or advanced students in classes of English as a second language or English as a foreign language. 317 pages.Paper

Bringi_n_,g out the best in your students: Viewpoints U.S.A. A Basic ESL Reader ROBERTA J. VANN and VIVIAN E HEFLEY Both of Iowa State University Viewpoints U.SA. presents a tightly organized, clear and effective progression of readings, exercises, and activities to sharpen students' language skills. Viewpoints evokes the flavor of American life and builds the reading competence of low and intermediate level ESL students preparing for academic work. 286 pages.PaperInstructor's Manual.

To request an examination copy, write to Suite 3D, Harper & Row, 10 East 53d Street, New York, NY 10022. Please include course title, enrollment, and current text. glatipereecRow 23

22 TN 2/86 JOBS

Continued from page 21 National Canter for Industrial Science and Technology Management Development. Dalian, People's Republic of China. Four EFL instructors needd May 1986 for intensive RSIEAS English program. Students are Chinese cendidates for M.BA. program at an Amer:can university. Program already established with American texts. Approximately 10.15 Teaching teaching hours per week with classes of about 13 students. Contract runs 9 months and includes free lodging, medical. dental, air fare to/from Dalian, and salary. Oualdications: Opportunities MA. TESL preferred with at least two years cmerienet. Address resumes and inquiries to: Sam Bruce. NCISTMD. Dalian Institute of Technology, Dalian, People's Republic of China. ELS International Inc., licensor of quality English language Queens College. City University of New York. Queens schools throughout the world*, is now accepting applica- College is seeking applicants for Coordinator of M.A. TESL Program in China for 1986.1987 academic year, September- tions for ESL teaching positions in the following countries: June. Duties include teaching one course per semester. supervising staff and curriculum. and conducting applied linguistic workshops. MA. required. Salary: 1000 Yuan per Japan (Tokyo and Osaka) month plus vacation allowance. Roundtrip air transportation and housing provided for coordinator and spouse. Send South ,orea (Seoul) resume by April 15 to: Howard Kleinmann, College English as a Second Language. 65.300 Kissene Boulevard. Flushing. New York 11367. USA. Telephone: (71e) 520.7754. One- and Two-year contracts include: Queens College. City University of New York. Queens Competitive Salaries NRound-Trip Airfare College is seeking applicants to teach applied linguistics sourest in M. A. TESL Program in China for 1986.87 Furnished Housing Shipping Allowance academic year, SeptemberJune. Teaching load is two courses per semester totaling eight hours per week. M. A. Medical Insurance required. Salary: 900 Yuan per month plus vacation allowance. Rounding) air transportation and housing provided for staff and spouses. Sena resume by April 15 to Individuals with an ESLIEFL degree andlor a minimum of Howard Kleinmann, College English as a Second Language, one year full-time TESLITEFL experience are invited to 65.30 Kissena Boulevard. Flushing. New York 11367. U.S A. Telephone: (718) 520.7754. send their resumes to:

Nagoya, Japan. The Nagoya City Board of Education has a number of positions open beginning in the spring of 1986. Greg 1-larruff Applicants should hay' a strong desire to teach English to 1E11211 ELS International Inc. junior high school students. Teaching experience is not 5761 Buckingham Pkwy. necessary, but applicants should be native speakers of 11131 English and hold a BA. deems. Some knowledge of Culver City. CA 90230 USA Japanese will be an asset. Salary: 245.600 Yen monthly. plus bonuses. Housing not provided. Contracts are for one 'Jakarta, Bangkok, Lima, Taipei and Jeddah (opening late 1986) year. renewable upon mutual agreement. Send resume and photo to: Mr. Maseaki Owaki, Nagoya City Board of Education. Nagoya City Hall.1.1 Sannomaru, Nakaku. preferred but will consider recent MA graduate. Salary. Kuala Lumpur, Malaysia. FuIlime ESL positions available Nagoya. Japan 460. perttime $10 per hr., fulltime $15,000 to $17,000 annually. through the State University of New York at Buffalo. Applications taken all year. Send complete resume to: Instructors needed for university level English language Japan. The Council on International Educational Director. The Institute of English, 2650 ountainview. Suite program. Minimum requirements: MA, in TESOL, applied Exchange, New York, is looking for qualified ESL teachers to 225. Houston, Texas 77057, USA. linguistics or related field; minimum two years experience work in private Japanese secondary schools through the teaching English for academic purposes Salary: $25,000 Japan Teacher Placement Program. Applicants must have: Plus health and retirement benefits. 12.month renewable MA. In TESL/TEFL or a minimum of two years' experience Florida State University, Tallahassee. Teaching Assist. contract Housing and relocation costs provided. Send teaching English to nonnative speakers at an accredited antships. Must be admitted to Ph.D. TESL/TEFL specializs resume to Dr. Stephen C. Dunnett. Director. Intensive institution; demonstrated Interest in Japan: and personal tion. Partime teaching at Center for Intensive English English Language Institute. SUN? at Buffalo, 320 Baldy Hall. characteristics of maturity, flexibility and cultural sensitivity. Studies. Two positions open for January '86 and August 86. Buffalo. New York 14260. AA/EOE Previous Japan experience is helpful. Intemiews will be held For Information on doctoral program and assistantships. in March for positions starting in September 1986 and in contact: Dr F.L. Jenks. CIESFSU. 918 W. Park Avenue. Universidad de Naafi°. Prieto. Colombia. The Depart. September for g:ositions starting in April 1987. For more Tallahassee, Florida 32306. USA. ment of Languages seeks a native speaker of English for full. information or an application. contact: Japan Teacher time position as an EFL teacher at the undergraduate level. Placement Program. Educator Exchange Programs, CIEE, Requirements: MA. in TESOL or applied linguistics; at least Pueblo. Colorado. The Executive Offices of the American two years of teaching experience. Salary commensurate with 205 East 42nd Street. New York. N.Y. 10017. Telephone: Language Academy announces the opening of the ALA (212)6614 414 ext. 1208. experience and qualifications. Please send resume, full program directorship at the University of Southern Colorado. credentials and two letters of recommendation. Apply by 4/ ALA program directors are responsible for building. 18/86 to: Dr. Efren Coral Q., ViceRactor Acedemico, Western Universities Agricultural Education Project. maintaining and operating ALA intensive English language Universided de Nonni), PestoNenno, Colombia. Sumatra. fndoneeis. English Teaching Aide. Oneyear programs in accordance with the ALA curriculum. policies assignment on University of Kentucky/U.SA.I.D. project in end procedures. Desirable qualifications: academic and/or Indonesia. Salary: $8,500. Housing and transportation to/ equivalent experience in applied linguistics and ESL ESL JOB OPPORTUNITIES BOOTH AT from Indonesia furnished. Minimum qualification: BA. In teaching, familiarity with intercultural communication TESL English or linguistics. Prior teaching experience concepts, and familiarity with microcomputers. Rigorous job CATESOL CONFERENCE helpful but not required. Responsibilities: Assigned tasks in requirements, considerable responsibility and authority. and TESL classroom and language lab activities designed to attractive compensation package. Interviews at TESOL '86 or There will be a job Opportunities Booth at prepare Indonesia agriculture faculty for graduate study in send your CV and supporting statement of interest ;Jul the 1986 CATESOL Conference in Oakland, the U.S. Send resume, transcript and references to: W. A. qualifications by March 14th to: Director of Program California, April 18.20. All interested employ- Graham. Associate Director. International Programs for Operations, Anairar. Language Academy. Executive Agriculture. N.324 Agriculture Science Center North. Offices. 11426 Rockville Pike, Suite 200. Rockville, Maryland ersstate, naticnal, internationalwho have or University of Kentucky, Lexington. Kentucky 40546. 20825. will have ESL openings are encouraged to send Telephone: (606) 257.1711. brief job descriptions, which will be copied American University M balm. Cairo. Egypt. The Center Southern Illinois University, Carbondale, Illinois. and posted. Such descriptions should also for Adult and Continuing Education seeks applicants for the Assistant professor, tenuretrack in department offering BA. include the name and address of a contact position of Director, English Language Program. This person in linguistics and M A s In EFL and applied linguistics. Duties person. Those employers who wish to inter- directs a staff of ullime coordinators and partime staff of include coordination of courses and supervision of graduate 140 teachers for a 9000student adult program. Candidates assistants in undergraduate writing program for nonnative view prospective teachers at the conference should have a combination of a doctorate plus strong speakers, teaching a variety of general, seminar and should note this on their job descriptions; they administrative and teaching skills. Benefits Include rouno practicum courses and service on departmental committees. should also indicate which days they will be on trip transportation. insurance, housing, retirement. SEA Ph.P, in linguistics or applied linguistics required with site. An interview schedule will be arranged letter of application and resume to: Ms. Molly Bart!:5. c/o specialization in the teaching of writing. Applicants with American University In C;iro. 866 United Nations Plaza. New teaching and research experience In the teaching of reading with interested employers and will then be York. " 10017. U.S.A. Telephone: (212) 421.6320. and writing. ESL/EFL methods and language variation posted at the job Opportunities Booth. job preferred. Submit letter of application. current CV and three notices as well as available interview time Houston. Texas. ESL instructors needed for a" L Ian letters of recommendation to Paul J. Angelis, Chair. guage institute. Requirements: MA. in TESOL or applied Department of Linguistics. Southern Illinois University, should be submitted by March 10 to: Ms. Susan linguisticsalso foreign language education with TESL spa. Carbondale, Illinois 62901. Application deadline 3/15/88 or Caesar, 3221 Sharon Court, Lafayette, Califor- cialintioa. Two or more years teaching experience in ESL until filled. AA/EOE nia 94549, U.S.A. 'TN 2/86 24 23 .?? fLokirellk,;InigIrld+Colodlitsistar:4"111111"76174711-;°:N7;r:":1.:tt:n47417:161118t1103:11:5AelnU:81;;::: &raliN41-110r77 Altk. : : wok Benno^ b. Lo the TmpActir ila amiable batioliaM_ ) laiftitioa/Libiai Membership; iannamicIPIPIiami; 111MrsikihmolgclodAirVikaiimi -10.441Mimomd far Faiergis surface mail add fa'diatidadigiWa ou a U.S.Ibialc ^Mai bit TICSOL-411 2IITI Street; N.W. (Suite PAY' ,lafoitaatioa;mitadaTERL, iiK(1011(415410:11raiciativea(iikkaskot < '; _

TESOL, 1118 22nd Street, N.W. (Suite 205), Washington, D.C. 20037, U.S.A. TESOL NEWSLETTER VOL. XX, NO. 1, FEBRUARY 1986 NON PROFIT ORC. U.S. POSTACE DATED MATERIAL PAID Bloomington, III. Permit No. 16

MACH 3.1 MOW SA11140 HOUSTON POUCE AMWAY HOUSTON, TO7IS mewsMIA WM STACK NO COMER HIGH SCHOOL SAN FIANCISCO, ON.IFOANIA ASSOCIATE ORM 25 WAKED INEONAIITION IV UMW TO TES*. (SUIT( tOS), 1111 WC STMT, 011941NOTON D.C. 10037 U.S.A. TOLINIONEtat6154544 Volume XX Number 1 Supplement No. 3 February 1986 ii017EWNOINIPIIENT HOW CREATIVE LANGUAGE TEACHERS ARE USING MICROCOMPUTERS by Michael Canale and Graham Barker The Owrio Institute for Studies in Education This article summarizes some of the main results of the two-year Ontario Institute for Studies in Education (OISE) projectmicrocomputer Software for Language Arts. Survey and Analysis." Work on this project was carried out in Boards of Education across Ontario by staff in are Franco- Ontariar. Centre and in the Department of Mea- surement, Evaluation, an,ornputer Applications at OISE from May 1982 through April 1984. The sr %)ve 01 this project included microcomputer use in four broad contexts: English and French as first and second languages in Ontario schools. Throughout this report the work "so f tware" is used generically to include all types of programs, e.g., it"'+rirFy courseware, lessonu;are and utilities. The main finding of the OISE survey where emphasis is primarily on was that there are language teachers with communication with others and on outstanding expertise and creativity who social relationships are using the microcomputer in exemplary language as a tool for play and art, ways with their students at all grade levels where emphasis is primarily on self- across Ontario. This article is primarily expression, personal discovery and about how these teachers and their stu- personal satisfaction. dents are exploiting the microcomputer for language learning. Images of Language LearningTime Guiding Images of Language, Language crucial elements of language learning are Leming and Microcomputers provided for in the exemplary language classrooms: Perhaps the most limiting feature of the instrinsically motivating activities, majority of language arts software we where the content, format and im- have examined is its generally narrow and pose of the activity are such that often superficial view of what constitutes learners want to participate and are language, language learning and the role led naturally to explore a range of of the microcomputer in educational con- linguistic and non-linguistic infor- texts. While detailed discussion of each of mation these topics is beyond the scope of this 4 autonomy of the learner, in which report, itis instructive to consider the personal learning styles and goals of images of each that seem to guide the each learner are considered and, work of the educators we observed. consequently, learners assume a cer- Images of Language In contrast to tain amount of responsibility for those views of language that focus separ- both their individual and group ately on subcomponents such as vocabu- learning efforts lary, spelling, grammar, paragraph organ- problem solving at the cognitive, ization and the like, the view that emerges social, and linguistic levels, where from the best work we have observed has learners are faced with tasks that a different, more integrative focus: require them to acquire, use and namely, the purposes for which language reflect upon different knowledge is used. Three distinct purposes stand out: and strategies at each level. language as a tool for thought (self- Images of the Microcomputer in Edu- directed language), where emphasis cation Contexts -- Various labels have is primarily on representing, organ- been invented and applied to the many izing and reflecting on ideas and possible images of computers in educa- problems (e.g., as in prewriting tion. Three roles are, in view of our obser- -; activities or in analyzing math pro- vations and other research, appropriate blems) and important here. language as a tool for social interac-

R5Z.1. tion (other-directed language), 4074)Y Continued on next page 26 Exploiting Available Software Authoring and Open-ended Software Authoring systems and templates are power- Discussed briefly below are five typesful tools that simplify the development of of software that teachers and studentscertain kinds of software by eliminating seemed to be particularly successful atthe need to use a programming language exploiting for language learning: wordsuch as BASIC or Pascal. Authoring sys- processing; authoring systems, templates,tems are generally more powerful, com- and open-ended activities; data base manage- plex and costly than templates. Such sys- ment; simulations and games involvingtems provide comprehensive sets of corn problem solving; and Logo. mands first to set up the overall structure From Word Processing to Languageof a tutorial lesson, drill, or test, then to and Idea Processing Word processingenter content of the user's choice, and (also known as text editing), is being usedfinally to enter prompts, acceptable in exemplary ways by both teachers andanswers, feedback and any special branch- their student's. ing in the lesson (e.g., to allow a learner to Use of :,od processing software byskip parts of a lesson that may be either teachersfor their own purposesis oftoo easy or difficult). These packages critical importance. Many curriculum inno-require some period of training and prac- vations are never successfully imple-tice, but once learned can provide a rela- mented because teachers cannot easilytively inexpensive alternative to commer- integrate them with their personal beliefscially prepared software, with the very and daily practices. This has certainlysignificant advantage of being flexible in been the case so far with microcomputers. content and design. However, the use of microcomputers for Templates are much more modest ver- word processing provides an immediatesions of authoring systems, usually with and practical - 'ution to this problem.one fixed purpose such as development of Teachers can begin to use a word process-a crossword puzzle or doze test. They ing package on their own to produce aallow simple entry and modification of USING MICROCOMPUTERS variety of documentstimetables, work- Continued from page 1 desired content but generally allow no sheets, handouts, tests, letters, etc. Origi-major changes to the activity structure. Tutor The computer is used tonals can be easily saved, revised and re- teach or drill the learner, i.e. to play Open-ended software packages are printed as needed. those whose structure and goals are fixed the role of master. In principle, the Once teachers are comfortable with the learner could be allowed to decide and for which optional content is pro- computer and word processing based onvided. However, this content is not fixed: what to learn, when to learn it, howpersonal use, the prospect of introducing to learn it, how well to learn it, how teachers and learners have the option of word processing as a component of cer-easily entering any desired content. Thus long to take to ;earn it, with whom tain learner activities is no lc iger threaten- to learn it and how to use it. In prac- while such packages are much less flexible ing. The variety of possible language than authoring systems for designing one's tice, the learner (even the adult learning activities is limited only by the learner), is rarely allowed such con- own software, they are also much easier to learners' and teachers' imaginations. We use. trol, when tutor software is designed have observed learners engaged in draft- and used. Data Base Management These pack- ing and revising their own written text;ages encourage learners and teachers to Toolthe computer is not intended seeking (anonymously or publicly) com- to teach or drill but to facilitate the gather, organize, modify and use informa- ments from others on written work intion about language or other subjects. We learner's (or teacher's) doing some- progress; carrying out stylistic modifica- thing. With the exception of specific have observed use of two kinds of data tions to a text for various purposes andbase management. The first kind are the authoring templates (e.g., to develop audiences; and providing optional on-line a doze exercise), most tool software so-called "empty" data base packages explanations of particularly difficult voca-which allow any kind of information to be useful for language learning has not bulary and grammar in a reading passage been designed for that purpose. filed and accessed in various ways. Most Rather, such software has been ',nat has been saved on diskette or cassette.interesting is their potential as a personal Since word processing is the most fre-learning resource for students to create designed for word processing, for quently used software in the classrooms data base creation and management, and use their own data bases, for example, we observed, it is worth considering somespecialized vocabulary, favorite idiomatic for controlling video or audio media, of its main advantages and disadvantages. for budget or project planning, for expressions, science project ideas or phone The main advantage is that it makes thenumbers of friends. These packages can simulation for problem solving, for mechanical aspects of the drafting and graphics design, for game construc- be used for administrative purposes as revision process simpler to attend to. Awell, such as making inventories and keep- tion, for music composition, etc. direct and important side effect of this for Tutee the learner is required to ing track of classroom resource materials many learners is increased motivation (e.g., titles of books or software holdings). teach the computer to do something; not only to write and to revise but also to otherwise, the computer does abso-welcome others to read and talk about the The second kind of data base software, lutely nothing. The Logo program- writing. less immediately useful for learners but ming languagedesigned primarily more immediately useful for teachers, is for use by young childrenis per- Perhaps the main disadvantage is thatclass record-keeping packages. These can haps the most widely known exam- most word processing software provides simplify some classroom administrative ple. In principle, the learner has no means for the teacher or learner totasks such as recording and calculating control of his or her learning; in cur- keep a record of changes made, key-student grades. rent practice, the learner can be-strokes used, and time spent on writing Simulations and Adventure Games: Prob- come overwhelmed and confuseddifferent portions of the text and on get- lem Solving and Play Simulations pro- to the point of needing at least to.ting the software to carry out certain func-vide rich and motivating contexts for lan- share control with other learners,tions. Anyone interested in the writingguage (and other) learning by requiring the teacher, and the computer. process, and not just in the writing pro-users to assess and respond to changing duct, can appreciate the seriousness if this disadvantage. Continued on next page

2 27 TNS 2/86 USING MICROCOMPUTERS Based on our observations, Logo seems of ou. study, we offer four major recom- Continued from page 2 attractive for language learning for four mendations concerning the use of micro- main reasons. First,its philosophy of computer software for language learning. condition. in the simulated operation oflearning coincides with the image of lan- some system. Some very useful simulation Recommendation 1 Our foremost reco m- software now available involves, forguage learning described at the beginning me dati o n is that language educators reflect example, maintaining the ecology of aof this article. Second, as a programming seriously not only on the educational value language, Lego is well suited for natural of what they are doing with microcomput- pond, operating a nuclear power plant,language learning. For example, all pro- ers but also on what they are doing with- buying and selling on the stock exchange, gramming commands provided in the out them. Given the hype, pressure, appre- piloting an aircraft, designing machinesLogo language are words or phrases in hension and confusion that still char- and products in a factory and running anatural language intended to be under- lemonade st:.4.. Such software encour- acterize too many discussions of edu- stood and used by a normal elementary cational uses of the microcomputer, it is ages develop.zient and use of group inter-school child; any further commands the action skills, global and specific problem clear that the machine, learners, educators solving strategies, and language formsuser wishes to create can be labeled as he and classrooms are not always being used specific to the simulated situations. Theor she chooses. Third, Logo provides con- in valuable ways. However, the micro- preparatory and follow-up activities thattext that generates much language use computer should not become the scape- such simulations naturally invite are inamong learners. Before, during, and after goat. Rather, it should become a catalyst themselves worthwhile. using Logo, we observed that learners to stimulate educators to re-e:.amine what Well conceived and produced educa- they really know and believeand what tional games also offer useful language their curricula assumeabout language and language learning. learning contexts. One particular genre of...language educators should gamethe adventure gameseems espe-give priority to tool and tutee Recommendation 2 At present, lan- cially rich in potential for language devel- guage educators should give priority to opment. This type of game puts groups ofuses of software rather than to tool and tutee uses of software rather than learners in real or imaginary worlds intutor uses. to tutor uses. As pointed out earlier, while which they must constantly solve cogni- in principle tutor software for microcom- tive, social and language problems in order puters can be valuable, in practice, its to achieve some larger goal (e.g., com- main virtue is too frequently its conven- were most often involved in discussing ience. Our message to language educa- plete a quest or solve a mystery). From a and writing out their plans, problems, and language learning perspective, the best of rea `ions. Finally, Logo provides for a tors, then, is that they should try to exploit these adventures have a built-in sentence available tool and tutee software that is very broad range of interesting language often not explicitly intended for language parser designed to allow the learners to learning activities. One can conceive of respond in complete sentences to printed learning. many distinct types of activities ranging Recommendation 3 Software evalua- prompts and be reasonably well under- from the very brief and specific to the tion (or software analysis) should be stood by the program. This combination extended and general. Many creative exam- of reading, interpreting, discussing and viewed as an ongoing and integral part of ples of such applications are described software use. Ideally, software should be writing provides a rich integrated activity with accompanying Logo programming through the medium of the computer. A sufficiently intelligent and flexible to per- commands, in the clear, informative, mit evaluation data to be gathered, and major disadvantage of most adventure monthly NLX Newsletter of the National games is that the content is often inap- the software to be modified, as it is used. Logo Exchange. At present, such microcomputer software propriate in many ways (e.g., strong Although Logo thus has much potential emphasis on violence, sexual stereotyping, is very rare. A realistic alternative we have and promise for assisting in language observed is to have learners and educators too demanding in terms of language pro- learning, it is best viewed at present as ficiency required, and little topical rele- (experienced and inexperienced), note and only a prototype of intelligent approaches discuss their reactions to a software pack- vance to any curriculum objectives). to learning with microcomputers. One rea- Logo: A Tutee Approach and Valuable age based on a variety of uses on several son is that most current versions of Logo different occasions. Prototype Logo is a programming lan- still present many frustrations to the user guage that has received a great deal of (e.g., limited working memory, no held- Recommendation 4 Our final recom- publicity among educators since its public menus, cryptic error messages, slow oper- mendation is for Microcomputer Resource release about three years ago. It was ating speed). Centres within Boards of Education in intended as a tool for children to discover Through our observations, we find that Canada. These Centres now exist in many and explore "powerful" ideas, particularly the most important limitation of Logo in Boards and perform many valuable func- in mathematics and geometry (Papert its current forms isthat itreflects an tions. Perhaps the most important func- 1980). incomplete view of how learningcertain- tion is to help those exemplary language Logo is the best current example of ly language learningtakes place. As educators already using microcomputers tutee mode software for the microcompu- pointed out above, Logo explicitly pro- to share their experience and expertise ter. It is especially known for its "turtle vides for and encourages both learningwith those educators seeking guidance in graphics" in which the "turtle"a small through doing and learning through one'susing microcomputers. Educational use of triangle in the middle of the screendoes mistakes. These are two cornerstones of microcomputers is a grassroots movement absolutely nothing until it is "taught" by any serious learning theory; they may even spearheaded by outstanding classroom the user to draw various objects and suffice for some learners. But perhaps two teachers rather than by researchers, admini- shapes (e.g., a hand, a letter of the alpha- other cornerstones are not explicitly repre- strators, and policymakers. These teachers bet, or a square). Logo also has a very sented in Logo, at present: learning are likely to be the best means of assuring powerful "list-processing" capacity which through observation of an expert and learn- that other educators receive useful gui- can be used to do things with language. ing through collaboration with an expert. dance both in inservice training and ongo- This capacity is not as well known or as It is for these users and in these situations ing support. widely used, perhaps because it is harder About the authors:Michael Canale is an associate pro- that a more "intelligent" Logoan expert fessor in the Curriculum Department at OISE and the to work with, less compelling than the turtle to complement the present tutee University of Toronto. Graham Barker is a research graphics mode for many learners, and is turtlecould perhaps be very helpful. associate in the Centre for Franco-Ontarian Studies at limited by the memory size of most of the OISE. Summitry of Major Recommendations REFERENCES popular affordable microcomputers on P.rperl. Seymour 19S0 Almisionns. children. computers. and which Logo can run. Fully aware of the important limitations pouerful ideas New York. Basle Books.

TNS 3 28 PREWRITING AND COMPOSING ON THE COMPUTER by Joel Bloch Hunan University One day, while working on a program pare this character to others in the story. grams, some of which have split-screen in the computer lab, I noticed many of my Another structured approach to pre- capabilitiesthat is, they allow the writer Arabic-speaking students clustered around writing is the "idea processor", outlining to view the file:. on °le half of the screen a terminal. They called me over to ask asoftware developed especially for writing while composing on the other half. question, and I discovered that withoutbusiness and technical reports. This type For writers, including many ESL writ- any guidance from me or other teachers, of software aids the writer in setting up ers, who struggle with their first draft they had found that the word processorcategories and subcategories which can going over their text many times trying to could help them in their writing. Theythen be fleshed out with more details. find ways of expressing their ideasthe were doing the very things at the compu-Max Think, for example, aids the writer in insert/delete functions of the word pro- ter that they seemed reluctant to do incollecting facts or concepts, organizing cessor make composing easier. Another class: reading each other's writing andthem into categories, and then filling in function enables writers to move blocks exchanging ideas on ways to improve it. the structure with paragraphs of text (Hershey of text of any length with comparative Since many of them had spelling prob- 1985). ease. Writers can thus try out different lems, I used the opportunity to show them All of these programs have been de- ways of organizing their ideas and arrang- how to use the spelling checker, further signed for the native English-speaking stu- ing their paragraphs. Finally, the compu- piquing their interest in the varied uses ofdent or specialist, and there is little infor- ter produces copy that looks neat and the computer in the writing process. mation available as to whether they are frees the writer of the necessity of labor- Colette Daiute (1985) argues that the appropriate for ESL students. Their impor- iously recopying the entire paper This computer can be used in every stage of tance, he wever, is that they are precursors can be psychologically beneficial, espe- the writing process: prewriting, compos-of the writing tools of the futuretools cially to those students whose native lan- ing, revising, and editing. While these fourthat will be more powerful, easier to use, guages use non-Roman writing systems. aspects of writing are not necessarily lin-and of real benefit to all writers, including Unanswered Questions ear and often overlap, it is useful to con- ESL writers. sider them separately. In this brief paper, There are several computer prewriting Very littleis known about the total I would like to look at how the computer activities that do not require special soft- effect of this technology on the writing can be used in two areas of writing. pre- ware. One is "invisible writing" (Marcus process except that many students find it writing and composing. (For a discussion and Blau 1983). Based on Peter Elbow's exciting and useful. A Japanese student of computer activities for revising/edit- theory of "freewriting"which emphas- wrote in her journal at the end of the ing, see, e.g., Collier 1983; Bridwell and izes flow of thought rather than grammar semester: Ross 1984.) details, vocabulary, or mechanicsin- Writing with a computer gives visible writing simply involves lowering me more control over the situa- Prewriting Activities the brightness control on the computer tion and makes me concentrate Prewriting is one of the most exciting monitor so that the writer cannot see what on the contents (of my writing) and at the same time most frustrating uses has been written. This, in fact, forces the itself. It's a good benefit because of the computer because much prewritingwriter to do what freewriting exercises I'm not frustrated by "writer's software draws upon artificial intelligence askto keep writing and not look back. block," gazing at the blank page (AI), a field that has held out great hope Another possibility is to use software and drawing circles over and but has so far achieved limited results. that has been acquired for other courses over. Hugh Burns (1984) was one of the first to data bases and simulations, for example. However, questions such as what kinds of use some of the principles of AI to develop One simulation for business students in-students benefit most and in what precise prewriting programs. His TOPOI program volves modeling possible situations to max- ways remain unanswered. For the admin- asks a series of questions intended to help imize profits. Once the program has been istrator wanting to implement a writing the writer clarify the purpose of a piece ofcompleted, the information generated canlab, buying hardware and software which writing and expand its development. The be used as the basis of a report. This type will cost much more money than any writ- program picks up key words and uses of prewriting activity can lead to writinging aid that has come before, the bottom them in subsequent questions to the writ- assignments that approximate those thatline would seem to be, "Does it produce er. For instance, after the writer states the students will have in their content courses. better compositions?" o,to topic, the computer comes back with a A final prewriting suggestion is elec- question such as "What special experience About the author: Joel Bloch is teaching linguistics at tronic mail. Students having access to main- Hunan University, People's Republic of China. in a made you select (TOPIC INSERTED) as frames or networked microcomputers can program administered by Queens College, the City your topic?" The program then uses ause electronic mail to exchange ideas University of New York heuristic such as Aristotle's topics, Burke's before beo4nning to write and thus have REFERENCES pentad, or Pike's tagmemics to ask ques- an audience to give them feedback right Brulwell. Lillian. and Donald Ross 1984 Computers and corn tions that will focus the student on the posa.on Houghton. Michigan. Michigan Technological from the outset. Unisersity causes or results of the chosen topic. This Burns, Hugo 1984 Recollections of firstgeneration computer. Composing on the Computer assisted prewntmg In The computer in composition untrue. brainstorming session can be printed out hon. William Wresch (Ed ). 15.33 Urban2.111mois National Council of Teachers of English and used as the basis for the composing Once the ideas are flowing, the compos- Richard M. 1983 The cord processor and revision stage. ing process can begin. Daiute defines strategies. College Composition and Communication 34(2) 149.155. Wordsworth II (Selfe 1984) is similar to composing as "translating ideas, notes, Dame. Colette 1985 Witting & Computers Reading. Massa- chusetts AddisonWesley TOPOI in that it, too, attempts to guideand plans into a structured draft." There Foster. Edward. 1985. Outliners 2 new way of thinking. Per. the student through a brainstorming ses-are many ways in which the computer can sonal Computing. May Ilershey, William 1985 kfaxThink BYTE. July 279-284 sion by asking questions designed to elicit facilitate this process. Some of the pre- Marcus. Steve, and Sheldon 1312u. 1983 Not seeing is relies. writing programs mentioned above will mg invisible writing with computers Educational Technol open-ended responses. One Wordsworth ogy. April 1245. II program, for example, focuses on thecreate files with the ideas the students Selfe, Cynthia1984. kkordsworth IIprocess based CAI for college composition teachers In The computer in compost narrative, asking the writer to choose a have generated. These files can be easily lion instruction. n db2m rcsch thd t. 172490. Urbana. Illi- character to write about and then to com- accessed by most word processing pro- nois National Council of Teachers of English 4 29 TNS 2/86 TEACHING ESL STUDENTS WRIfING USING WORD PROCESSING by Andrea Herrmann University of Arkansas The advantages of word processing are need to know as they go along. They use a multitude of interrelated, subtly coordi- well-known: revising and editing, catch- the available resources to assist them. the nated, mental and physical activities requiring ideas as they flow, playing with lan- teacher, lab assistant, other students, direc- ing trial and a certain degree of error. guage, and professional-looking final tions on the screen, class handouts or the While a teacher may assist in the process, manuscripts. In the enthusiastic rush to program's manual. the learner must do most of the job her- use this new technology in schools, how- Others, however, have a much more self. Some aspects of the process may be ever, advocates may gloss over the diffi- difficult time. Students have heard, just as presented in discrete steps to be followed culties encountered by students who are we have, about the computer's marvelous in a linear way; for the most part, how- attempting to use the computer as a writ- powers. Many believe that their future ever, word processing is a recursive and ing tor'. depends upon success with this machine. interactive activity and cannot be taught Teaching writing on computers is still While this knowledge can motivate some in a step-by-step fashion. The teacher may exploratory and experimental. Because of to succeed, it can intimidate others. try to create a supportive environment the computer's newness and complexity, it demands of the teacher new sensitivities to what is happening in the classroom or writing lab. For both teacher and student, WAV*4' the computer can be simultaneously frustrating and exhilarating, e,manding yet rewarding. As a teacher who has used word processing with both native and non-native speakers, I would like to share my experiencespositive and negative. Some Students Overwhelmed Using a word processor to write may initially be more difficult and stressful because it necessitates new technical skills which may overload and overwhelm some students. Learning which keys to push and how to get out of trouble when the wrong keys have been pushed interferes with the writing process. The ease in writing comes only after a certain level of competence with the equipment and the program. Some students deal much less well with frustration than others, and learning to word process is frequently a frustrating experience, even when the program is **.' WIM supposedly easy to learn. After ten hours Photo brAndrra Herrmann of word processing instruction, my ESL Another cause of student anxiety is that and get students off to a good start, but students were asked to open a file called using the computer emphasizes students' they must take the risks and be willing to "Fun," write their name and two silly problem solving strategies (or lack ofplay an active role. The writing teacher sentences, save the file, then print it out. them) and makes their learning processesbecomes something of a coach, reassuring Since I had reviewed all of the procedures highly transparentas exposed as theirstudents that they cannot break the with them, I L.'d not anticipate serious dif- writing, shimmering on their computer machine and that there is no such thing as ficulties. However, the amount of stress screens. a mistakethat errors are to learn by. one student was feeling is evident from Students need to be willing to admit her response: they need help; yet in every class I notice A Host of Concerns I don't know how to operate the a few who are unable to. These few often The teacher juggles a host of concerns. computer. I am so scared. I know sit for long periods of time incapable of There are the technical problems as well this is not funny at all. But some functioning effectively. Some worry about as worries about how to integrate the writ- people might be thinking itis looking foolish or making mistakes. Oth- ing process. Too much emphasis on writ- funny because it is so easy. They ers compare themselves unfavorably to ing in the early stages when students are are doing so well, but I can't. Oh, their classmates, becoming distressed by coping with the techi.Jlogy is ill-advised. my God what I am doing? I sup- what they perceive as others' easy suc- Yet the goal is to teach language and writ- pose to write down a funny thing. cesses. In some cases, frustration turnsing, not word processing per se. The I guess there is nothing in my into avoidance behavior, including not dilemma is how to balance instructional mind except computer. Ifeel coming to class regularly. All these reac- concerns with the teaching of word pro- sorry myself. tions have taught me to watch monitors cessing until the student has achieved a The Learning Process Varies Greatly and body language for signs of trouble minimum level of competency. and to ask students frequently if they need The teacher must deal with students Some ESL students learn to word pro- help. who are wildly enthusiastic about using cess with a minimum of discomfort, computers, along with those who are very quickly becoming zealous converts. They Risk-Taking and Active Learning negative. Some students believe that time seem to acquire an interactive flexibility Learning how to word process is like almost instinctively, learning what they learning to ride a bike. The user balances Continued on next page

TNS 2/86 5 30 ter as a writing toolis not a positive WORD PROCESSING experience. Continued from page 5 Little Known about theProcess spent learning how to word process is I try toresist making the assumption time lost to language learning. Two ESL that my writing process should be the stu- students had the following polar com- dents'. Since little is known about teaching ments to make about their experiences: writing with word processing, the tempta- tion to impose one's own method is strong. In this class I feel comfortable Teachers whose mastery of word process- with myself because I improve ing may still be rudimentary sometimes my writing and speaking with a tell their students that the computer should foreign language. be used only for revisions, since that is the way they use it, or that printouts of a piece Learning how to use computers "I'm suffering from word processor block." in progress should be made regularly. was very hard for me because I However, many students learn to com- don't like them and I don't think pose directly on the computer, with or they are useful as a method to Pennisskm. Cartoon Feature Syndwate without the help of notes, and some rarely learn English ... A person who is make printouts until they feel their writing learning English is supposed to is finished practice English, not on a com- become highly engaged when word pro- One of our major concerns as ESL puter. (a male student) cessing is used. They gain new sensitivity teachers should be to modify our methods to the flexibility of language and become based on what students say and do. There Does the Student's Writing Improve? willing, even eager, to write. They appear is still much more for us to learn from our The bottom line in using word process-more receptive to feedback concerning students about the process of teaching ing, of course, is "Does the student's writ- the need to revise and edit since this no writing with computers. One thing is sure, ing improve?" This is not a simple ques- longer entails a great deal of extra work. however: word processors change, and I tion to answer. When students make pro- Because the context for writing may be- believe enrich, the ESL class. gress, much more than just the computer come more social and collaborative with is involved. The classroom strategies, the the word processor, students' writing skills About the author: Andrea Herrmann teaches composition to ESL students and native speakers in the Eng- learning environment, as well as the stu- (as well as their oral ones) may benefit hsh Department at the University of Arkansas at Little dent's background, motivation and effort, from suggestions made by their peers as Rock She has recently completed a dissertation "Using the Computer as a Writing Tool Ethnography of a are just a few elements that enter into suc- well as by the teacher. Yet, for othersas High School IVratmg Class," at Teachers College, cess or failure. Clearly, some students I have shownlearning to use the compu- Columbia University.

thelatest puts and CALICOin language advances worldwide... technology right in your hands. ...- CALICO is a worldwide consortium which functions as a clearinghouse for all information and activities relating high technology to the teaching and learning of languages. CALICO sponsors a quarterly, refereed, professional journal, a direct connect computerized database with results available by printout or modem, and annual symposia in the U.S. and abroad. For more information contact: CALICO, 3078 JKHB, Brigham Young University, Provo, UT 84602; or phone (801) 378-6533.

31 TNS 2/86 SENDING MESSAGES: ACROSS THE CLASSROOM AND AROUND THE WORLD by Dennis Sayers University of Hartford

We can use computers in startling ways quickly send and easily blend two kinds Newswires to break down barriers to genuine com-of messagesgeneral and personalto munication between people. Sound Uto- The Computer Chronicles Newswire is large numbers of students. Before class, a a writing tool that helps link student re- pian? Right now, interactive word pro- teacher can write a general message to the porters and editors from the United States cessing is offering ESL teachers a work- whole group about, say, a field trip, which able solution to the problem of how to (Alaska, California, Connecticut and she can then combine with personal mes- Hawaii) with their counterparts in Austra- make the time for dialog journals in theirsages to each student. Later, one at a time, classroom activities. And today, telecom- lia, Israel, Japan, Mexico and Spain.Using students have the chance to join in this the Newswire writing tool, local munications has widened the audience ofdialog. As soon as a student answers the reporters ESL writers to embrace language learnersstring of personal and general messages, write and later edit articles. The final versions are mailed on floppy disks to Inter- throughout the world. the computer makes a printout that looks A group of classroom teachers, writing just like the script of a playwith the Learn, where articles are routed to report- researchers and computer programmers,teacher and student as principal actors. ers in other countries. The disk :s then returned, filled with stories from "corres- based at the University of CaliforniaSan For example, when Maria sits down at pondents" around the world. Many schools Diego (UCSD) has formed a softwLrethe computer to read and answer what the publishing cooperative called Inter Learn. no longer require Inter Learn as an inter- teacher has written the night before, she mediary, however. By purchasing a Inter Learn has created a series of writing sees this message on the screen: tools, each of which incorporates an inter- modem, they have converted their com- active word processing program. [Teacher]: The field trip to the puters into teletypes. They can wire news What exactly is interactive word process- museum was such a treat. The dino- stories over a telecommunications net- ing? Essentially, it is a word processor saur exhibit reminded me of models workominously called "The Source" linked to a program that acts as a writing of reptiles I used to build. I also directly to their colleagues in other coun- coach. Focusing on a specific form of thought they did a nice job explain- tries. writing, each tool is designed to offer a ing how ocean currents work. What The earliest form of the Newswire was range of helpful promptseven to supply was your favorite exhibit? a computer pen pal link between two part of the textand then to pause for the Maria doesn't realize it, but this is a schools in San Diego and four schools in student to write. Two such writing tools general message the teacher has sent to all Alaska in the fall of 1982. Researchers are the Dialog Maker and the Computer the ztodents in the class. The Dialog Maker noted that while student interest was high, Chronicles Newswire. Both require an pauses for Maria to write back. Maria sig-young writers rarely revised their texts. Apple II computer with 64K, a disk drive nals when she's done, and then she sees No wonder, since they were writing let- and blank disks. A printer and plenty of this on the screen: ters! In January 1983, a switch was made paper should be near at hand as well. from letter writing to a new metaphor the newswireand students adopted new Dialog Journals Pick the number next to your roles as reporters and editors, with a The dialog journala written conversa- name. broader range of opportunities to improve tion on a daily or weekly basis between a 1 Henry their writing skills. teacher and a student, typically kept in a 2 Maria Young writers' articles tend to be auto- bound notebookis attracting a great deal 3 George biographical yet they are clearly distinct of research attention. Studies have shown from letter writing. Saly Phetxaya, a fourth that dialog journals can help ESL students grader in a Connecticut migrant workers' learn to read and write by building a Choose (1 .. 4; 0 to end): children's program, writes bridge from conversational abilities to I was born in Laos. Laos is a very literacy skills; moreover, this kind of dia- When she selects "2," the Dialog Maker nice country but dangerous. So I log encourages teachers to use many of will show the personal message the teacher moved to New York. I didn't like the same proven strategies which parents wrote her, and will pause for Maria to it there very much. Then one day use to "teach" the first language (Staton read it and to write her response. Maria's I moved to another place... 1984). Yet many ESL teachers hesitate to printed script of her dialog with the What was exciting about that introduce journal writing into their class- teacher has a personal touch, as will place was that everybody said rooms, fearing one more drain on theirGeorge's and Henry's in turn. Many there was a two-headed snake up inost precious resource: time. teachers have found that with an invest- on a hill. The Dialog Maker uses interactive word ment of an hour's thoughtful writing, and Saly and his classmates contribute to the processing to lessen the time teachers must by carefully blending general messagesNewswire and draw material from it, invest in responding to each student's with more personal ones, they can enterwhich they then incorporate into their dialog journal. It encourages the journal into productive written conversation with writing process by helping teachers to up to 20 students. Continued on next page

TNS 2/86 32 7 Note: Dialog Maker (Sa)ers) and Computer Chronicles SENDING MESSAGES Newswire (Levan. Biel and Boruta) are available in an Apple II version from Interleam, P.O. Box 342. Cardaffby.theSea, Continued from page 7 California 92007. own publication. They chose, for exam- REFERENCES Mehan, Hugh. Barbara MallerSouviney, and Margaret ple, a Newswire story from Hawaii Mel. 1984. Research currents: knowledge of text. written in two "Englishes"to include in editing and control of literacy skills. Language Arts 81(5). their newsletter. An excerpt follows: Smith, Frank. 1984. The promise and threat of microcom puters for language learners. In On TESOL '83: The Da food in Hana is da bes ... da Question of Control. Jean Handscombe, Richard A. Orem and Barry Taylor (Eds.). H'ashington, D.C.: best place is Tutu's down at da TESOL. beach. Da stor get totally good Staton, Jana. 1984. Dialogue jounuls as a means of ena bling written language acquisition. In Dialog writing: candy. Da luaus ova her is so no analysis of studentteacher interactive writing of Eng- we get kalua pig ... and ada kind fish as a second language. Washington, D.C.: Center for Applied Linguistics. stuffs. Gouplut math. Ityng7 III PRIV7 %HOP The food in Hana is the best ... 1 liamlointrul Nuf (wan, 1 the best place is Tutu's down at the beach. The store has very good candy. The parties over here are so good. We have roast pig ... and a lot of other things. And not surprisingly, Say, a Laotian, TESOL chose this "editorial" from another war- Announces torn country, Israel: SE V "Wars are stupid and people are E N T H EDITION stupid." The most difficult thing about living in Israel is wars. We live under the pressure of war ... We hear about it on the radio, it's DIRECTORY OF mentioned on the T.V. all the time ... PROFESSIONAL From Wainwright, Alaska, Saly and his friends selected an article about whales, written by a 'third grader: PREPARATION Every summer or spring ... the ice on the Arctic Ocean breaks PROGRAMS IN TESOL up ... and then the whalers go out .. . When they spot a whale they chase it and they all have white parkas on because the IN THEUNITED whale is afraid of all colors except for blue and white. STATES: 1986-88 Bridging Time and Space In his address to the TESOL '83 Con- ference, "The Promise and Threat of Microcomputers for Language Learners," It lists and includes: Frank Smith spoke of the prevailing mis- U.S. institutions with brief descriptions of programs leading to conception that certificates or degrees in TESOL for 1986 through 1988 ... computers are solitary and isolating devicesthat a child working with a computer is some- Statement of Core Standards for Language and Professional how shut off from a real world Preparation Programs and particularly from other people. Nothing is further from the Guidelines for the Certification of Teachers of English to case. Computers can dissolve the Speakers of Other Languages in the United States walls of the classrooms, collapse space as well as time, and bring people together in dramatic new State Certification Requirements in ESL/EFL for all fifty ways (Smith 1983:17). states From dialog journals to international journals, computers can help bring $13.00 Members, $15.00 Non-Members teachers closer to their students and lan- Plus $1.50 postage and handling. All orders must be pre-paid. guage learners closer to their colleagues around the worldwhile promoting lit- 4. eracy. T E S 0 L About the author: Dennis Sayers coordinates Cie Connecticut Satellite of the New England BEMSC 1118 22nd. Street, NW, Suite 205, Washington, D.C. 20037 (Bilingual Education Multifunctional Support Center) at the University of Hartford 8 33 TNS 2/86 "mini-authoring systems," just a step above APPROACHES TO CREATING "customizable" lessons, to option-filled sys- COURSEWARE tems more complex than many program- by Roger Kenner ming languages. There are only a few Concordia University authoring systems, however, designed specifically for the creation of language The decision has been made to offer Customizing Existing Software learning activities. Most systems have been computer-assisted language learning First, there is a class of computer course- designed for more traditional disOplines (CALL) to students. The necessary equip- ware designed to allow users to insert and, while facilitating graphic desige and ment (hardware) has been acquired. One their own content material in additionscore-keeping, are deficient in features last hurdle remains: collecting sufficient toor in place ofthe lesson material useful for language activities, such as the computer-based teaching material (course- that is already contained within the pro- ability to make sense out of ill-formed ware). gram. Changes can often be accomplished student :esponses. Using existing material seems, at first, through a question-answer dialogue with Teachers should probably start out with to be the obvious avenue to follow. It the software or through the creation ofthe less flexible, but easier to use, mini- would seem pointless to spend time and special lesson files using a word processor. authoring systems. When the imagination effort duplicating work that has already This type of courseware is an excllentbegins to outstrip the abilities of the soft- been done and which is probably more place for teachers unfamiliar with CALL ware, then more powerful authoring sys- sophisticated and polished than anything to begin. Once they have chosen course- tems can be examined. a group of teachers, new to the field of ware that pleases them and that they find computers, could produce. educationally valid, they can work with it Authoring and Programming Languages The reality, unfortunately, isnot as and watch students working with it. In the Eventually, even the most powerful straight forward. There simply does not process, shortcomings in the built-in les- authoring system is inadequate to the exist enough worthwhile off-the-shelf son content will become apparent, as will demands of the imagination, and one faces courseware to satisfy a complete curricu- the possibilities for expanding and chang- the need to write original computer pro- lum. While individual pieces of course- int, the content. grams. At this point, there are two options ware can be picked up from various pub- While the content may be adaptable, available: using an "authoring language" lishers, software clearinghouses and other the format in which it is presented is usu-like PILOT or using a general-purpose sources, only a small amount of what is ally fairly rigid. Working with these pro- computer language like BASIC. Author- found is likely to match the educational grams, teachers will get a good feel for the ing languages contain ready -made instruc- goals and approaches of a given language distinctionimportant in understanding tions which facilitate educational activi- teaching programme. The search will be softwarebetween the material contained ties such as matching mispelled student further frustrated by the fragmention of in a computer activity and the underlying responses with the correct answer. Gen- the market into versions for different program, the vehicle which delivers it. In eral-purpose languages, on the other hand, brands of computers. The conversion of most well-designed courseware programs, require that these procedures be created materials from one computer format to content is fairly separate from the func- by the programmer. In the hands of a another is a major undertaking and, in tional parts of the program. good programmer, a general-purpose lan- most cases, is simply not cost-effective for Itis unfortunate that so little of the guage can outperform an authoring lan- a single school. In the end, existing cour- courseware available is of this re.iowable guage. Novice programmers, however, seware will provide for only a portion of variety. With the help of a programmer, may find that an authoring language gives what is needed and will have to be sup- however, or with just a small amount of them a wider range of capabilities. The plemented through the creation of "home- programming experience, teachers can important point to remember is that using grown" courseware. often change the content of programs that an authoring language is still computer Creating Materials were not designed with that possibility in programming, with all that that entails: mind. These programs can thus serve as a variables, line labels, procedures, branch- How does a group of teachers, unfamil- ing, and so forth. It is not something that is iar with computers and with the different kind of framework or "template" for "cloning" completely new lessons. learned in a few hours, as some vendors approaches to teaching/learning offered claim. by the computer, set about creating new Such activity requires that the programs materials? be unprotected and open w the pro- What Is the Best Approach? grammer. Many public domain programs, When microcomputers were first mak- omes as well as those obtained through software A certain progression thus be ing their appearance in schools, teachers evident. In deciding to implement CALL, clearinghouses and universities, are unpro- were told they had to learn to program. teachers are almost forced to beome Thr experience of the last few years has tected and can be used as templates. involved in the creation of some oftheir shown that computer programming may Courseware obtained from commercial own material. The best first step seems to not be the place to start. The art and skill sources, however, is usually not open to be to create new material for existing pro- changes and alterations by the user. of programming is alien to many people, grams. Then one can begin to use mii- and few teachers can afford the enormous Authoring Systems authoring systems to create interesting amount of time and energy required for Still, there is a limit to the alterations activities, or one can clone new program the creation of original courseware. More- that can be made to a finished piece of from existing ones. For most teachers, thi over, learning to program is only the first courseware. For more flexibility, one is probably as far as they will want to go: step. Developing CALL software requires needs to move on to specially designed supplementing the off-the-shelf programs a knowledge of special techniques rele- computer software called "authoring sys- glossy and sophisticated in much the vant to language processing. Instead of tems." Authoring systems allow teachers same way as they supplement textbooks being the starting point, then, the writing to encode their lesson material without with typewritten, photocopied or dittoed of original computer programs should be having to delve into computer program- exercises. Only a few teachers will want to seen as the final step for those dedicated ming. Typically, teachers are prompted go further and produce their own course- few who wish to go beyond what other for the required information. For exam- ware using either authoring systems or a approaches offer. ple, the software might ask "What is the programming language. What are the other approaches that desired student response?"; "What is the stand between the use of off-the-shelf About the author: Roger Kenner is head of the Learn- cue to elicit that response?" ing Laboratories of Concordia University, Montreal. packages and the writing of original com- There is a wide variety of authoring sys- He is currently chair of the CALL Interest Section in puter programs? tems available, ranging from fairly simple TESOL. TNS 2/86 34 9 INTERACTIVE VIDEODISC: A POWERFUL NEW TECHNOLOGY IN LANGUAGE LEARNING by Charles A. Findley Digital Equipment Corporation

The electronic marriage of computer prerecorded wave form of the utterance 54,000 still frames or 30 minutes of run- and videodisc holds great promise foroverlays the picture. The learner begins ning video can be recorded on each side making language learning come alive in practicing the utterance by speaking into of the disc, along with two channels of the classroom or language laboratory. Like a microphone connected to a speech syn- audio. In normal linear play, the laser no other medium, interactive videodisc thesizer. She sees thz wave form for her moves from frame to frame in sequence. brings together the emotional, affective utterance plotted on the screen together But the intervention of an operator with a power of television with the processing with the model from the native speaker. remote control or a computer controller power of the computer. We can now offer And, in a final example, the learner can direct the laser to move instanteously looks up vocabulary in a thousand-word from one frame to any of the other 53,999 picture dictionary by typing in the word frames on the disc, repeat the same frame Like no other medium, inter- or touching letters on a touch-sensitive for freeze-frame purposes, or move slowly active videodisc brings to- screen. The computer program checks forto other frames for step-frame or slow- gether the emotional, affective spelling, querying the learner with alter- motion effects. The two channels of audio power of television with the natives if there is a minor mispelling. The can be played together for stereo or processing power of the com- learner then hears and views the speakerseparately, withfor examplea differ- puter. using the word in context and sees the ent language on each of the two audio word printed in a sample sentence. tracks for a bilingual program. Presently available material for English our students a living picture of an authen- The Basic System language learning does not begin to tap tic environment with real people speak- In these scenarios of interactive video- the full potential of this medium. Some ing. At the same time we can track varia- disc-based language learning, the video attempts have been made to "repurpose" bles and overlay the picture with text and images recorded on a laser disc are con- discs created for other purposes in order graphics. Effectively designed, interactive trolled by an external computer to ran- to avoid the cost of producing and master- videodisc can simulate the reality and domly access any part of the disc. A basic ing original discs. The source material, authenticity that is often missing in class- interactive system consists of a monitor, however, is often of limited utility as room learning to provide a risk-free labor- an input device such as a keyboard, a authentic material for language learning. atory for learning. videodisc player, a microcomputer, and Some academic disciplines are explor- Four Scenarios an interface which translates output from ing an alternative: sharing production costs A language learner sits down at the tele- the computer into input commands that vision monitor and views the beginning control the disc player. In addition, there of an authentic dialogue between two is a software program which processes the ... we risk getting so caught speakers, one of whom turns to the learner learner's input. The development costs for up in the exciting capabilities and asks for help in solving a problem. creating the softwarevideodisc and com- of the technology that we over- Four possible choices for action appear on puter program will vary dramatically look the reason for using it: to the screen. The learner becomes engaged depending upon the quality of the video facilitate the learning ex- in the program by touching one of the production and the sophistication of the perience. options. The speaker immediately acknow- program design. The hardware costs range ledges the learner's response and continues from $2,000 for a small personal computer to produce **generic" discs. Using generic the dialogue. This simulation continues with disc player to $12,000 for a powerful discs, designers at different institutions until the learner solves the problem or, microcomputer, an industrial grade player can create programs that suit their unique encountering difficulty in understanding, and a touch-sensitive monitor. pedagogical purposes and that are com- selects help from the intelligent tutor pro- The Videodisc patible with the microcomputers avail- gram operating under the surface of the able to them. dialogue. After engaging in a brief tutorial Most interactive videodisc systems at or practice drill focusing on the area of present use constant angular velocity The Computer Program difficulty, the learner continues with the (CAV) laser/optical discs. These discs, The computer program controlling the main problem-solving dialogue. protected with a thin silvery-colored plai- videodisc program can be written in a Another student, who needs to develop tic seal, resemble the common phonograph standard programming language such as listening skills for academic purposes, record in size and shape but use neither BASIC. This, however, is extremely time- watches a videodisc lecture. Whenever he grooves nor stylus to record and play. consuming if one is not already a pro- hears the speaker say something impor- Video information from a master tape is grammer. An alternative is to use an tant to the main idea of the lecture, he "pressed" on the disc by a high-intensity authoring system or an authoring lan- simply presses a key. At the end of the laser beam, which burns either tiny pits or guage. Authoring systems are usually session, all the ideas "noted" are printed bubbles into the disc surface. This pro- menu-driven, requiring the designer to on the screen. The learner can then select cess, called "mastering," currently costs select options from predetermined design one of the notes to form the basis of a about $1,800 per disc side; copies of this strategies for branching, review and ques- probing question. As soon as he "asks" the master can then be reproduced in quan- tion sequences. They offer a good begin- question, the videodisc branches to the tity for about $10 each. The disc can be ning point for the designer new to the speaker, who answers the question as the read and played as video images by a low- medium. Authoring languages, on the message continues to unfold. energy beam in the disc player. Because other hand, are usually more difficult to Another learner, who is working on the disc never comes in contact with a sty- learn but are much more flexible; they pronunciation, can see and hear a speaker lus, it can theoretically be played continu- make a brief utterance. At the same time a ouslY Vithout wear. In the CAV format, Continued on next page 10 5 TNS 2/86 VIDEO DISC design goal for use of videodisc technol- his experience approaches reality itself. ogy in language learning. Continued from page 10 To achieve this we have to guard against What Makes for Powerful Learning? the enticement of using interactivity for its offer the power of a high-level computer We need to think about what makes for own sake, which all too often causes a language with functions specifically use- pr.sverful learning and then see how those designer to abandoi. common sense and ful for instructional design. At the cutting attributes can be translated into designing practical design. In short, we are concerned that the interactivity not be gratui- edge of interactive videodisc design is videodisc programs for language learning. artificial intelligence. The intelligent sys- At the very minimum, we know we want tous, nor that it call attention to itself, but tem will handle spoken, natural language to provide a meaningful interactive expe- rather that it represent the desired interac- input from the user as well as employ rience that will hold the viewer's attention the participant would naturally want highly sophisticated programming strate- tion. We also want to create a true dia- in order to continue dialogue. gies that will adapt the program to pre- logueactive two-way communication vious knowledge gained about the learner. between the participant and the system. With these lofty goals, we ap- Learner-Centered Interactivity proach interactive videodisc Recent developments in interactive tech- boldybut with humility. nology and programming techniques makeWe need to think about what highly sophisticated interactivity withinmakes for powerful learning As we approach this powerful new reach. However, we risk getting so caughtand then see how those attrib- technology, we have the potential to create up in the exciting capabilities of the tech-utes can be translated into learning experiences, based on an active nology that we overlook the reason fordesigning videodisc programs learner-centered partnership, that grab using it: to facilitate the learning expe-for language learning. and involve the viewer so robustly in the rience. Our real focus must be on the process itself 'that he becomes personally integrity of the design of the program and invested in the outcome. With these lofty on the way we treat the learner as part of We want to avoid the pitfalls of being "too goals, we approach interactive videodisc the learning system. computerized," forcing learners to trade boldlybut with humility. Truly interactive video programs are their own conceptual frameworks for About the author: Charles A. Findley is employed as a learner-centered, requiring active partici- those of a machine. Further, we want to senior instruction designer at Digital Equipment Cm, pation from the learner. Too often compu- poration, Burlington, Massachusetts. This past year he make the technology of interactive video, codesigned Decision Point: A Living Case Study, ter-assisted learning has offered little more usually so blatant, invisible to the user. winner of the award for best overall project from the than prescriptive, one-way communication Nebraska Videodisc Symposium, lie has presented at Somehow we want the participant to various TESOL conferences and served on the Editor- to the learner. Ea: ly attempts at computer- experience true reciprocity and feel that ial Advisory Board of the TESOL Quarterly. assisted learning became electronic "information dumps," if you will, with the student's interaction confined, for the most part, to limited menu-branching or response to test questions. The student experienced little control over the learning activity and re...ained largely passive. While this is a valid and time-honored approach to instruction, it does not adequately meet the needs of all learning situations, nor of all learners. It is restric- tive and fairly totalitarian. Interactive instruction which follows this course tends to shut out the motivated learner, the experienced learner and the adult learner. At the other end of the spectrum is a completely learner-controlled interactive environment: a simulation-based, ex- periential learning environment where the student is free to learn via experimentation and discovery. In this process the teacher's role is that of counselor, facilitator and manager of resources. Entering and leaving the learning situation at will, the participant acts upon the system, using its reactions to gauge his learning. There is no externally imposed evaluation; each learner measures and evaluates his own learning experience. All routing and branching is under his control as much as the system will technically allow. The system acts merely as a means to validate the learner's intrinsically-formed rules of language usage. This type of learning environment offers the highest level of academic and personal freedom and is subject only to the flaws of technology and/or its creators, whose ability to simulate the Phoh, br Robert richness of reality must always be limited. itol.14 Public iteklin»rs It is this end of the spectrum we set as our I tYllbCA CIAgt: thh,rnbu, I 5rivervii :4 6 TNS 2/86 11 WARRANT: A PEDAGOGICAL ENVIRONMENT FOR CRITICAL READING, REASONING, AND WRITING by Cheryl Geis ler, Alexander Friedlander, Christine Neuwirth, and David S. Kaufer Carnegie Mellon University In January of 1985, the Writing CenterThe Program of the overall plan. at Carnegie-Mellon University undertook WARRANT is being built on hardware Currently, the system being developed a three year project, sponsored by theand software being developed by the Infor- focuses on a single ethical issue, paternal- Fund for the Improvement of Post-mation Technology Center, a joint ven- ism.2 The structure of the Syllabus, the Secondary Education (FIPSE), to create ature of Carnegie-Mellon University and organization of the Plane and the nature computer environment for teaching criti-IBM.' The hardware should be available and content of the Advice are all being cal reading, reasoning, and writing skillsfor our first classroom testing in the fall of developed through observation of inexpe- to college freshmen. 1988. rienced and experienced writers working The WARRANT system is designed to The computer system aims for the flex- on this topic.' aid students in handling the complex inter-ible integration of easy-to-learn tools. The In the future, the Writing Center hopes relationships between reading, writing andWARRANT system will provide students to develop an authoring system to enable reasoning that mastery of critical skillswith "windows" in which they can work teachers to use WARRANT to assist their requires. We as professionals do not workwith the seven major components of the specific curriculum needs. Such a system linearly (reading to get information, rea-system: will allow ESL teachers, for example, to soning to create information, and A Syllabus where students can access create an integrated syllcbus appropriate writing to convey that information), but particular assignments in the curricu- to the particular writing needs of their move recursively back and forth among lum. students and focused on topics more rele- our skills to understand and create new A Read window where students can vant to their students' lives. meanings. Yet most course work we gave read on-line text. For instance, readings might appear in our students in critical skills is constrained A Plan window where students can the Syllabus component and appropriate by available resources to teach only part access plans for each part of the cur- Plans and Advice would be available on- of the process (reading or reasoning inr riculum. line for the student to access. This help writing), or teach the full process on com- An Advice window where students could be designed to assist in the teaching paratively shallow topics (typically "what can get advice on carrying out their of such skills as persuasion, summarizing, I did on my summer vacation"). Advances plans. comparison, contrast and research paper in computer technology are now A Note Card window where students writing. Students will benefit from the beginning to enable us to develop an inte- can take and organize notes. more personal attention they will receive, grated supportive environment for ped- A Compose window where students while teachers will have more time to agogy. can compose their papers. concentrate on other aspects of thcir Some Starting Assumptions A Comment window where students teaching. and teachers can make and read com- Such a course is as yet but an idea. Since We began the project with some assump- ments. the present research is focused on native tions about the nature of critical skills and speakers, much research is needed to see the kind of computer environment neces- The integration of these seven compo- sary to support them: nents will allow students, for instance, to how novice and experienced ESL writers Reading, reasoning, and writing arecut-and-paste a verbatim quote from the would handle the materials developed for integrated skills, and should not beon-line text into a notecard or move some- such 0 course. Such research will provide taught separately. Thus the compu-thing from a notecard into their 6.n/elop- valuable material for the Advice com- ter system must be able to support ing text. The operating system allows stu- ponent, material relevant to the inter- these multiple and integrated pro-dents to rearrange these seven working cultural concerns and language diEeren- spaces as they see fit, enlarging windows ces found among foreign students anti cesses. reflective of composing processes in the Students acquire critical skills best inat the center of attention, or reducing or the process of solving problemscompletely hiding those which are for the second language. The WARRANT system moment incidental. holds out the promise, then, of providing which require them. Thus the com- ESL students with an integrated writing puter system must offer a congenial environment that uses the computer not working environment (high-resolu-Curriculum Development and tion display, fast processing, suffi- Writing in ESL merely as a word processor but as a valuable tool in ESL writing pedagogy. 15 cient memory). The heart of the WARRANT system, The power of critical skills is evidentpedagogically speaking, lies in the interac- when exploring a single issue to some tion of the Syllabps. Plan and Advice About the authors: The WARRANT Project is under depth rather than a series of smallcomponents. Through the Syllabus, stu- development in the Department of English at issues. Thus the computer systemdents will obtain information about the Carnegie-Mellon University, where Cheryl Ceisler and Christine Neuwirth are instructors, David Kaufer must allow a comparatively largeoverall sequence of assignments for a is associate professor, and Alexander Friedlander is a and complex data base of informa-semester-long course. Through the Plan, doctoral student, doing research into the composing tion. they will receive a hierarchical representa- process in ESI. Critical skills are not algorithms to tion of the goals and sub-goals of a partic- find the single right solution to com- ular assignment. Through the Advice, they plex problems but rather goals, stan-can choose to receive more specific infor- FOOTNOTES 'The prototype advanced personal workstation consists of a dards and procedures for situatingmation about a particular goal or subgoal, SUN %% orkstation (32.bn architecture CPL .19" high resolution including more elaborate explanation, sug- mu- mapped monochrome dupla) mouse) using Berkeley 42 oneself personally within the context Unix as the underlying operating sr' item along w ith a Window of community. Thus the computergested heuristics, a range of process mod- Manager' that creates a uniform user interface for all applied bons programs. system should provide structure, ad-els, and a range of product models. Thus, 'Roughly speaking. paternalism concerns situations in w hich vice and models for students andthe pedagogical components of WAR- one adult interferes with the autonomy of another' for his or her "own good - communication links to others, rather RANT fit together in an increasing order 'For a more complete explication of applications to curriculum dexetopment. see Cher)! Ceisler, "WARRANT A than feedback for mastery learning of specificity that allows students to focus Pedagogical Environment for Critical Reading, Reasoning. and of already well-defined answers. on a specific subgoal without losing sight %%rating." CALICO Journal, June 1995. pp 43.44,

12 37 TNS 2/86 TWO APPROACHES TO CALL:CURRICULUM-BASED COURSEWARE AND LANGUAGE EXPLORATION ACTIVITIES by Bella Rubin Tel Aviv University The variety of CALL programs on the question word, presented in multiple- Despite these drawbacks, the S.M.L. market today can excite but also confuse choice format, which fits the question courseware has succeeded in placing language teachers and administrators, who asked by the computer. The reward for learners in a stimulating environment of must choose from among them those pro- the right choice is a graphic clue which English which they can, to some extent, grams that best fit their students' needs. leads the learner closer to the thief. A manipulate or participate in. The task is not made easier by the differ- built-in remedial approach has been used ent, often opposing, approaches to lan- for most incorrect responses that is, a Language Exploration guage teaching and learning reflected in short, simple explanation or reminder is A CALL program which reflects a very CALL software. given and then the learner has another different attitude toward language teach- At one end of the spectrum, there are chance. ing and learning is GRAM, a Logo-type the more traditional drill-and-practice Graphics, color and animation are used language exploration activity developed programs, which have the major advan- not only for visual stimulation but also to by Dr. Mike Sharpies at the Department tage of being easily integrated into an make concrete the structures being drill- of Artificial Intelligence, Edinburgh Uni- existing curriculum. Since such programs ed. In the preposition unit, for example, versity, Scotland. (For a discussion of the often respond to the needs of a targeted the learner uses a joystick or relevant keys Logo programming language and its under- population, they are more apt to be ini- to move objects around the screen so that lying philosophy, see Papert 1980.) In tially accepted by ESL/EFL teachers and their position corresponds to a cue, such general, programs like GRAM enable administrators. At the other end of the as "Put the key under the tree." learners to initiate their own language and spectrum, there are the various language Other features of this program are the elicit some kind of response, not necessar- exploration activities that allow students user-controlled option of going back to ilya judgment, from the computer. to participate in the process of discover- previous text screens and access to dic- GRAM, in particular, was created on the ing certain aspects of a language, its sys- tionary screens, where selected words assumption that children (and adults) can tem of grammar, for example. Such pro- have been translated into Hebrew. Pro- "play" with language just as they do with grams, by their very nature, usually give gress records are kept so that the class- mathematics and thereby develop a sense students much greater control over their room teacher can plan future lessons tak- of what language, and even thinking, is all own learning but may not easily fit into a ing into account the strong and weak areas about. The program is designed for small mandated curriculum, of each student. groups of from three to five learners with It might be useful to look at two recently A weakness of this program and of only one computer. The idea is to get the developed programs which are represen- many other courseware packages is learners to interact with each other in a tative of these two views of CALL: first, a that the learner is always expected to Log, environment where they can devel- curriculum-based courseware package respond to the computer that judges op their own criteria for acceptable from Israel, and second, a language explo- his/her responses. In other words, such English. ration activity in the form of a poetry gen- programs seem to be computer-centered There are no frills in this program no erator from Britain. (a replacement for teacher-centered) in- color, graphics or sound. But the function Curriculum-Based Courseware stead of learner-centered, as is advocated performed by the computer is an unmis- by many current theories. Also, many of takably valuable tool to second or even A team of developers, sponsored by the first language learners. In GRAM the com- Israel Ministry of Education and the Insti- the tasks, though they do involve the tute for Teaching Aids, has designed learner actively, do so in a rather control- puter is used as a kind of warehouse courseware for the seventh grade EFL ling way. Fill-ins, multiple-choice ques- where data can be input, classified, stored curriculum as part of the S.M.L. Project. tions, matching exercises these arc by and called upon at any time. All this is far the most commonly used techniques. (S.M.L. is an acronym for "Siyua Mach- done by the students after learning only a shevim Leliora'a," the Hebrew equivalent few simple commands such as: PUT, CREATE, AGAIN, etc. Thus, the compu- of "computer-assisted instruction.") The ter can be seen, in the view of John Hig- Ministry's EFL syllabus and one of its multi-media texts, Gabby and Debby, gins (1983), as a "pedagogue" or "slave," were used as a guide for the target struc- acting as a task-setter or tool, enabling learners to do whatever they wish without tures and vocabulary. Intended mainly as actually judging them. a drill-and-practice, remediation and en- Here is how one part of the program richment element, the courseware consists works: The object is to create Haiku poe- of lively adventure-type situations rele- t' try which will be randomly generated by vant to Israeli schoolchildren. The situations are presented in short reading pas- the computer after the learners have input sages (A Trip to a Bedouin Village), dia- the desired words and sentence patterns. logs, or semi-simulated games (Find the The students start by keying in the command PUT. The computer responds with Missing Sheikl). The chore and bore of BOX and waits for the students to enter reading texts in English disappears, for the name of a category of words, say each time the learner is asked to read, it is with a purpose in mind. In one unit, for NOUN, and a list of words they think will fit into that category. Ir. this way students example, the children participate in solv- continue to fill up several BOXes until ing a mystery: "Help Miss Snoopy, the they decide to try their first poem. An famous detective, find the shopping bag important decision must now be made by thiefl" The child "helps" by first reading a Mao by Robert i, Tofur few lines of text and then choosing a Wh- a graphhs tablet Continued on next page

TNS 2/86 13 THE HAPPY YELLOW ZEBRA MOVES similar activities on an experimental Isis TWO APPROACHES and for integrating them into an of Tall Continued from page13 BEYOND THE LOVELY SIIINY FLOWERS curriculum. As Henry Becker (1933:59) In CRAM, all the judgements are madehas noted, it is the responsibility of curric- thegroup: Ia what order do they want the by the learners though the teacher may act ulum specialists and other policy-makers words to come up on the screen? Or, put as a facilitator, occasionally pointing outto "... focus on appropriate uses of com- another way, which sentence pattern are spelling or structural errors. Because of its puters for assisting [both] traditional and they going to use? flexibility, the program can be used by newly emergent instructional goals." As One group of adults I worked with children or adults, by native or non-native we search for better ways to exploit com- chose the following pattern: speakers of English. puter technology, we should respect and ART ADJ ADJ NOUN VERB encourage different approaches to CALL Can the Two Approaches Be Reconciled? yet continue to grapple with seemingly PREP ART ADJ ADJ NOUN Teachers who feel comfortable with irreconcilable divergence. and came up with structured, curriculum-based materials THE TINY SLINKY ANIMALS CRAWLS such as the S.M.L. courseware may feel About theauthor:Bella Rubin teaches EFI. at Tel uneasy with an open-ended program such Aviv University and is developing EFL software as INTO TIIE DARK MISTY RIVERS as GRAM. On the other hand, teachers Part of the PLATO Project in the Division of Foreign Everybody laughed at first, but then who see the value of language exploration Languages. someone realized that the group had activities may not 1 ow how to integrate taught the computer unacceptable Eng- them into a mandated curriculum. Thus, it Note: The S.M.L. Project cour,e ware is written for the lish. So they recalled the BOX named falls upon those teachers and curriculum Commodore 64 microcomputer and runs on a special network system developed in Israel. The CRAM pro- NOUN, renamed it NOUNSC, anddevelopers who have experimented with gram is part of a Logo toolkit package available from changed all plural nouns to the singular. language exploration activities and MEP Primary Project, St James Hall, King Alfred's College, Winchester, Hampshire, England 50229 NR. The same had to be done to accomodate achieved positive results to share their The package is presently available only in Logotron the plural nouns and singular/plural verbs. experiences with others: How have they Logo (similar to I.CSI Logo) for the BBC Itatcro. During this time there was much discus- implemented CRAM-like programs crea- computer. sion about the different forms. The com- tively? H w have they incorporated them puter was then taught a new sentence into a curriculum? What have the results REFERENCES Becker, Ilenty J.y, 19113. Microcomputers in theclassroom: pattern; been? dreams and realities. Eugene. Oregon: InternationalCouncil Answers to these questions would give tot Computers in Education ART ADJ ADJ NOUNSC VERBSC Mains, John. 1983. Can computers teach?Calico Journal both the more traditionally-oriented teach- 1(2).4.6. Papett, Se)mour 1950. Mindstornts:children, computers,and PREP ART ADJ ADJ NOUNPL ers and those who lean toward language posserfultdeas. Sussex. England: The Ilan ester Press, Ltd. and subsequently it came up with exploration needed models for trying out Mists published in New York by Basic Rooks, Inc 1

Reading__ Haste A dynamic computer-assisted reading course for secondary and adult ESL students Branching stories allow students to Carefully controlled readings on three choose a path through high-interestlevels are reinforced with vocabulary, plots, maximizing student involvement comprehension and doze exercises. and control. Reading Mastery is correlated with the Twelve stories per level have eightgrammar and vocabulary in the possible endings each, giving students Regents/ALA Grammar Mastery and the chance to create 96 different plot Vocabulary Series. outcomes. RESLEND. A COMPANY TWO PARK AVENUE NEW YORK. N.Y. 10016

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29 14 TNS 2/86 NON-ESL SOFTWARE FOR SECOND-LANGUAGE DEVELOPMENT by Barbara Agor University of Rochester In our quest for effective computerallows real, hard, brain wrenching think- Play the game. yourself. Then wheel an software, we ESL teachers have one greating at a time when a learner's English is Apple computer with color monitor into advantage over our colleagues in foreignstill extremely limited. For students who your classroom. Put six or seven students languages: We are not limited to softwaredo not have the privilege of intensive ESL around the computer. (The remainder of which is specifically designed for "lan-classes or instruction in their native lan- the class will be relatively patient and cer- guage learning." Everything written inguage, the school day offers few such tainly involved observers.) Spare your English is fair game. This means thatwe occasions for mind stretching. students the instruction screens, and in- do not have to accept the softwarepro- Though few words arc absolutely stead present the rules in simple English ducer? views of how language is to be necessary to play Moptown, the classroom or in their native language(s). Then get learned on a computer. If we choose,we is rarely silent. Thinking together at the out of the way and watch. can avoid vocabulary drills, fill-in-the-computer offers opportunities for real Though the presence of a computer blanks, verb transformations and other language use. As the classroom begins to doe: not automatically transform students such exercises. feel less like a teacher-centered book-and- into saints, I have seen surprisingly mature Instead, we can browse through English test environment, communication changes, social interaction as they negotiate turns language software designed for hometoo. I have been surprised to hear the on the computer. I recently watched a entertainment and for academic areas wide range of playground invective these group of third graders show great kind- other than second-language learning. Ournormally docile students have acquired. I ness and fairness. Each knew which of his selections can offer students a chance to imagine themselves on a ketch in search of humpback whales; they can outruna monster or guide their classmates past perils to secret treasures; the po /erful programs which we teachers use to create '-' word searches and crossword puzzlesarc equally powerful and interesting in student? hands. These programs allow students to use English as a tool toaccom- plish a task, rather than as an object of study. With the right software, computers become a rich, Krashenesque "acquisition" medium.' Creating a Need for Language When I visit ESL classrooms, I enjoy bringing along logic and problem-solving software. One of my first discoverieswas Ilf optown.2 It exemplifies how software not designed for second-language learning can serve our purposes. Students need to know six English words in order to play 11111111 the games: "tall, short, fat, thin, red, blue." They also need to know the difference between a "Bibbit" and a "Cribbit." Their desire to remember and communicate Mom by Robert P. 719 for these differences soon createsa need for have also been delighted to hear "if and classmates had taken a turn and which more languagelanguage to accomplish a "because" structures used effortlessly. had not, and they made sure that every- task, not language assigned as vocal-itlary A. classroom teacher faced with a heter- one was at least in% tted to try each game. lists to be memorized in time for Fr.....:,*s ogeneous class will find another benefit to test. After these third graders left thecom- Moptown. Students who just arrived last puter room, their chairs still scattered in In the first Moptown Paradegame, week can play it with veterans of two "Make My Twin," students make four comfortable chaos arounc':: computer, years study and, if the newcomers are the fourth graders enterers. Thisgroup choices in order to create a second identi- good thinkers, they can do as well if not solved the question of turn-taking cal "moppet" on the screen. Not too much very better than those whose superior English differently from the yourger children: higher-order thinking here. But step by makes them accustomed to the classroom step, the tasks become more difficult: By They built a "bus" out of chairs. The success. "driver" took a turn at the computer, and the time students reach the games in Mop- Not every teacher has jumped on the town Hotel, they have truly moved into then moved to the last seat in the line. computer bandwagon. Some remember Everyone in the bus was allowed to back- the big leagues. One game, "Secret Pal," is the days of programmed learning, and similar to the popular game, Master Mind; seat drive, but only the driver cord touch many of them were probably victims of the keyboard.3 it leads some students to discover for the the precisely timed, thrice repeated drills first time that there are things theycan do of the early language labs. When such Mini-Authoring Systems better than their teacher. And when 1,a teachers see a student at the computer, For all its attractiveness, however, it presumably intelligent adult, confess that they envision pigeons pecking keys. For would not be Idoptown that I would take I cannot solve the last game of hf optown such teachers, I have a suggestion: Set up with me if my computer and Iwere Hotel, students eyes glitter with Path: and a classroom observation using your own the anticipation of victory. Moptown students. Borrow the two Mt ,ton disks. Continued on page 17 TNS 2/86 A I! 15 NEW APPLE COMPUTER SOFTWARE WITH ANIMATION AND SPEECH FOR ESL

GIDIEJI CAT -- Lessons to Reinforce and Teach ESL Vocabulary and Concepts with Speech

°ELEPHANTGEAl($ Prepositions through Pictures with Speech

MOUSE MATH Math Development and Reinforcement with Speech

and many more! Computer Assisted Language Learning with Speech Lessons to Reinforce and Teach ESL Vocabulary and Concepts to be used with Apple Ile and II + Computers

Published by:

Ballard & Tighe, Inc. Look for the ,480 Atlas Street '11)1t3/1 Booth Brea, CA.92621 in the display area (714) 990-IDEA (CA) (800) 321-IDEA

WINNER, OF THE 1984 KENNETH W. MILDENBERGER AWARD

LINGUISTICS, COMPUTERS, AND THE LANGUAGE TEACHER by John Underwood

"This well-written, solidly researched book relates current methodology and linguistic theory to the use of computers in language learning." from the ModernLanguageAssociation selection committee's citation

NEWBURY HOUSE PUBLISHERS 1 A Harper & Row Company 19 54 Warehouse Lane `,rtfiW' Rowley, Massachusetts 01969

INS 2/86. NON-ESL SOFTWARE Continued from page 15

stranded on a desert island with a class of ESL students. Instead, I would bring software which can be altered, the mini- authoring programs. Such programs are basically shells, and their contents can in most cases be changed by anyone who ARVOCALUNITELLIGf.NcE can type. NIOT So Storyboard is an excellent example of mini-authoring software. Originally devel- SURE A6OLIT, oped by John Higgins of the British Aop //47-0710N. Council, it was adapted by Christopher Jones and published in London by WIDA Software in 1982. Holt, Rinehart and Win- ston has elaborated WIDA's English language version and also created a variation, Clozemaster. #' Storyboard has been described as a A 100% Cloze passage. Players are confronted with a screen which looks something like this: -

FIGURE 1

******, ****** **** *** *******; **** ****, *** ******* ******.

******** ****** *****, * * ** ** * * *** * * * * * * * ** * * * ; * * * * ** * * * ,* * * * * * * ** * * * , **** *****,*** ******** *****'* ****, *** *********'* *****, ******'* ***, *** *****'* ****; *** * ***** ** ******** * ** * *$ *, **** * ********* **** *** ******. ******, ****** **** *** *******, **** ****, *** ******* ******. 1982 byNdney Harris What's So Runny About C.omputers.

Guessing a word at a time, the players uncover the passage. Five minutes into Storyboard, the screen might look like this:

FIGURE 2 offered students poetry, se __dons from processing program, my rules of thumb Shakespeare, stories from grind opera, for selecting computer software are sim- Double, double **** and trouble; and passages from famous speeches. ple: Do I like it? Does it empower me in a Fire ****, and ******* bubble. These selections satisfied educated adults, way that enhances my life or work? In including graduate students who were general, I assume that if a program is good ****** of a ***** snake, native speakers of English. When Story- enough for me, there is a student some- In the ******* ***4. and ****; board junior high school ESL students, where out there who will also find it Eye of ****, and tool of ****, however, different texts were popular. A **** of ***, and *tt*** of ***, valuable. (5 *****'* ****, and *****-****'* *****, short biography of Michael Jackson was a t:%****'* leg, and *****'* ****; crowd pleaser, as were synopses of favor- *** a ***** of ******** trouble, ite soap operas. Teachers have also used About the author: Barbara Agor directs the graduate level teacher preparation program for TESOL at the **** a ****-***** **** and bubble. Storyboard to prepare students for field University of Rochester. trips, typing in passages to preview the Double, double **** and trouble, trips' high points.5 Fire ****, and ******* bubble. FOOTNOTES Mini-authoring allows even greater flexi- 'For one explanation of 'learning" vs. -acquisition." see Kra. shen, Stephen D. and Tracy Terrell. 1983.The Natural bility when the students themselves write Approach.Hayward. Calif ornir The Alemany Press. Putting a new text into Storyboard is as or choose passages to enter into the pro- 'Since I first boughtMoptown.it has been divided into two disks,Moptown Hotel and Moptown Parade. Theyare pub. easy as typing. What texts should be used? grams. The writer's audience is immedi- lisped by The Learning Company. 'Thanks to Betty Svitaysky, director of the Brockport (New The manual sap- that it has been used to ately and vociferously present. Spelling York) Migrant Education Project; classroom teachers Chns teach "reading comprehension, French, Una Engels and Eileen Wuethrich, and University of becomes crucial when fellow students fail Rochester student teachers Veda Aroesty and Marjorie German, geography, history, and even to guess a word because the author spelled Sangster. 'Jones, Cbristoher. 1984. Storyboard, New York: CBS College chemistry."' Initially, I felt that the texts it wrong: a classmate's wrath causes more Publishing, Holt, Rinehart and Winston). used should be of reasonably high quality, gratefully ac nowledge the cration of Patrice Lancelot, change than the teacher's red pen. Coordinator of the BilingualiESoopeOL Resource Center. Mon. worthy of the intense, word -by -word Be it Moptown, Storyboard, other mini- roe #2Orleans BOCES.Spencerport,New York. and classroom teachers Lea Cappella and Nancy Giles, who scrutiny which Storyboard requires. I authoring programs, or my beloved word shared with me both theirinsights andtheir ESL. students. CREATING AN ESL LESSON UNIT FOR DISCOVER: A SCIENCE EXPERIMENT by Linda L. Lane Columbia University

Simulation and pi oblem-solving soft- puter work. The activities include discus- theses and propose experiments to test ware designed for native speakers of Eng- sion, controlled oral and written practice them. Students are encouraged to use lish offer a rich source of content and of the grammar (modals, conditionals and modals. should for txpectation, may/might- activities for the ESL classroom. The embedded clauses), note-taking and read- /could for possibility, and must/must software program serves as the focal point ing. As much as possible, the materials not/couldn't/can't for strong deductions. of a unit, while the teacher-created sup- have been designed to allow teachers In addition, the different lab situations port materials structure the activities and maximum flexibility: not only can certain sketched on the "blank screen" worksheets redirect the original focus of the program activities be omitted, but the "blank can be used to refocus the program on a from science or history, for example, to screen" worksheet, discussed below,different structure. For example, students ESL objectives. allows teachers to refocus the program may be asked to describe their screen The following description of one such easily on other grammatical structures. sequence using the past perfect:In the unit, based on the program Discover: A first screen, Creature 1 had just eaten Science Experiment, shows some of the Preparation Activities when Creature 3 went on alert." Or stu- possibilities for adapting non-ESL soft- Students are given a short reading des-dents are asked to use modal perfects: "In ware to ESL use. Discover, a program for cribing the content of the program and itsthe second screen, when Creature 2 went teaching the scientific method to high objectives. There are also discussion ques- on alert, I should have realized he was school students, simulates a biology lab in tions about the possibility of extra-terres-hungry." which students make observations, form trial life and space travel that can be used Another set of worksheets, based on a hypotheses and carry out experiments on either before or after the computer work. sample screen, is available for more con- creatures brought back from a space mis- trolled practice of the grammar, especially sion (See Figure 1 on page 19). The object At the Computer embedded clause structures (See Figure 2 of the program is to learn enough about Discover works best with a team of two on page 19.) In addition to questions re- the needs and behaviors of the creatures to three students at a computer. It nor-quiring the simpler target structures, a set to keep them healthy. Students manipu- mally takes five or six computer sessionsof hypotheses or observations is given, to late the creatures to carry out experiments to complete the program in a sciencebe written up as an experiment using while a clock keeps track of "lab-time." class; for ESL students, however, we haveembedded clauses. Because of the number When a creature becomes unhealthy, an shortened the number of lab sessions to of variables involved in the creatures' "alert" message appears on the screen. If two by reducing the number of creatureshealth, it is very difficult to complete the the students are not able to correct the introduced into the lab. worksheet task without using embedded condition within a set time, the unhealthy As they work at the computer, studentsclauses. record their observations, noting the time creature is removed from the lab for treat- Related Reading ment, and a brief medical analysis is given, a particular creature ate, got sick, etc. after which the creature can be reintro- They discuss and carry out experiments to "Encyclopaedia Galactica," a reading duced into the lab. test the hypotheses which gradually taken from Carl Sagan's Cosmos (1980), emerge as more is learned about the crea- concludes the materials. Sagan makes a tures. In addition, students sketch interest-serious and moving attempt to calculate ing lab situations on "blank screen" work- tue number of advanced extra-terrestrial sheets, i.e., empty laboratories. Later,civilizations in the universeproviding a these worksheets are used as the basis forcontrast with the "lower life" forms in oral discussion in class, written reports orDiscover. Comprehension questions accom- grammar practice. pany the reading. Once students are into the simulation, In addition to providing an excellent the lab situation can become very intense,vehicle for work with advanced English and the team has to work quickly sincestructures, Discover creates a real team conditions change rapidly. For example, itspirit: the students have to depend on is not unusual for four creatures to go "on each other to maintain the creatures suc- alert" at the same time. The team tries tocessfully. The number of activities, the Pboiobyitruirea Hemnann correct whatever situations have caused uncontrived need for teamwork and com- Discover seems most appropriate for the alert conditions before the creatures munication, and the time element draw advanced ESL students because of its are removed from the lab for treatment. otherwise quiet and shy students pain- complexity: the number of activities and lessly and naturally into active, articulate At times like these there is, of course, a ASA speed with which conditions in the lab great deal of discussion among the stu- roles. Vv0, change require a level of fluency that will dents as they leaf through notes and push allow students to confer quickly about buttons. The fact that there is a team About the author: Linda Lane teaches ESL in the what needs to be done, as well as keep American Language Program, Columbia University working on the problem is a decided She has presented numerous workshops on ways to notes on what is happening. Moreover, advantage in the battle against the com- integrate computer activities into an ESL currIcutum. since the program involves hypothesis puter. formation, advanced grammatical struc- Note: Mover: A Science Experiment (for the Apple Follow-up Activities II) can be ordered from Sunbut.,t Communications, ture:: such as conditionals are required. Inc., 39 Washington Avenue, Pleasantville, New York We have developed materials for use in Several activities can be used to follow 10570. class to prepare the students for the pro- up the first and second lab sessions. After gram, for use at the computer terminals, the first lab session, students share their REFERENCES and for classroom use to follow up com- observations of the creatures, form hypo- Sagan. Carl 1980 Cosmos. Neu York Random !louse 18 43 TNS 2/86 DISCOVER The way I see it. . . Continued from page 19

FIGURE 1 "It's certainly possible that computers won't change education at all. They'll become electronic workbooks and drill-and-practice machines, and they will simply fit into a very rigid, authoritarian structure in a mechanical way... The other possibility is that the I MMUMMIUMMWMMIPMMMMMUMMUUMMUMNIMMMMMW computer becomes a tool to extend the capacities of one's mind,a D Creature Movable device for modeling possible a Barriers worlds, for doing scientific simulations, for allowing kids at a very MM a iluii a aa young age to begin to see that you a aa can control variables and under- 'Treatment aa stand systems and do these intel- Capsules lectual things visually." aaaaanaa Herbert R. Kohl UM UM Popular Computing, November, 1984

Food Dishes OffillataliMMl"11411OUNOMMIll " 111-1111111111111111UMUIMMUUll "The book has been such a long- ray :VS aN loved and useful companion to mankind that one should not Press any key for lab control. speak lightly of its decline and ultimate disappearance. Neverthe- less there are a number of reasons why this is imminent. Books and computers have one thing in com- monthey are both devices for storing informationand on at least three parameters the computer is so vastly superior to the book as to defy comparison." Christopher Evans The Micro Millennium FIGURE 2 "I believe that in the future textbooks are going to have a pouch in the back where the computer disks WHAT'S WRONG WITH CREATURE 2? will be stored. In addition to Observations: checking out their textbooks for 1. Creature 2 eats from dish 4 about every two hours. the year, students will also check 2. Creature 2 spends a lot of time out a small computer and that will in the lower right corner. be in the bookbag along with the books and disks. I see that emerg- I. Exercise 1. ing quite soon." Terrel H. Bell, former U.S. Secretary of Education 2. DAY 2 816era. Alert Popular Computing, November, 1984

II. Exercise 2.

2. Consider these explanations for why Creature 2 spends a lot "When there are computers who of time in the lower right corners are just as smart as people, the a. He wants to be near his food source. computers will do a lot of the jobs, b. He doesn't like to be in an open area (the same reason people tend to choose the ends of a sofa). but there will still be things for o. Both (a) and (b) are true. the people to do. They will run the Discuss how you would test these hypotheses. restaurants, taste the food, and Read the following sample write-up of an experiment to teat the they will be the ones who will love hypotheses and finish it. Use complex and embedded clause each other, have families and love structures when possible. each other. I guess they'll still be If Creature 2 stays in theoorner josatase he wants to the ones who go to church." be near his food, ten 11 his food is moved to the center of the lab, he should also move there and the alert David, a twelve-year-old signal should remain off unless he's hungry.However, quoted by Sherry Turkle if he stays in the corner-Warlse The Second Self: Computers and the Human Spirit

44 19 (D) George's mother is picking up my INTERACTIVE AUDIO laundry with his car. by Lin Lougheed Each answer option could have an indi- Instructional Design International, Inc. vidual response, either oral or written or both, such as: When you listen, you are usually at the and play. Some recorders measure tape (A) Whose laundry is she getting? Listen mercy of the audio sou_ ce. The movie will distances, some pulses, others count reel again. (stimulus repeated) not stop because you missed a word. The rotations. The advantage to these re- (B) Congratulations! Try the next exer- recorded announcement about your train corders is that they use an existing medium cise. (new stimulus) arriving on another track will not be (audio tape) found in every school, and (C) Whose car? Listen again. (stimulus repeated. Even if you are face to face they can easily be linked with any com- repeated) with the speaker and ask him or her to puter. (D) Whose mother? Listen again. (stimu- repeat something, you will usually get a What Do We Expect From Interactive lus repeated) paraphase instead. Audio? Language learners need some way to Conversation Analysis control the listening process, some way to Interactive audio lessonsfocusing on Students hear a few lines of a conversa- make utterances retrievable and predict- recognition of and response to phonologi- tion. They must try to guess how many able. Language labs once seemed to be cal, syntactic, and semantic featurescon- speakers there are, whether they are men the solution, but trying to find a particular tain the same features and goals as class- or women, how well they know one section on a linear tape was always frustrat- room listening lessons. To illustrate the another, and so forth. Students record ing and often impossible. Technology potential of interactive audio, I have taken their answers on a question grid on the teased but did not deliver. a few of the activities that one usually screen. We are now being teased again. We can finds in the classroom and made them After answering the first group of ques- add sound to a computer-based lesson. "computer-enhanced." The programmed tions (for which there is no feedback), The mind races with the possibilities: hav- stimulus and feedback, as well as the stu- students hear more of the dialogue. They ing words appear on a computer screen as dents' responses, can be either written or try to use the additional dialogues to either we hear them, locating discrete words and oral. The answer judging can be vari-d. confirm their original assumptions or to phrases on a tape with accuracy, having The computer either judges student re- change them. After three or four more these discrete items repeated an infinite sponses precisely or simply presents a dialogue sections, the students' answers number of times, creating branching con- model of the "answer" for student self- are judged by the computer or are self- versations, explaining wrong answers, evaluation. The exercises described below evaluated. Finally, students can be given a demonstrating sound/symbol relation- can be done on existing authoring systems written explanation or an oral paraphrase ships, stretching auditory short-term and do not require programming experi- of the dialogue they hear. ence. memory. In short, we can finally truly The Future of Interactive Audio personalize the listening experience. This Dictation and Cloze capability is made possible either by sound I believe the days of audio tape are The easiest exercise to prepare, and numbered and that tapes will be replaced that is generated %), the computer or sound consequently the most efficient in terms that comes from an external source such by compact discs. Manufacturers are in of time expended and pedagogical worth, the process of designing efficient, inex- as a tape or disk. Brief descriptions of is dictation /doze. three possible audio sources follow: pensive recordable compact discs, but it The teacher records a dictation/close will be some time before they appear on Computer-Generated Sound passage onto a tape and then prepares a the market and even longer before school An inventory of phonemes and supra- screen display requiring the studerfts to districts purchase them. segmentals are encoded on a chip and are type either every word they hear as they In the meantime itis important that combined to form an utterance. These would in a dictation, every nth word as in teachers get experience with interactive chips can have a limited vocabulary a traditional doze, or specific target words audio. Every language lab and teacher's (directory assistance from the phone com- as in a discrete item doze. library has copies of prerecorded company) or a virtually unlimited vocabulary If the teacher feels it is appropriate, the mercial tapes. These tapes should be "born (DecTalk, which can give an oral inter- students can have the passage repeated as again," given a new life with an interac- pretation of whatever you type). Most often as needed to complete the dicta- tive recorder. The hardware exists, the computer-generated speech, however, tion/cloze blanks. Feedback can be pro- authoring software exists, the tapes exist. sounds robot-like, and although compre- vided for both correct and incorrect Teachers should begin to experiment with hensible to a native speaker would not be responses. If the answers are not judged present-day technulogy so that they can appropriate for ESL. precisely, students can be given a model have a voice in shaping the technology of (on a split screen or a help screen) to tomorrow. Digital Sound compare their work with. Live speech is recorded, digitally en- Syntactic Recognition coded and stored on a device such as a floppy disk, compact disc or videodisc. Students need to train their short term This digitized sound can be reproduced auditory memory in order to process the About the author Lin Lougheed is president of Instruc- string of grammatical items we call a sent- tional Design International. Inc. He is aformer accurately and instantly. Because of member of the Executive Board of TESOL. memory requirements, only limited a- ence. Listening passages similar to those mounts of digitized sound can be stored found on the TOEFL are appropriate for on a floppy disk. A compact disc can store this kind of training. For example, the NOTES much more sound, but disc players that teacher records the sentence: "I let my mother take George's car to pick up his 1) The ERIC Clearinghouse for Languages are interactive with a computer and that and Linguistics (1118 22nd Street, N.W., Wash- can record (as well as play) are still very laundry." The computer screen offers these answer options: ington, D.C. 20037) can perform a computer expensive. search using the key words: listening compre- (A) I lent my car to George's mother to get Interactive Tape hension and computer -based instruction. For her laundry. hands-on experience, teachers should look for Some electronic firms aze producing (B) George lent my mother his car to get demonstrations of the hardware and software interactive tape recorders. These differ his laundry. systems at TESOL and other conferences. from the usual recorder in that they can (C) My mother is picking up George's identify discretearts of the tape.to locate laundry with my car. Continued on next page 45 TNS 2/86 Continued from page 20 CALL: WHO LIKES IT? by Carol Chapelle and Joan Jamieson 2) Because the specifications and prices of Iowa State University University of Illinois hardware and software for interactive audio change so rapidly, I am providing instead a list of questions to ask suppliers: Teachers often ask an important ques- The ESL PLATO courseware is a series 1. How fast is the search time? tion about computer-assisted language of primarily drill and practice lessons that 2. What is the degree of accuracy? learning (CALL): Do students like to use address three skill areas: grammar, read- 3. Win duplicated tapes be accurate? it? To address this question it is necessary ing and listening. They use discrete ele- 4. Can pre-recorded tapes be used? 5. What about servicing? to realize 1) that students do not think andments of language to present lessons for 6. What computers can be used? act in a uniform manner; they differ inwhich the objectives are clearly defined; 7. What cables/boards or additonal hardware their learning styles, strategies and prefer- they do not give students practice with is necessary? ences, and 2) that CALL is not a singleglobal language use. Although students 8. What kind of programming experience is method of instruction but a vehicle for are presented with a menu from which required? implementing a wide range of approaches. they choose the order for the week's les- 9. What kind of software is available? In view of these facts, research was done sons, the lessons themselves provide the 10. What are the physical characteristics of the on ESL students to determine which ones learners with few options; that is, they are nachine? liked to use the ESL CALL materials on primarily machine-controlled rather than 11. How much space will it take up? 12. Is it portable? the PLATO system at the University of learner-controlled. 13. How much does it cost? Illinois.' Field dependent students may have The students were 28 Spanish-speaking liked the fact that they were provided 3) The following is a list of companies wnich and 20 Arabic-speaking adults in the with a structured set of exercises to work supply hardware for interactive audio: Intensive English Institute at the Univer-through. These students tend to rely on sity of Illinois during the fall semester,others to formulate objectives end point 1982. Each student was assigned fourout important points for them. The Education and Information, Inc. hours a week to work in the PLATO lab. PLATO lessons may have played the P.O. Box 1774 However, strictly speaking, this lab time 2112 N. Market St. necessary role of guiding external referent Champaign, IL 61820 was not required, so students who didn't for these students. (217) 352-4252 care to work on PLATO spent fewer than In contrast, field independent students, System: Instavox their scheduled hours in the lab while stu- who are capable of and accustomed to Software Support: VOCAL dents who liked to use PLATO visited the using their own internal referents, may WARE for Apple and IBM lab more frequently. have found this machine-controlled prac- This was an ideal setting to look at tice inconsistent with their learning style. PHI Technologies which kinds of students chose to useThey may have been irritated to have 4605 N. Stiles CALL. Whenever students worked on the information and exercises structured dif- Oklahoma City, OK 73105 ESL lessons, PLATO's clot' kept track offerently than they might have done it for (405) 521-9000 the time so that by the end of the semesterthemselves. Moreover, they may have System: Search 400 each student's PLATO record contained afound it boring not to be called on to use No software support total number of "hours on PLATO." Intheir own capabities of selecting and addition, each student filled out a ques- organizing relevant language details. tionnaire about PLATO which yielded a Sony AV Products The results of this study indicate that Educational Electronics, Corp. score for "attitude toward PLATO." there is a relationship between cognitive 213 N. Cedar Although several other student varia-style (field independence/dependence) Inglewood, CA 90301 bles were measured, field independence/and attitude toward some CALL mate- (213) 671-2636 dependence2 was found to be the bestrials. However, it is also necessary to ask System: Model CAX-50 predictor of CALL "hours" and "attitude." what kind of CALL might be most bene- Field independence/dependence is de -.ficial to particular types of students: Part fined as the extent to which a personof the promise of CA LL is its capability to Tandberg of America attends to relevant details without becom-provide greatly needed individualized 1 Labriola Court ing distracted by surrounding information.instruction to language learners. However, Armonk, NY 10504 (914) 273-9150 A person who is field independent is anto begin to realize this promise, learning Systems: TCCR 530 and analytic thinker who tends to rely on activities that particular students like and TAL 812 internal referents and isolate importantneed must be understood so that appro- Software Support: Inter information to solve problems. A fieldpriate lessons can be developed and Audio for Apple dependent person, on the other hand,matched with learners. tends to address problems holistically and SOFTWARE look to others for clues. There was a sig- CACI, Inc. Federal nificant realationship3 between field inde- About the authors: Carol Chapelle is assistant profes 1815 N. Fort Myer Drive pendence/dependence and both hours sor of ESL at lows State University. where she is doing courseware development. Joan Jamieson is a Arlington, VA 22209 (r = -.394) and attqude (r = -.423). This teaching associate at the University of Illinois at (703) 841-7800 relationship indicated that the field UrbanaChampaigm she is also the coordinator of System: VOCALWARE for dependent students tended to like and use ESL on PLATO. Apple and IBM the PLATO lessons while the field independent students did not. Why would field dependent learners Instructional Design FOOTNOTES International, Inc. like PLATO lessons? Why would field 'A complete report of this research appears in the TESOL independent students not like them? It is Quarterly 20(1). 1775 Church St., NW. 'Field andependence/dependence was measured by the Group Washington, D.C. 20036 necessary to look more closely at the ESL Embedded Figures Test (Oilman. P K . E. Raskin & ILA Witkin, 1971 Palo Alto, California Consulting Psychologists (202) 332-5353 PLATO lessons to hypothesize answers to Press). System: Inter Audio, Apple these questions. 'The significance level for both correlations v.as pX.01. ARTIFICIAL INTELLIGENCE (Al) AND CALL: A NEW SOLUTION OR AN OLD PROBLEM? by Richard Schreck University of Maryland

In the course of working with computer- The reason we do not is that both peo- ICAI Systems assisted language learning over the past ple and hand calculators find the square Intelligent Computer-Assisted Instruc- decade, I have become evermore con- roots of numbers by going through a tion (ICAI) systems have already been vinced that computers are not the best sequence of simple, mechanical, fixed developed in areas other than language thing to have happened to language learn- steps. Calculators perform these steps with instruction. Generally, existing ICAI sys- ingnor are they the worst. Despite the greater speed and accuracy than people tems operate by (1) giving the stuuent a varied reactions that have greeted the use are normally capable of. Yet, as is the case problem to solve, (2) observing his efforts of this new technology, computers remain with any mechanical skill, if we had to to solve it, (3) constructing a model of the nothing more nor less than a vehicle for perform these calculations daily using student's problem-solving efforts, includ- delivering instruction. Their main strength paper and pencil, we would improve our ing his successes and failures, and (4) and the reason they assuredly are here to speed and accuracy. One result would be using that model of the student both to staylies in tl'eir interactive flexibility, that we would begin to view the task as intervene when he needs guidance and to their ability to respond directly, imme- easier and as less complex. This would branch him to appropriate subsequent prob- diately, and consistently to every response probably make us less tempted to view lems to be solved. In order to do this, the the student produces, to set new goals, the task as one that requires artificial system must have its own model of how and to assure that previously learned intelligence. the problem is to be solved. The system material will be retained. So far, however, In general, we consider that a task that then compares the steps the student goes we have not done very well in harnessing does require artificial intelligence is one through in solving the problem with the this ability when we design courseware. that involves solving problems by crea- steps in the problem-solving model al- Because computers are remarkably good tively bringing together a wide range of ready in the computer. A true ICAI sys- at what they do, they deliver the bad information and experience. Originating tem would also be able to recognize when 'nstruction that we design with embarrass- and assembling the procedures that we a student's problem-solving steps were ing flawlessness and consistency. The old use in calculating square roots would be better than the steps already in the com- problem of poor instructional design that such a task. The hand calculator that puter. has always been with us is now highlight- computes square roots is incapable of Currenti) :CAI systems can be thought ed even more clearly with this new pow- originating the procedures it uses in the of as having tnree components (e.g. Barr erful technology.Artificial intelligence computation, but humans are capable of (AI) has a particularly important relation- such invention, and an artificially intelli- ship to that old problem. gent system would be as well. Continued on next page A Working Definition of Artificial Intelligence To begin this discussion we need to have a working definition of the term arti- ILIAD: AN EXAMPLE OF Al IN ficial intelligence. This is no simple task, since that definition hinges on the defini- LANGUAGE INSTRUCTION tion of human intelligence itself, and the by Kirk Wilson debate about what human intelligence is Learning Tools, Inc. has gone on for some time and is not likely to be resolved in the near future. Understandably traditional computer-based language instruction disappoints and In the Handbook of Artificial Intelli- even bores many students. In it the computer asks a question. The student gives the gence, Barr and Feigenbaum (1981. 3) answer. If the student's answer is wrong, the computer asks the same question again. If describe AI as "the part of computer the answer is correct, the computer applauds and asks a new question. science concerned with designing intelli- While this simple methodology has been varied superficially to address its short- gent computer systems, that is, systems comings, traditional CAI is simply not flexible enough to meet language instruction that exhibit the characteristics we asso- requirements. What students really want is (1) language learning experience which is ciate with intelligence in human behavior more spontaneous and natural, (2) the ability to select their own language learning understanding language, reasoning, prob- topics rather than having the computer decide for them, and (3) a style of student- lem solving, and so on." This definition computer interaction which is individualized, stimulating and fun. Artificial Intelligence may seem straightforward, but applying it (AI), combining research in psychology and computer science, has begun to develop requires some caution. For example, cal- technology enabling tbis type of highly individualized computer-student interaction. culating the square root of a number is a procedure that most of us view as difficult and complex. Most of us could not erform Some of the goals for AI in language ing" of how .o participate in a dialogue, it on demand, and this perceived level of instruction are the ability (1) to introduce how to decide what to talk about, how to difficuRy makes it tempting tos ay that new language topics in ways appropriate generate sentences to communicate what calculating square roots requires intelli- to the student's abilities. (2) to converse it wants to talk about, how to understand gence. Fifty years ago, a sensible person with the student it. very natural ways, (3) and relate what a student says to the con- might have argued compellingly that if to ignore student errors which are not text of the dialogue, how to infer new we had a machine that could calculate relevant to the current learninzt task and information which the student implies, square roots, we would have an artificially file them away for later analysis and (4) and a variety of additional complex and intelligent machine. However, hand calcu- to create contextually appropriate exam- related processes. While no single AI lators that calculate square roots are now ples of language use to guide the student's system has integrated all these capabilities very common, and we certainly do not understanding of particular topics. Under- into one computer system, each of these describe these pocket calculators as artifi- lying these sophisticated instructional cially intelligent. capabilities is the computer's "understand- 41tContinued on next page

TNS 2/86 A' AND CALL: they are not aspects of artificial intelligence. Continued from page 22 In point of fact, the difficulties inherent in developing a complete NLP capability and Feigenbaum 1982:229; Sleeman and are so great that virtually all attempts to Brown 1982:1-2): produce functioning NLP systems begin 1. student modeling by limiting the scope of the subject mat- 2. problem-solving expertise (the abil- ter, syntax, and/or lexis. It is sensible to ity of the computer to solve the assume that decisions about how this lim- problems the student is being asked iting should be done in an instructional to solve) program should be made on the basis of 3. tutoring strategies (the procedures questions of instructional design. For this by which the computer system de- reason, issues related to student modeling cides when and how to intervene/ and tutoring strategies are likely to be present material to the student) especially critical in developing the first To apply these to CALL, we would generation of ICALL systems. The core of most likely consider problem-solving ex- any ICALL system is going to have to be pertise to refer to expertise in producing instructional design. and/or comprehending appropriate utter- For this reason, AI may well prove to ances. For example, if the computer asks a have a particularly good influence on question, the student is faced with the CALL. We should hope that this happens "problem" of conprehending the compu- because without some such influence, we ter's question and, conceivably, with are almost certain to perpetuate a tradi- another "problem" of producing a sensi- 0 1982 by Sidney Harris What's So Hinny About Computers? tion of poor instructional design, which is ble response. For the computer to "solve" rapidly and tragically becoming one of this kind of problem requires the ability to in common with strategies developed for the most visible hallmarks of Computer process language in a manner similar to ICAI in other areas, Natural Language Assisted Language Learning. Processing is necessarily radically differ- the way humans do. This ability of a About the author: Richard Schreck is director of computer system to process natural lan- ent from problem-solving expertise in International Programs at the University of Maryland, guage as humans door to appear tois other areas, for example, in teaching stu- University College and editor of On Line, theTESOL termed, not suprisingly, Natural Language dents to prove mathematical theorems. Newsletter's column on computers. Processing or NLP. This is one reason that Natural Language REFERENCES Processing is the component of ICALL Barr. Avron. and Edward Feigenbaum (Eds.). 1981. The Hand. Natural Language Processing book of Artificial Intelligence: Volume 1. Stanford, Cali. that most captures the attention of ICALL fomia: William Kaufman, Inc. While student modeling and tutoring Barr, Avron, and Edward Feigenbaum (Eds.)1982. The developers. This does not mean, however, Handbook of Artificial Intelligence: Volume 11. Stanford, strategies in artificially intelligent CALL that the development of student modeling Caldot na: William Kaufman, Inc. Sleeman, D., and J S. Brown (Eds.) 1982. Intelligent Tutoring (ICALL) may turn out to have a great deal and tutoring ..trategies is trivia: or that Systems. New York: Academic Press.

ILIAD the sentence "David is wearing a beautiful request someone to fix a bicycle ILIAD skirt" even though the sentence is gram- Continued from page 22 could generate over one hundred sen- matical. More importantly, ILIAD can tences for the same request with varying capabilities has been developed inde- generate millions of simple sentences, such levels of politeness including the fol- pendently and demonstrated on different as "The boy ran home", and much more lowing: computer systems. sophisticated sentences, such as "The boy Please fix the bicycle. One of the earliest examples of AI re- who gave the dogs the cookies ran home." Could you fix the bicycle, please? search in language instruction is the ILIAD ILIAD can also easily generate a large Would it be possible for you to fix the system developed by a team of Boston number of grammatically related sen- bicycle? area educators, linguists and computer tences such as the following: Do you think you could fix the bicycle? scientists. ILIAD is an English language The bullies chased the girl. Would you mind fixing the bicycle? instruction system capable of generating a What did the bullies do to the girl? How's about fixing the bicycle? broad range of meaningful sentences as They chased her. It wouldn't be so hard for you to fix the examples or exercises in tutorial lessons. Who chased the girl? bicycle, would it? The learner specifies which of a wide var- The bullies chased her. I would be happy if you would fix the iety of language topics should be included Who did they chase? bicycle. in each lesson and ILIAD in turn creates Whom did they chase? I would appreciate it if someone were an individualized lesson according to the They chased the girl. to fix the bicycle. learner's sPecifications. Because of the How many bullies chased the girl? Is there any chance you could fix the generative capability of ILIAD, the sys- Eight bullies chased the girl. bicycle? tem continues to present examples or How many bullies chased her? I was wondering if you could fixthe exercises for as long as the learner desires Eight bullies chased her. bicycle? to study a particular grammatical topic or Who got chased? 'functional aspect of language use. The girl got chased. About the awl! or: Kirk Wilson is president of Learning ILIAD can use-its language generation She was being chased by the bullies. Tools, Inc., a software research and development capability to create both grammatical sen- The girl was being chased by the company. He has a background in applied psycho. linguistics, artificial intelligence, and language in. !tences and ungrammatical sentences with bullies. struction. errors typically- produced by language In addition to controlling grammatical learners. ILIAD 'also includes a.seinantic and semantic cqmponents of sentences, Note: To receive a copy of a report on ILIAD and component which attempts to ensure that ILIAD can generate a wide variety of additicnal information about Natural English, a followon project to ILIAD, send a check for $5.00 sentences are reasonable and coherent. sentences to communicate language func- to Learning Tools Inc., 688 Massachusetts Avenue, 'For.exairiple;.1L/AD would not generate tions. For example, to demonstrate how to Cambridge, Massach:setts 02139. 1:14§141i7 48 04941494104641494946 THE EDITORS' CHOICES OF BOOKS AND PERIODICALS

Ten Books Daiute, Colette. 1985. Writing & computers. Reading Massachusetts: Addison-Wesley. Evans, Christopher. 1979. The micro millennium. N:,w York: Washington Square Press. Higgins, John, and Tim Johns. 1984. Computers in language learning. London: Collins ELT (also Reading, Massachusetts: Addison- Wesley). Kenning, M.J., and M.M. Kenning. 1983. Introduction to computer assisted language teaching. London: Oxford University Press. Papert, Seymour. 1980. Mindstorms: children, computers, and powerful ideas. New York: Basic Books. Rose, Frank. 1984. Into the heart of the mind: an American quest for artificial intelligence. New York: Harper & Row. Taylor, Robert P. (Ed.). 1980. The computer in the school: tutor, tool, tutee. New York: Teachers College Press. Turkle, Sherry. 1984. The second self: computers and the human spirit. New York: Simon & Schuster. Underwood, John H. 1984. Linguistics, computers, and the language teacher: a communicative approach. Rowley, Massachusetts: New- bury House. Weizenbaum, Joseph. 1976. Computers and human reason. San Fran- cisco: W.H. Freeman.

Five Periodicals CALICO Journal (Computer Assisted Language Learning & Instruction Consortium, 3078 JKHB, Brigham Young University, Provo, Utah 84602) Classroom Computer Learning (2451 East River Road, Dayton, Ohio 45439) Educational Technology (720 Palisade Avenue, Englewood Cliffs, New Jersey 07632) Electronic Learning (Scholastic, Inc., P.O. Box 2041, Mahopac, N. Y. 10541) Whole Earth Software Catalog (Quantum Press/Doubleday, New York, N.Y.) and its quarterly update, Whole Earth Software Review (P.O. Box 27956, San Diego, California 92128) ettaettattaettuftsetootoettaettaelutts

.;,44447k.'

49 TNS 2/86 Vol. XX Nci.4 Teachers of Eng listrio Sleakers of Other Langtiages April 1986 International English: Expectations and Reality: Communication is the Teaching ESL Internationally name of the game by Anne V. Martin by Joan Klyhn SyracuseUniversity New York, New York It is easy to take for granted the atmosphere To transplant those expectations intact to International English is a language that has and conditions in which many of us work as tea thing ESL abroad is to court frustration, developed in the international business com- ESL instructors in the U.S. Ind other English- disappointment, and even potentially a sense of munity, and is spoken by people whose native speaking countries. Long hours, poor pay, failure. language is not English mainly to other people possible job insecurity and other problems As a former Peace Corps Volunteer with who are not native speakers either. English is notwithstanding, our situation has some struc- other more recent experience overseas and a what a group of businesspeople from diverse ture, some regularity, and many support veteran of 18 years of teaching ESL, I thought language backgrounds must speak when they systems (copying machines, textbooks, etc.). I would be prepared for anything I might mecr if it is th only language they all have in We expect to use a placement procedure; to encounter in China in 1985. In truth, I was not. common.HO, '01/tr,this isn't the English you or divide students by proficiei. y levels, to have The setting I was ina technological univer- I spelt. It is a slice of Erglish, not the whole, seems to books, paper, pert an overhead sity in a large city in northeast China, an area rich pie,it has ;ts own function-dictated projector. We expect to have "reasonable" class which is more traditional in many ways than charactekties, special skill vocabuL: y sizes, to be able to move the chair into a circle large centers (and ESL meccas) such as Beijing needs that we as D-glish teachers should if w, choose, to make copies of an exercise, to and Shanghaimay not be typical of China or become a ware or when working with business use open-ended class activities. We expect of other countries, but then again it may be. students abroad. mobility, flexibility, facilitation of converting The following comments are based on my Precision'is fur more r: a priority than oilr ideas ir.'o practice in the classroom. Above experience Out have broader application to fluencyin fact, highly idiomatic Fn&ish is all, we exp,-ct to have some degree of control other teachers and other international contexts. something to be avoided -both by the instruc- over what happens (within administrative tor and the fluent internaiimal business-person; guidelines): we expect "freely" to choose and Schedule it just isn't appropriate wh,nr comprehension all use materials, to establish the class atmosphere, Within, several days of arrival at my univer around is the aim. Active listening is another and to set goals; and we expect our students to sity, I was told my teaching schedule. Without important skill, and the businessperson armed respond to us, to adjust to"r-r" approaches my knowledge I had been promised to tw.) with plenty of gambits to test understanding and to learnbyear rules. different departments, and their proposed ("Next Tuesday? Do you mean the 25th? solution was for me to teach all the classes for No? You wish to meet tomorrow?) is ahead eacha total of 31 hours, 9 classes. I worked in the communication game. Another essential INSIDE -- out a compromise of 18 hours per week, 5 is enough vocabulary to say the thing in many Call for Nomir.ations 1987.88, opposite page 8, see also classes (a total of 130 students, I was assured). different waysjust in case the message wasn't page 8 In reality, it was a total of over 200, with 63 h picked up the first or second time ("Can we Call for TESOL '87 centerfold, see also page 12 the largest group, plus numerous "auditors" postpone the meeting to . .. can we change the TESOL Officers and Executive Board 1986.87, page 3 from the university and government offices to date of the meeting .. . can you come to my TESOL Executive Director; Imitation for Nominations, page 5 whom the administration had given permission office on Tuesday the 25th ...). to attend my classes. Not only class load and The skilled international communicator may size were different from what I expected; so not speak a very interesting English from a Affiliate News 19 Letters 18 were the courses.I had been told before native speaker's point of view. The pace may Conferences/Calls ...7 Miniscules ...... 19 leaving the U.S. that I would be teaching seem slow, even stilted, the vocabulary (in- Intl Exchange 9 On Line 13 It Works 11 President's Note 2 writing and had brought study skills/writing tentionally) not colorful, and quite a bit of time Job Openings 23 Reviews 15 texts and materials; now I was told I would be is spent summarizing and otherwise checking Standard Bearer 21 teaching primarily listening and speaking, with to see that everyone understands. But when the one technical writing class. Later I was also speaker manages to communicate to an interim- About this issue, page 2 asked to give a series of TESL 'Applied tiunal audience, the excitement and satisfaction Teaching in Brazil, by A.C. Buell, page 10 Linguistics lectures to 25 Chinese English of getting a message over the barrier ofA place for Islam in the EFL classroom, by L.T. teachers, another "last minute" course for language is enormous. The rage and frustration Tatuna

TESOL 1986 ces.Itisessential that all of usTESOL With TESOL 1986 in Anaheim, our twentieth members and affiliate members the world annual convention, once again we celebrate overcontinue to work together for ever- ourselvesnow twenty years of TESOL! increasing quality and professionalism: in Congratulations and a round of TESOL classroom practices, in research, in materials applause go to Michele Sabino, Convention development, in teacher training, in profes- Chair, Lydia Stack, Associate Chair, Stephen sional standards in the workplace and in Sloan and Rochelle Wechter, Local Co-chairs sociopolitical concerns. and the hundreds of members and friends of It is an honor and a privilege for me to serve CATESOL and TESOL who contributed TESOL during its historic "coming of age" thousands of people-hours to the creation of a year. Throughout the year I shall take the highest quality, welldesigned and smoothly opportunitythrough this bi-monthly col- executed TESOL convention. Thank you! umnto reflect on the growth and develop- I am pleased to hear reports that TESOL ment of TESOL and its organizational compo- conventions are considered the .hunt Lonferen- nents, specifically: the work of our Executive ces of their kind by ESOL colleagues around Board, our Executive Director, our Central the world. Indeed, our Executive Director, Office staff, our Interest Section Council, our James E. Alatis, has called our annual conven- Affiliate Council, and our vital Standing tion the "Traveling University of TESOL." This Committees and Ad Hoc Committees. seems quite an apt appellation. Consider the TESOL Elections 19854986 many and varied topics of the "curriculum" as presented in plenary addresses, colloquia, In summer 1985, members of TESOL were workshops,,academic papers, poster sessions, asked to assist the Nominating Committee in informal discussion sessions, breakfast round- identifying candidates with both experience table discussions, publisher presentations, and potential to serve the organization in its exhibits, video theatre, swap shop, software vital leadership positions of First Vice Presi- fair, educational visits and more. Where else, in dent (and President-elect), Second Vice Presi- four or five days of intensive study, can one dent (and Convention Chair) and Executive find presentations that spread across the wide Board Member -at- Large. In the other part of spectrum of diversity which reflects the wealth our nominating process, nearly a year ago (in of components that comes under the broad their meeings at TESOL 1985) the Affiliate banner of TESOL? I say, "Nowhere!" At the Council and the Interest Section Counc!! each same time, the tie that binds us all in this selected a slate of three names for the posts of expansive diversity is our common causeto Affiliate Representative and Interest Section participate actively (sometimes listening, Representative to the Executive Board. Thus, sometimes speaking, sometime.; reading, and all thirteen candidates who appeared on the sometimes writing) in enhancing the quality of ballot this year had already won in the TESOL the professional work in English language selection process. The act of election to learning/teaching/research everywhere. candidacy clearly identifies these extraordinary members as winners. They gre valued and Coming of Age honored by their peers. Each has an outstand- For two decades members of TESOL have ing record of service in TESOL and/or TESOL shared their work with colleagues freely and affiliates and in the profession. Moreover, each willingly for the benefit of the professionand stands ready to make a commitment to service; have taken pride in TESOL's emergence as a each is willing to contribute the substantial dynamic creative force in the field today. It has amount of time required for the post. become one of the most highly respected Win or lose in the final reckoningthese professional organizations of the world. With outstanding colleagues will continue to be there TESOL 1987 in Miami, TESOL will celebrate to work for TESOL; they are professionals in its twenty-first birthday. This year and the the highest sense of TESOL tradition. I salute years ahead hold exciting promise but sober themJoann Crandall, Carlos A. Yorio, Mau- responsibility for TESOL. Growth in size and reen Callahan, Lydia Stack, Donald Freeman, in diversity must be accompanied by respon- Richard A. Orem, Thomas N. Robb, David J. sive service to al! membersthrough support Barker, C. Ray Graham, Shirley M. Wright, for interest sectit.n affairs and affiliate affairs Mary Ann Christison, Andrew D. Cohen, and and by means of conventions and summer Fraida Dubin. institutes, publications and employment servi- JOAN MORLEY f++++++++++++++++++++++++++++

About this issue.. . In order to have the important "calls" which appear in this issue of the TESOL Newsletter get to members in a timely fashion, we have gone to press with 24-pages for April. Thus, some of the articles on the theme of teaching English internationally, which were to have been included here, have been postponed until the June issue. Editor

51 TN 4/86 TESOL OFFICERS AND EXECUTIVE BOARD MEMBERS 1986-87 Executive Director James E. Math announced TESOL election results shortly after the counting of the ballots on February 5,1968. Jo Aso Crandall and Lydia Stack serve as First and Second vice presidents respectively during 1986-87. Joan Morley (First vice president 1985.86) succeeds to the position of president for 1968-87. Elected to three years (1986-89) on the Executive Board are Donald Freeman who serves as member-at-large, and Shirley Wright and Freida Dubin who serve as representatives of the Interest Section and Affiliate Councils respectively. Continuing Executive Board members are Dick Allwright (to 1988), Mary Ashworth (to 1988), Charles Blatdsford (to 1987), Jeffrey Bright (to 1987), Marianne Celce-Murcia (to 1987), Jean Handscombe (to 1988), Elliot Judd (to 1987), Michele Sabino (to 1987), and Carole Ursa. (to 1988). The expanded Executive Board (15 elected members and executive director ex-officio) represents the final phase of the TESOL reorganization plan set into motion in 1982.

FIRST VICE PRESIDENT PRESIDENT SECOND VICE PRESIDENT

joAtut (Jodi) Crandall Joan Morley Lydia Stack Center tor Applied Unguisda The University oalidtigsn Newcomer High School %Moron, D.C., U.S.A. Ann Arbor, Whip" USA. San Francisco, Californb, U.S.A. EXECUTIVE BOARD MEMBERS

Richard Allwright Mary Ashworth Charles H. Illatcitfood Jeffrey P. Meg MemberMlirge tienther.atlatge Pan President Interest Section Council Representathe Wheatley of Lancaster The University °Elkin& Columbia Fair Ogre, California, USA City Colleges of Chicago lanaster, England Vancouver, British Colombia, Canada Chicago, IWnoi, USA

Mariam* CeIctidorcia Praia Jidda Donald Freeman .lean landocitathe blember-aeinue Mime Council Representative Mentietat-tarse Pam President University olCallionsia, Los Mocks University 0:Southern California School of Intanatioaal Training North Board °actuation IsAFirs, Caiiionsie. USA Los Angeles, CaWornia, USA Brattleboro, Vermont, USA Toronto, Ontario, Canada

1,Jdd Wilde Sabino ,Carole Unda Shkiev Jit. Wright imusti dais kreanasthe Past Salad Vice President Interest Section Council Representadve Interest Section Council Representative Univenity °Moon at Oskar Houston Police Academy University of the Pacific George Washington University Chicago, nook, USA Houston, Tam, USA Stockton. California, USA Washington, D.C., USA. 4/0 52 or mimeo machine for making copies. As for subgroups (not individuals) taking choral roles Expectations and Realityconverting it to a transparency (I had brought in dialogues. The students settled into a quick some) and using an overhead projector (there Continued from page 1 response routineor so they thought. was one), that option, too, was outI did not I had my own expectations and goal: and Preparation have access to the equipment and getting years of techniques and cognitive resources to Before teaching the students, I wished topermission to use it would require an extensive utilize. The students were startled, for example, learn as much as I could about them, includingfavor" by one Chinese to another behind the the first time I stopped in the middle of a drill level of proficiency in various skills. Several scenes. Besides, often there was no power forand asked what a word meant, or what the groups were already in English reading/many hours. The only solution was to write the social context was. That wasn't in the "script" vocabularyclasses(taught by Chinesetest in full on the blackboard, which I did 5 for learning. Of course, at first I had to call on teachers), and I asked permission to sit in ontimes. Now whenever I blithely prepare a ditto students for responses. Many days later, a several sessionsrequest denied. Whetheror plug in the overhead for a class in the U.S., I student suddenly blurted out an explanation embarrassed by or shy about the presence of an remember that experience. without being called on; he lo:ked ashamed and fellow students looked a, `:im askance, but American ESL teacher, the teachers with one The Classroom and Students exception offered no detailed information the ice had been broken. Assured that such about the students. The department head and No amount of prior training or experience behavior was acceptable, even desirable, administrators advised me to "just choose a prepared me for those first few weeks in the within the boundaries of my classroom and that book and go in and teach" or "tell themuniversity-level classroom in China. Thethe administration wanted me to "help them American stories." I learned that the Chinese deference and respect for a teacher wasunderstand American ways," the students English teachers generally had little or to expected, but not the extent of it. Nor was Igradually opened up and over the following language-teaching training and in some cases fully ready for the discipline my students weeks initiated questions and responses. They had been selected years before only becauseexhibitedmore like my images of the were especially fascinated by register, polite- they knew some English. I also learned that nineteenth-century one-room schoolhouse than ness, and other variations in language accord. there was no placement test and that students a university classroom. When I walked in and ing to context. As one illustration, they were divided by year in school, not by pro-stepped up on the foot-high platform at the practiced formal informal greetings for weeks. ficiency. Thus, for example, a first-year student front of the room, the class became silent, the One could hear students outside the window at with higher proficiency than his peers wouldstudent monitor went over to close the door,5:30 a.m. going to their compulsory morning mark time in the Freshman-level class rather students arranged their paper, book, and pencil exercises, taking roles and practicing "Hello, than study with students of like ability. case neatly on top of t.heir small wooden table- Dr. Jones" or "Iii, Jim," skillfully matching my desks and sat at attention. differences in intonation. By the end of the Books Therein probably lies the greatest difference semester, students were requesting certain To carry out its request thatI choose between my expectations and theirs. Mydiscussion focuses; we had more, smaller textbooks (one for the graduate students in students (and the administrators) expectations classes and students moved the desks into technical writing, one to cover the four were that boundary lines were sharp and there circles; and the confidence (and ability) of listening/speaking classes of undergraduates), to be observed. The operating pedagogicalmany in using English had increased. I had the university provided a car and a Chinese theory was that the teacher was sole repository partially achieved my objectivebut at first English teacher to take me to the "Foreignand provider of knowledge, with the student as through their expectations and within their Language Bookstore" to choose texts. I sug- the receptacle. In their view, Ibelongedon my constraints, only later gradually moving toward gested it would be better to meet the classes platform, behind my lectern, in front of my my own goals. first,)-ut that was not in the plans. At the,blackboard; I decided who would speak and when; I alone decided or "knew" what they In Retrospect 1 browsed through Chinese- I have been back home for several months pro& English primers and saw severalshould or should not learn (translation: memo- rize) from which page. If I literally "stepped but the experience of teaching in China is Chinese college-level English texts, but nothing with me daily as I prepare for and go into each appropriate. Knowing that ESL colleagues who down" to teach from some other position in the room, I was suspect. When I tried 'co promote university ESL classIteach. Itis easy for had Otten in China had used other books such as teachers to be complacent or smug. We assume one night see at a TESOL exhibit, I askedopen discussion,I got nowhere for many frustrating weeks. Where was "communicativethere will be paper unlimited, machines to where such books were. Behind a locked doorcompetence?" How could one teach in a make copies, fancy equipment (and electricity with a sign on front: "No Foreigners Allowed." to run it). We assume we can freely choose and My host led us awayand returned alone daysWestern" stylehypothesisbuilding, role play, interactive activities, etc.in an atmosphere of use/not use a text. We assume we know who later with my "shopping list" of possibilities. our students areafter all, they have been Eventually a book was ordered from Beijingdeep-seated, wellpracticed student discipline and silence (a silence broken only if a student tested and placed according to proficiency; and arrived six weeks later. That book was not and we've had other Koreans or Puerto Ricans appropriate for my writing class, but I was were directly addressed by name, singled out for "testing")? or Saudis or ... before. We of course pride required to have one, and students were ourselves on familiarity with all the newest required to bring it; and after all,I was If the university wanted me to teach them how to listen to and speak English, as well as teaching techniques and have faith that we can reminded, there were sufficiot copies of it, apply them in our classes and that they will unlike many other books. Sixty copies of a read and write it, howcould 1 if1) the students would not speak, 2) the language lab had been "work." listening comprehension book, which I had Teaching ESL on another culture's home been assured was not available anywhere in the converted to a typing lab because that was "more important," and 3) there were no tapes turf, within its -litre system, its sociopolitical city, mysteriously showed up one day and were concerns, its expectations in education, is a distributed to 60 students, who were pairedto accompany the listening comprehension book I had been given? Was it even feasible to valuable lesson for any ESL teacher. My with 60 other students in dorm teams arranged Chinese hosts and students helped me re-learn by the department. From then on, the Chinese teach such language skills, given the reality of 60 to 80 people in the room at one time? what teaching is. h is not the trappings of (administrators and students alike) expected materials and machines, not even paper, books, me to use the book daily in all classes. Learning and Teaching tests, and trusted techniques. In the "real Testing With no handouts, no audiovisual aids, only a world," where many of these are stripped blackboard, powdery chalk, an inadequateaway, one must rely on perceptiveness, Like any ESL teacher, I viewed itas patience, all prior experience and trainingthe important to gear my teaching to my students'bookand 200 eager, disciplined students learning occurred, but not in any way I might old as well as the new. One must have a skills and needs. With no diagnostic procedure willingness to accept and adjust to different in place at the university, I decided to write have planned before arriving. Of necessity, I returned to my early training expectations, without losing sight of one's own one, with the enthusiastic support of the expectations and goals. Above all, the "real Chinese English teachers. I developed a in ESL and to methods which many of us claim tohave rejectedinfavor of "newer" world" teaches one to learn and thus makes one combination aural/written test, typed it up, a better teacher. and asked to have copies made, fully assum;ng approaches. I drew on my students' expeeta- this could/would be done readily. Only then dons of control, memorization, rotelearning; I About the author: Aane V. Martin (Ph.D.. University of did I learn that a) I was not in the annual "paper used their respect; I built on their sense of Southern California) ',caches F.SL at Syracuse University She discipline. I used audiolingual methods, drills, has taught ESL and ESL methodology in Panama. Brant. and quota" for the school and thus did not have the China. She is co author of Guide to Language and Study Skills right to use that valuable, scarce resource or the patterns, memorized dialogues. I had 60 people (Prentice-Hall. 19771 and has published in TESOL Quartedy photocopy machine and b) there was no dittorepeating questionanswer patterns in unison, and Smdks in Second Language Acquisition. 4 53 TN 4/86 \tit/TESOL

EXECUTIVE DIRECTOR TESOL

TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUArES (TESOL),an international not-for-profit association of 11,000 members, invites applications and nominations for the position of Executive Director. The Executive Director will be responsible for: implensene';:g the policy of TESOL as developed and enunciated by the elected Executive Board and its committees, and advising the Executive Board on policy and financial matters; facilitating the Annual Convention and other meetings of the membership; collaborating with 62 affiliates in and outside the United States; linking with other regional, national, and international agencies, organizations and institutions; and managing the TESOL Central Office and supervising its staff.

Applicants should have: 1) experience in a leadership role in the teaching of ESL, EFL, or related area (international experience an advantage); 2) an advanced degree (doc(orate preferred) in TESOL or related field; 3) managerial experience; 4) a willingness to travel within the U.S. and abroad; 5) fund raising experience.

The appointment is full-time. It is anticipated that the Central Office will continue to be located in the greater Washington, D.C. metropolitan area. The starting date is July 1,1987.

With letter of application and resume containing at least three references, please includea salary history and a 3-5 page statement of philosophy of leadership/managementor related publication. Send by July 1, 1986, to:

TESOL Executive Director Search Committee c/o John F. Fanselow Box 66 Teachers College, Columbia University New York, New York 10027, U.S.A.

Send nominations to the same address by June 1, 1986.

TESOL is an equal opportunity employer.

^Csa.CCCt. TN 4/86 5 initiate. The lingua franca of the classroom is at International English all times their English, not our English, and the Continued from page 1 group works day in and day out to create de-motivated, deskilled and eventually tongue- among themselves a working, functional tied. The breakdown of communication stands language tha. is International English. 3 out for me, over the years, as the problem to About the author: Jo..) Klyhn worked for the English Language avoid at all costs. Programme at International Business Machines in France. and From the first, students in a course should be later in Eng lard. where she was pedagogical coordinator, responsible for the design of courses tailored to the needs of made aware that every message they utter IBM's international companies. After a stint of twelve years. she needs to be understood by their interlocutor. returned to the U.S.A. last year, where she now works in The two parties enter into a negotiation where Manhattan as a free lance management trainer. A gives B the feedback he needs to clean up his message and then the service is reversed. The instructor can be an informant, can suggest avenues of study, can run a workshop on a structure or particular skill thatis proving problematic. A German making a presentation to a couple of Spaniards can get a great deal GENERAL TESTS OF more useful feedback from his/her peers than from an instructor. Many experienced language teachers have developed an unfortunate facility ENGLISH LANGUAGE PROFICIENCY for understanding garbled sentences and poor pronunciation which may make a student quite incomprehensible to his/her peers. They will certainly point out what they don't grasp, and if G-TELPTm an atmosphere of trust and mutual helpfulness has been instilled in the group by the instructor, they will even point out culturally annoying A criterion-referenced approach to ESL/EFL testing characteristics ("When you said 'must' and 'you have to' it soivcied like an order"). Pronuncia- tion feedback ,,,iven by one student to another Proficiency assessment at three levels can sound devastating to the sensitive instruc- Three core tests and one optional speaking test tor, but it is usually well accepted within the measure language proficiency from basic ESL., .171-1, group, as everyone is getting it as well as giving classroom language to complex authentic communication. it, even if it sounds like "I didn't understand anything, nothing. You swallow your words! What did you say? You were speaking English? Multi-skill assessment It sounded like Italian" and so on. Actually, - Grammar, Listening, Readingand Vocabulary feedback between students is often positive, confidence building. The main thing is that it is - Speaking going on all the time, giving each person cues as to what needs to be worked on. As'sessment of functional language ability Importance of Pronunciation The G-TELP are designed to provide an accurate assessment of the ability of non-nat:wc speakers to use Pronunciation is a very important element in international English, and when we developed English in task-oriented, real-world situations. one of our most popular courses, Precision in English, we focused on this as one of the main Detailed score report of test-taker performance strands, together with listening, telephoning and work on critical structural errors. This The score report includes profiles of skill-area perfor- course helped me realize why some students mance and question-type performance, as well as a didn't seem to understand others, claiming "the level mastery score. French accent is impossible," or "I can't understand Swiss people," and so on. '1 hey were so focused on the instructor that they rejected, didn't want to hear, less than perfect English. Working in groups of three and four Please send me more information about the G-TELP. toward3 a more precise self-expression and a more complete comprehension of others created a different dynamic in the classroom, O G-TELPBulletin,including with people working towards communicating Name and Tulle level and testdescriptions, with each other, legitimizing the English they with sone sample items (no already had at their disposal, and motivating charge). them to improve their overall communicative Institution O Sample test booklet including abilities. all three levels with cassette For more advanced students, we designed tape: $5 50, payable in U.S. the International Eff...Jive Communications dollars. Do not send cash. course, focused on business; skills such as Street Address Make checks or money orders presentation, negotiation, chairing and partici- payableto TENEC Interna pating actively in meetings, note-taking, etc. tional and send to: Here, we give teams of students the task of running the course each day, while the instruc- City/State/Zip or Postal Code TENECInternational tors act as consultants, observers who give 4665 Lampson Avenue feedback when appropriate, and language Los Alamitos, CA 90720 USA (714) 891.6308 workshops when deemed necessary. Video- Telephone and best hours to call tapes and audiotapes of the students are the Telex 183516 NEC NEI NTBH raw material for any language work we do. t1 With students running the course, practising and adding to the English they need in their business life, we instructors respond rather than 5 1986 LINGUISTIC 'INSTITUTE In HAPPENING IN CARACAS SPEAQ PLANS CONVENTION IN NEW YORK CITY FOR SUMMERY QUEBEC The fourth annual Venezuela TESOL Con- The 1986 Linguistic Institute will be held at vention will be held in conjunction with the SPEAQ (La Societe Pour la Promotion de the CUNY Graduate Center in New York City,second Caribbean Regional TESOL Confer- l'Enseignement de l'Anglais (Langue Seconde) June 23 to July 31. The institute focuses on ence from May 23 to 25, 1986 at the Hotel au Quebec) will hold its 14th annual convention contextual and computational linguistics, with Tamanaco Intercontinental in Caracas. Repre- from June 11 to 14, 1986 in Quebec. For further courses in sociolinguistics, neurolinguistics, first sentatives from Puerto Rico, the Dominican information writeto: SPEAQ, 3660 rue and second language acquistion, bilingualism,Republic, Colombia, Haiti and Mexico are Durocher, Suite 1, Montreal, Quebec H2X 2E8, urban dialects,' pidgins and creoles, literacy,participating, and we hope to see TESOLers Canada. discourse analysis, pragmatics, languages inhere from many other parts of the world. institutional settings, language and law, and Convention fees are reasonable: three nights in CHINESE-WESTERN COMPARATIVE linguistics field methods. There are numerous a single room, coffee during breaks, cocktail DRAMA CONFERENCE offerings in computational linguistics andparty, banquet with entertainment, Creole programming languages for linguistics as well breakfast an 'certificateall for $210 (and The English Department and the Compara- as in theoretical and general linguistics. Four $165 if occupying a double room). tive Literature Research Unit of the Chinese major conferences are being planned in For more information write to: David University of Hong Kong will sponsor its fourth conjunction with the Linguistic InstituteCharner M-91, jet Cargo International, P.O. International Comparative Literature Confer- Urban Bilingualism: Adult Immigrants in a Box 020010, Miami, Florida 33102, U.S.A. ence on Chinese-Western Comparative Drama University Setting, June 26-28; System Interac- studies in September, 1987. Inter-sted persons are invited to submitd tion in BilingualisM, July 10-11; Language and ETAS SPRING ALIVE CONVENTION 1986 Adult Literacy: Linking Theory and Practice, one-page outline of their proposed presentation July 18-19; and Conceptions of Phrase Struc- The second annual ETAS Spring Aliveon the following subjects: 1) Stage-Life ture, July 26-27. Convention 1986 of the English Teachers Metaphor; 2) Dramatic Illusion; 3) Tragedy To obtain the institute catalog, write to D. Association, Switzerland, is to be held in and Tragic Vision; and 4) Theatricalism. Terence Langendoen, Linguistics Program, Neuchatel on May 24-25, 1986. The three-year- Upon acceptance, they will be asked to seed CUNY Graduate Center, 33 West 42nd Street, old organizationis offering its 400 plus in the full text of their paper. All papers will be New York, N.Y. 10036, U.S.A. Telephone:membership two days of hands-on, practical published in a special issue on East-West (212) 921-9061 or 790-4574. presentations. There will be congruent sessions, Comparative Drama by the Chinese University SIG meetings, publisher and teacher-made Press`ter the conference. materials displays, as well as an expanding For further information, please write to: The WYOMING SUMMER INSTITUTE Organizing Committee for the Fourth Interna- ON TRAINING FOREIGN "TAs" international line-up of speakers. For further information, contact Tim Murphey, English tional Comparative Literature Conference, The University of Wyoming is sponsoring a Seminar, Universite de Neuchatel, 2000 Neu- English Department, The Chinese University two-week institute from July 21 to August 1, chAtel, Switzerland. of Hong Kong, Shatin, New Territories, Hong 1986 on the university's campus in Laramie. Kong. Information about the institute may be FIRST BRAZILIAN CONGRESS CALL FOR PAPERS: obtained from: Janet C. Constantinides, OF APPLIED LINGUISTICS Department of English, University of Wyo- SLA/FLL CONFERENCE ming, Box 3353, University Station, Laramie, The firstBrazilian Congress of Applied A conference on the relationship between Wyoming 82071, U.S.A. Linguistics is an interdisciplinary event focuss- second language acquisition (SLA) and foreign ing on first language teaching (reading andlarguage learning (FLL) will be held at the SILENT WAY SEMINAR writing), foreign language teaching/learning, University of Illinoisat Urbana-Champaign second language acquisition/learning, bilingual April 3-4, 1987. Papers are being solicited that Dr. Caleb Gattegno, originator of the Silent education and translation. So far, applied deal with the relationship between SLA and Way® for teaching languages and Words in linguists such as Albert Valdman, C.N. Candlin FLL vis -a -vis psycholinguistic theory and Color® for teaching reading will be conduct- and Sophie Moirand will be taking part in the research, with special emphasis on the following seminars in the Los Ang, les area in mid- Congress, which will be held from August 31- ing: 1) input and interaction; 2) interlanguage May. For a seminar announcement and further September 4, 1986 at Campinas, Brazil. For a data and developmental patterns, in the information contact: Dr. Roann Altman, brochure, please contact: Angela B. Kleiman or acquisition of grammatical structure and English as a Second Language, 3300 Rolfe Hall, Marilda Cavalcanti, Universidaae riatadual de general communicative competence; 3) pro- UCLA, Los Angeles, California 90024, U.S.A. Campinas, Departamento de Linguistica Aplic- cessing strategies in comprehension and pro- Telephone: (213) 825-4378 or 207-8055. ada, Caiza Postal 6045, 13 100 Campinas, SP, duction; 4) the relationship between informa- Brazil. tion processing and language acquisition; 5) NATIONAL ASSOCIATION FOR ASIAN fossilization; 6) research design and methods; AND PACIFIC AMERICAN EDUCATION JALT INTERNATIONAL and 7) research agenda for the tint ten years. CONFERENCE ON LANGUAGE Send inquiries or three copies of a one-page The theme of the eighth annual National TEACHING/LEARNING abstract by October 1, 1986 to the conference Association for Asian and Pacific American organizers: Professors Bill Van Patten and Education conference is Challenging the The japan Association of Language Teachers James F. Lee, SLA/FLL, Spanish, Italian and Barriers of Achievement. It will be held April (JALT) will sponsor its twelfth annual Interna- Portuguese, 4048 Foreign Languages Building, 23-27, 1986 in Los Angeles. For more informa- tional Conference on Language Teaching/ 707 S. Mathews, Urbana, Illinois 61801, U.S.A. tion write to: Don Nakanishi, Department of Learning at Seirei Gakuen, Hamamatsu from Education, University of California, Los November 22-24, 1986. The conference will EUROCENTRES EFL WORKSHOPS Angeles, California 90024. Telephone: (213) feature over 200 workshops, demonstrations, 825-8378. and papers dealing with a wide range of topics Eurocentres are holding three specialized relevant to language teaching, learning and workshops for EFL teachers (both native and TPR WORKSHOP acquisition. Over 1000 participants from Japan non-native) on: 1) Computer Assisted Lan- and abroad will attend. guage Learning, in Cambridge, 7 -i1 July; 2) A five-day Total Physical Response (TPR) JALT is a TESOL affiliate and the Japanese Classroom Technioues and Cc nmunicative workshop with Dr. Jame, fisher will be heldbranch of IATEFL. Persons interested inLanguage Teaching, in Bournemouth, 4-8 July 28-August 1, 1986 at Calvin College, Grand attending can receive information by contact- August, and 3) Self-Access Work and the Multi- Rapids, Michigan. For more information,ing the following address: JALT, c/o Kyoto Media Learning Centre, in London, 18-22 please write to Marcie Boelema, Spanish English Center, Sumitomo Seimei Building, 8F, August. More information is available from. B. Department, Calvin College, Grand Rapids, Shijo-Karasuma Nishi-iru, Shimogyo-ku, Kyoto Nelson, Eurocentres, Seestrasse 247, CH-8038 Michigan 49506, U.S.A. 600. Zurich, Switzerland. itz4:446. 56 Briefly Noted Members Encouraged to Partt'cipate BILINGUAL VIDEOTAPES in Nominations Process The Great Plains National Instructional Television Library in Lincoln, Nebraska, offers TESOL members are reminded that their role in the nominating process is 37 multimedia/multicultural television series, crucial. Names recommended by members are considered by the five members nine of which are bilingual (Spanish, French, of the Nominating Committee. They do not themselves name candidates. Then Asian languages, and American Indian the members of the Nominating Committee independently rank the people who languages). The bilingual series are designed were suggested as candidates from the membership at large. After the chair for the development of English language skills has collated the independent rankings, the Nominating Committee members and include teacher/leader guides. For rental confer by telephone, and at that time, they work through the ranked candidates information, contact Kathryn Lawson, Great office by office to create a slate balanced both geographically and professionally. Plains National Instructional Television Library, The effect of all this is that when suggesting candidates for nomination, you Box 80669,Lincoln,Nebraska68501. Telephone: (800) 228 -4830 (toll free). should name someone who has broad experience in TESOL and who understands that officers and the members-at-large represent the diversity of the organization. FromNCBF. Forum,February. 1188. Please note the insert, "Call for Nominations for TESOL 1987-88" an the facing page. LANGUAGE TESTING Language Testing, anew international journal that provides z forum for the exchange of ideas and information on the fields of first and second language testing and assessment, is immediately available to subscribers. Language Testing meets the need for a specialist journal through which researchers in language evaluation and testing can be current with each other's research and with changes in Technology the field. It is alio useful for persons directly involved with mother tongue testing, language pathology assessment in child language acquisition, EFL or ESL testing. Each issue and contains major articles, test reviews, research notes and reviews of major new books in the discipline. TESOL members may subscribe to Language Language Testing for $24.00 per volume (two issues). The non-member rate is $30.00. For further information, U.S. and Canadian subscribers are advised to write to Cambridge University Press, 32 East 57th Street, New York, NY 10022 U.S.A. Irr=Testing Others should write to Edward Arnold (Publishers) Ltd., 41 Bedford Square, London Edited by WC1B 3DQ, England. CHARLES W. STANSFIELD FREE TAPING RIGHTS OFFERED The National Geographic Society is offering free taping rights to nonprofit educational A Major Workon Language Testing institutions for 1986 telecasts of the National Geographic Specials on the Public Broadcasting New developments in measurement theory: computerized System. Use of each special is limited to one adaptive testing and the application of latent trait models to test recorded copy for the life of the copy and to and item analysis viewing by nonpaying audiences only. To complement the new taping rights, the Society has prepared a 16-pap Resource Guide, made Use of technology in developing new measures of speaking, possible by a grant from Chevron Corporation. reading and writing The free guide is available by writing to: National Geographic Specials, do Chevron, 742 From the 7th Annual Language Testing Research Colloquium Bancroft Way, Berkeley, California 94710, at Educational Testing Service, Princeton, 1985 U.S.A. FromBeadingToday, Vol. 3, No. 4, February/March 1988. P. Tung, M. Canale, H.S. Madsen & J.W. Larson, G. Henning, M.M. Hicks, J.H.A.L. de Jong, G. Molholt & A NEW ADDRESS FOR THE ADULT EDUCATION CLEARINGHOUSE A.M. Presler, J.L.D. (''ark, W.H. Manning, J. Reid. The Clearinghouse on Adult Education Members, $10: Non-members $12.50, plus $1.50 postage. All recently moved to a new location. Information orders must be pre-paid. requests for its services may now be addressed to: Clearinghouse on Adult Education, Office of Vocational and Adult Education (OVAE), TEACHERS OF ENGLISH 400 Maryland Avenue, S.W., Reporters Building, Room 522, Washington, D.C. 20202. TO SPEAKERS OF OTHER LANGUAGES The Adult Ed Clearinghouse provides adult GEORGETOWN UNIVERSITY education-related services in general. In 1118 22nd Street, N.W., Suite 205 addition, it has useful information on bilingual Washington, D.C. 20037 and English as a second language instruction for minority language adults. 5-7 TN 4/86 CALL FOR NOMINATIONS FOR TESOL 1987-88 ' , (Deadline for submitting naminations: Postmarked June 6, 1986) . The Nominating Committee announces that nominations are speaker, and (9) be able to obtain moral and logistical support from open for the offices of First Vice President, Second Vice President,his/her institution for serving in this capacity. This officer and Member-at-Large for the Executive Board. Three candidates automatically succeeds to the presidency and continues to serve for each of the two other Executive Board positions have alreadyon the Executive Board for two succeeding years as Past been nominated by the Affiliate Council and the Interest Section President. Council at their respective meetings during the TESOL Convention in Anaheim in March 1986. For Second Vice President (Annual Convention Program Chair), it would be desirable for the nominee to (1) have served in Members of TESOL are being called upon to assist thestaging an affiliate or TESOL convention or a comparable Nominating Committee in identifying candidates with both conference in another organization, (2) have the ability to organize experience and potential to serve the organization in its vital on a large scale, (3) know the needs of those attending a TESOL leadership positions. If you have candidates to suggest, please fill convention, (4) be able to match people with tasks, (5) be able to out the forms included and send them as soon as possible to the commit a large number of hours to convention work, and (6) have Chair of the Nominating Committee listed below. (You may the kind of support (space, personnel, time, equipment) that will be duplicate these forms and nominate more than one person perrequired for convention planning. This officer will serve as the office: Please type in the information. Use an additional sheet ofProgram Chair for the 1988 Annual Convention in Chicago and paper if the space provided for any category is not sufficient.) will serve an additional year on the Board. Please note that a nomination does not automatically assure a place on the final slate. For Member-at-Large, it would be desirable for the nominee to (1) have served in affiliate and/or intsrest section affairs and (2) The fallowing criteria should be kept in mind when making ahave an understanding of the breadth and depth of the TESOL nomination: membership. This member will serve a three-year term. For First Vice President (President-elect),it would be The members of the Nominating Committee are D. Scott desirable for the nominee to (1) have served within TESOL, (2) nright, Carol Kreidler, Carol Puhl, Thomas Robb and Dorothy have made substantive contributions to the field, (3) have breadth Messersch"itt (Chair). and depth of service and experience in all aspects and levels of the field and-organization, (4) have served in affiliate arairs, (5) Send your nominations to the Chair of the Nominating Com- believe in and exercise democratic leadership necessary to meet mittee: the needs of all segments of TESOL, (6) have demonstrated the Dorothy S. Messerschmitt ability to work effectively with colleagues of diverst backgrounds 4 Lamp Court and personality, (7) be willing and able to devote a large amount of Moraga, California 94556, U.S.A. time, especially during the first two years, (8) be an effective public

NOMINATION FOR FIRST VICE PRESIDENT (Deadline: Postmarked June 6, 1986) (please type if possible)

Name Employer Mailing Address Position Office Phone Home Phone (area code) (area code) Service in TESOL (e.g., Interest Section, Conr:sees)

Service in Affiliate (please identify Affiliate)

Area(s) of expertise Publication Remarks

Mailing Recommended by Address Office Phone (area code) Home Phone (area code) 58 ist:'

..f.,, NOMINATION FOR SECOND VICE PRESIDENT (Deadline: Postmarked June 6, 1986) . (please type if possible)

::*F Name Employer Mailing Address Position Office Phone Home Phone (area code) (area code) Service in TESOL (e.g., Interest Section, Committees)

Service in Affiliate (please identify Affiliate)

Area(s) of expertise Remarks

Mailing Recommended by Address Office Phone (area code) Home Phone (area code)

NOMINATION FOR MEMBER-AT-LARGE (Deadline: Postmarked June 6, 1986)

Name Employer Mailing Address_ Position

Office Phone Home Phone (area code) (area code) Service in TESOL (e.g., Interest Section, Committees)

Service in Affiliate (please identify Affiliate)

Area(s) of expertise Remarks

Mailing Recommended by Address Office Phone (area code) Home Phone (area code) 59 growhas to help human beings grow not only as learners and acquirers of languages but as co-agents in the decision-making process. Hopefully, the next decade should witness developments in a learners' rights-centered Edited by Liz Hamp-Lyonsmethodology which will help teachers and Unibersity of Eduinburgh learners distinguish which rights are attributed to every learner and which rights are allotted to members of groups (according to age, occupa- A Gap in ESL Pedagogy: Learners' Rights tional interests, among other factors). The linguistic rights of ESL learners are far by Francisco Comes de Matos too restricted now and have not yet been Federal University of Pernambuco acknowledged in the scientific or educational literature. Such rights should be seriously One of the emphases in contemporary meant the right to learning (acquiring), using, considered in the teaching of English to approaches to the teaching of English to maintaining, valuing and preserving one's first speakers of other languages. It is only by doing speakers of other languages is on learners' language. so that we will open up new paths in methodol- needs. In fact, whenever the teacher's profes- Are we really the beneficiaries of many ogy and thus establish more human interaction sional responsibilities are pointed out, onelinguistic rights? What are educationally, to be achieved progressively and creatively in stands out: "To know the interests of thesociopoliticaliy (and economically) costly classrooms the world over. trk students; their linguistic and cultural needs;" rights? What would be cost-free rights from a linguistic-economic point of view? These are Note: The author would appreciate receiving feedback on his (Finocchiaro and Brumfit, 1983). It is easy to ideas. He can be reached through June 1986 at the Department come across statements in the TESOL literature but two of the several questions which lan- of Romance Languages. the University of Georgia. Athens, and in applied linguistics works concerning the guage planners would ask concerning an Georgia 30602. After that date Departamento de Letra- importance of identifying, describing, imple- individual's linguistic rights. To what extent can Univenidade Federal de Pernambuco, 50.000 Recife, Pernam- buco, Brazil. Dr. Comes de Matos is a member of TESOL's Ad menting, promoting and even protecting the language learners' rights he implemented, Hoc International Concerns Committee. second (or foreign) language learner's needs. given that to every right there seems to be a correlative or corresponding obligation? An- About the author. Francisi-o Come- de Matos is professor of In an insightful, revealing essay, Quinn applied linguistics at the Federal University of Pernambuco in (1985) presents two views of Needs Analysis swers to such provocative questions cannot be Recife, Brad. Dunng this academic year he is a Fulbright and concludes that ". .. whatever the aims, given herea fuller treatment of the problem is visiting professor at the University of Georgia in Athens, objectives, and syllabus specifications of aunder waybut the truth of the matter is that Georgia, U.S.A. language course, what teachers and students recognition of language learners' rights is REFERENCES say and do in classrooms is the heart of the emerging, slowly and timidly, as far as this Fmnochiaro, Mary and Christopher Brumf at.1983 The matter." We are in full agreement with that TESOLer has been iNe to assess. notionallunctionol approach. from theory to practice. New York: and Oxford: Oxford University Press. Australian colleague but would add that a What would be some of the rights of ESL Fiore, Paulo 1972. Pedagogy of the opprew'd. New York: crucial aspect has been overlooked, namely, learners? This is but a suggestive, open-ended Odyssey Press. that of learners' (and obviously teachers') listing: Comes de Matos. Francisco. 1984. A pplea for a language rights declaration. UNESCO ALSEDF7PLV Newsletter, Apnl linguistic rights. 1984. Paris. Division of Structures, Methods, Contents and The right Techniques of Education, UNESCO. Language Rights Declaration 1985. The linguistic rights of language learners. to learn a second language Language Planning Newsletter. August. 1985 Hawaii. East. West Center. Having discovered that needs and interests to choose the variety of the second Quinn, T. J. 1985. Functional approaches to language were being emphasized but rights were being language to learn agogy. in Annual Review of Applied Linguistics, vol. 5 1944), Robert B. Kaplan (Ed ). New York: Cambridge neglected in the ESL/EFL literature, I decided to choose whether to acquire a reading/ niversity Press. to further investigate the microproblem of writing or a listening/speaking compe- Sieghart, Paul. 1983 The international law of human rights. individual linguistic rights. As a result a plea tence (or all of those) Oxford: The Clarendon Press. was made for a Language Rights Declaration, Sohn. Louis B. 1982. The new international law protection of which was published by a UNESCO Newslet- to comprehend texts fully (the right to the rights of individuals rather than states The Amencan comprehend) University Law Review 32(1). ter in 1984. In that statement attention was United Nations Economic and Social Council. Commission on Human RightsRights of persons belonging to national, drawn to another important need: that of to use a bilingual dictionary in Class ethnic, religious and linguistic minorities. Report of the open- arousing and fostering awareness, both while doing written exercises ended working group set up by the Commission of Human Rights to consider the drafting of a declaration. March 6, nationally and internationally, so that respect to to use a preferred learning style in class 1985, mimeo, 5 pp a person's language acquisition and language while engaging in activities learning rights car: and should be both preached (disseminated) as well as practiced. to receive explanations on the function- In a brief essay for Language Planning News- ing and uses of the second language in letter (Comes de Matos, 1985) evidence is given class for the still scant treatment of the microprob- to be tested in an ecologically valid lem of linguistic rights of individuals, particu- manner, that is, according to the princi- larly of language learners, in thliterature of ples of fairness and relevance WORLD ENGLISHES sociolinguistics and language planning. Linguis- to negotiate language learning contracts Pergamon Press announces the publication of tic rights is a category of human rights which Ipecify the learner's rights and World Englishes, a new journal of English as an subsumed in the United Nations Legislation not only his or her needs, as has been international and rntranational language, under cultural rights. For an introduction.to the typically the case. devoted to the study of varieties of English, international law aspects of human rights (with both native and non-native, in cultural and some emphasis on cultural rights) see Sohn Some of the above-mentioned rights have to dosociolinguistic contexts. The editors are Brnj (1982), Sieghart (1983) and United Nations with the learner's freedom to make decisions. Kachru, University of Illinois, U.S.A., and (1985). Freedom to act is what gives methodology a Larry Smith, Institute of Culture and Commun- What would be the specific (rather than the true humanistic condition. Unfortunately, ication, Hawaii, U.S.A. generic or general) linguistic rights of language despite progress achieved in education, partic- Several theme-oriented issues are planned: 1) learners? It would do well to start by character- ularly in native language literacy (cf. Freire's African varieties of English: status and impact; izing one's first language rights. By that is Pedagogy of the Oppressed), a gap still exists in 2) Non-native creativity in English: Asian descriptive-explanatory frameworksfor poetry; 3) Pedagogical grammars of English: second language learning and teaching: that of approaches and resources; and 4) World language learners' rights. Englishes and second language acquisition To many teachers, speaking of the learner's research. right to participate in the selection of goals, For a free copy of the journal, write to: contents, techniques is a violation of thePergamon Press Ltd., Headington Hill Hall, teacher's rights (or the textbook writer's rights), Oxford OX3 OBW, England, or Pergamon but such attitude only reflects a na rowly-Press Inc., Fairview Park, Elmsford, New York conceived view of a field whichif itis to 10523, U.S.A. 60 Teaching in Brazil Brazilian customs vary somewhat fromtion and the largest number of holidays. No region to region, and these differences, wond )r I liked it there! by Ann Catherine Buell although subtle, might make some difference in Lift in Brazil isnot compartmentalized; City College of San Francisco a choicc of where to go. The most casual work and play overlap, and living and learning ambiance is found in the North and Northeast about life are not restricted to off hours for The fates have been kind to me in that I have along the coast, where I was. There is a slightly teachers any more than for students. Teaching had two remarkable experiences teachingmore conservative environment inland aid in abroad is always an education, but teaching in English abroad: first as an "F.,nglish Teaching the southern part of the country. Whereas class Brazil is a humanistic education, and I, for one, Fellow" in Salvador, Bahia, Brazil from 1981 to may start 5-10 minutes late every day in Bahia, am happy to say that "I'll never be the same 1983, and then as a Fulbright Junior Lecturer in for example, the classroom door may be locked again." 3 at the beginning of class in Rio Grande do Sul, Rome from 1983-1984. It is no coincidence that About the author: Ann Catherine Buell teaches ESL at City these were exciting years, for both cultures arein the South. Other regional differences may College of San Francisco, she received her M.A. in TESL/ rich and welcoming, and both jobs were affect the number of holidays per year. Bahia, TEFL from San Francisco State University challenging and rewarding. Brazil, however,for instance, has the longest carnival celebra- From CATESOL News. December 1985 remains my great love. I was fortunate in the particular situation I found myself in, but I believe that regardless of where, or for whom, you may teach in Brazil, yc are bound to have a compelling experience. Your experience teaching anywhere abroad will be affected by a number of facto.:, such as your working environment, your attitude, and your affinity for the per.ple you live and work with. Concerning this last point, Brazilians, I For professionals... think, are about as friendly and outgoing as a people can be, in spite of the pervasive poverty that exists in their country. They have survived from professionals this poverty through strong family ties and friendship bonds which they extend to foreigners as well. I found Brazilians to be a generous, caring, talkative, .active, and unselfconscious Images and Options in the people. These, in my eyes, are attractive characteristics in anybody, but even more in Language Classroom my students. It's not surprising then, that I found it a Earl W. Stevick pleasure to teach (and work with) Brazilians. An accessible discussion of how teaching can be found on what They were receptive and willing to take risks, and were, as a result, good language learners. we know of learning and memory. Stevick defines options available Bored by the grammar translation method still to language teachers and presents criteria for evaluating them. popular in many public schools, they were Each chapter is filled with exercises that ask readers to draw on especially receptive to the more holistic their own past experiences and do their own thinking before they approach, which I favor. Values clarification come to the author's ideas. exercises worked well, as did humanistic activities. Role plays and all kinds of games Hardcover: 32150-6, $24.95 were also successful. Foperback: 31281-7, $8.95 Your School Affects Your Work However, as is true in the United States, the school in which you work in Brazil will affect Approaches and Methods in your teaching experience in some way. English teaching in public schools leaves much to be Language Teaching desired. Classes sometimes have as many as 40 students, using hooks of poor quality. Ameri- A description and analysis cans often find jobs at one of the many private Jack C. Richards and Theodore S. Rodgers schools, where working conditions are generally good, books may be new and well selected, An overview ant: analysis of the major approaches &id methods and classes are usually of a reasonable size. used in second and foreign language teaching, including And, although by law a person cannot teach Grammar 'fransiation, the Direct Method, Situational Language without a work permit, (which is hard to get) private schools usually overlook this "technical- Teaching, Audiolingualism, Communicative Language Teaching, ity" in exchange for the much-coveted resour- the Silent Way, Community Language Learning, Total Physical ces of a native speaker. Response, the Natural Approach, and Suggestopedia. The authors My particular position was unique, both in its examine each method at the levels of approach, design, and pro- relative "luxury" and in its status as the only cedure, which highlights the differences and similarities among English Teaching Fellow (ETF) position in Brazil. As an ETF at an American-Brazilian the methods. binational center, a non.ofit, private school Hardcover: 32093-3, $24.95 indirectly related to the United States Informa- Paperback: 31255-8, $8.95 tion Agency, (but not run or owned by it), I was paid decently and worked in a well-equipped school with a large, useful library. Air fare and tolgg health insurance were included in the benefits. I mention this only because there are other comparable ETF positions in various locations in Latin America, and there are many other binational centers in Brazil (accessible to you if CAMBRIDGE UNIVERSITY PRESS you obtain a work permit). I do want to 32 East 57Th Street, New York, N.Y. 10022 emphasize, though, that a less advantageous position would not have altered the core of my experience.

10 61 TN 4/86 A Finger-pricking Machine for Blood Sampling by Angela Chan, Emme Chan and Edited by Cathy Day Lai Wing Ton Eastern Michigan University MLSI, 1985 Whimsical Inventions in ESP Classes A beaker full of alcohol is placed inside a container and above the by Margaret van Naerssen and Chris Long machine. (The container has a wire Hong Kong Polytechnic gauze and filter paper lining the bot- Et.'13 classes are often a challenge to us because we may not feel competent in the content area. tom.) When the finger is placed in the This suggestion from two experienced ESP teachers delighted me, and I intend to try it in my next ring, the string is pulled and causes a bell technical English class. The idea should work in any class where students like to be inventive. Let to ring at such a frequency that it is in us know what happens in your class. resonance with the beaker. Once the C.D. beaker cracks, the glass is filtered off by Do you need something to liven up your sequencing the wire gauze and filter paper, and the English for Specific Purposes class? Are the present tense, especially third per- alcohol is released. It passes through the exercises on writing about a process, about son singular filter paper and drops on the finger for cause and effect, about sequencing boring and/ sterilization. Below the finger is placed a or not relevant to your students' specialty area funnel which receives the excess alcohol. Several precautions need to be taken when interests? Even if the exercises are relevant to The alcohol then drips on a honey-comb their areas, are they becoming academicusing the Rube Goldberg or Heath Robinson and stimulates a bee to fly along the overkill? Is it near the end of the course and cartoons: designed passage, finally reaching the have they had enough? Try a whimsical 1. It is not recommended that the written finger to prick it. The small bottle, with invention activity! description of the Rube Goldberg inventions be an anti- coagul2nt, beneath the finger In 1914 Rube Goldberg, an American car- handed out to students because definite and collects the blood and as it gains weight, toonist, began drawing cartoons of compli- indefinite articles are frequently omitted; the it upsets the level system and causes the cated machines for simple tasks. By 1928 his use of a picture causes problems in terms of the lid to pop up and cover the container of cartoons were nationally syndicated. His "first-mentioned/already introduced" distinc- blood. inventions satirized the machine age and the tion for article use; and the written descriptions (Edited slightly from students' orig- spread of needless gadgetry. At the same time will inhibit the students' spontaneity. inal) his drawings ware ingeniously arranged, logical and almost believable as well as gentle and full 2. The teacher should check the cartoons for of humor. Similar cartoons were also done in cultural appropriateness in terms of: whether or Britain by W. Heath Robinson. not the problem the invention solves is familiar Lai We have used these types of cartoonsto the student; and whether or not the humor- tubes successfully at Hong Kong Polytechnic (tertiary ous situations (of the early 1900s in the U.S. and level) with engineering and medical students Great Britain) conflict with current values in and they are being considered for product the teacher's or students' culture. r tnre! design students as well. "Used successfully" 3. The teacher should check the cartoon for means that students have enjoyed them and the er teachers have felt they were teaching some-the level or complexity of the invention and determine which ones would be best for the I rubber thing. Such cartoons might also be effectively -tub irn used at the upper elementary and secondary students. The Rube Goldberg cartoons range P levels though we have not personally tried from moderately complex to quite simple; the them at these levels. Heath Robinson inventions range from brain- rackingly complex to also delightfully simple. Students are shown a Rube Goldberg or bee. Heath Robinson cartoon without a written The students' inventions could be directly with description. Their task, in small groups, is to related to their specialty area. For example, hive describe how the invention works. Theirsome of the gadgets/machines created by curticoosuitult bee descriptions are reported back to the class as a students at Polytechnic have included: Note: Sequence markers and 'cause and ef- whole. They can then invent their own fect' are emphasized in this description. machines and write and/or orally describe how Engineering: an automatic shoe polisher; an they work. automatic burglar-catching de- Before an activity begins on a cartoon of a vice; a solar-powered awaken- The language teacher should not be expected whimsical invention from a Rube Goldberg or ing and breakfast-making na- to judge whether the scientific principle is Heath Robinson collection, it is helpful to be chine. accurately used, but should only help the sure students know the vocabulary for the students express their ideas clearly. Upper various parts of the machine. It's preferable to Physiotherapy: a mouse-powered massage elementary and secondary students might also have the students name as many parts as therapy machine. enjoy building in these principles, but younger possible first. The written descriptions in the students might need to be prompted to do so. Medical Lab Science: At the upper elementary level a teacher who is Goldberg collection are useful references for a bicycle-driven centrifuge machine; vocabulary for the non-native Eng hin-speaking aware of the science content covered elsewhere an apparatus for testing glucose in a in the curriculum might even consciously select teacher (but see the paragraph below on urine sample; and a finger-pricking precautions regarding uses of written descrip- cartoons that might be used for reinforcing machine for taking a blood sample certain scientific principles, thus supporting tions with students). The Robinson collection (see cartoon and description). ha3 no written descriptions. efforts at promoting language across the Some of the possible language teaching It is, of course, important for students to curriculum. points might include the following: identify the areas /problems in their own About the authors: Margaret van Naerssen is a lecturer at specialties that would lend themselves to Chinese University of Hong Kong in graduate /undergraduate applied linguistic: and in medical communication at Hong whimsical inventions, but sometimes they may Kong Polytechnic. She was the U.S. director of an EST center article usage need a few suggestions of possibilities just to in Beijing, PBC V, 1980-82 She has twenty years of experience get them thinking. as teacher/administrator/program developer/researcher in adverbs of sequence A side benefit of the use of these whimsical EFL/ESL/EST .nd bilingual.bicultural education. Chris Long has been teaching EFL to engineering students prepositions inventions can be the application of scientific for the past ten years at Hong Kong Polytechnic. Prior to that two-part verbs principles. Students at the tertiary level seem to he taught EFL/EST for Hitachi, Ltd. in Japan and at the enjoy building in scientific explanations, university level in the Sudan and Ethiopia He brings technical process description training and experience to EFL/EST from having also worked applying certain principles (ex. "according to in a British manufacturing company and taught technical cause and effect description Newton's law of gravity") in their descriptions. subjects at the college level.

62 11 Briefly Noted TWO TITLES OF INTEREST CALLS FOR TESOL '8 7 ON THE EDUCATION OF ASIAN AMERICANS POSTER PRESENTERS' WORKSHOP A School Divided: An Ethnog -aphy of The TESOL '87 convention will see a change for poster presenters. Instead of a poster Bilingual Education in a Chinese Community, session there will be a Poster Presenters' Workshop, followed by a poster exhibition. by Grace Pung Guthrie, portrays a ten-year-old Participants in the workshop will be expected to bring their ideas for a presentation, all bilingual education maintenance program in a of the background information they need, and at least the easily portchle stationery U.S. Chinese community. The book outdnes materials they expect to need (bulkier items will be available on-site). Participants will be how the program was initiated and imple- guided by experienced poster presenters to create a finished display for immediate mented and how it was perceived in the exhibition. classroom, the school, and the community, For further information contact either: Dick Allwright, Department of Linguistics, providing a series of interviews with students, University of Lancaster, Lancaster LAI 4YT, England; or Margaret van Naerssen, Chinese parents, educators, and other community University of Hong Kong, English Department, Shatin, New Territories, Hong Kong. members. The relationship of linguistic, cultural, and economic factors to the students' education is analyzed and placed within a CALL FOR PAPERS, POSTERS AND MATERIALS DISPLAYS FOR THE theoretical framework. COLLOQUIUM IN MEDICINE AND ALLIED HEALTH SCIENCES The book can be ordered for $27.50 from Lawrence Erlbaum Associates, 365 Broadway, The deadline for sending in abstracts for papers, posters and materials displays for the June 15, Hillsdale, New Jersey 07643. Telephone: (201) TESOL '87 proposed Colloquium in Medicine and the Allied Health Sciences is 1986. Send a 250-word abstract (typed double-space) to: Margaret van Naerssen, English 666-4110. Beyond Angel Island: The :Education of Department, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong. AsianAmericans, by SauLim Tsang and Linda C. Wong, documents the educational attain- HEIS CALL FOR ABSTRACTS AND TOPICS ment of native and immigrant Asian Ameri- cans. The book provides demographic and ESL in Higher Ed-cation is accepting abstracts for presentations at the HEIS Academic statistical information on school enrollments, Sessions and topics for discussion in the Informal Discussion Groups at TESOL '87. Send academic preparation, undergraduate and submissions by 15 August to Robert Oprandy, Box 66, Teachers College, Columbia graduate fields of study, and the overall University, New York, NY 10027, U.S.A. educational performance of Asians in the United States. The analysis section provides insight into the overall educational success of this student group. The book is awilable for $6.00 from the ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia Univer- sity, New York, NY 10027. Telephone: (212) 673-3433. (Note: The two foregoing items are from the NCBE Forum, Fobruary 1986.) ERASE ACCENTS INTENSIVE SUMMEP PROGRAM with this POWERFUL and EFFECTIVE FOR COURT INTERPRETATION Montclair State College will offer a four- Aud;o-Visual Tool mac c.ATRAN week program, June 27-July 19,1986, for court interpretation for bilingual speakers of Spanish 1NW Of all the books and courses on and English (prerequisite: excellent profi- SPEAK English grammar and English as a ciency) and users of American Sign Language Second Language, none, up to now, (prerequisite: Comprehensive Skills Certificate NOM have exclusively attacked the critical from the Registry of Interpreters for the Deaf). problem of how to erase foreign ac- For more information, contact: Dr. Marilyn cents in the speech of those who Frankenthaler, Director, Center for Legal already know how to speak English. Studies and Spanish/Italian Department, ACM"! The dynamic program we are offer- Montclair State College, Upper Montclair, ing and the audio cassettes that ac- New Jersey 07043, U.S.A. Telephone: (201) company it, ARE A FIRST. 893-4228. HISPANIC EDITION HOW TO SPEAK ENGLISH WITH- AVAILABLE NOW OUT A FOREIGN ACCENT finally A separate edition for each of the following accents INVITATION TO SUBMIT fills the need of those millions of HISPANIC ORIENTAL ARAMC PROPOSALS FOR TESOL new Americans who desire to polish SUMMER INSTITUTES Each edition comprises TWO 60-MINUTE CASSETTES, plus a MASTER BOOK, enclosed in a their communication skills by mas- The TESOL Executive Board is invit- 5 x 71/2 vinyl album. tering the color, sounds, and inflec- ing institutions to submit proposals to tion of standard American-English. conduct Summer Institutes on their Student Rate:$3995 Designed, written, and narrated by campuses. Applications should Le sub- Jack Catran, former Hollywood dia- mitted 2-21i years in advance. For Teacher Rate:$2995 lect coach and well-known author- information andGuidelines for Summer (including tax and postage) ity on foreign accents, the program Institute Proposals,write to: James E. PLEASE SPECIFY ACCENT REQUIRED brings together all of the techniques Alatis, Executive Director, TESOL, JADE PUBLICATIONS he had developed during his exten- Suite 205, 1118 22nd Street N.W., Specialists in Accent Erasure sive experience as a private one-on- Washington, D.C. 20037, U.S.A. 8758 Sophia Avenue Sepulveda, CA 91343 one accent erasure specialist.

63 TN 4/86 Once the teacher has created the version of LUCY/ELIZA to be used (by customizing the response strings), the program is ready for students. My own use of this program entails Edited by Richard SChreck having the students familiarize themselves with University of Maryland the program and then try to figure out how it works. In the final stage, students test assumptions they have made about the program on the Using LUCY/EL1ZA as a Means of Facilitating program itself. This process involves multiple levels of both spoken and written language in Communication in ESL that students correspond with the computer via the keyboard, talk with each other about what by Vance Stevens they have discovered, and communicate more Sultan Qaboos University formally to the teacher their assumptions about The use of computers in ESL has until E.,IZA is available commercially, along with its the program. Finally, they talk with the teacher recently been restricted, largely by lack ofprogram code; even so, the task of creatingand among themselves about the validity of courseware, and in a more general sense, by one's own adaptation of ELIZA, as did their assumptions. existing courseware's not meeting the demands Underwood and Burns & Culp, would be Beginning the Process of today's communicatively-oriented language daunting, to say the least, to the majority of classrooms. In an attempt to remedy this language instructors. To begin the process, students are allowed a situation, ESL instructors have been finding I shall now discuss a version of ELIZA which session with ELIZA in which they play with the communicative courseware in commercially I found available publicly through my local program in whatever way comes naturally. produced nonESL materials (Ferreira, Sklar & Apple club, the Honolulu Apple User's Society During one such session, one of my students Kagen, 1984: Baltra, 1984), while still others are (HAUS). Originally entitled LUCY (Keating) attempted to teach the computer that the turning to the public domain for materials and programmed in Applesoft, the programcapital of japan was Tokyo, and this student which can be adapted to ESL (Biggie, 1984; feeds off two text files. One text file containsbecame quite frustrated when the computer Stevens, forthcoming). key words, and the other contains each of therepeatedly failed to internalize what he was There are three salient advantages to the330 responses that LUCY can possibly make. trying to teach it. More often, students are latter approach. First, with public domain Stored in the same record with each response is simply bemused at the reactions they are able software, the courseware is free or available at a code number relating to a topic under to elicit from the computer. nominal copying costs. Second, such course- discussion. For er,mple, the topics 'sports,' When students tire of the initial, exploratory ware can usually be adapted to specific needs, 'school,' and 'bons .g' all have their particular phase, they are instructed to go at the program since the code in which it is programmed is code numbers. If a student mentions "football" more systematically. They are told to look for often transparent to those with a basic knowl- in an utterance, the program searches thepatterns in replies and to take notes on what edge of programming. Finally. public domain database for the first not-previously-usedthey are able to discover. For example, and software is by definition unprotected and can instance of a statement having the code number perhaps with some facilitatory guidance from be disseminated without restriction. In this for 'sports.' If the next user utterance does notthe teacher, they discover the secret of the WH- article, I will illustrate how tl.ese three have a recognizable key word denoting anotherwords, or that responses on given topics always advantages are utilized in an adaptation of atopic, the program responds with the next fall in the same order. During this phase, which public domain version of ELIZA, and I willstatement in 'he list of statements concerning could take up to two (or more) hour-long show how this program can be easily adapted the topic in operation. LUCY continues to talk sessions, students are apt to be talking to each to particular instructional settings, where it can about this topic until the user changes the topic, other about what they have discovered, and be used to ge net ate spoken and writtenor until it runs out of statements, in which casethey often try out each other's discoveries for communication in the target language. LUCY changes the topic. themselves. Toward the end of this phase, I Originally developed by Joseph Weizen- The program is intrinsically interesting togenerate a print-out of the 330 responses the baum, ELIZA has been used in psychology andstudents, and that interest is greatly enhanced ifcomputer is able to make and encourage the medicine as a means of getting patients to some of the 330 response strings in the text file students to correlate this list with their own discuss problems with an impartial interlocu- are altered slightly in keeping with the students' findings. tor. The program appears to carry on conversa- interests and context. For example, I custom- The next task for the students to do is reflect tions by responding appropriately to utterances ized the statements about 'housing' to relate to on their notes, and on the printout if they wish, typed in by the person at the computerthe dormitory lifestyles of my own students,and make up (individually) a written list of keyboard. In fact, the program merely finds and I altered statements about 'food' to reflect rules which govern ELrZA's behavior. This key words in the user's utterances and prints commonly held opinions of the offerings in ourforces the students to be analytical and to out strings stored in its own database according school cafeteria. I further personalized otherassimilate and formally convey the product of to those key words. For example, if the strings so that they asked my students whattheir analysis to the teacher, a task which is computer user types in an utterance containing they thought about me and about other well appropriate to future academic demands. The a WH question word, ELIZA might respond known people in the faculty and administration rules could be written in the form of a with "Why do you ask?" In LUCY, my own of our school. composition, or as a list of statements, which- version of the program, the computer will To do this, I needed to open, change, and ever the teacher feels is appropriate. Typically, respond in this same way to "Why am I here?", close the appropriate data-base text file. Rather some of the assumptions made by the students "I don't care why I am here," or simply to the than do this mechanically each time I wanted to are misdirected, but others are insightful, and word "Why." change something in the database, I wrote amay even lead the teacher to discover things ELIZA has recently come to the attention ofsimple program that opened the file for me, about the program 6e or she did not know ESL instructors as an application of artificialprompted me for what changes I wanted to before. intelligence in communicative CALL course- make, made the changes I asked it to, and then After the teacher has gathered a list of rules ware. It is mentioned as such in Higgins andneatly closed the file when I was finished. I from each student, several follow up activities johns (1984), and Underwood (1984) focusesfurthermore wrote the program in such a way are possible. For example, the students could on his own version of ELIZA as a prime that it would be "user friendly," in which case get together in groups and compile composite example of communicative courseware. Fur- others who knew nothing about programminglists of rules by which ELIZA works, or the thermore, the concept of ELIZA is utilized aswould be able to use my program to changeteacher could make up such a composite list. an "artificially intelligent" prewriting heuristicLUCY's textfile according to their own Further composition activities could proceed if in Burns and Culp (1980). One version ofspecifications. the teacher thought these were appropriate. In my own class, students are given the compilation of rules that they as a group have drawn up and are told to test these rules on the program itself. The students can feed back to the teacher or to each other on the validity of each of the rules in whatever way seems appropriate. Used in this way, I find ELIZA/LUCY to be Continued on next page

4144/86 13 Using LUCY/ELIZA FOREIGN LANGUAGE EDUCATION For more information on the Foreign Lan- FORUM NOW ON COMPUSERVE guage Education Forum, contact: Language Continued from page 13 Links, Inc., 944 Farnham Road, Columbus, The Foreign Language Education Forum Ohio 43220. a stimulating, enjoyable and unique language (FLEFO), an online service offering realtime learning experience for my students. Used in communications, messaging, and a databank of conjunction with a simple program for altering information on topics related to foreign CALICO SUMMER INSTITUTE the text file, LUCY can be utilized in classes languages, is now available on CompuServe, where the instructor has no prior knowledge of the nation's largest online information service. CALICO (Computer Assisted Languse programming. Finally, since it is in the public FLEFO provides a network for the widest Learning and Instruction Consortium) in domain, LUCY can be freely disseminated. possible variety of foreign language interests. conjunction with Duke University is offering About the author: Vance Stevens b an instructional developer The data libraries contain entries for students, four one-week workshops on the use of at Sultan Qaboos University in Oman, where he is establishing translators, educators, literature and linguistics, computers in language instruction for novices selaccessed learning laboratory. He has been responsible for a job bank, a registry of foreign language and experienced computer users. For more implementing CALL in ESL programs at the Univenity of Petroleum and Minerals in Saudi Arabia and at the Hawaii resources (book:, materials, organizations, information and an application form, pleae Peparatory Academy. He was chair of TESOL's CALLIS in etc.), an update of foreign language conferen contact: Anette Koeppel, CALICO, Summer 1904.85. ces and events, and a general section (-pot- Session, 121 Allen Building, Duke Universiy, REFERENCES pourri-) for the many topics that are not Durham, North Carolina 27706, U.S.A. Tle- Balm, Amsando. 1984. An EFL classroom in a mystery house. specific to one area. Job openings and positions phone: (919) 684-4400. TESOL Newsktter 18 (December), 8:15. sought, as well as information about con !Jiggle, Louis. 1984. Public domain software. TESOL ferences and non-profit organizations, are Newsletter 18 (June), 3.11. CLEARINGHOUSE FOR ESL SOFTWARE Bums. Hugh L. and George II. Culp. 1980. Stimulating listed free of charge. invention in English composition through computerassbted To experience the benefits of FLEFO and The Ohio Intensive English Program, in instruction. Cducatiorsol Technology, August: 3.10. CompuServe, one needs a computer, a modem Ferreira, Linda, Susan Sklar, and Annalee Kasen. 1984. conjunction with the Ohio University Linguis- Computers as realist: Using existing software to develop ESL to connect the computer to the phone, com- tics Department, has announced the formation communication skills. Presentation at TESOL Convention, munications software, and a subscription to the Houston. of the Clearinghouse for ESL Public Domain H , John, and Tim Johns. 1984. Computers in language CompuServe Information Service. Compu- Software. The clearinghouse is seeking ESL . Reading, Mass: AddisonWesley (Copublished with Serve subscription kits (including prepaid on- software that authors are not planning to Collins, Ltd, London; 1983). line time) may be purchased at computer Keating, Roger. LUCY. HAUS Free 425-1.A.C. 48. Obtained market commercially. The disks will be copied by HAUS from Apple Users Club, Sydney. Australia. stores, electronic equipment outlets, and other and then distributed for a nominal fee. For Stevens. Vance. You'd be surprised at how much public retail stores. You pay only for the time you use details, contact Philip Hubbard, Linguistics domain soferare you can adapt to ESL and language on the service; there are no start-up, member- learning! TESL Reporter, forthcoming. Department, Ohio University, Athens, Ohio Underwood, Jam H. 1984. Linguistics, computers, and the ship, or maintenance charges. Interested 45701. Telephone: (814) 594.5892. language teacher: A communkatioe approach. Rowley. persons may call CompuServe at 1-800.848- Mass.: Newbury. 8199. (In Ohic, call 614-457-0802.) Font NODE Forum February. 1988.

Speaking Up at Work The International Institute of Minnesota Catherine Robinson and Jenise Rowekamp Help adults and young adults develop skills for succeeding at work. "We have been using Speaking Up at Work in our employment-related ESL classes for over a year. Instructors and students alike agree that it is exactly what was needed in the program. One of our students recently

commented, 'Teacher, I study English in camp. I go to a. school here one year. This is best book I ever have."' Autumn Keltner ABE/ESL Coordinator San Diego Community College District

For more information write to, English Language Teaching Division, Availathe Oxford University Press, 200 Madison Avenue, New York, N.Y. 10016 Student Book and'eacher's Manual

OXFORD UNIVERSITY PRESSEnglish Language Teaching Division Oxford200 Madison Avenue New York, New York 10016 American English (212) 679.7300

6 TN 4/88 THE ENGLISH LANGUAGE TODAY by Sidney Greenbaum, ed. 1985. Pergamon Edited by Ronald D. Eekerd, Western Kentucky University Press Ltd., Headington Hill Hall, Oxford 0X3 OBW, England (xviii + 345 pp., $16.00). WORKBOOK IN SECOND LANGUAGE ACQUISITION Reviewed by Charles F. Meyer by Larry Se linker and Susan Gass. 1984. Harper & Row, 10 East 53rd Street, New York, NY, 10022. 1Vestem Kentucky University (vi + 181 pp., $9.95). Instructor's Manual available. The English Language Today is the first Reviewed by Geoffrey S. Nathan volume in a new series by Pergamon entitled Southern Illinois University at Carbondale "English in the International Context." The theme of the volume is attitudes toward the Thisis thefirst workbook that I know of in One Issue that students raised when I used English language, both in the native and non- the field of second language acquisition (SLA). this workbook was that there is no correspon- native context. To address this issue, Sidney Itis divided intoeight sections: morphology, ding textbook that deals with concepts that are Greenbaum has assembled an impressive lexicon, phonology, syntax/semantics, spokenassumed for each section. The book itself is collection of essays written by a group of and written discourse, foreigner talk discourse,excellent, but for a truly coordinated theory eminent scholars and educators. The volume is SP acquisition and, finally, methodology and and practice course, one would have to divided into five sections that deal with various research design. Each section has roughly tenassemble one's own book of readings or dealaspects of attitudes toward the English problems. Some are very shortas few as one with all the ideas through lectures. language. ,r two sentences of data, while others occupy Overall, I would recommend this workbook The first section ("Issues and Implications") six pages. Length of problem, however, doesvery highly. Itisparticularly valuable foris written by Greenbaum anc serves to intro- not correlate with difficulty. generating theoretical discussions and forduce the reader to some of the issues that will Each section begins with a preliminaryeliciting personal contributions from the be addressed in the various essays in the book. glossary of basic SLA terms illustrated 1,i thestudents in the classroom who have already had Greenbaum notes the narrowness of linguistic following pages. Thus the syntax/semantics second language teaching experience. treatments that focus on only the synchronic or section includes such terms as prefabricated Atout the revkwer: Geoffrey S. Nathan is an assistant diachronic description of a language: "A patterns, formulas and core meanings. At the professor of linguistics at Southern Illinois University M broader view," he remarks, lakes into account end of the book are some supplementary Carbondale. Illinois 82901. the uses of the language or of a variety of the problems for several of the sections. Finally, language in social contexts" (p. 1). The essays in there are indexes for the sources of the data, the book all focus on this broader conception of and an index of interlanguages arranged by language, specifically on attitudes toward both LI and L2. KEEP TALKING English in all of the contexts in which it occurs. This workbook is radically different from all The second section of the book ("Historical linguistics workbooks I have used or seen, in by Frier;ike Klippel. 1984. Cambridge Uni- Background") is concerned with the historical that none of the data, except for the really versity Press, 32 East 57th Street, New York, development of English and with the attitudes simple problems, has answers. That is, unlike NY 10022, U.S.A. (202 pp., paperback, $8.95). toward the language that have accompanied phonology or morphology problems, which this development. This section contains a have standard al.swers (or, in some cases, Reviewed by John Provo varlet!, of essays on attitudes toward English in several standard answers, depending on one's Dokkyo University various historical contexts: 12th and 13th theoretical assumptions) none of these are century Britain (Richard Baley), the Middle susceptible to clear-cut solutions. Most of the Here the author has assembled 123 commu- Ages (William A. Kretzschmar, Jr.), the problems are filled with variable datajust like nicative fluency activities for language teach- Renaissance (Manfred Corlach), and the 18th the ESL classrooms. Students who are uncom- ing. The activities, which include warmups, and 19th centuries (James C. Stalker). In fortable with ambiguity, especially intext- discussions, role plays, mimes and the like, uddition, there is an essay by Randolph Quirk books and other sources of authority willhave a common goal: creating a situation inon George Orwell and his 2W-sties toward therefore find this text very difficult to deal whiea students enjoy using the target language. linguistic engineering. In this section of the with. I do not intend this as a criticism, TI ose who have used similar resource books, book, we see how dramatically our attitudes incidentallythis is exactly the kind of datasuch as Drama Techniques in Language toward English have changed. In the 12th and that our ,tisdents should be grappling with,Learning by Maley and Duff (Cambridge 13th centuries, English was a language which where the learners move from a tendency to University Press, 1978), will find some activities had a hard time gaining acceptance, a language get more of it wrong to a tendency to get more that are familiar In.re. What sets this book apart"which successive governments used political of it right. however is the format, which seems designedpower and influence to speed the acceptance Not all of the data, incidentally, deals witn for busy teachers who may not have time to of ... ." (Bailey, p. 16). Since the 18th century, ESL. There are problem sets dealing with dwell on the more theoretical aspects of games. however, we have witnessed not only an French, Hebrew and Spanish as target lan- Each activity is described in a very econom-acceptance of the English language but a belief guages and a couple of unusual pairings ical style (1.-'ally about 150 words) but allthat some forms of the language are more Tatar-Russian comparative composition (in necessary information is ii.cluded. The descrip- proper than others and that it is "necessary that translation) and Buryat-Russian interlanguage tions list the skills, grammar and/or languagean authoritative person or group establish phonology. functions which will be required as well as thewhich usages were proper and improper" In general the problems are very interesting, level fot which ;he activity is appropriate.(Stalker, p. 47). This section of the book and can be used as illustrations of all the There are also estimates of the time each will provides important background information concepts that currently fill the SLA literature. take but these seem unnecessarily short. A for the issues that will be discussed in the next In fact, many of the data sets are derived from cross-referenced appendix makes it easy to three sections of the book. substantive articles in the field. The phonology choose activities suited to the students' level The second section of the book ("Attitudes section unfortunately suffers from this fact. In a and the day's lesson plan. and Usage: U.S.A., Britain, and Canada") is the number of the problems the data given on the Perhaps the best feature of the book is that lengthiest section. It contains fourteen ff.:4s on Ll's is incorrect. For example, in a long handouts (where required) have been prepared cut rent attitudes toward American, British, and problem on syllable structure, we are told that and are ready for photocopying; the copyright Canadian English. Most of Ole essays are Korean allows only open syllables. Anyone who has 'neen waived. Because the need for typing Continued on next page has ever eaten kim chi or kalbi knows this is not and pasting has been eliminated, nearly all of true. The Russian data in 3.6 is given in anthese activities are available for use within orthographic transliteration (or perhaps a minutes. somewhat abstract underlying representation), Only those teachers who object to such so we have voraia, actually pronounced exercises because they aro interesting or fun ftomia. There are also occasional typos. (Typos (surprisingly, some do) will not find something in problems, especially phonology problems, they can use here. can be harmful to the health of the teacher.) From JALrs The Language Teacher. February 1988.

'T14.4/136 66 15 ENGLISH LANGUAGE .. who retain the animosities fostered in the the most boring, most mindless, most aestheti- period of advancing Afrikaner nationalism" cally uninteresting writing would be judged Continued from page 15 (Lanham, p. 251). In English ercole-speakingsound and correct by the most stringent of concerned with American English, with onlysocieties, the attitude towards the creole prescriptive standards. two on British English and one on Canadiandepends on the medium in which it is found. In Much more useful information is offered by English. The essays on American English deal the mass media of these societies, creoles are Raven I. McDavid, Jerrie Scott and Geneva with a variety of topics, including a discussionattacked as being substandard or vulgar; in the Smitherman, and R. Baird Shuman. McDavid of attitudes of the press toward language (Johnliterature of these societies, on the other hand,offers much useful advice on the types of Algeo), of public views of good writing (Lester the ezole can The an object of ridicule, or the information about language that the linguist has Faigley), of the standards of correctness tested true way in which to express the richness to offer to the layman. Scott and Smitherman on language tests (John B. Carroll), and ofof the human condition. ..." (Rickford anddiscuss the problems that speakers of non- attitudes toward bilingualism (Ofelia Garcia). Traugott, p. 257). standard English face in elementary school, One of the more interesting (and controversial) The final section of the book ("Reactions: specifically the Self-Fulfilling Prophecy thesis: essays in this section is Julia Penelope's scathing Personal and Professional")is unlike the that if teachers expect their students to fail they attack on people who think the English previous sections because it is not thematically will. They offer much sound advice to teachers language is dying. She argues quite convinc organized. Instead, it contains personal reac- of this type of student. Shuman discusses the ingly that those who accuse other speakers and tions from scholars and teachers involved in teaching of language in secondary schools. He writers of 'sloppy' thinking and criminal abuses various areas of the English language curricu-notes, for instance, that students who are of ' anguage are among the least responsiblelum, areas such as literary criticism, creative encouraged to take note of the types of people users of the resources of English" (p. 81). She writing, linguistics, and language education. who use ain't rather than aren't or isn't will learn maintains that criticisms of black English, sexist The essays, as Greenbaum notes in his introduc- more about English usage **than students who language, and trivial usage choices (e.g., tion to this section, range from the conservativeare told such lies as, *Ain't isn't in the diction- uninterested vs. disinterested) are "diversion-to the liberal. Morton Bloomfield takes a ratherary... (p. 317). ary tactic[s)" (p. 87) and that the abusers of the conservative view of usage, arguing that The book concludesfittinglywith an language are notthe oppressed, the victim-prescriptivism is normal and justified: "Aessay by James Sledd written in standard ized, the poor" but those in power who abusesensible prescripti"ism assumes a verbalSleddese: it is articulate, blunt, frank, witty, language to "protect themselves and to disguise universe in which there are still values and and **not based on 'empirical research* " (p. the purposes of thcir actions" (p. 88). magic" (p. 268). His argument, however, is not327). Sledd casts blame for the current Ian- The essays on British sod Canadian English at all convincing. Prescriptivism is certainly guage crisis on just about everyone: our society reveal language attitudes that are in manyjustified on the grounds that one has to beis at fault because it is based on "greed," and respects similar to the attitudes expressedaware of what is judged **:,urrect" and incor-has therefore given students *an reasons to towards American English. One of the major rect" in order to function well in society. But itlearn how [to use language effectively)" (p. differences that emerges, however, is that is wrong to equate, as Bloomfield does, the 339); English teachers are at fault because they while Americans tolerate British and Canadian values instilled by prescriptivism and the valueswould rather further their careers than teach influences on American English, Britons and implicit in the use of language by writers such freshman English; linguists are at fault because Canadians resist American influences on Britishas Joyce, Yeats, and Eliot. Joyce did not they **have offered mainly relativism and bad and Canadian English. Janet Whitcut remarksbecome a better writer because he knew the writing" (p. 340). Amidst the polemics and that while Britons have unquestionably distinction between imply and infer. As anyhyperbole, however, is obviously the voice of a accepted numerous foreign borrowings, many teacher of English composition knows, some of Continued on next page "become hysterical over the infiltration of British English by American vocabulary and grammar" (p. 160). Ian Pringle notes that many Canadians are similarly disdainful of any influence of American English on Canadian fie4 The complete English English. The focus in Section 4 of the book (-Atti- tudes and Usage: English in the World Con- program that teaches text") shifts from attitudes toward English in the native context to attitudes toward it in non- native contexts. The essays in this section cover students how touse a variety of non-native contexts. There are discussions, for instance, of the use of English in Central Europe (Manfred Garlach and Konrad Schrader), in Israel (Robert L. the language and Cooper), in South Africa (L.W. Lanham), and in pidgin and creole contexts (John R. Rickford and Elizabeth Closs Traugott). Two themes how the language ar::ear throughout these essays: attitudes toward English in the non-native context are changing and they are quite variable. Changes works in attitude are occurring in a number of areas. Braj B. Kachru notes that non-native versions of to.4 English, such as Indian English or Thai English, are gradually gaining greater popularity than British or American varieties:one thing [is becoming) very clear: the attitudinal conflict between indigenous and external norms is slowly being resolved in favor of localized educated norms" (p. 217). Gorlach and Schrader note another change in attitude taking place in Central Europe: although correct 0 usage in English is sal one goal of instruction, it is not of central importance (p. 230). Of primary importance is teaching students to riLlWrite for information on Student Texts, Workbooks, communicate effectively in English. Teacher's Editions, Cassettes, and Placement Tests. c Attitudes in the non-native context are also quite variable. In Israel, as Robert L. Cooper co notes, English is highly regarded. In South Africa, English is also quite highly regarded, Houghton MifflinOne Beacon St., Boston, Massachusetts 02108 except by the Afrikaans-speaking population

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401 West 89th StreetKansas City, Missouri 64114-0697i816) 941-9797 69 ENGLISH LANGUAGE A Place for Islam in the EFL Classroom Continued from page 16 by Linda Thieman Tahmasian person who feels strongly and sincerely about Kuwait University Language Centre current attitudes toward the English language. Teaching En$.ish in an Arab country pre-can serve as an opportunity, as with clothing The English Language Today offers a sents a set of circumstances and opportunitieschoice, to demonstrate to the students the perspective on the English language that we do one does not usually find in the ESLrespect for them and their beliefs. Secondly, it not often see. So often, discussions of the classroom in the United States or Great Britain. would serve to reinforce the respect that the language come from those who know the least-Most notably, in the EFL classroom in the Arabteacher has worked so hard to garner and about it, reactionaries such as John Simon or country, one is dealing with a homogeneouswhich is so important not only to the function Edwin Newman. Sidney Greenbaum is thus to group of students. Whereas students may of the classroom, but in Islamic society in be commended for gathering together some of actually be natives .several different coun-general. ..ast, and certainly not least in the the most eminent scholars on the English tries, the vast majo ity share the common Arabpoint of view of any classroom instructor, is the language and for providing them with a forum backgroundlanguage, culture, and religion. It motivational factor that the subject of Islam to express their views about the English is this background, religion. and its relationship provides. Students are eager to know how to language, views relevant to both the academic to culture in particular, that can be used tospeak and write about things that are important who teaches English and the non-academicgreat advantage in the general EFL classroom. to them,-and they are grateful to learn the who uses it. Here at Kuwait University, Islam manifestsspecial English vocabulary associated with About the reviewer:Charles F. Meyer is an assistant professor itself daily in one's work life. In general, the Islam. of English at Western Kentucky University. where he teaches courses in linguntich and English as a second language. Kuwaiti people are a very devout people, and The subject of Tslam was actually presented this is reflected in everything from the way thein an intermediate-level general EFL classroom university students dress to their reaction torecently at Kuwait University, and the lesson various lessons that are covered. met with quite a bit of success. Having chosen Islam is also reflected in the way most of the the general subject Islam, the instructor then GRAMMAR GAMES non-Moslem teaching staff have chosen toadvanced towards the objectives of topic by Mario Rinvolucri. 1984. Cambridge Univer- dress. In a society such as this, appearances aresentences with controlling ideas. outline sity Press, 32 East 57th Street, New York, NY very important. Most teachers soon learn that format, and paragraph organization. With 10022, U.S.A. 1984. (133 pp., paperback, $7.95). one of the key ways to cultivate the necessaryIslam written en the board as a guide, students respect of their students is to tallow certain then suggested various controlling ideas, such Reviewed by Shirley Buswell accepted standards of attire. Fm women, thisas history of or prophets of. Each was then Tokai University means covered elbows and knees, and skirtswritten on the board under the heading Islam. rather than slacks. Female teaching staff can beAfter a reasonable number of controlling ideas Rinvolucri divides this book into sections perfectly comfortable in Westernstyle clothing had been offered, the instructor chose the dealing with four types of games: competitive, while at the same time taking care not to offendcontrolling idea main beliefs, so that the class collaborative sentence-making, awareness, native values. could then set up an outline on the board drama. Then he adds a miscellany of several demonstrating the five pillars of Islam: 1) which do notfittidily into any of these Using the Influence believe that there is only on God named Allah categories. I tested a selection of each over a of Islam to Achieve and Mohammed (PBUH) is His messenger; 2) period of one term with two classes of high- Language Teaching Objective pray five times a day; 3) fast; 4) give alms; and achieving university freshmen, one class of With the influence of Islam all around, it is5) make a journey te Mecca. The students, as mixed-ability second-to-fourth year university important to consider how this set of beliefs always, gave the instructor the ideas teiclude students, and a class of businessmen. In these and laws can best be put to use to achieve in the outline, while the instructor guided the particular circumstances, the "awareness" and certain English language teaching objectives.order in which they were placed and inserted "competitive" categories proved the most For the most part, the non-Arab, non Moslem the proper vocabulary used to represent the useful, so it is on examples of these that I shall teaching staff tend to avoid the subject of Islam ideas in English. The students then, individu- focus, since my experience indicates they alone in the lower levels. This is mainly due tri theally, transformed the outline into a paragraph. make the book a valuable resource for tired fact that students of beginning or low - This classroom exercise allowed for several teachers. It must be mentioned, however, that intermediate level often seem to misunderstand different E glish language points to be made: there is little here for absolute beginners. what is said and some are inclined to take 1) the presentation of specific English vocabu- In the "competitive" section, Rinvolucri offense. For example, during Ramadan, thelary associated with Islam, such as pillar, adapts some old games, giving them new Moslem holy month of fasting, one of the messenger, alms, and fast; 2) the discussion of twists: snakes and ladders now help practice teaching staff apologized to her studentsthe uses of capitalization when one is writing the present perfect; draughts (checkers), the because their final exam had been scheduled about God in English; 3) the discussion of 0 present simple and pronoun agreement; Domi- for an afternoon. Afternoons, during Ramadan, convention of writing (PBUH) (Peace Be Upon noes, prefixes and suffixes. There are new are especially uncomfortable for those who fast Him) afterthe name of the Prophet games, too a dice game for irregular verb because of having been without food or water Mohammed, something which is done in parts, for example. My students did best and for a minimum of ten hours. Thus, itis aArabic but which, it is important to explain, is most enjoyed those which had the simplest difficult time to concentrate on a final exam. not done in English unless the writer is Moslem; rules. Understandably. Given the nature of theWhen the staff member explained to the 4) the reinforcement of outline format; and 5) activity, the challenge should be to win through beginning-level class that she sympathized with by placing the five pillars in the accustomed grammatical skill not rules mastery Certain them, saying that she knew afternoons were a order, the reinforcement of paragraph games in this section require duplicating, and bad time to take a test during Ramadan, severalorganization. some of the resulting playing pieces are students misunderstood and became defensive. Additional exercises pertaining to Islam to be unnecessarily fiddly and easily lost. The "Ramadan not bad, Miss, it good." presented as a classroom exercise or as an excellent princip'es, however, lend themselves Such misunderstandings tend to create an individual exercise were later suggested by the to creative adaptation. uncomfortable situation all around, and some- class as a whole and streamlined by the I admit, though, to a preference for the times require the ability of a linguistic gymnast instructor. Whereas one would not want to limit "awareness" activities. Most of my students areto resolve. Hence, the hesitation in mentioning oneself to one sole subject in a general English unused to classroom self-expression; few have Islam at the lower levels. course, the occasional use of the subject Islam had time to consider their own life experiences. However, once a language instructor has a has proven to be very successful with students Rinvolucri's ideas help with both, and practice strong intermediate-level class before him orand has drawn teacher and students together correct usage. A few titles give the clue. "My her, the opportunity presents itself to incorpo-into that special kind of classroom relationship view of you" (time expressions and the present rate Islam into the lesson plan. This can be which is so rewarding to achieve. simple); "Exchanging routines" (the present beneficial in more ways than might be imme- simple for habits); "Things I wish I'd known at diately obvious. In the first place, for non- age. . ." (If Pd. I'd have. ..). These games Moslem instructors, this would be one way to brought out secrets, and promoted an atmos- About the author:Linda Thieman Tahmasian holds a B A and show the students that despite the fact that the an MA tn TESOL from the University of Northern Iowa. She phere of trust. I recommend them. instructor is not Moslem, he or she does indeed is currently teaching EEL and serving as a level coordinator at Kuwait University Language Centre. From jars TheLanguage Teacher, January 1988. have a broad knowledge of their religion. This

7 0 17 ABACA

RECALLING MY MEETING WITH PROFESSOR PAULO FREIRE BEGINNING To the Editor: It was an ordinary Monday morning in Sao Paulo, Brazil. The sun was shining, the cab LISTENING drivers were out in full force, and shop owners were hosing off their front sidewalks. As I checked into my hotel on Alameida Casa Branca, I realized that this would be no CYCLES ordinary day for me. I was about to meet with by Paulo Freire, a man whose books and philosophy of life had greatly influenced my choice JOHN & MARY ANN BOYD.. . ESL authors who of a career in bilingual education and also know whatlow levelstudents need... setting my other goals toward education. Freire's main objective was to challenge his students to believe in themselves as agents of change. Even after he was exiled from Brazil in 1964, he continued to work for the virtues he believed in.Freire's challenge became my involves low level students challenge both in the classroom and on a in meaningful activites right personal level. A cab driver took me to Rua Dr. Hommen de from the start Mello. "Tudo bem?" asked the driver. "Sim! Tudo beml" I replied. Upon arrival I saw that I was at a tall modern apartment building with introduces vocabulary beautiful gardens surrounding it. Professor through pictures Freire's apartment was on the top floor. He answered the door himself and welcomed me into his home. guides students through a "b, um grande honra conhecer a voce," I told him as I shook his hand. Next, I pulled out my 3-cycle listening to speaking 13-year-old copy of his now famous book, progression Pedagogy of the Oppressed, and told him that his thoughts had influenced me greatly on both a professional and da personal level.

No. o6-1Illustrated Student Workbook (96 pp) - $3.95 No. 05.3Teacher Text (112 pp) - $6.95 No. 07.XCassettes - $19.95 also available LISTENING CYCLES foradvanced beginners & intermediates builds listening comprehension skills allows students to focus directly on meaning gives students confidence in speaking Engli6h enables students to gain clarification strategies Jane Zion with Warmer Paulo Rehr

Lunch was an occasion that was shared with No. 02.9Student Workbook (112 pp) - $3.95 his son, his chauffeur, and a colleague of mine from the University of Massachusetts who was No. 00.2Teacher Text (112 pp) - $6.95 working on a translation of one of Professor No. 03.7Cassettes$ 1 9.95 Freire's latest books. Our conversation flowed smoothly. We spoke of the rights of all people to receive an equal education. We reinforced ABACA BOOKS INC. our belief that education was the most potent option for people in lower soc:n1 strata. 10 Clinton Place, Education would bring them to a place where Normal, Illinois they could compete on equal footing with those more financially fortunate than they.There 61761 USA were questions about teaching techniques that would best reach this world population. We al: Write for order form or prepay adding 8% shipping. agreed that students must begin speaking about Continued on page 20

71 TN 4/86' ESL IN HIGHER EDUCATION: CALL FOR NOMINATIONS Nominations are now open for Higher Education Interest Section (HEIS) elections for 1987. Offices to be filled are: associate Edited by MaryAnn Christison, Snow College chair (chair-elect and program chair of HEIS sessions at TESOL '88); assistant chair; Upcoming 1986 TESOL Meetings secretary; Steering Board member-at-large; (Mesting: an in the U.S.A. unless othersvisa indicated.) three Nominating Committee members; TESOL Nominating Committee nominee; April 25-26 Gulf Area TESOL, West Palm Beach, Florida TESOL Executive Board nominee; HEIS April 25-26 DATE, Santo Domingo, Dominican Republic representative to Interest Section Council. All nominees must be primary (voting) April 26 ConnTESOL, Meriden, Connecticut members of the ESL in HEIS. If you would April 26 Michigan TESOL, East Lansing, Michigan like to nominate candidates, please send the May 8-10 Wisconsin TESOL, Eau Claire, Wisconsin following information: 1) position for which the candidate is nominated: 2) candidate's May 23-25 CariLbean Regional Conference, Caracas, Venezuela name, title, full address, phone number; 3) June 11-14 SPEAQ Convention, Quebec City, Quebec, Canada biographical information of no more than 10A words; and 4) nominator's name, full July 7-August 15 TESOL Summer Institute, Honolulu, Hawaii address, phone number. Deadline for nomi- October 16-18 4th Rocky Mountain Regional, Albuquerque, New Mexico nations is1 September 1986. Send your November 6-8 Southeast Regional, New Orleans, Louisiana nominations to: Kathleen M. Bailey, HEIS Nominating Committee Chair, Monterey November 14-16 NYS TESOL, New York, New York Ins' tute of International Studies, 425 Van November 22-24 JALT, Hamamatsu, Japan Buren Street, Monterey, California 93940, More information on these meetings from: Susan Bayley, Field Services Coordinator, U.S.A. TESOL, Suite 205, 1118 22nd Street, N.W., Washington, D.C. 20037, U.S.A. HEIS ELECTION RESULTS 1986 Congratulations to the newly elected members of the ESL in Higher Education Steering Committee. New members are: ' associate chair, Robert Oprandy (Teachers MINISCULES College, Columbia University); assistant chair, Ravi Sheorey, Oklahoma State Uni- Edited by Ho Ward Sage, New York Unioeisity versity); steering board member, Mark Landa (University of Minnesota); Nomina- ting Committee members, Melinda Erick- Cat's Cradle, Owl's Eyes: A Book of Stringon top." The interplay of language, culture, and Games. 1983. Many Stars And More Stringphysical manipulation makes string games a son (University of California /Los Angeles), Games, 1985, by Camilla Gryski. Kids Can valuable addition to the ESL classroom. Margaret Lindstrom (Colorado State Uni- Press. Distributed in Canada by University of versity), and Charles Stansfield (Educa- Lise Winer tional Testing Service); TESOL Nominating Toronto Press, 5201 Dufferin Street, Downs- Southern Illinois University view, Ontario M3H 5T8. Distributed in the at Carbondale Committee nominee Anne Martin (Syracuse U.S. by William Morrow & Co., 105 Madison University); TESOL Executive Committee Avenue, New York, New York 10016. Each 80 nominee Joy Reid (Colorado State Univer- pp. Cloth $19.95 Canadian, paper $9.95 sity); HEIS Interest Section Council repre- Canadian, $9.95 U.S.; $10.x U.S., respectively. Language and Power, edited by Cheris Krama- sentative Joann Geddes (Lewis and Clark rae, William M. O'Barr, and Muriel Schulz. College). As former HEIS chair, Kathleen For elementary-age ESL students, string1984. SAGE Publications, Inc., 274 South Bailey (Monterey Institute of International games are a natural and highly enjoyable way Beverly Drive, Beverly Hills, California 90212. Studies) becomes chair of the HEIS Nomi- to share skills and language, especially 320 pp., $25.00 nating Committee. Moving up from asso- embedded in stories such as "Maui's Lasso" ciate chair to HEIS chair for 1987 is Nancy from the South Pacific and "The Yam Thief" Kramarae et al. have assembles a collection Strickland (University of Texas /El Paso). from South America. For older ESL sAents, of essays on the relationship between language the dear and explicit but nonetheless ,:halleng-and power across several disciplines and inMINNETESOL JOURNAL AVAILABLE ing written instructions and diagrams in thevarious societal contexts. So:ne articles add a books prop' ,e excellent reading and problem- n.rw perspective to our understanding of Eric Nelson, editor of the 1985 Minne- solving for individuals and groups;language as used in law, -...reciicine, and theTESOL Journal, announces the availability comprehension is obvious if the string figure isfamily, among other areas. An c ;say on the of the 83-page issue (Volume 5) as well as achieved. In one highly successful Totallanguage found in literary texts by Kenyan volumes 1-4 (1981-84). For an informa- Physical Response-type assignment, the peoplewomen:for example, shows how an analysis of tion sheet listing the contents, costs, and who know how to make the string figure givesuch written texts may reflect current attitudes mailing charges of each volume, write to: instructions orally onlywhile sitting on thel. toward political power before those attitudes Editor, MinneTESOL Journal, c/o Program hands if necessaryto the others. This gener- are more generally observable in the society. in ESL, University of Minnesota, 320 16th ates highly complex, recyclable language, e.g., Of particular interest to ESL teachers areAvenue S.E., Minneapolis, Minnesota 55455, "Take the loop that's on your left index fingerseparate articles on French and English as non- U.S.A. and put it on your left thumb. No, the one that's native languages. The article on French discusses steps being taken to maintain its influence in international communication. An article on colonial Englishes asserts that the power of English comes from the belief that it can transmute individuals and societies. This book should prove helpful in bringing into sharper focus one ;more variable, power, affecting linguistic systems. Doris ShiFfman Towson. State University 72 19 LETTERS Robert Lado Honored with Festsch,ift Continued from page 1$3 Rcbert Lado, former dean of the School ofhumanities. Promoting graduate studies, Lado Languages and Linguistics at Georgetownestablished master's and doctoral degree their own experiences which vary from place to University, Washington, D.C., U.S.A., wasprograms in all of the language departments place. Relating education to one's personal given a surprise on his 70th birthday that was experience carries with it a great deal of power. and the linguistics department. In 1931, he two-and-a-half years in the making.... [This] brought the American Language Institute to Students become immersed rapidly when they was a Festschrift, a book of writings by Lado's Georgetown, where foreign students who have are given a link to their own lives. friends and admirers in the linguistics field,received government scholarships improve Professor Freire looked at the books I had compiled as a tribute to him.... their English and sample American culture written and told me he liked them. I believe he The project's wide support is testimony to before pursuing their studies at other American especially enjoyed the units on feelings and theLado's accomplishments during his thirteen universities. Since his retirement in 1973, Lado interview pages which occurred even as earlyyears as dean of the School of Languages andhas continued to teach at least one course in as the first book, one which has no words in it. Linguistics and throughout his career. Coming linguistics each semester. As we parted, he asked his chauffeur to take to Georgetown from the University of Michi- The 614 page Festschrift, with sections on me back to my hotel. We said goodbye with agan, Lado, in 1960, was appointed director andlanguage teaching, bilingualism, language look which told us of our connection from ourlater dean of the Institute of Languages and policy and language planning, linguistic and hearts. As I retraced the busy streets back to my Linguistics and put his stamp on the character literary analysis, and more, ... is available for hotel, I had two profound feelings. The firstof the new school. He en,aged not a technical $60 from John Benjamins, North America In., came from my body and mind: it was one ofor professional school, but one that would One Buttonwood Square, Philadelphia, Penn- renewed energy to continue the fight, not toemphasize the role of linguistics in our appreci- sylvania, 19130, U.S.A. give in. The second feeling came from myation of language and offer a liberal arts heart: it was at a deeper level than the first and (ExcerptAl fromGeorgetown Magazine,Fall 1985.) it explained for me why the energy wasfoundation in literature, culture, and other flowing. I felt connected through Professor Freire with colleagues known and unknown throughout the world. We were all one, working towards the beautiful yet laborious goals of harmony, equality and peace in the ReMNITALLOE OREISISalcs Practical Skills world. From mentor to studentword gets passed and action takes place. So it was an ordinary Monday afternoon in Sao Paulo. As I returned to the hotel, the sun for Easier Coping was shining, the cab drivers were out in full force, and the proprietors were busy selling their wares in their shops and on street corners. And I smiled to myself with warmth and Essential Life contentment in the glow of what had been an extraordinary day for me. Skills Series Jane S. Zion Carolyn Morton Starkey and Nolen& Wright Penn 13 Johnson Avenue "Back to basics" comes throagh dearly in this unique five- book series. 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20 73 TN 4/86 Edited by Carol j. iCreidler Georgetown University English for International Teaching Assistants: What ESL Institutes Can Offer by Josh Ard and John Swales The University of Michigan In view of declining enrollment in postsecondary intensive ESOL programs, the authors suggest a way personnel of these intensive programs can provide a service to their university and improve their visibility on campus. The practice at major state universities ofconsidering just how best to reorganize appli-d one reasonable model for the presentation they offering teaching assistantships to non-native linguistics on campus. In that context, a few attempted in more tluent, correct, and detailed speakers of English offers both opportunities pre-emptive moves designed to demonstrate English. In other instances, the transcripts serve and challenges to the ESL units associated with our capacity to mount innovative and special- as the input for further lexical and grammatical those universities. We suspect that the situation ized ESL programs might be worth a lot more assignments. at the University of Michigan, Ann Arbor, isthan talk. Thus, we hoped, if it was politic for By the fall of 1985 (the time of writing) we fairly typical of broadly similar institutions. e University to Le seen doing more to cope have managed to move forward in four areas: Shortage of welt-qualified American applicants ,vith the FTA problem, then it was equally screening; an August intensive course; a wide causes certain departments, particularly thosepolitic for the staff in the ELI budget to be range of in-session courses; and a self-instruc- in the purer sciences, electronics and mathe- similarly seen. tional package called College Classroom matics, to look overseas for promising scholars By the middle of 1984, the EL! :,ad reachedDiscourse (CCD). Each of these developments and researchers and to offer such graduate the position in which all potential TAs in the will be briefly described in turn. students support via teaching and research College of Literature, Science and Arts (LS and assistantships. The limited oral-aural profi-A) were required to take a screening test Screening ciency of a proportion of these international administered by the ELI Testing Division. The The screening test now has four elements: 1) teaching assistants (TAs), especially thosetest consisted of an informal interview plus a as ut., ire, an informal interview designed to coming from the Far East, has been fully prepared mini-lecture in the TA's subject area.relax the testees, to learn useful facts about discussed in TESOL and NAFSA publications A departmental representative was present and them, and to check their ability to comprehend (c.f. Bailey (ed.), 1984) and need not be a joint decision reached on a four-point scale. conversational questions; 2) as before, a redescribed l'ere. Naturally enough, the ensu- Those who were judged to need further work prepared lesson fragment; 3) a classroom ing communication problems between suchon their classroom English were then required announcement, such as explaining the resched- teachers and their classes have led over the to take either Linguiitics180 or Linguistics 181. uling of classes next week (the details are given years to complaints by undergraduates and their tax-paying parents addressed directly to the institution's most senior officers. Hence the opportunity. Any relatively cheap and efficient diminution of the .-areign teaching assistant problem, the 7 TA problem," is likely to be noted with approval in high places. Thus, the FTA problem is highly visible partly because it exposes the university to unwelcome internal and external pressures and partly because communicative deficiency in a teacher is much more overt and repercussive than itis ever likely to be in an individual student. Reasons for Working On the FTA Problem Apart from the all-too-obvious fact that there were a lot of international TAs around who could do with more help than they were getting, there were some special reasons for making a concerted attack on the FTA problem at Ann Arbor in 1985. First, the new contract between the Regents [of the University of Michigan] and the TA organization specified A primary difference between Linguistics on a slip of paper and the TA has five minutes that English language instruction would be180 and 181 is that the former is more slowly t piepare); 4) question-handling, a video- provided for non-native English speaking TAspaced and gives greater emphasis to listening taped sequence of 7-10 simulated "off the wall" if they should request it. Second, making skills.Itis not always noted that listeningstudent questions in class, such as ."All of the provisions for FTAs seemed to be one of comprehension is fundamental for TAs bothcopies of the book you recommended are out several ways in which the English languagedirectly (in understanding student questions of the library. What should I do now?" or "Is it institute might break out of its historic but and comments) and indirectly (in learning the O.K. if 1 hand in my assignment a couple of limited role as the provider of a six-leveltypical way of talking in the classroom from days late?" There is no preparation time for this intensive program. In addition, the FTAprofessors they listen to). and screenees can speak for as long as they like. problem offers an excellent 'action research' In both courses FTAs learn by (Icing. For As before, a departmental representative is opportunity, and thus could be seen as consol-example, many sample class activities are present throughout. Further, the four-point idating the research dimension to the ELI'ssimulated and videotaped. The instructor goes scale has been replaced with one of eight work. In a similar way, an effective contribu-over the videotape with the FTAs, givingcategories that are specified in terms of the tion to the FTA problem by professorial staff pointersandengaging.ndiscussions. appropriate level of instructional activityor with joint appointments in the linguistics Moreover, the FTAs prepare transcripts of the the screenee. The category arrived at is the program and the El I would vindicate thelanguage they used in the activities from ana eraged performance over the four sub- previous director's plans to integrate theory audiotape. In some instances the instructor uses components. As might be expected, a common and practice. Last but not least, 1985 was the the transcript as the basis for an expanded pattern is for an individual to do progressively year in which the university authorities were rewording of the presentation, giving le FTAs Continued on page 22

TN 1/86 74 21 make the August course? Are not nominated The developments we have described here English -forTAs for it? Or arrive unseasonally? If we couldare doubtless subject to "the slings and arrows Continued from page 21 develop something that FTAs could work on at of outrageous fortune." However, they do4cld their own convenience (ideally in small groups) up to measurable movement against a back- less well on each sub-component, Theit would offer some kind of safety net. ground of some inertiainertia in departmen s, expanded screen seems to have sufficient face- The final version of CCD will consist of two in the administration, and also in the ELI and validity to impress departmental representa- fifty-page workbooks with two accompanyingthe Department of Linguistics. If that move- tives and is being increasingly used by de-video tapes consisting of short extracts from ment is placed in the context of educational partments outside LS dr A. college classroom discourse for transcription, need, of an opportunity to demonstrate analysis, discussion and response. The first professionalism, and of a "delicate" situation The Intensive Course workbook and video tape have been com- vii d -via the future of Applied Linguistics and In August 1985 a special, experimental three- pleted. Some of the topicsit covers are: ESL at Ann Arbor, then we can see a useful week intensive program for FTAs was jointlyAmerican names, body language, signaling the coalescence of educational, promotional and developed and administered by the ELI andboundaries of lecture chunks, the forms and strategic objectives. And if this short piece has the University's Center for Re.earch on functions of questions in the classroom, getting a purpose beyond simply describing a small set Learning and Teaching (CRLT). The programthe class to do things, and pseudo-cleftingof program developments, it would be to was sponsored by the University, the College ("what I want this group to do is.. ."). The enquire of University colleagues in the under- of Literature, Science, and the Arts, and bysecond volume will include iatroductions, regarded ESL profession whether they too home departments for students outside of theconclusions, referring to and commenting on n7:17,ht not attempt the recognition they seek by Co/iege. Each department was invited totextual fragments introduced into class (includ- offering to make better provision for the nominate present and potential FTAs whoming blackboard work), paraphrase, anecdote international teaching assistant. they thought would most benefit by the and aside, and developing interactivity. Field- About the authors: JoshArd is assistant professor of linguistics program. In the initial year of the program it test and preliminary experiences with Volume at the University of Michigan in Ann Arbor. was decided to limit the participating FTAs to 1 are generally encouraging, although the John Swaks is acting director of the English Language Institute thirty. instructional package still needs a certain and visiting professor of linguistics at the University of The program combined intensive instruction amount of "debugging." Our overall approach Michigan, Ann Arbor. and pradtice in English classroom discourseboth to the testing and the teaching has been to REFERENCES with Intensive training and discussions in conceive of.."FTA problem" as one particu- Bailey, K Pialorski, F. and Zukowski, J. (Eds.) (1984)Foreign teaching techniques, and the nature of Ameri- larly amenatue t' an English for Specific Teaching Assistants m U S Unsverstties,Washington, D C can undergraduates and their expectations NAFSA. Purposes attack. effect, we have concen- Canale, M and Swain, M. (1980) 'Theoretical Bases of about classroom activities and procedures. rue trated on trying to develop sociolinguistic and Communicative Approaches to Second Language Teaching to the nomination procedure, there was a widestrategic competence (Canale and Swain, 1980) and Testing' Applied Linguistics. Rounds, P(1985) Talking the Mathematics Through: Dis- range of experience in both teaching and in within the restricted context of classroom role Mplmary Transaction and SocioEducational Interacuum conversational English, but the program wasrather than offer a more diffuse program in (Ph D Dissertation, The University of Michigan,Ann. designed to be flexible enough to serve this spoken English and pronunciation. Arbor.) wide range. The responses of participating FTAs after the program was overwhelmingly positive. There was a strong call for the program to be repeated in future years. Many students expressed the wish for the program to be longer than three weeks. In-Session Courses: Linguistics 340-345 TESOL In the fall of 1985 the ELI offered for the first Announces time a suite of six 1% hour-a-week targeted courses for enrolled students. A number of SEVENTH EDITION them are relevant to training FTAs for their classroom role, particularly 344 (Speaking in Academic Contexts) and 345 (Pronunciation). These courses are therefore complementary to DIRECTORY OF the established provision of Linguistics 180/ 181. PROFESSIONAL College Classroom Discourse (CCD) PREPARATION In March 1985 tree authors were awarded a research grant from CRLT to develop a tutor- assisted self-instructional package for FTAs. PROGRAMS IN TESOL For this, we were fortunate to obtain the services of Pat Rounds as resel rch assistant IN THE UNITED since she was completing a dissertation on the discourse of fteshman mathematics classes STATES: 1986-88 ',Rounds, 1985). The rationale behind CCD is simple enough. Linguistics 180/181 has traditionally met with some problems of scheduling It li_ts and includes: and with the involvement of FTAs in U.S. institutions with brief descriptions of programs leading to certificates or degrees in other activities, duties and responsibilities. TESOL for 1986 through 1988 Clearly, a pre-sessional intensive course solves Statement of Core Standards for Language and Preiessional Preparation Programs these problems- as well as generating a Guidelines for the Clrtification of Teache ri of English toSpeakers of Other Languagesthe splendid sense of esprit de corps amongst the United States participants. But what of those who do not State Certification Requirements in ESL/EFL for all fifty states $13.00 Members, $15.00 Non-Members

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75 TN 4/88 The language Center, Chiba, Japan. Applications sought for a two-year position beginning September. 1986, es an English teacher for children and adults of all levels Outgoing, cheerful native speaker with a degree in ESL/EFL or related fields and experience desired. Competitive salary based on qudifications, lowcost housing and other benefits, plus bonus upon completion of contract provided. Interviews will be held on the West Coast (U.S.A.) in late June. Send inquiry lateen: Philippines: The International Catholic Migration Phanat Nikhom, Thailand and Wang, Indonesia. The EIL and resume by June 6, 1386. to Margaret Pine Otaks, Commission seeks applicants for ESL supervisors to work in seeks applicants for ESL teacher supervisors to work in refugee camp. Students are adult and high school age refugee camps in Phanat Nikhom, Thailand and Galan. Teaching Director, M.I.L. Taisei Building, 2.6.6 Narashino Indochinese refugees preparing for resettlement in U. S. dal. Funabashishi, Chibaken 274, Japan. Telephone: (0474) Indonesia. Responsibilities provide training to Thai and 62.9466. Supervisors train and evaluate host country teachers and Indonesian ESL teachers in ESL theory and methodology; offer instructional support. Qualifications: M. A. in TES OL or supervise the implementation of competency.based ESL University of Alabama, Tuscaloosa. Alabama. English related degree or equivalent experience, American second. curriculum for adult Indochinese refugees resettling in the Language Institute instructor positions available beginning ary school experience where applicable, teacher training U S A. Qualifications: sustained teacher training and June and August. Required: M.A. in TESL TEFL or closely and/or supervision experience preferably oversees. Salary: supervising experience; ESL classroom experience overseas; related field and ESL teaching experience. Fore`-n language 016.000, round -trip airfare, housing, insurance, baggage MA. in ESL or equivalent proven ability to work in a team proficiency and overseas experience preferred. Rusponsibili allowance, one -year contract Starting date: May 1986. Send atmosphere in challenging conditions. Salary: 816,000/year ties include teaching ESL 20 hours/week to preuniversity two copies of resume, cover letter and three phone plus major benefits. Starting dates: midsummer and on students. Teacher training, curriculum development and references to: Miriam Burt, ICMC, 1319 F Street. NW., Suits going throughout 1986. Send cover letter stressing teacher administrative possibilities Send resume to: Frances V. 820, Weowngton, D.C. 20004. Telephone: (202) 393.2904. training experience, availability date, and names and Rudolph, English Language Institute, P. 0. Box 9172, telephone numbers of three professional references, and University, Alabama 35486. current resume to: Lois Purdham, Projects and Grants Office, Kuala Lumpur. Malaysia. Full-time ESL positions available The Experiment in International Living. Kipling Road, The Aeronautical Training Center, Dhahran, Saudi through the State University of New York at Buffalo. Brattleboro, Vermont 053fA, U.SA Telephone: (802) 257- Arabia, seeks ESL instructors for its civil aviation electronics Instructors r.seded for university level English language 4628. training program. Duties include teaching and some program program. Minimum requirements: M A. in TESOL Applied development. Qualifications: M.A. in TESOL or equivalent substartial (2.3 years) overseas experience preferably in Linguistics or related field; minimum two years experience Bergen County. New Jersey. Pa-ttime ESL instructors teaching English for academic purposes. Sstary: 825,000. Saudi Arabia; ESP for math and electronics highly desirable. and bilingual EnglishJapanese instructors for children and Competitive salary and benefits. Two-year contrac.. Send plus health and retirement benefits. 12month renewable adults. Instructors will teach English commotion and/or resume to Mr. Peter W. Woolley, Senior English instructor, contract. Housing and relocation costs provided. Send assist students with school work. Lessons are primarily after resume to: Or. Stephen C. Ounnett, Director Training Department, Saudi Services and Operating Com- Intensive school, but some evening and morning hours available pany, Ltd, P 0 Box 763, Dhahran Airport 31932 Saudi English Language Institute, State University of New York at Oegree in TESOL or education required. Sularv: 815 per hour. Buffalo, 320 Batdy Hall, Buffalo, New York 14260, U.S.A. Arabia. Telephone. 966. 3.879.2323. Telex: 1'01926 SSOC Send resume to: The Language Clinic, 67 Dillingham Place, SJ. AA/EDE Englewood Cliffs. New Jersey 07632. American Center English Teaching Program, Khartoum, City College of New York, City University of New York. Sudan. Immediate openings for TEFL instructors, B.A. or M A. The Department of Linguistics, Northeastern Illinois Tenure track position in expanding program. Doctorate requited. Some knowledge of Arabic helpful Salary LS 1.280 University. Chicago, Illinois, has teaching assistantships (earned or expected within a year) in TESOL or linguistics monthly, best for motivated, recent graduate desiring available for the 1986.87 academic year. Teaching assis- required. Candidates should combine expertise in teaching, overseas experience Write to: Director, ETP, The American tants must apply for admission in the deportment's MA. scholarship, and program development. Rank and salary Center. Department of StateKhartoum, Washington, D.C. program. Outies involve teaching and tutoring under commensurate with experience and accomplishments. Send 20620, U.S A. supervision in the English ..anguage Program, which offers letter and vita to Dean Lillian Brown, NAC 5/226, City College Universidad de NariAo, Panto, Colombia. The Department undergraduate instruction in ESL developmental writing, of NowYork, 138th Street and Convent Avenue, New York, NY of Languages seeks a native speaker of English for fulltime read..ig and academic skills. A stipend of 8450 per month for 10031, Telephone: (212) 690-6617. tan months will be paid to teaching assistants. In addition, position as an EFL teacher at the undergraduate level. Requirements. M.A. in TESOL or applied linguistics; at least they receive a halftime tuition waiver for twelsa months to Chonnam National University, Kwangju, Korea. Opening two years of teaching experience. Salary commensurate with pursue work on their degrees For information contact: for at: EFL instructor beginning August 1986. Qualifications: Department of Linguistics, Northeastern Illinois University, experience and qualifications. Please send resume full M. A. in TESOL and some overseas teaching experience credentii 3 and two letters of recommendation. Apply by 4/ 6500 North St. Louis Avenue, Chicago, Illinois 60625, U.S A. Desirable: knowledge of Asian cultures/languages and 18/86 to: Or. Vain Coral Q.. YiceRector Academic°, teacher training experience Duties include teaching English Universidad de Narirto, Colombia conversation, composition, and public speaking. Also, teacher Matsuyama University, Matsuyama, Japan. Two EFL training courses during summer and winter breaks. Salary instructors needed April 1987 for freshman English program dependent upon experiance and rank. Housing provided, no TEFL M A. required. Six classes/week. Two -year non taxes for two years. Serd resume, and references to: Prof. Lee renewable contract includes salary (roughly 817,000/year OkNam, English Education Department. College of Educe. Fulbright Scholar Awards taiofree), air fare to and from Matsuyama, health insurance, tion, Choonnam National University, Kwangju 500, Korea. Announcement of 1987-88 Competition other benefits. Matsuyama (pop. 420,000), the largest city on TheCouncil for International Exchange of Shikoku, is a pleasant, uncrowded, unpolluted city in West Usages& Colombia. Coruniversitarta Its Corporacion Scholarshas announced the opening of Japan, on the beautiful Inland Sea, one hour by boat from Universitana de lbague) is accepting applications for a full. Hiroshima, 11/2 hours by plane from Tokyo. Send vita and time EFL position Salary. 60.000 Colombian pesos per month. competition for the 1987-88 Fulbright grants. application by k ugust 31. 1986 to Kenji Masoaka, Registrrr, Job begins in July. 1986. Send resume, photo. and the names CIES participates with the United States Matsuyama University, 4.2 Bunkyocho, Matsuyama 790, of three references to Director. Instituto de Lenguas, A A Information Agency (USIA) in administering the Japan. 487. lbague, Colombia, S.A Fulbright Scholar Awards in researchand universii lecturingabroad. The awards for the 1987-88 competition JOB NOTICES include more than 300 grants in research and The School for 700 grants in university lecturing for periods Notices of job openings, assistantships International ranging from or fellowships are printed without charge three months to a full academic Training year. There are openings in over 100 countries provided they are 100 words or less. Ad- _ and, insome instances, dress and equal opportunity employer/ the opportunity for ...,...... ,nrAL.INalt ..is al multi-country research is available. Fulbright affirmative action (EOE/AA) statement ..- Awards are grantedin virtually all disciplines, may be excluded from the word count. is .f.S" Atli IMML. esalLa.'4 7 and scholars in all academic ranks are eligible Type double space: first state name of I 1111 to apply. Applicationsare also encouraged from MMIlia.IPSEML -mLirsi, institution and location (city, state/ccL -.- , its AMIIMUU"Ill retired faculty and independent scholars. try); include address and telephone Benefits include roundtrip travel for the number last. Do not use any abbrevi- AR Allirlill grantee, for full academic year awards, one ations except for academic degrees. Send ....., dependent; maintenance allowance to cover two copies to: Alice H. Osma-., TN Get a better job Do - better Job living costs of grantee and family; in many Editor, 370 Riverside Drive, New York, Master of Ms in Teething for countries, tuition allowance for school-age NY 10025, U.S.A. certification and effective children; and book and baggage allowances. A be is charged for longer job notices career preparation in English as a Second The basic eligibility requirements for a or if an institution desires a special boxed Language Fulbright Award are U.S. citizenship; Ph.D. or notice. Due to space limitations, a half- French. Flanish comparable professional qualifications; univer- column (5") size is strongly encouraged. Billngua /Multicultural Ay or college teaching experience; and, for education For rates, please write or call Aaron Ber- in two consecutive summers or aelected assignments, proficiency in a foreign man, TESOL Development & Promo- one academic year Also. language. Master's In intercultural Human tions, P,O Box 14396, San Francisco, Service Management Application deadlines for the Awards range California o4114, U.S.A. __, The School from June 15, 1986 to February 1, 1537. For See page 2 for deadlines. Late job no- ".,., For International Training more information and applications, call or write kil 32 Kipling Road. Brattleboro. VT05301 tices accepted provided there is space. 1400-451465 Council fcr International Exchange of Scholars, Call TN Editor (212) 663-5819. Eleven Dupont Circle N.W., Washington, D.C. 20036. Telephone: (202) 939-5401. TN 4/88 76 23 h vitt06!:"as awriting text 0.69 to fit YOUR NEEDS.

Refining Composition Skill!: Rhetoric & Grammar for ESL Students by Regina Smalley and Mary Hank

Discovering American English: Writing by Sandra Seltzer, et al

Writing Strategies :or ESL Students by Judith Anne Johnson

Exploring American English: Writing Skills for Classroom and Career by shades Martin, et al

A Practical Guide for Advanced Writers in English as a Second Language by Paul Mansell and Marth Clough

Rhetorical Reader for ESL Writers by Caroline B. Replied

Crossing Cultures: Readings for Composition by henry Knepler and Myrna Knepler

If you need a sample copy for adoption consideration, please write: ESL DepartmentMacmillan Publishing Company866 Third Avenue New York, NY 10022

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TESOL, 1118 22nd Street, N.W.(Suite205), Georgetownuniversity,Washington, D.0 20037, U.S.A. TESOL NEWSLETTER VOL. XX, NO. 2, APRIL 1986 NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID Bloomington, Ill. Permit No. 16

1986 TESOL Stinimerinstitute July 7 University of Hawaii at Manoa For More information write: Pamela Pine, Assistant Director, 1986 TESOL Summer Institute, Department of ESL, University of Hawaii at Manoa, 1890 EastVest Road. 'Honolulu, HawaiI 96822, USA Vol. *NO. 3 Teachers of English to Speakers of Other Languages June 1986 English Teaching in Egypt: A Note on Reforms Richard L. Light State University of New York at Albany Mohammed welcomes me with a wide grin of this program include improvement of the and a warm handshake. He gestures me into the undergraduate curriculum, training and car. Heading from the hotel on the outskirts of research assistance for junior staff, cooperation town toward the U.S. Embassy downtown, we with Egyptian academics for graduate and speed past "The City of the Dead," a large undergraduate curriculum development, and burial ground, now home to thousands of the teaching and supervision of graduate studies 2i city's poor living among de- tombs. Downtown for junior staff and school teachers (Binational streets teem with people and cars. As we dodge Fulbright Commission). through traffic and cut through the hot city A number of factors have focused attention 4. dust, I question Mohammed about the three- on the status of English language teaching in quarter inch plastic I notice wrapped aroundEgypt today. English has been one of the the car. "Armor," he says. About that time weprincipal communication links between Egypt arrive at the U.S. Embassy and the security and western society for generations. It occuptis check. Inside the Embassy compound, I say a central position as the most important second farewell to Mohammed and enter the Embassy language in the system of higher education in to keep an appointment with the English Egypt, serving as the medium of instruction in Teaching Officer. the disciplines of medicine, science, and Thus began a recent two week visit to Egypt engineering, and as the language of research on behalf of the U.S. Information Agency. The following two weeks proved as engrossing as Continued on page 10 the first few hours. In the spring of 1985 the U. S. Agency for INSIDE International Development supported a series TESOL '86 Reports: of meetings in Cairo for Egyptian, British, and Legislative Assembly, page 4; RIS and CALUS, page 5; American specialists in TEFL to discuss Language Testing Colloquium. page 8; TEDSIS, e progress and plans for reform of the English 9; Courtesy Resolutions, page 9; Greetings from Canada, IATEFL and FIPLV, page )1; TESOL in curriculum in selected teacher training institu- Transition, page 13 tions in Egypt. The U. S. Information Agency sponsors the participation of academic specialists in such meetings, and for two weeks I had Affiliate News 24 Miniscules 22 the opportunity of discussion with a variety of Conferences/Calls ...20 On Line 14 people. Intl Exchange 21 President's Nott. 2 A major vehicle for English teaching reform It Works 18 Reviews. 15 in Egypt is the English Teacher Training Job Openings SI Standard Bearer 23 Program (LTTP), administered by the Ful- bright Commission and funded by the U. S. News from the CSPC, page 3 Agency for International Development. It IATEFL Conference Pictures, page 7 works in cooperation with the Centre for IS and Committee Directory, page 17 Developing English Language Teaching Affiliate Directory, page 25 (CDELT) in the Faculty (College) of EdEca- Change in Job Ad Rates, Help forlob Seekers, and 7N by don of Ain Shams University, Cairo. Additional First Class Mall, page 30 support is given to CDELT by the British Council. ETTP and CDELT ;ooperate on a One.Minute Teacher, by N. Silva, page 12 national program in Egypt, Developing Curric- Pollution Alert, by M. Lehman, page 19 ula in Faculties of Education for the Prepara- Case for International English, by V. Whiteson, page 28 TeachingEnglish in the Developing World, by E Zunon, tion of Specialist Teachers of English, spon- page29 sored by the Supreme Council of Universities, which supervises all research and development Other announcements and items, pages 7, 8, 17, 21, 23, Mr 4 done trough foreign assistance. The objectives 28 78 +++++++++++++++++++++++++++++ Psceadeaeo 'gate to de Vtemerto It is a privilege to speak directly to TESOLaffiliated associations are affiliates of one members through this bi-monthly President's another within TESOL. (3) Affiliation is both a Note in the TESOL Newsletter and, knowing unity of spirit and a practical arrangement for the keen interest many members take in mutual support and professional communica TESOL facts, figures and history,I have tion. (4) Whereas we do find diversity from decided to use this column during the coming atfiliate to affiliate, the spirit that unites our yearTESOL's 21st birthday yearto reflect efforts and transcends our differences, is our on the growth and development of TESOL common mission to enhance the quality of the from a group of 337 members to 11,000 professional wor!c in English language learn members in 114 countries and 62 affiliates in 17 ing /teaching and research wherever we can be countries. In each issue I will review one of the of assistance. (5) As provided for in the by-law major component parts of our organizationon affiliation, TESOL offers three specific from a "coming-of-age" perspective, beginning kinds of assistance to its affiliates: (a) screening with the following look at the AFFILIATES of applicants and keeping records, lb) providing TESOL. counsel and appraisa! in areas of membership recruitment, fundraising, conference planning, Affiliation Then and Now publications, leadership training, program self- Three steps led to TESOL affiliates as a part evaluation service, and more), (c) assisting in of the organizational structure. At the firstpromoting local and regional meetings and TESOL convention in Miami in 1967 a -tudy of programs in areas of partial support to send possible formats for "affiliation" was commis-TESOL-sponsored speakers to affiliate and o -o. ,4,,,,,t'',..... Vti'liri'17.1.11,,,,,,t 4114.... x,, .;,.. sioned. The following year at the secondregional conventions, announcements and , 101. vi ,,,,i 7,11:75. -,141:14 ,, 44.." mvention in San Antonio, the Executive publicity). ) i:?,...t0--, N- Committee approved a constitutional amend- Itis the sharing of ideas and experience ,t74,4;,..,.1, .t...c.i ,.4,- t-, ment which created a mechanism for the within and across geogral hical boundaries, ;,,,,,,...";.. -.4!,,,. )4....,*----.: . affiliation of regional ESOL associations. Then that has broucAt about the emergence of 1^". the final step was taken at the third TESOLTESOL and ....Mate network as a dynamic convention in Chicago when the Legislative and creative force .. a prime advocate for the Assembly of the membership voted to adopt field of ESOL .. in the world today. ;1;*- '511. the constitutional revision that provided for the establishment of affiliates. TESOL Coverrance and the During the next year, 1969-1970, nine associ- Affiliate ....ouncil ations applied for and were granted affiliate At the close of the TESOL 1986 Convention status under the conditions set forth in the in Anaheim, the three-year phasing-in process constitution and by-laws. These nine groups for the TESOL Reorganization Plan was ww U.S.-based associations located in Newcompleted. It provides for two Councilsthe Mxico, New Jersey, Puerto Rico, Texas, Cal-Affiliate Council (based on one delegate per ifornia, Illinois, Florida, New York and theaffiliate) and the Interest Section Council greater Washington, D.C. area. (based on representation by the size of the Today the network of TESOL affiliatessection). The Affiliate Council coordinates and reaches around the world and numbers 62. The represents the regional interests of the TESOL nine newest affiliates are groups located in membership as reflected in the established Venezuela (1982; restructured), Korea (1982), affiliates. Alabama/Mississippi (U.S.) (1982), Scotland The work of the Affiliate Council is under (1982), Kansas (U.S.) (1982), Oklahoma (U,S.) the direction of a Coordinating Committee (1983), Southern Virginia (U.S.) (1984), North composed of the three Executive Board and South Carolina (U.S.) (1984; restructured), members who are the duly elected Affiliate and Haiti (1985). In recent months an addi- Representatives to the Board together with the tional twenty groups have expressed interest in first vice president as liaison officer. affiliation. (See pages 25.57 for more informa- At the Affiliate Council meeting in Anaheim tion on affiliates.) a set of procedures for carrying out Coun,11 An individual's membership in an affiliatebusiness was approved and two special com does not, of course, include membership in mittees were appointed, of e to review the TESOL, nor does membership in TESOLnature of the affiliation process, and another, in include membership in an affiliate. Overall, cooperation with the Interest Section Council, however, if we add the TESOL membership to formulate plans for sliding scale dues figure of over 11,000 and the combined affiliate structure. membership figure of nearly 26,000, less 20% for Future directions for the Affiliate Council the overlap of affiliate members who also include active work in promoting inter-affiliate belong tp TESOL, we total an impressive communication and regional cooperation, as figure of nearly 32,000 members who have a well as forming action committees and study "TESOL connection." groups, as needed. Dimensions of Affiliation A Final Word From the b'ginning the notion of affiliation The strength of the interwoven networks of has had both a philosophical side and a TESOL members in114 countries and the practical side, both of which I shall try to member of the 62 affiliates in 17 countries is a capture in a brief description. (1) Each affiliate solid anu enduring mechanism for information is, first and foremost, an autonomous organiza- exchange and professional and personal tion of ESOL professionals .. teachers, teacher communication. trainers, researchers, program administrators, curriculum designers, and materials writers .. within a specific geographical area. (2) All JOAN MORLEY ++++++++t+++++++++++++++++++

2 TN 6/1,38. News from the CSPC: which important information on issues is disseminated from the committee toall of Committee on Sociopolitical Concerns TESOL members in your area. If you think you would like to be a part of the by Terry Corasaniti Dale work that the CSPC does, one of the most Chair, CSPC constructive steps you can take is to work through your Affiliate president or Interest What's "CSPC"? CSPC stands for the writing a position paper that would outline Set `ion chair and volunteer to help get one Committee on Socio-pclitical Concerns. The the pros and cons of the "English as the going. CSPC is a standing committee of TESOL official language of the United States" We know that this will mean some work for whose broad purpose is to serve both as an movement; information clearinghouse on socio-political youbut you won't have to do itall by educating members on how to influence yourself. CSPC is ready to give you all the help issues and as the coordinator of TESOL legislators and other policy makers; responses to issues affecting the teaching of and support it can through TESOL members English to speakers of other languages. requesting plenary sessions for the next who have experience in working on socio political issues and concerns. The committee's purpose as outlined above conference that would deal with sociopolitical topics. The CPSC publishes a newsletter called the was discussed by TESOLers at the convention CSPC Alert on a fairly regular basis. The Alert in Anaheim. Their suggestions about the kinds Members are invited to submit suggestions of automatically goes to all Affiliate presidents of specific activities they think the CSPCother topics and issues to the CSPC as well. and CSPC liaisons, IS chairs and associated should pursue will give other members a better Putting together an effective course of action idea of just what the CSPC can do. Members at chairs, committee chairs and chairs-elect and for any one of the many issues affecting the Executive Board. The CSPC uses the Alert Anaheim suggested that the CSPC get involved TESOL professionals requires commitment to get out time-sensitive information that needs in such things as: and time. There is much work to be done and to be circulated immediately. You may also setting up a fast communication (hotline) no one person can do it all. That is why TESOL wish to be on the Alert mailing list. Check with network; needs everyone's "brain power" and some timeyour Affiliate president or Interest Section out of busy schedules towards CSPC's work. chair to see a copy of the Alert. Or you can get setting up procedures for addressing issues The international/national CSPC of TESOL a sample copy by contacting Terry Dale, CSPC within TESOL: U.S. issues, issues outsidehas about 20 members from every part of the Chair, 2727 29th Street, N.W., Washington, the U.S. and issues affecting all members organization who have been working with the of TESOL throughout the world; D.C. 20008, U.S.A. Telephone: (202) 234 -7528 committee. at home; cr (202) 429-9292 at work. working with the Professional Standards The CSPC plans to continue regular com- Committee and other groups within Focus on You munication with you, the members, through TESOL on actions that TESOL can take to But the committee's work must invalve all of periodic news items in the TESOL Newsletter improve the working conditions of ESL the membership. We need interested TESOL- and through the CSPC Alert. We want to hP.ar teachers at all levels of the profession; ers from every Affiliate and Interest Section to from you and we hope you will decide today to investigating the immigration status ofbe the CSPC's eyes and ears so that we knowwork with us through your Affiliate and/or both Central American and Cambodian what the issues are in your area and how you Interest Section Socio-political Concerns refugees, including action on pending U.S. think 7ESOL should respond to them. The Committee. Write to the CSPS, c/o the chair, at legislation; CPSC also needs you to be the link through the address above. DECEMBER TN TO CARRY TESOL NEWSLETTER EDITOR NOTICES FOR TESOL '87 The December '86 TESOL Newsletter Teachers of English to Speakers of Other Languages (TESOL) invites is planned as the official pre-convention applications and nominations for the position of editor of the TESOL Newsletter. issue which will carry news and The TN editor, in concert with the Editor;a1 Advisory Board, will be responsible announcements that cannot be included for producing up to six issues a year, a maximum of 32 pages each, including in the convention registration packet. special supplements. TESOL members who wish to place a notice in the TN pertaining to business Applicants should have 1) experience in newsletter editing; 2) experience in a or an event that is to take place at range of TESOL-related activities; and 3) if employed full-time, the assurance of TESOL '87 (April 21-25) are urged to some institutional support, such as released time and/or secretarial support. send it to the editor by October 20th for it to appear in the December issue. The appointment is for three years, with the possibility of renewing for an All notices must be tyr al double- additional two years. The starting date is April 1, 1987. The new editor will work space. Send three copies to: A. H. with the present editor on the June and August 1937 issues and will assume full Osman, Editor-TN, 370 Riverside Drive responsibility beginning with the October 1987 issue. An annual budget for the (apt. 1-C), New York, NY 10025, U.S.A. TESOL Newsletter, approved by the TESOL Executive Board, includes items to Please include sender's name, address and telephone number at the bottom of cover expenses for the TN and a $1000.00 honorarium to the editor. the notice. To apply, send a letter of application and resume containing at least three If an extension of the deadline is references. Please include samples of publications edited. Send by November 1. required, please call: (718) 626-5450 or 1986 to: (212) 6R3.589. TESOL Newsletter Editor Search Committee JoAnn Crandall Coming in the August 77V Center for Applied Linguistics Awards Application Information 1118 22nd Street, NW Washington, DC 20037, USA for TESOL '87 Send nominations to the same address by October 1, 1986. For further information contact: TN with Reading Theme to Come in October Julia Frank-McNeil, Publiu,tions Manager TESOL The August TESOL Newsletter will Suite 205 appear as a somewhat shortened vaca- 1118 22nd Street, NW tion issue For this reason the reading thematic issue has been postponed until Washington, DC 20037, USA October. Editor

,TN 8/86 TESOL '86 ANNUAL CONVENTION Reports Heard at TESOL's 20th Legislative Assembly by Central Office Staff The Legislative Assembly, TESOL's official In regard to the need for this further ex- business meeting, convened in Anaheim,pansion of the staff, Joan Morley, incoming California on Friday, March 7, 1988. Approxi- president, said that the three new staff mem- mately 150 TESOL members tiarticiPated. bers are working at capacity and above. Nancy Butler, president of Washington State Executive Director Reports on TESOL, said that she had found the present Financial and Membership Status system with a part-time director to work very James E. Alatis, executive director, made his well. But since TESOL must be united in order annual financial and membership report. Heto fight bigger battles, Butler said she would listed the organization's revenues for FY '85 at vote for the motion. $977,750, its expenses at $914,373. The fund The motion to approve the decision of the balance or. October 31, 1985 was $305,075, Executive Board to search for and hire a full- which included cash assets of $180,543. (Thetime executive director was passed. remainder was in inventory, equipment, and Election of Nominating furniture.) The membership total at the close of Committee Members / 1985 was 10,944, an increase of 200 from 1984. Two items of business were conducted by the Assembly. The first was the election of President's Report Summarizes members of the Nominating Committee for Board's Major Activities 1986-87. Elected were Carol Kreidler (George- In her report, President Jean Handscombe town University) and Scott Enright (Georgia listed accomplishments of the Executive BoardStatc University) representing interest Sec- during the past year. They included a revamp. tions; Thomas Robb (Kyoto Sangyo Univer- ing of committee structure, TESOL summersity) and Carol Puhl (Delaware Technical and institutes being planned, the possibility of aCommunity College) were elected from them sliding scale of dues, and the appointment of a affiliates. Dorothy Messerschmitt ( University Finance Committee. of San Francisco) had been chosen by the The president's report concluded with a listExecutive Board from among the outgoing of actions relating to a search for a fulltime Nominating Com.oittee members to chair the executive director of TESOL to be in place co; Nominating Committee. June 30, 1987. President Handscombe invited a motion from the floor to affirm these actions. Amendments to TESOL The motion was made by Julia Cage, former Constitution and Bylaws Passed chair of the Refupe Concerns Interest Section. The second item of business was proposed amendments to TESOL's constitution and Motion Passed to Search bylaws. These changes had been prepared by for Full-Time Executive Director the Rules and Resolutions Committee and In the dis;ussion on the motion, H. Douglas approved by the Executive Board and pres- Brown, a former TESOL president and chair of ented to the membership in the Dece,er 1985 the Publications Committee, asked for more TESOL Newsletter. They were passtu by the information regarding: 1) the financial capabil. Assembly. ity of the organization to make this major Effects of the changes are: 1) to name the move; 2) the professional quality of a full.time nine standing committees in the bylaws, director with no academic ties to a majorincluding two new onesa Finance Committee university; and 3) the need for this move, since and a Long Range Planning and Policy Com. three professional positions were added to the mittee; 2) to provide for a chair-elect, a past c'N staff in the last two years. Margaret Van chair, and an Executive Board liaison for each Naerssen, a former president of Michigancommittee; 3) to set an earlier deadline for TESOL, asked how long the reserves would completion of the general election; 4) to set a last given the need to pay a full-time director's quorum of 100 TESOL members for the salary. Legislative Assembly; and 5) to permit an Dick Allwright, chair of the Finance Com-Interest Section to elect its associate chair by mittee, responded to the financial concerns. He mail ballot if desired. admitted that the Board would like to have a larger reserve. However, he said, reserves have grown considerably in the past ten years and Affiliate and Interest Section Councils the Board has taken steps to ensure adding to Elect Executive Board Candidates them. John Fanselow, chair of the Search Commit- At their respective meetings at TESOL '86, tee and a former TESOL president, respondedthe Affiliate and Interest Section Council each to the concern about lack of academic ties. He elected three nominees to stand for election to said it seems to be normal practice for the TESOL Executive Board for 1987-1990. professional organizations to be independentThe names of these Affiliate and Interest and have full-time executive directors. Section nominees will be added to the slate being prepared by the TESOL Nominating Committee. From the Affiliate Council the nominees are Liz Hamp-Lyons (University of Tape Recordings Edinburgh), Linda Schinke-Llano (Northwest- of TESOL '86 Sessions ern University), and Linda Tobash (LaGuardia Community College, City University of New Watch the August TNfor information York). The Interest Section Council nominees are Cathy Day (Eastern Michigan University), from AudioTranscripts John Higgins (University of Lancaster), and photos, by Liss LaBounty. Haul Bowl and ti U ?Ann Kay Payne (Howard University). 81 TN 6/86 OVER 4000 MEET IN ANAHEIM Interest Section Report on Annual Meeting

Atpress time, TN had received reports of TESOL '86 from the ResearchandCALL Interest Sections. Convention reporting by other Interest Sections will undoubtedly be found in the respective IS newsletters. Editor Research I.S. Activities at TESOL 16 by Craig Chaudron,University of Hawaii at Afanoa The Research Interest Section was involved commented with a number of ideas on the use in a number of activities at TESOL '86: a of various statistical procedures, the impor- planning session for TESOL '87, presentation tance of reporting the research questions and of the joint RIS/Newbury House Distinguished methods, and the dissemination of research. Research Award, the yearly business meeting, two discussion sessions, the state of the art Business Meeting academic session, and meetings with other IS Th- R1S elected Charlene Sato (University of leaders. Hav ,i, Manoa) as the new associate chair for 1986-87. Charlie will be organizing the State of 1115 Academic Session the Art academic session forTESOL'87, the State of the Art: Writing topic of which the membership chose to be Process, Product, and Teaching "Oral Proficiency." In regard to the important This year's state of the art session on writing role that research and the RIS have continued was very well attended. An attentive overflow to play in the organization, the entire IS crowd estimated at 350 heard Ulla Connor membership and otherTESOLmembers were (Indiana University, Indianapolis) speak on encouraged to submit research-oriented pro- "Research Frontiers in Writing Analysis," and posals forTESOL'87,bothas paper presenta- Vivian Zamel (University of Massachusetts, tions and as workshops and colloquia. Boston) speak on "Pedagogical Approaches: Implications from Research." Bill Caskill Planning Session for 1987 (UCLA), the third speaker scheduled, was The RIS planning session resulted in some unable to present his talk on "Writing Pro- very good suggestions forTESOL'87. The cesses: Relevant Research and Future Direc- entire TESOL membership is encouragedto tions." We anticipate having all three papers make suggestions for these activities. collected in a special report next year, For exrmple, dircussion session topics however. suggested at the planning session included:

Discussion Sessions: Program evr.luation No. 1. Boyd Davis, "Collaborative Research" Basic vs. applied research Applied linguistics and research (what's Since Dixie Coswami (Clemson University) the difference?) was unable to attend the convention, at the last Interpretation of research in bilingual minute Boyd Davis (University of North education Carolina, Charlotte), perhaps little known to TESOL'ers but known elsewhere for her Testing communicative competence descriptive work on dialects and applied Research on refugee problems ethnographic work a la Shirley Brice Heath,TESOLmembers with involvement in other came to Anaheim to lead the discussion session. Interest Sections are strongly urged to bring in Boyd made some very interesting introductory suggestions on topics for jointly organized remarks about ethnographic work in class- discussion sessions. rooms, involving both teachers and students in One interesting suggestion was for the the research, and then led a fruitful discussion offering of a "Research Fair." This would on the topic. We thank her for her contribution involve, for example, a half-day series of and suggest that this may be a topic deserving "learning centers" that would accommodate 6- of a longer time slot in the future. 10 people, each dealing with a afferent topic and with discussion material, tutorials, demon- No. 2. J. D. Brown, "Use of statisticsits Research" strations, poster sessions, or other stimuli for participation by inter( led attenders. Any topic J. D, Brawn (Univers',:i of Hawaii, Manoa) related to the planning, conduct, or interpreta- started off the discussion with an outline of the tion of research (e.g., specific statistical essentials of a research report, and suggested treatments, general methodclogy, applications that greater concern should be given to insuring in specific contexts, etc.) would be appro- that research reported in applied linguistics priate. Different RIS members or other special- journals follow this outline. He then posed a ists would rotate in these centers as facilitators. number of questions in regard to this issue and Suggestioc and volunteers for such activities got the 30+ participants to discuss them in a are invite focused and productive way. The audience CALL Sessions: A View of the Present and a Glimpse of the Future by Patricia Dunkel,Pennsylvania State University Computer-assistedlanguagelearning those who 1) design, author, and evaluate (CALL),although neoteric, is no longer just aCALL software, 2) implement classroom novelty atTESOL conferences. The veritable applications of CALL, 3) investigate the effect smorgasbord ofCALLofferings atTESOL'86 of computer-based instruction, 4) and envision reflected the wide scope of interests and the promise of "intelligent" -gems. For both impressive extent of technological expertise of Contaitiedon next page PhococornposItions by At H. Osman TN 6/86 82 5 TESOL '86 CALL Sessions programs and conducting research on its ef- TEFL. Discussion of the design and evaluation fectiveness. of ESL software proved to be a major focus of Continued from page 5 Glimpses of "how CALL is done" in different this year's proceedings. The "Software Review places throughout the world were provided inWorkshop" (Thrush, Healey, & Taylor) made the computer savant and the neophyte, thisseveral overviews. "Trends in CALL: A British manifest the strengths and weaknesses of year's TESOL conference provided an intellec- View" was presented by Phillips, Higgins, andavailable software, and the means for imple- tual and pragmatic forum fore.:erninating Eastment. Higgins spoke of the problem of menting software geared toward word process- and acquiring current information concerning courseware which demonstrates "artificialing, problem solving, grammar practit.e, CALL research, instructional design and unintelligence" at a Featured Speakers' presen- vocabulary and reading development, games, application of software, and new directions for tation in which he exhorted that computers be and listening and notetaking software. In computers in I..2 instruction. given the role of the pedagogue rather than that "Classroom Applications of Computer-Assisted Two questions often asked by computerof the magister in the CALL environment. Language Learning Software," Allahyari delin- neophytes are "What exactly is CALL?" and "CALL and Intensive ESL Programs in theeated criteria for evaluating communicative "Does it work?" Healey, Dowling, Eisen man, Pacific Northwest" was the topic of ancomputer software and set out methods for Johnson, Lee, and Walton presented aAmerican poster-sessinn by Lachman and adapting available commercial programs to the newcomers' workshop whic: helped many Todd who described CALL area projects andESL classroom. Presentations were given by learn how to "log on" to CALI for the firstthe results of a comprehensive survey of Perez describing application techniques and time. Hints for getting started were given and intensive ESL programs using CALL in the integration of CALL into the ESL curriculum. answers to participants' particular questionsPacific Northwest of the U.S. Crookall pic- Hubbard also discussed criteria for evaluating about initiating CALL programs were pro- tured French use of CALL in "Project ICON: ESL software in "Language Teaching Ap- vided. For the skeptics, Doughty presented her An International Multi-Institution Computer proaches and CALL: Some Software Design research findings in the presentation "The Assisted Simulation." The ICON (International Criteria." Three categories of approaches to Evidence Is In: CALL Works!" which revealed Communications and Negotiations) projectlanguage teaching (explicit learning ap- that individual self-selection of a strategicoperates month-long simulations linking stu- proaches, acquisition approaches, and learning- approach to CALL does indeed promote better dent teams across the world. Over 3,000strategy approaches) and their underlying second language acquisition. In another messages in seven languages are exch Iged via principles were translated into courseware research-based paper, "CALL Research: Errorcomputer and satellite, with them. .fleeting design criteria. With respect to the design of Feedback Strategies, Teaching Methodologies major international issues and augn_ aning both CALL lessons, utilization of the random access and Student Attitudes," Robinson outlinedlanguage competence and international under-capabilities of the computer to create multi- student attitudes toward CALL and the effec- standing. "Issues in CALL: Present Trends and branching ESL lessons and to generate ran- tiveness of the different methodologies and Future Directions" (Pennington, Baltra, Marcus domly created test items and sentei.ces was the different forms of computer feedback in & Mouncer) addressed the issues of teacher subject of a colloquium organized by Price and response to student errors, it 2luding student training, student learning styles, and shortcom- Dunkel. Chapelle, Dalgish, Jamieson, and discovery strategies, (e.g., student versus pro- ings, adaptations, and curricular use ofJohnson stressed the need for nonlinear lesson gram-controlled help), implicit versus explicit software. formats and formats for lessons which prove correction, and ways of recycling errors. A major concern of CALL proponents and sensitive to different learner errors and learning Discussion of "A Conceptual Framework for deprecators is the quality of software. The styles. Maximizing student control of learner Examining CALL for LEP Students" bycreation and dissemination of quality CALL progress through lessons and utilization of self- Johnson focused on elementary school students software is vital if the medium is to "stick" andhelp during lesson completion was advocated and provided structure for planning CALLto make a contribution to the field of TESL/ Continued on next page

Each idiom is in a cuatext that WHAT S NEW FOR will inform and amuse, relate The New THE TEACHER? to students' personal interests, correction guide and help them understand suggestions to make the unity between behavior IDIOMS your life easier and words, culture and common elliptical grammar .., on understanding constructions that's essential to the idiom- IN idiom check learning process. NOTE; By popular demand ... Idioms in Action by George ACTION Reeves remains in print and To request an examination copy, available now. George Reeves please contact us. Dept. 42001 'W110=6 NEWBURY HOUSE PUBLISHERS., INC. A Harper & Row Company 54 Church St., Cambridge, MA 02138 -11111K1711 1 R3 6 TN 6/86 explained the latent-trait basis for the three TESOL '86 CALL Sessions ESL test banks created in "Implementing IATEFL's 20th Continued from puce 6 Computer-Tailored Language Tests in an ESL Annual Conference Center." In response to the question, "Just how by Y. Lee in a presentation concerning "Inter- does one go about writing CALL software," The 20th international conference of the active-Conversational Computer-Technology Taylor and Horowitz provided a description of and Individualized ESL Instruction." Applica- International Association of Teachers of English "COMAL: A Language for All CALL" which is as a Foreign Language (IATEFL) took place April tion of findings related to cognitive style and a structured and standardized microcomputer the development of more individualizedlanguage that can be used to create CALL 1-4, 1986 in Brighton, a coastal resort one hour 7N software is becoming feasible as a result of lessons. from London. Jean McConschie, Advisory advances made in the creation of "intelligent" Telecommunications for ESL instructors was Board member, attended and brought back these instructional systems, the topic of the Aca-the theme of two of the "newer-topic" presen-pictures complete with captions. demic Session organized by Taylor. "Applica- tations. In "Telecommunications for Language tions of Artificial Intelligence: Theory to Educators," Shuller discussed use of telecom- Practice," presented by Vernick, Levin, Jamie- munications for distance education, dialogue son, Cbapelle, Stein, Monarch and Lee, des- and information-sharing among ESL educators, cribed CALL software which can analyze user and for intercultural awareness activities for errors, respond selectively to such errors, and students. In addition, Erlwein described the generate continued instructional sequenceshardware and software required to telecom- based on learner responses. The trend toward municate using electronic bulletin boards (e.g. creating student-tailored rather than generic- BITNET) and to access data bases (e.g. ERIC) user courseware received support in the in the presentation "Telecommunications and At the Aimual General Meeting, the membership presentation "Computer-Assisted Instruction TESL.' applauded the work of the Executive Committee, for Handicapped ESL Students" given by In an article Dizard (1982) presents a including (left to right) Ron White, secretary; whimsical fable first proposed by AmericanPeter Strevens, chairman; Ray Tongue, Executive Arena, who reported on the use of both communications scholar Harold Lasswell about mainframe and microcomputers to teach the fifteenth-century citizens faced with eval- Committee member with special responsibility cognitive and language skills to the severely uating a new technology, a machine which canfor developing overseas branches; and Brenda handicapped. reproduce manuscript-like pages in multiple Thomas, executive officer, who handled confer- Concern for software development with copies. In his fable a committee is sent by theence registration. relation to particular component skills and to Elector of the Rhineland Palatinate to evaluate test construction was voiced in the presenta- the machine. Upon inspection of the machine, tions covering the creation of listening, pronun- the committee reports back to the Electorate ciation, reading, and writing lessons, and that the machine has only limited applications computer-based ESL tests. Mulhausen pres-to Palatinate needs. It recommends that the ented views on using the computer to develop government not invest research and develop- writing skills in ESL while Mercado and Jarvis ment funds in the project because "(1) a large 1.0 demonstrated talking software in "Th.; Impact number of monks copying manuscripts would of 'Talking' Courseware on Computer-Assisted lose their jobs if the Greenberg machine were ESL Instruction." Molholt illustrated tech- encouraged; (2) there is no heavy demand for niques and taurseware for "Teaching Pronun- multiple copies of manuscripts; and (2) theConference organizer Janet McAlpin (right) ciation Patterns Through Computer-Generated long-term market for books is doubtful due tofound time to chat with some of the 1,000 Visual Displays" while Loritz described athe low literacy rate" (p. 45). According toparticipants who came to Brighton from 42 prototype computerized reading program proponents of CALL at TESOL, the computer countries on five continents. Papers, workshops, which allows students to look up any word in stands to impact on the field of L2 instructionand demonstrations (over 250 inall) were the text art receive a gloss of the item alongas its distant fifteenth-century relative did oncomplemented by a large book exhibit (40 basic literacy. They are committed toits publishers from the U.K. and US.), :,drool visits, with a list of cognates, synonyms and homo-impacting favorably, and there are, as a result, nyms in the presentation "Teaching Reading business meetings, and social events including a industriously exploring and 2,sessing the futurecivic reception hosted by the Mayor of Brighton, With Microcomputers." The organization ofpotential, as well as the present roality, of the system's lexicon was described. Mods...-. and a performance by the English Teaching Theatre computers in L2 learning anteaching. Their troupe, and a dance. Murray described the development and industry was most evident at this year's TESOL mentation of computer language tests and conference.

Reference DIzard, W. P (1982).The coming information age: An overview of technology, economics, panics, NewYork- SAINT MICHAEL'S COLLEGE Longman. Inc. Winooski, Vermont 05404

MASTER'S IN TESL 36 credits NATESLA PLANS NEW JOURNAL LANGUAGE ISSUES Andrew Wright, noted as a unicyclist and story- AuVANCED TESL Certificate Program The National Association for Teaching Eng- 18 credits teller as well as teacher and textbook author, is lish as a Second Language to Adults (in the U.K.) chair of the recently formed Special Interest INSTITUTE IN TESL is launching a new journal which is to provide aGroup on Teaching Young Learners. Other summers only forum for English as a second language practi- IATEFL SIGs include Business Znglish, CALL, 9 graduate credits tioners to share ideas on language teaching and Teacher Development, and Testing. learning specific to their field. INTENSIVE ENGLISH TRAINING PROGRAM Language Issues will be published twice a Intensive English courses for foreign students conducted co ayearoundbasis year. Rates for individual subscriptions are 5 and 9 for ;nstitutions. Orders may be placed St. Wives also offers Master's dorm in with: Robin Sinha Roy, Language Issues, Educatte end Cinnel Psycho low Hauteville Court Gardens, Stamford Amok Also andel*MEd.with concontrations in TESL, StischiEatK40311,Adminntration, Ciar Avenue, London W6, England. Telephone: 01- Reminded amputee Mission 748.6663. Arthur van Essen, University of Gronigen, wine: Director Contributions of articles, book reviews, let- Netherlands, elected to the newly created post of TESL Prainer. ters, etc., are welcome from anyone working in vice chairman, will become IATEFL chair at the Box II 1987 conference, to be held April 12.14 at a St. hichrife Cokes ESL teaching and allied fields. For guidelines, Wiross Id, Vermont 05101 please contact Malcolm Greatbanks, Language resort in Belgium USA Issues, Lambeth AEI, Strand Centre, Elm Park, Photographs by John &soli, reproduced courtesy of theLOW London SW2 2EH, England. Newsletter and En Gazelle TN 6/86 84 7 Language Testing Research Colloquium Books for language teaching professionals by jack Gantzer Approaches and Methods in Language Teaching La Guard:a Community College, CUNY A description and analysis The eighth annual Language Testing JACK C. RICHARDS and THEODORE S. RODGERS Research Colloquium took place February 27- An overview and analysis of the major fined at the level of approach, design, and Mar si1 at the Defense Language Instituteapproaches and methods used in Ian- procedure, highlighting differences and (DLI) in Monterey, California. Prior to theguage teaching. Each method is exam- similarities among methods. colloquium the DLI hosted a workshop on Hardcover 320933 $24.95Paperback 312558 $8.95 testing the receptive skills. Included were overviews of the Interagency Language Roundtable (ILR) listening comprehension and Images and Options in the Language Classroom reading comprehension scales, demonstrations EARL W. STEVICK of the techniques for face-to-face listeningUsing samples from current language options available for their day-to-day comprehension and reading comprehension textbooks, Stevick presents teachers with work in the classroom. testing, and a discussion of the use of these oral Hardcover 321506 $24.95Paperback 312817 $8.95 interview formats in validating machine - seoreable listening and reading comprehension proficiency tests. The Context of Language Teaching The colloquium itself focused on two JACK C. RICHARDS themes: (1) the use and development of rating A new collection of essays that connect ing. Topics include the teaching of listen- scales and (2) the relationship between technol-applied linguistics and language teach- lag, speaking, vocabulary, and gramma.. ogy and testing, a continuation of last year's Hardcover 265657 $21.95Paperback 319528 $8.95 theme. Of general interest was Charles Alderson's overview of computer-based language testingEnglish for Science and Technology A discourse approach (CBELT) in which he challenged recent claims LOUIS TRIMBLE that CBELT stymies test design innovation A full description of the significant fea- for teachers who wish to construct their while adding nothing to test validity. He tures of EST discourse, with guidelines own courses. pointed out that CBELT can provide for more Hardcover 255112 $22.95Paperback 275199 $9.95 user-friendly tests by allowing students to choose when to take tests, to be reminded of test instructions, to review during tests, to make Working with Words A guide to teaching and learning vocabulary multiple attempts at items and to receive RUTH CAIRNS and STUART REDMAN immediate feedback. Further, the availability A practical guide on how to select and tion of traditional and newer methods of branching programs could allow for stu- organize vocabulary', including a descrip- and techniques for teaching vocabulary. dents' paths through distractors to be analyzeci so that their weaknesses could be explored. Hardcover 268893 $24.95Paperback 317097 $9.95 While admitting that CBELT offers no inherent advantage in test content and suggesting that Beyond Methodology relating the requiremen: that CBELT beSecond language teaching and the community machine-scoreablc might allow for more MARY ASHWORTH innovation, he concluded that the production How language teachers both affect and economic policies. of user-friendly tests and the possibility for are affected by so-iat, political, and response path review are reason enough to consider earlier pronouncements on CBELT hardcover 266653 $22.95Paperback 319919 $9.95 unduly negative. Among the reports relating to rng scales Cambridge Language Teaching Surveys 3 was a study which supports the ..se of the VALERIE KINSELLA, editor ACTFL/ETS reading proficiency scale in Articles include: language planning, dis- modern-language learning, ESP, pronunci- academia (Dale and Low), a description ofcourse analysis, graded objectives in ation, games in language teaching, CALL. combined analytic-primary trait scale for assessing the writing ability in Ontario universi- Paperback 315816 $9.95 ties (Jones, Cray, Cray and Librande), a Outside the USA and Canada order from your usual ESL supplier, or hum Cambridge University Press, discussion of the development of performance The Edinburgh Building, Shaftesbury Road, Cambridge CB2 2RU, Urated Kingdom. profiles for nine levels of each of five criteria used in evaluating academic writing by the CAMBRIDGE UNIVERSITY PRESS British Council (Hamp-Lyons), the develop- 32 EAST 57TH STREET, NEW YORK, N.Y. 10022/212-688-8885 ment of a learning strategy inventory (Oxford), the development of ten parameters for evaluating pronunciation using computers (Molholt), a does not require factors under consideration to scalar analysis of rating accuracy along five,be related linearly; Ross reported on the five-point subscales for assessing writingconstruction and use of a video-taped on-line INVITATION TO SUBMIT (Henning and Davidson), the comparability ofdiscourse test and on its concurrent validity PROPOSALS FOR TESOL rating of three government agencies using the v. ith respect to oral interviews; Madsen spoke SUMMER INSTITUTES ILR oral interview scale (Clark) and a modifi- of possibilities for he 1..e of latent models to The TESOL Executive Roam a invit- cation of the ILR listening scale and elicitation detect cheating and Oldin examined some of ing institutions to submit proposals to procedures to fit the needs of Canadian the problems with passage correctir n tests. conduct Summer Institutes on their government agencies (Purdom). Plans have been made for the publication of campuses. Applications should be sub- the proceedings' by the DLI and the Monterey mitted 2 -2% years in advance. For Relationship between Institute of International Stuules. Technology and Testing information and Guidelines for Summer Proposals, write tzg games E. Other papers addressed the second theme of Alatis, Executive Director, TESOL, The proceedings of the 1985 Cobquium,Technology and the collcquium, the relation:hip between Language Testing(ed. C. Stansfield) are available from Suite 205, 1118 22nd Streeti T.W., technology and testing. Hozayin discussed the TESOL. Send pre-paid orders (TESOL members $10. non- Washingtoo, D.C. 20037, U.S.A. members $12.50, plus $1.50 postage) addressed to. TESOL. analysis of test item responses through the use 1118 22nd Street, 11.W., Suite 205, Washington, D C. 20037, of multidimensional scaling techniques which U.S.A. ...a.4..4."...... _....._ 8 R5 TN 6/86 COURTESY RESOLUTIONS 1986 RESOLUTION SIX Whereas Penny Alatis has dedicated 20 years to RESOLUTION ONE Whereas we TESOLers, searching for the TESOL, both professionally and personally, mother lode, have been presented with a and is completing an exemplary term as an Whereas a vibrant police-prof named Michele elected member of the Executive Board; Accepted a job she did well. golden opportunity; The program she gave Be it theref ore resolved that TESOL thank the Be it therefore resolved that TESOL members Received rave after rave, local committee, one and all, and express its warmly extend to her our most sincere And everyone shouted, "She's swell!" gratitude and appreciation for a wonderful expression of thanks, and wish her smitey trip through TESOL-land. faces on her pupils' papers and warm Aegean and winds in her thoughts. Whereas a 'aid-back young woman named Stack RESOLUTION THREE Really put on a fabulous act. Whereas Jean Handscombe, our president, has She did it so fine kept us from straying down the garden path, TESOL '86 Convention Program Her very first time, and led us down 0 yellow brick road to the Available While It Lasts In Miami she'll get one more crack. magic kingdom of TESOL; and Copies of the TESOL '86 Convention and Program are available for $6.00 each Whereas Michele and Lydia have given us a Whereas her golden tongue and captivating plus $1.50 for postage and handling. To memorable trip to and from TESOL-land, brogue have inspired TESOLers throughout receive the 272-page program book, allowing us time to discover adventure, the wide, wide world; send a prepaid order to TESOL, Publi- fantasy, and knowledge found in a not so Be it therefore resolved that TESOL grant Jean cations Coordinator, 1118 22nd Street small, small world, permitting us to reach and her family time to build snow sculptures N.W., (Suite 205) Washington, D.C. and teach, see and hear, share and care; and and rediscover the wonders of Toronto; 20037, U.S.A. Whereas they have guided us with skill and and The program book consists of descrip- compassion; Be it further resolved that TESOL exter 3 Jean tions of convention colloquia, papers, its warmest and deepest gratitude for her workshops and :lenaries together with devotion and dedication to each and all of us. other useful information about TESOL, its committees, Affiliates and Interest Sections. There is also a complete list of exhibitors and their addresses. Teaching English to the Deaf at TESOL '36 'a'I a VIA.'- by John Albertini Michele Sabin Lydia Stack On Wednesday, .a D, 1986 at TESOL Anaheim, about 30 people met to chre4der a Be it therefore resolved that we, participants of jean Handscombe John Haskell draft petition for establishing a new s-lecial this the 20th Annual TESOL Convention, interest section, Teaching F 3lishto Deaf express our gratitude to Michele Sabino, RESOLUTION FOUR second vice president and program chair, Students Interest Section (TE. )SIS). At both Whereas John Haskeli, our "outgoing" past (hr. New York City and Al ahem Conventions, and to Lydia Stack, associate program chair, president and retiring Executive Board a significant number of presentations dealt for an efficient, entertaining, and thoroughly member, is completing yet another term of primarily (but not exclusively) with the professional job. service to TESOL, and the organization is language learning and instruction of deaf RESOLUTION TWO seeking new posts where he can wear his students. To set up a new Interest Section, presidential tuxedo shirt; Whereas our local co- chairs, Steven Sloan and TESOL requires that a group actively partici- Be it therefore resolved that TESOL's Teddy pate in two successive conventions. Following Rochelle Wechter, offered us a slice and a Bear be granted a short sabbatical to the leads of Jerry Berent (TESOL '85) and taste of the good life, Southern California hibernate in his Ch -sago den to heal the pains style; and Michael Strong (TESOL '86), a special call for of long, hard work, and participation in TESOL '87 will be sent to Whereas Rochelle wore out a pair of red Be it further resolved that TESOL express its professionals working with deaf students. With Reebok hightops walking the halls of the deep and heartfelt gratitude and its warmestthis record of participation and with the Anaheim Hilton, appreciation for everything that is John required number of signatures (50), we will be and Haskell. able to formally submit the petition at the Steve was thought to be emptying the Time Interest Section Council Meeting in Miami in bags as fast as everybody else was stuffing RESOLUTION FI7E April, 1987. them; and Whereas Jean McConochie, former second Signers of the petition must be members of vice president and retiring Exec ative Board TESOL and willing to declare TEDSIS as their member, gave us a choice bite of the Bigprimary Interest Section. This spring, the Apple in 1985, and has continued to serve petition will be sent to colleagues in the U.S. TESOL with dedication and class; and Canada who were unable to attend Be it theref ore resolved that TESO% members TESOL '86. We hope to contact instructors and express blear gratitude and best wishes to researchers who may not know of M.._or of Jean for her stellar performance in our the special interest in deafness within TESOL. behalf. Our purpose is twofold: 1) to provide such professionals with support for their work; and 2) to familiarize the TESOL membership with the overlapping concerns of TEDS and TESOL. Our goal is to be a catalyst and to 'Steven Sloan Rochelle Wechter provide a forum for pm-rooting second lan- Whereas all the local committee members' guage and classroom-oriented research inte- worked so competently and smoothly that grating methods and from both fields. our applause should register at least 8.5 on For further information and TESOL mem- the Richter scale; and bership forms, contact: John Albertini, National Technical Institute for the Deaf, the local committee members showed us by Rochester Institute of Technology, 1 Lomb ' itfriendly, cooperative help that they Memorial Drive, Rochester, NY 14623, U.S.A. were no Mickey Mouse operation; and Telephone: (716) 4'75-6276, Voice or TDD. TN 6/86 .6 9 Teaching in Egypt respect, with teachers expected to follow the English teaching situation in Egypt (Light, "recipe book" in lock-step with little chance for 1585). Continued from page 1 introduction of communicative activities or In spite of the many obstacles to curricular experimentation. reform discussed in the two weeks of meetings and advanced study in many other fields. Fulbrighters' recommendations addressedduring Spring 1985, I felt justified in viewing British political influence in the country over many of these concerns and reinforced many of the process optimistic.11y. The Egyptian, almost a century dictated this centre.: role, and the recommendations made at a recent national British, and American specialists working on the increasing dominance of English as themeeting on English teaching in Egyptthe problems are talented and dedicated. In international language of the world suggests (CDELT, 1984). Some of the most significantaddition, the Fulbrighters returning from using that this central role will continue. recommendations, such as lengthening the the new English curriculum in Egyptian The public schools, which provide the initial academic year, reducing class size, and chang-universities reported that what cheered them education of a majority of Egyptians, do not ing examinations to reflect changes in curricu- most was the enthusiasm for learning on the begin English language instruction until stu-lum, were also considered by many to bepart of the pre-service Egyptian teachers of dents are in their early teens, and they are oftenamong the least feasible. Other recommenda- English with whom they worked. As much as instructed by poorly paid teachers, with ations included promotion of teachers based anything, these two factors bode well for the minimal command of English, using outdated upoii 4-airing courses and tests of linguistic and future of English teaching in the Land of the texts and methodology. Teachers with a good professional competence rather than seniority; Pharaohs. command of English are often drawn from selection of textbooks to be made by a broadly References English teaching to private business by higher based specialist committee including teachers; salaries and easier working conditions. Still Binational Fulbright Commission, n.d. English Teacher imprnved coordination between methods Training Program in Egypt. (Cairo The Commission for others, continuing Egypt's tradition of supply- teachers and student teaching supervisors. Educational and Cultural Exchange Between the U.S.A. ing teachers to the rest of the Arab world, leave and Egypt). (Mimeo) A new recommendation to come out of the CDELT. 1984. Teacher Education for TEFL. Proceedings of Egypt for other Arab states, for better financialtwo week meetings related to the development the Third National Symposium on Er risk Teaching in rewards and working cetalitions (Penny, 1984).of a model center for dissemination of innova- Egypt (Cairo. Centre for Development of English Language It was against this background that the Teaching). tive ideas on English language teaching. The Light, Richard, 1985. Report on a Visit to an English Centre for Development of English LangiogeAmerican Cultural Center in Alexandria has Curriculum Development Project in Egypt: Memo to USIA Teaching (CDELT) was organized in Egypt in (Albany: State University of New York at Albany). (Mimeo) outstanding facilities in which to conduct its Penny, E. T. 1944. English Teaching in Egypt: USIS 1976. The trial of new English teaching English language classes and an energetic and Involvement. (Cairo: USIS). (Mimeo) arriculum materials in 1984-1985 was carriedperceptive young director and staff. Free from out as part of CDELT's continuing efforts in many of the constraints under which other teacher training and::urriculumdevelopment institutions operate in Egypt, this U. S. Govern- Discussio^ of these curriculum trials was the ment-supported program could become a focus of the meetings in Cairo which I 'attended center for demonstrating innovative language in April and May, 19:35. The ETTP (Fulbright) teaching techniques and materials. Demonstra- team concerted of eleven TEFL specialists whotion classes taught by outstanding Egyptian, had just returned from piloting new English American, and British EFL teachers could be teacher training curriculum materials at several videotaped and the best tapes disseminated universities throughout Egypt. Additional new throughout Egypt. Such tapes, showing class- curriculum materials, developed by British,rooms with Egyptian learners of English, American and Egyptian specialists, are continu- would be immediately responsive to the ing to be piloted during 1986. The purpose of the trials is to refine materials which can then be recommended to Egyptian Faculties of Education. The materials aim at improving the training of prospective English teachers in both language and pedagogical competence. The discussion centered on the new curriculum materials and the constraints on implementing them. The new curriculum, developed primarily by British Council specialists, was in the areas of English grammar, oral practice, language teaching methodology, literature, and supervision of practice teaching. As might be expected, the trial by American Fulbrighters of a curriculum developed by a British team resulted in mixed reviews. On the whole, however, there was the feeling that progress had been made in terms of introducing new concepts in English teaching and teacher training in Egyptian institutions of higher education. Constraints upon implementing educational reform in the Egyptian context are severe and were the topic of much discussion at the meetings in Cairo. They are perhaps typical of cis 2";''' constraints in many developing countries. They included over-crowded classes, (a class of 180 students was reported by one Fulbrighter), an extremely short academic year (roughly November to April), an inflexible and out- moded examination system upon which tradi- Boston Unlversfty To Dr Stesen J Mohnsky. rsrector. Graduate TFSOI. Programs, Boston L'nerstt y. School of Education. tional curriculum materials are based, vested School of Education 605 Commonwealth Asenue, Boston. MA Cr: 5 interest in the curricular status quo on the part Please send further information about your graduate of current textbook author and publishers, rE.sol,piogrants, lack of coordination between practice teaching supervisors and methods teachers, and lack of adequately trained teacher trainers. In addi- SAM' tion, some participants viewed the schools as SIR" I closed shops where inter-departmental Boston uniserstly is an equal exchange of ideas is lacking. Others felt that opportunity instoution tits SIAU III AlUt traditional textbooks commanded too much

10 R7 TN 6/86 TESOL Friends Speak of Linkages Relations between At the request of President Jean Handscombe, the presidents of TESL Canada, IATEFL and TESOL and FIPLV FIPLV were invited to speak briefly on linkages between their respective organizations and by Edward M. Batley TESOL. The remarks below by Barbara Burnaby and Peter Strevens were delivered in person. President, FIPLV Regrettably, Edtv..rd Batley was not able to attend, but at the editor's request, he sent the remarks he would have delivered at TESOL '86 for inclusion on this page. Editor These are strong and need to be stronger. Why? Because our common endeavour of Greetings from TESL Canada promoting the learning of foreign languages in the interests of international understanding, by Barbara Burnaby, President, TESL Canada education, trade, and a stable, caring world TESL Canada is most pleased to be invited Our major periodical publication is the TESL community, is still insufficiently effective in the by TESOL to share in the information Canada Journal which publishes articles of ESL face of incomprehension, prejudice, hostility or exchange and professional development activi- professional interest on a broad range of topicsindifference. Because the 3,000 miles or so ties of the TESOL Comantion at Anaheim. For and includes a section on classroom techniques between the American continent and the me, as president of TESL Canada, my expe- and on reviews of recent publications. The rience at the convention has provided an address is: TESL Cu..ada Journal, Faculty of opportunity not only to enrich my ownEducation, McGill University, 3700 McTavish professional knowledge in the fields of ESL for Street, Montreal, Quebec, Canada H3A 1Y2. adult immigrants, literacy, and language TESL Canada's second summer institute will development in education for Native Canadi- he held at the University of British Columbia zns but also to learn from leaders of ourthis summer from July 14 to August 8. It will profession in the United States and othercontain two-and four-week courses (for credit countries new ways of promoting ESL profes-or audit) including basic courses in ESL/EFL sional interests among our zremberships and methods, theory and research in ESL, computer with the government and educational agencies applications, testing, cross-cultural counselling, which affect all aspects of our work. Thus, Iand instructional media. Special lectures and have gained valuable insights into effectivesessions wil! be offered in conjunction with the structures for professional organizations, new courses. For information write to: Lyn Howes, Edward M. Batley mea .s by which information can be dissemi- English Programs, Language Institute, CentreEuropean continent, where FIPLV -as created nated throughout and beyond our organiza- for Continuing Education, University of British '.1 1931, is another of those potential divide.; tions' memberships, strategies for lobbying and Columbia, 5997 Iona Drive, Vancouver, British which physically have to be accepted, but cooperating with agencies related to our work, Columbia, Canada V6T 2A4. which in all other senses need to be broken and ideas for improved professional develop- TESL Canada has benefitted from the op-down. ment through conferences, committees, andportunity for exchange of information and There are of course many formal differences special interest groups. In addition, of course, I views and for the development of new pointsbetween TESOL and FIPLV, as there are have welcomed many opportunities to estal, of contact at the TESOL Convention. We lookbetween IATEFL and FIPLV. TESOL has lish or reinforce links between TESL Canada,forward with enthusiasm to the continuedbranches and individual membership: FIPLV is TESOL, and other ESL organizations through development of a strong international networka federation of national and international which we can share information and support of ties in support of the teaching of ESL/EFL. organisations (such as TESOL, IDV, ACTFL, each others' initiatives. In the context of the APLV) and cannot admit individual members. world wide scope of our professiub and the TESOL focuses on English as a sec°, id or scarcity of resources for many aspects of our foreign lar guage and as a second dialect; work, the maintenance of such links for mutual FIPLV as a matter of principle supports all support is crucial. languages. TESOL holds massive and mas- TESL Canada is Canada's national ESL sively successful annual conventions. FIPLV organization, its members being the provincial holds a World Congress every three years and territorial ESL organizations. Education is which is organised largely by a national largely a provincial matter in Canada but, multilingual member association (ACTFL, because of Canada's large size and scritered Washington, 1974: ASSPLV, Lucerne, 1977: population, TESL Canada plays an important Continued on next page role in facilitating communications and profes- Barbara Burnaby Peter Strevens sional development among our more than 3,000 individual members across the country. Besides our board and executive, we have a policy and action committee, and special interest groups Greetings to TESOL Members from IATEFL on English language teaching overseas, lan- by Peter Strevens, Chairman, IATEFL guage development in Native education, ESL literacy, English in the workplace, and lan- It is an honour to be asked to bring thecan gain help from both, since eath makes a guage assessment. We work on issues relating warmest fratr. -al greetings from IATEFL to distinctive contribution. to ESL at the federal and international levelstheESOL iventionan honour, because In the past year TESOL and IATEFL have and provide professional development through this is the greatest professional event for found ways of collaborating more closely. Here our journal, conferences, and summer institute. teachers of ESL/EFL that occurs anywhere in are some examples. First, we are planning It is these professional development activitiesthe world, and because your organization, jointly a Summer Institute in Barcelona in 1987. that I will highlight here as items of potentialTESOL, hes done so much to raise standards cond, several overseas associations are now interest to TESOL members. Our next nationalamong teachers and educator. affiliated both to TESOL and to IATEFL. Some people might ask why there is a need Third, TESOL Scotland and IATEFL have conference, held in cooperation with our affiliated to each other, and are planning the British Columbia affiliate, will have a Pacific for a British-based international teachers' 1988 IATEFL Conference to be held jointly Rim theme anis expected to host participantsassociation, given the existence of TES OL But with TESOL Scotland, in Edinburgh. from Japan, Korea, Hong Kong, China, Austra- just as the typical large American automobile Finally, in coming to TESOL in Anaheim I lia, New Zaland, and other countries. It will be and the typical small British car evol ed passed through Korea and talked to the Korean held in Vancouver, March 12-15, 1987. For separately, each out of a different setting and to affil. te of TESOL. Since unfortunately none more information, please contact: Carol May, meet different needs, so also the background ofof their members can get away to join us here, TEAL Secretary, P.O. Box 82344, North ESL in the States is different in important waysthey asked me to be their representative and Burnaby, British Columbia, Canada V5C 5P8. from EFL in Britain. just as American and send their greetings. So it is with a special sense Teaching English as a Second Language Across Canada, British cars seem to be converging ittheirof mutuality that, as the official representative International Association of Teachers of English as a Foreign design so also our different outlooks on ESL/of TESOL Korea I also convey warmest good Language; Federation Internationale des Professeurs de Langues Vivantes (World Federation of Modern Language EFL are coming close together nd thewishes, as chairman of IATEFL, to this great Associations) teachers of English outside America and Britainconvention.

TN 6/86 R8 11 TESOL/FIPLV Items in FIPLV World News may be reprinted kindly allowed the use of these premises at in members' journals without the need to wri Seestrasse 247, CH-8038 Zurich. Continued from page 11 for approval. There should be a regular flow of Inescapable pressures kept me from this WAMLA, Ibadan, 1981: SUKOL, Helsinki, information and feedback between FIPLV, year's TESOL Convention in Anaheim, much 1P85: AFMLTA, Canberra, 1988). each of its member organisations, and the to my personal regret too, for each trip I have If you wish to participate in the latter, please latters' individual members. Th:s is one simple so far made to the States has been like meeting write at once to: XVI FIPLV World Congress, and effective way of doing it. up again with friends from a previous exis- Conventions Department, P.O. Box 489, TESOL, like other member organisations, tence, but members of TESOL will know that G.P.O., Sydney, New South Wales 2001, may recommend programmes for action by FIPLV was, and remains, with you in spirit. Australia. It is scheduled for 3-8 January, in the FIPLV as well as experts to assist in their Australian summer, and has been designated a execution. These activities are wide-ranging London, 14 April 1986 Bicentennial Activity celebrating the European and include, for example, joint conferences or settlement. seminars, small international symposia of "embers of TESOL gain access to FIPLVexperts (the most recent of these being onThe One-Minute Teacher thrc their own organisation, TESOL, which Correction Strategies in Foreign Language by Nick Silva nominates its representative to sit on the FIPLV Learning), the collation of FIPLV registers American College Executive, which mee*s twice a year, and may (such as the Register of National Modern name two representaties for the annualLanguage antes, or the Register of Transla- Who is he? Who is she? r ook around. The General Assembly. This enables TESOL to be tors), pursuing the Federation's policy of one-minute teacher L, one who makes the most at the forefront of FIPLV and Europeanregionalisation, publications, the dissemination of every minute to get the job done because a thinking on modern languages via the contactsand implementation of resolutions on modern minute is all it takes to do it well. established there. Some organisations with languages, approaching governmental offices The one-minute teacher is a positive thinker. Observer Status, such as UNESCO and the and mini3tries of education on matters relating He or she doesn't wait for things to happen. He Goethe Institute (Munchen), also participate in to modern languages, and many more besides. or she makes them happen. these meetings, but without voting rights. Man; Every three years the General Assembly Have you seen the one-minute teacher lately? things drawn from the experience of ourelects by secret ballot a new Executive. If you have, you know wnat I'm talking about. member associations are initiated here, which, Executive members serve in an honorary If you haven't, don't look further than the in furthering our common endeavour, benefitcapacity, some officers being funded by nearest mirror. The one-minute teacher is there. our organisations and their members. FINN, others by their respective org nisatior.. Take a minute. Let the real teacher in you come FIPLV World News, until recently solely Elections for the next period, which runs from out.only takes a minute. funded by UNESCO and now partly so, is 1 January 1987 to 31 December 1989, will be Once you take the first crucial step, you'll be published four times a year by the FIPLV held in Maastricht, Holland, 19 and 20 Sep- enveloped in a super-right feeling of unparal- editor at Philipps-Universitat Marburg, Lahn- tember 1986. On this and other issues the leled strength. The momentum will propel you berge, D-3550, Federal Republic of Germany. TESOL office is regularly informed. through time, minute by minute. Copies are dispatched tree-of-charge to FIPLV has a Head Office in a country The only limitations you'll have are those you member organisations, or individua's who are acceptable to all of our 50 or so national impose on yourself. It's that simple. And it didn't multipliers of information, but on payment of a member associations, from East and Nest, take more than a minute to tell you about it. fee to others. Member organisations and their North and South, namely Switzerland. In the About the author: Nick Silva is the editor of TESOL-Gram, the individual members submit local and nationalsame spirit which binds TESOL and other newsletter of the Puerto Rico Affiliate of TESOL. From reports for FIPLV's international readership. members to the Federation, Eurocentres has TESOL Winter 1985 (XII, 4).

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12 R9 TN 6/88 membership. The announcement received only TESOL in Transition: two sentences in a three-column "President's Comments from the Executive Director Note to the Members" in the December 1983 TN. And without advance notice, I picked up a by James E. Alatis copy of my April 1985 Newsletter and saw a position announcementmy position. I was This is an abbreviated version of "TESC Transiti4;n: Comments from the Executive Director," not on the search committee, was denied any an address by James E. Alatis, TESOL executive director, delivered at the 20th annual convention input as to its composition and was not asked to of TESOL on Wednesday, March 5, 1986, in Anaheim, California. An audio tape oi the address write an introductory note to the published job may be purchased for $8 from Audio Transcripts, Ltd., 610 Madison Street, Alexandria, Virginiaannouncement. John Fanselow and Joan 22314, U.S.A. Telephone: (800) 338-2111. Handscombe have since tried to mitigate the As I stand before you this morning, I mustcontemplate such art action. They have notdamage, and this paper is intended to help c fess to mixed emotions. My relationshipdismissed me nor threatened me with dismissal. them in their efforts. with TESOL, an organizatkMich has played Although I am not of a i:tigious nature, they This leads me to my third and final topic such an important role in my life over the past couldn't fire me legally, even if they wanted TESOI:s future. As I prepare to leave TESOL, two decades, is about to undergo a significantto.' As to quitting, I would not leave TESOLI want to prepare the organization for the change. As things now stand, my term as without first making provision for the mainte- numerous changes that are bound to take place. executive director of TESOL, a position I have nance of services and continuity of leaders4. I view my work for TESOL as my most TESOL has experienced phenomenalimportant contribution to my profession. held for twenty years, will come to a close in 16 One of the important ingredients in the months. growth. Now an organization of more than 11,000, it has grown in the past two decadessecurity I hope to see for this organization I wanted to take thi- nt-irtunity to offer concerns the man or woman who will serve as some fatherly and, yes, wise advice as TESOL from an organization of only 337. The growth of the membership and the demands placed on itsfirstfull-time executive director. That plans for the future. There are three topics I person needs a detailed job descriptiona would like to discuss. First, I would like to offer the office resulted in numerous change:_ not the least of which involved an increase in the staff. realistic statement which describes and illus- my opinion of what makes TESOL great and trates the authority, rights, responsibilities and what makes it a worthwhile endeavor to soFor my part, I was one-third time executive secretary/treasurer, later executive director. prerogatives of the position? A coordinated many talented prosionals. Second, I would statement concerning the authority of Board like to review for you the series of events which For those of you not familiar with my situation, in addition to my duties with TESOL, I am the members and officers should also be devel- have led to changes which are scheduled to oped. The membership must accept the take place next year. Third, I would like to pose dean of the School of Languages and Linguis- tics at Georgetown University. One-third of my responsibility for ha organization to the extent JJme questions to which I believe every that they must reserve the right to decide member of TESOL should devote serioussalary at Georgetown is paid by TESOLnot to me, but to Georgetown. This arrangement significant policy eh nges and to enumerate thought since they are issues which concern, in proved a real bonus to TESOL in its early what sort of changes would require the consent a fundamental way, TESOL's development in of the membership. the coming months and years. years. This fledgling organization had a built-in infrastructure of a private university to provide My second concern is that future executive Twenty years ago, TESOL was established directors have a sense of security and self- because there was an emerging ,nd growing office space, administrative experience and the name recognition that comes v-:th a 200-year confidence to enable them to function effec- field involving the teaching of English to old university. In the very recent times, tively.I would urge that TESOL offer its speakers of other languages. Lacking the however, TESOL has had an Executive Board executive directorsa carefully-phrased requisite academic leadership and needing and officers who take a far greater interest inemployment contract for a clearly defined nurturing at the same time, the infant profes-the day-to-day operation of the organization term of service, a mutually-acceptable termina- sion ran the risk of assuming a position of and who believed that they needed a full-timetion procedure, proper safeguards for the permanent second-class citizenship. With theexecutive director to provide the degree ofexecutive director's family, fringe benefits, tax- publication of position papers and communica- responsiveness and accountability they feltsheltered aenuities and a solid retirement plan, tion with the appropriate state and local they needed. with the necessary built-in options. My stability agencies, TESOL has reversed this deleterious This issue was a topic cf discussion at thecame from a different source. Georgetown trend and has effected a significant increase in meeting of the Board in F-edericksburg in Univer, has been very generous to me and to the prcfessionalism of the field. We offer October 1983. During a closld meeting of the TESOL, Georgetown has permitted this one- educational advancement and professional Boardat which neither I nor my wife, a duly-third time relationship with this organization. If development through our Institutes. We keep elected member of the Board, nor my execu-my situation at TESOL were ever to become our membership abreast of issues of interest to tive assistant were presentthe decision wasuntenable, I would need only to notify my them as teachers and administrators. We are a made to move to a full-time executive director. provost that my arrangements with TESOL clearinghouse of information on trends and My colleagues presented me with a written were ended. This will not be possible for future employment opportunities. We pro vide a statement, the operative phrase of whichexecutive directors since they will serve scholarly forum where learning is shared, stated: TESOL full-time. The organization will be points debated and ideas exchanged. Domesti- responsible for my successors' full salary and c "y, we bring our message of the i riportance the Executive Board has agreed to employment status. In short, the organization or anguage study to the Congress and Admin- continue your appointment as executive direc-should provide them with the means to act free istration through our membership in the Joint tor on the long-standing part-time basis. from endue pressure. National Committee for Languages. Interna- Largely due to your leadership, however, the My third and greatest concern for the organization concerns its finances. Full-time tionally, we are a unifying force bringing organization has gro% i rap' in terms of teachers from around the world all the benefits both size and compl-,y that tile Executive executive directors don't come cheap. We have of TESOL membership. Board has determined that it is time to set instaffed up over the last few years to provide The greatest source of strength in any more services to the membership. In addition, motion the transition to a full-time, on-sitethe expenses of the executive director will professional organizat:on is the interest and executive director to be in place by June 1987." cou.:nitmentaits membership. The Board, probably be higher than mine have been since officers, executive director and Central Office I often was able to split my travel and other This same communication also mentioned the costs between Georgetown and TESOL. I am serve you. If the organization ever loses sight of payment of an honorarium, the designation this fundamental point, the bell will toll for oi.posed to cutting back on services and "executive director emeritus," a travel allow-programs. By the same token, a huge increase TESOL. ance for myself and my spouse, special projects in dues could prove counterproductive by The transition to a full-time executive and, most important to me, a pledj c of support squeezing out our members who are operating director will result in some important changes. from the Board for the balance of my term. I on tight personal budgets. Beyond the salary I have learned with great surprise from my was deeply moved by the highly-professional, there are other expenses which will be difficult colleagues that I have been fired, that I havecomplimentary and sensitive way in which th!, to gauge. Without an affiliation to Georgetown, quit, or the most dop:dar of the genre, that Board had acted. t:.e increase in costs for employee benefits there has been a coin. feel a bit like a man Unfortulately, two problems arose which I alone wou'-i be astronomical. reading his own thituary: reports of his death am afraid resulted in the rumors that I have TESOL must begin a long-overuae prcecss have been greatly exaggerated. A Board described. First, I do not think the Board did a Northy of the membership would neverthorough job of reporting its decision to the Continued on page 16 TN 6(86 90 13 I_ identifying different enrollment patterns for these various groups in the larger programs. For smiler programs, however, it is better to der., h an aggregate than to break the popu on down into very small groups. `Edited by Richard Sehreck, University of Maryland Crap!.3 such as pie charts or bar charts are useful in depicting this information. After the summary figures have been tabu- Forecasting Errollment in Intensive lated each semester, they are saved so that English Language Programs these figures are available to note changes over time. Once several semesters of such informa- by Linda Mead and Joseph 0. Davidson Mike E. Hanna tion is available, graphics software is again used and Unerrity of Houston-University Park University of Houston-Clear Lake to plot these values with line or bar charts to show trends and seasonal variations, e.g., fall, Computers continue to find their way into a variety ofaspects o language programs. This spring, and summer. The use of graphics aids in article describes how computers can assist language learning by helping to predict future student the de :ction of changing patterns. Knowledge populations. R.S. of political and economic conditions is then necessary to determine why these changes Enrollment in intensive lInglish language data which might be useful in predicting the occurred. programs (IELP) in the United States hasfuture. A data base package and graphics While understanding enrollment over the fluctuated in the last seven years, as docu-software are helpful in this area as they years is useful, that by itself does not resolve mented by Open Doors 1983/84 (Adams et al. facilitate data manipulation and visualization. any short range planning problems which are 1984:73). According to their survey figures, in To build a history on which to base a forecast of immediate importance to administrators of the three years between fall 1978 and fall 1981, of IELP enrollment, the following information the foreign students enrolled in IELP institu- is entered into a data base as each studentthese programs. Because a significant number tions increased by 37 percent. This rise was of students apply to IELP 'nstitutions well in apples: an identification number, name, advance of registration, it is possible to develop followed by a 22 percent decline in enrollment country of orig world region of origin, a good short range forecasting model for this within the next two years. Further exacerbating semester, date of application, and previous purpose. One relatively effective yet compara- the enrollment problem for individual pro-enrollment status (new or former student). tively simple model for predicting enrollment grams was the increase in the nintber of newAfter the actual registration, the data base is two to three months prior to registration is the IELPs. During the five-year period from fall updated to include whether the applicant following: 1978 through fall 1983, while there was a net actually enrolled or was a "no-show." Also, any gain of only 7 percent in enrollment, the "walk-ins" (students who enroll without having FORECAST = WI + (SUTA) number of institutions serving this population previously applied) are added. This informa- TA = CA + (TIMEAVE APP) increased by 89 percent, from 163 to 308. tion is then summarized to provide the total Forecasting each semest. r's enrollment has number of students enrolled, the percent of In this model WI is the anticipated number of obvious in,plications for , ianning purposes. applicants who actually enrolled, and the total walk-ins and is computed by averaging the This article discusses how this can be done number of walk-ins. Also readily available is a number of walk-ins for the past two years' using comrelnly available computer software. similar set of figures for the group broken corresponding semesters. SU is the average A major part of any forecasting project is down by word region of origin and previous Continuedon page 16 gaining a full understanding of the historical enrollment status. This refinement is useful it. Longman presents the perfect conversation book...

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TN 6/86 processing. He received a large round of appizitse, which may have indicated that people hate CAI materials or hate computers in general. While there is probably little that could happen over the next few years that will change Edited by Ronald D. Eckard, Western kenri.,:,y University the minds of those who applauded because they hate computers, there are a few pieces of software coming out that may change the SIX ACTS ON A FLYING TRAPEZE minds of those who hate CAI. The real problem that seems toirritate by Ellen Clarkson. )986. Prentice-Hall, Inc., P. 0. Box 100, Engle- Professor Krashen and those who agree with wood Cliffs; New Jersey 07632, U.S.A. (xv + 140 pp.. $9.95). him may lie in the fact that most CAI imitates Reviewed by Barbara Schloss drill and practice exercises that run contrary to the idea of natural language acquisition. Even Teachers College, Columbia Univer ;ity those programs that may present the exercises Selections from six short stories (by 0. introduce a student to life in the U. S. in the in a novel way are still org-nized by syntactical Henry, James Joyce, Jack London, August 1980s; second, that open-ended activities do not categories. Lesson I is on verbs, Lesson II on Derleth, Stephen Crane, and Mark Twain) are motivate all students, and third, that the book subject/verb agreement, etc. These lessons presented, in sections headed Kids, Personal could be considered sexist. have been criticized as providing little more Freedom and Family Responsibility, A Man Though the activities develop certain skills than what can be found in a textbook with the and His Environment, Growing Old, a Brother- and provide for student-initiated communica- addition of immediate feedback. hood of Men, and Self-Righteousness. Ation, they are not realistic, and students Storyboard, which was originally developed cassette tape ($15.00) with stories and exercises probably have no ,mmediate need for the by John Higgins, approaches language learning accompanies the text. subject matter or the vocabulary. "Survival from a different perspective. Rather than Although the author makes no mention of the Tactics in the U. S.," "Controversial Themes to focusing on discrete syntactic items, Story- target audience, I believe the text is intended Understand and Debate," or even "My Favor- board useshe doze method to focus on for young adults, partly because of the title of ite Radio Station" might be more apt topics to discourse, both syntactic relationships and the first chapter, "Kids." The difficult, even appeal to and be more useful to ESL students in meaning. The program presents a passag! on uncommon, albeit colloquial, language in some building cultural knowledge and surviving in a the screen with all the words blanked out by stories convinces me that this text is not for thestronge new land than a story about a man asterisks. The user then has to guess the precise general ESL population. Rather, it could be trying to survive in a small boat or in theword that is blanked out. Though the program well used as a preparation lot college study, wilderness. cannot accept semantic alternatives that regular despite the assertion that "the primary goal Could this book be labeled sexist in any way? doze exercises can, the program has the here is to converse .. . in English" (p. xiii). A After all, it is written by a wt..manl In terms ofadvantage of being able to blank out the entire secondary goal (addressed by the author only her choice of stories, yes; two stories out of six passage rather than just every fifth or tenth in the subtitle of the book, "Intermediatehave no women, while three of the remaining word. This provides a greater challenge to the Conversation/Rding Text for ESL") should four do not portray women as anything other student and allows for a greater range of also be stressed: to improve reading andthan stereotypes. On the other hand, the decisions that need to be made. listening comprehension. The difficulty of theabsence of assertive women is perhaps not The program also takes advantage of the language throughout is minimized through a proof of sexism. computer's capabilities to allow users to variety of exercises, which serve to spur on Six Acts on a Flying Trapeze then primarily develop their own strategies. For example, conversation ann break up the already shortbuilds speaking skills, by setting up enjoyable before beginning, the student can decide what passages into bite-sized, digestible chunks. and unique exercises to spark conversation, and speed he wishes to use in reading the text or he The beauty of the text is that the short stories secondarily develops listening and reading can simply start right in. During the session, the act as thick, tough meat which the students can comprehension skills. Due to the choice of user can choose to get the first letter of a word, sink their teeth into (thew for a good while, stories, much of the vocabulary is not useful for a complete word, or if he is completely stuck exercising their jaws and teeth, until, by e, the intermediate ESL student, nevertheless, the he can see the entire text again There is also an time they have finished chewing, digestion is text ,ioes provide help with contextual meaning easy escape he can quit at any time. effortless. The majority of the activities are deduction and how to "get the gist." What is There are no games or cute graphics. By open-ended (no right or wrong answers) and useful and practicable, however, is the author's essentially allowing the user to "cheat" at any are based on every five or six lines of eachgradual method of chopping the stories and time by viewing the text, the program does story. Pre-reading activity involves listing activities up into bits and pieces, creating an nothing to interfere with the user playing with words (any words) that apply to a drawing invaluable tool for learning difficult material the language. Like natural language input, it (based on the story). After hearing a short (without actually watering down the original)allows for help if needed and does not give one passage (which is on the audio tape), students and for fomenting conversation and discussion.a scare at the end. together try to guess the meanings of unfamiliar Furthermore, the possibility for error correc- The student's disc comes with four stories, words from context. The text gives encourage- tion, the chance for dialog preparation beforebut perhaps the program's most interesting ment and hints, thereby weaning students away speaking /performance, and the student- feature is that the teacher's disc allows any from their dictionary dependence by insistingoriented group learning structure all contribute material of up to 19 lines to be created and that their common sense will tell them which to making Six Acts a good choice for the transferred to the student's disc so that berth possible meanings can be ruled out. They then determined intermediate ESL student. content and difficulty can be varied if desit 2d. discuss the characters, referring back to the About the reviewer: Barbara Schloss is a graduate student at While 19 lines do not allow for lengthy illustration. Imaginative miversations follow, Teachers College, Columbia University, a senior officer at material, given the difficulty of having to guess when students in small groups project them- Boricua College in New York City, and a musician I ler address every word, it seems to be enough. selves into the roles of characters from the is 664 West 193rd Street, apt 49, New York, NY 10032 U S A There are no particular exercises the teacher story, creating fitting dialogs for those charac- can use with this program, but it does, at least ters. The dialogs can be prepared, performed, TORYBOARD at the beginning, do what all good educational and/or written down. In this way, once the software should doit encourages the students dialcgs are presented, the teacher may work on A computer program by Christopher Jones to gather around the screen and talk about what error correction. Different types of activities 1984 Holt, Rinehart and Whiston. 3!.:3 Madison is happening with the language. are suggested (dramatic readings, roleplays, Avenue, New York, NY 10017, (2 disks, $79.95). About the reviewer: Joel Block co-editor of the CALL interest e.g.), until students are ready for the next The program requires an Apple II with 48k and section newslet , spent the fall term teaching linguistics in snippet of story. one disc drive. The program can be backed up. Shanghai, C! Other types of exercises include one which Reviewed by Joel Bloch asks students to mark sentences for stress and University of Nebraska at Omaha intonation and another which asks them to relate issues within the stories to their own At the 19C5 TESOL Convention in New cultures and pet sonal experiences. York, plenary speaker Stephen Krashen told his Objections to the trapezian approach are, audience to erase all their comp .ter- assisted first, that the subject matter does not help to instruction (CAI) discs and us., them for word TN8/86 92 15 TESOL in Transition In conclusion, these past years have been 4) a long-term policy statement on the good ones for meprofessionally, academi- issue of internationalism; and, Continued from page 13 cally, and personally. I am extremely proud of TESOL and of those colleagues who have lent of self-evaluation and planning for the financ- their leadership to the organization.I have 5) the recognition of English and other ing of itsdecisions. The Executive Board, watched TESOL prosper because there has world Englisnes as a lingaa fronca. through its Finance Group, is making great been mutual trust, respect and restraint among strides in t1:3 right direction. The plan to move members of the Board and the Executive to a full-time executive director has significant Director and an abiding interest among the Whether these bequests are one man's wish list budgetary implications. If the organization is to members in their organization. I stand ready to or goals appropriate to TESOL is for the Board be Ale to afford the compensation package of serve this organization in any way consonant and membership to decide and for the future to the executive director and maintain its s'rvices with my abilities, experience and obligations tojudge. And so, let us get on with the business of to the membership, it will have to study the the University. our future. budgets, call in consultants, and propose some When I leave this organization, I would like judicious trimming of the sails. TESOL's fiscal to propose the following: condition is very fragile. If we were ever to Footnotes I. Minutes of the TESOL Executive Board Meeting held in have two unprofitable conventions in a row, we New York on Apnl 9.1985. in which consultants, retained by would be in real trouble. We are nowhere near 1) a liquidity ratio of one ($1 million cash Dr Charles Blatchford then prendmi of TESOL, advised or our 0% n building valued at $1 million); us of the importance of having a %mitten job description for the ideal of a "liquidity ratio of one," which the executive director tED). Otherwise. they argued, if an means enough money in reserve to cover attempt were made to dismiss the ED, that individual could 2) a long-term political action capability "bring a suit against you saying you didn't communicate the operating costs to get us through one disastrous duties of the job, 'You fired me M a haphazard fashion: (p. year. This budgetary challenge is not insoluble (JNCL /CLOIS); 100 of the TESOL Board meeting transcript) The ED of TESOL has never had a written job descripii m, nor an and presents to 'he Board and its cumtnittees an explicit en.ployment contract. important opportunity to understand better the 3) a long-term hotel and site selection 2. I have helped the Search Committee with the wording of budgeting process of the organization. policy for conventions; such a lob description.

Forecasting Enrollment

Continued from page 14 Practical Skills show-up rate during the past year which is I found by dividing the number of students who for Easier Coping enroll (excluding walk-ins) by the total number who apply. TA is the total anticipated number of applications while CA is the current number Essential Life of applications. TIME equals the number of weeks remaining until registration. AVE APP is the average number of applications received Skills Series per week. This is found by using the previous Carolyn Morton Starkey and Norgina Wright Tenn two corresponding semesters as well as the "Back to basics" comes through clearly in this unique five- current one. An initial forecast is made about book series. Here is a concentration on important skills ten weeks prior to registration. A forecast is that every student must acquire to compete effectively with the many jarring complexities of today's fast-paced then produced on a weekly basis using the most world. current figures. The reliability, therefore, Featuring . increases the closer to registration the forecast Aps, Materials to prepare for competency tests, is made. 1(t \cu., reviews, remedial instruction, and reinforcement According to Sirowy and Inkeles (1985:78), RI i in specific areas of weakness. \ I 1.1tI "What most wreaks havoc inthis kind of 171(, \ I k Fifth grade reading level (Fry Scale) predictive enterprise are the political and , Real life visuals .. copies of the aide. forms economic fortunes and misfortunes of nations." 1)(6( used in the real world are used as illustrations While a forecast such as this cannot predict and for practice change:. in political and econorr,climates, it Lists of vocabulary words, check-up reviews, and an abundance of exercises to assure does reflect such changes in the past. Implicit in comprehension this and all similar forecasting techniques is the Answer keys on perforated pages at the end of assumption that the population is not changing each book drastically in a short period of time. Gradual changes are reflected in the updates each Each book 9514net semester. Refinements exist for this technique, No. 5316-2 What You Need to Know About Getting a but space limitations prevent a full discussion Job & Filling Out Forms of them. Nevertheless, the method as just No. 5318-9What YouNeedto Know About Basic Writing Skills, letten & Co:taunter piJsented is quite effective end involves very Complaints littletime .ce the initial database isde- No. 5315-4 What You Need to Know About Reading veloped. Adat,rilsal Documents & Reference Ma No. 5314-6What You Nrd to Know About Readint References R ik DI NG Newspaper, Labels & Directions No. 5317-0 Adams, Mary Ellen, Alfred C. Julian. and Knsta Van Laan. L:111Fj What You Need to Know About Reading 1984. OpenDoors1983/84, p. 73. New York. Institute of OutSigns, Directories, Schedules, Maps, International Education. FCTIONS s & Utility Bills Sirowy, Larry and Alex Inkcles. 1985. University.Level Student VWSRN VEILS Exchanges: The U.S. Role in Global Perspective. In Barber, -Sampler Special- Elinor C. (ed.),Foreign StudentFlows, pp. 30.85 New York: Institute of International Education. Set of one copy each of all five books in series No. 5319-Xs1995 (save $4$5

About the authors: Linda Mead is coordinator of Instructional, Research, and Information Systems (IRIS). Language and Culture Center, University of HoustonUniversity Park, Texas. NATIONAL TEXTBOOK COMPANY Joseph 0. Davidson is director of the Language and Culture Call toll free to order 800-323-4900 Center. University of liouston.linivers(ty Park. 4255 West Touhy Avenue Mike E Hanna is coordinator for the Programs in Informa On Illinois312-679-5500) MBLincolnwood, Illinois 60646-1975 bon Systems and Quantitative Methods, University of Houston. Clear Lake.

16 93 TN 6/86 Directory of TESOL Interest Section and Committee Officers 1986-87 (Addresses are in the U.S.A. unless otherwise indicated.)

APPLIED LINGUISTICS REFUGEE CONCERNS PUBLICATIONS Chair: Paula Schlusberg, 105 Standish Drive, Chair: Cao Anh Quan, University of Miami Diane Larsen-Freeman, School for Interna- Syracuse, New York 13224. Telephone: Lau Center, 3220 Baldwin Drive West, tional Training, Experiment in International (315) 448.6872 Tallahassee, Florida 32308. Telephone: Living, Brattleboro, Vermont 05301. Tele- Associate Chair: Kenneth Levinson, Queens (904) 893-6890 phone: (802) 257-7751, ext. 266 College, Department of Linguistics, Flush-Associate Chair: Suzanne M. Griffin, Adult ing, New York 11367 Refugee Project, Office of Superintendent of RULES AND REGULATIONS Public Instruction, FG-11 Old Capitol Build- Rick Jenks, 406 Audubon Drive, Tallahassee, COMPUTER ASSISTED ing, Olympia, Washington 98504. Telephone: Fiurida 32312. Telephone: (904) 893-3994 LANGUAGE LEARNING (206) 586-2263 Chair: Macey B. Taylor, 2645 East Malvern, SOCIOPOLITICAL CONCERNS RESEARCH Tucson,Arizona85716.Telephone: Terry Dale, 2727 29th Street, N.W., Washing- (602) 326-7265 Chair: Craig Chaudron, Department of ESL, ton, D.C. 20008. Telephone: (202) 429-9292 Associate Chair: Peter Lee, Box 413, Depart- University of Hawaii, Manoa Campus, 1890 ment of Linguistics, University of Wisconsin East-West Road, Honolulu, Hawaii 96822. in Milwaukee, Milwaukee, Wisconsin 53201. Telephone: (808) 948-8814 Telephone: (414) 963 -8180 Associate Chair: Charier.- Sato, Department of ATESL CALL FOR ESL, University of Hawaii, Manoa, Hono CONFERENCE PAPERS ENGLISH FOR FOREIGN STUDENTS IN lulu, Hawaii 96822. Telephone: (808) 948- ENGLISH-SPEAKING COUNTRIES 8815 The Association of Teachers of English as a Chair: Vicki Bergman, ESL Program, Univer- Second Language (ATESL) invites persons sity Extension, University of California, STANDARD ENGLISH AS A wishing to present papers or workshops at the Irvine, P.O. Box AZ, Irvine, California 92718. SECOND DIALECT 1987 NAFSA Conference (May 25-30, Long Telephone: (714) 856-5681 Chair: Kay Payne, Department of Communi- Beach) to submit abstracts. All presentations Associate Chair: Mary Killeen Comstock, ELS cation, Arts and Sciences, Howard Univer- should relate to the teaching of English as a Language Center, c/o Holy Names College, sity, Washington, D.C. 20059. Telephone: second language. 3510 Mountain Boulevard Oakland, Califor- (202) 636-6711 Papers should be limited to 30 minutes, nia 94819. Telephone: (41;531 -5178 Associate Chair: Donald Wilson, Faculty ofincluding discussion. Workshops, including Education, University of the West Indies,demonstrations and audience participation, EST. IN ADULT ED TCATION Kingston 7, Jamaica. Telephone: 92-70755 should be 45 minutes or 1 1/2 hours in length Chair: Andreas J. Martin, .71 Van Duzer and should be directed to practical aspects of Street, Staten Island, New York 10304. TEACHER EDUCATION ESL teaching. Please indicate the type of Telephone: (212) 679-7300, ext. 260 Chair: Donald Freeman, MAT Program,abstract and the time preferred on the abstract. Associate Chair: Joyce W. Namde, Eastside School for International Training, Brattle- By September 10, 1986, send the following to Center, 40 North Swan, #10, Tucson, Arizona boro, Vermont 05301. Telephone: (802) 257- Fred Strache, NAFSA '87, Associate Dean of 85711. Telephone: (602) 881-5520 7751, ext. 261 Students, USUA 117-California State Univer- Associate Chair: Sergio Caftan, 1230 Amster- ESL IN BILINGUAL EDUCATION sity, Northridge, 18111 Nordhoff Street, dam Avenue, Apt. 901, New York, New York Northridge, California 91330, U.S.A.: Chair: Anncy Villarreal de Adler, 109 Eighth 10027. Telephone: (212) 678.3799 Avenue, Brooklyn, New York 11215. Tele- 1) four copies of a 200-word typewritten phone: (718) 647-1113 TEACHING ENGLISH abstract with an accurate, descriptive title Associate Chair: Ida Carillo, 3817 Wells ley INTERNATIONALLY (one copy with your name on it, three N.E., Albuquerque, New Mexico 87107.Chair: Greg Laroque, 5 Elm Street, Ottawa, copies without your name); 2) n page with Telephone: (505) 277-5706 Ontario, Canada K1R 6N9. Telephone: your complete name, title, address, affilia- (813) 237-7337 tion, and telephone number. Include on ESL IN HIGHER EDUCATION Associate Chair. Michael Liggett, CI" Room this page a 25.50 word summary of your Chair: Nancy Strickland, International Student 207, American University in Cairo, P.O. Box presentation that will appear in the ATESL Services, Box 819, University of Texas in 2511, Cairo, Egypt. Telephone: 29( 11, ext. description of papers and indicate type of El Paso, Li Paso, Texas 79968. Telephone: 0882 audio-visual equioment needed. (915) 747-5664 Associate Chair: Bob Oprandy, Box 86, MATERIALS WRITERS Notification regarding the acceptance of proposals will be made by January 1, 1987. Teachers College, Columbia Univeuity, Chair: Donald R. H. Byrd, 43 South Oxford New York, New York 10027. Telephone: Street, Brooklyn, New York 11217. Tele- (212) 678-399E or 3799 phone: (718) 858.3046 CROSS CURRENTS CALLS Associate Chair: Pamela Breyer, P.O. Box 14, FOR MANUSCRIPTS ESL IN SECONDARY SCHOOLS Holicong, Pennsylvania 18928. Telephone: Cross Cu, rents is a biannual journal of Chair: Helene Becker, 150.3 Dreiser Loop, (215) 794.5252 Bronx, New York 10475 language teaching and cross-cultural communi- Associate Chair: Florence Decker, 9804 Coby, Committee Chairs cation published by the Language Institute of El Paso, Texas 79924. Telephone: (312) 757- Japan (LIOJ). The current issue (volume XII, 2108 1986-87 No. 2) includes articles by Moira Chimombo (A Language-and Learning Framework for a ESOL IN ELEMENTARY EDUCATION AWARDS Theory of Language Teaching), Kathleen Kitao Chair: Sarah Hudelson, 1411 Cadiz Avenue, Jo Ann Aebersold, Eastern Michigan Univer- (Using Authentic Video Materials in the Coral Cables, Florida 33134. Telephone: sity, Department of Foreign Languages andLanguage Classroom), Ellen Dussourd (An (305) 448.2302 Bilingual Studies, Ypsilanti, Michigan 48197. American Teacher in Kiev: Impressions of Associate Chair: Mary F. Potocki, 18 King Telephone: (313) 487-0130 English Education in the U.S.S.R.), Thomas Arthur Court, #8, North lake, Illinois 60164. Tinkham (What am I doing? Mistaking!), and Telephone: (312) 235-4355 NOMINATING John Crow (The Operator in the English Verb System). Manuscripts are currently being PROGRAM ADMINISTRATION Dorothy S. Messerschmitt, 4 Lamp Court,solicited for future issues. Please address all Moraga, California 94556. Telephone: Chair: Rosalie Porter, Newton Public Schools, correspondence to: Cross Currents, Language 100 Walnut Street, Newtonville, Massachu- (415) 636-6878 Institute of Japan, 4-14-1 Shiroyama, Odawara, setts 02160. Telephone: (817) 552 -7818 PROFESSIONAL STANDARDS Kanagawa 250, Japan. For subscription infor- Associate Chair: Laurence Bell, Department of mation within the U.S. write to: Cross Currents, Linguistics, Box 413, Universe,,- of Wiscon- Gwendolyn (Tippy) Schwabe, DepartmentAlemany Press, 2501 Industrial Parkway West, sin, Milwaukee, Wisconsin 53201. Telephone: of English, University of California, Davis, Hayward, California 94545. Telephone: (414) 963-6660 or 5550 California 95818. Telephone: (918) 752-0524 (800) 227 -2375. TN 6/86 94 17 _ What is your favorite type of music? and at the high-intermediate level, _ What kinds of situations make you Edited by Cathy Day impatient? Why? EasternMichigan University This activity gives the students the opportun- "Circulation" or Using English for Communication ity to monitor cach other, because they arc told not to accept questions or answers which thcy by Janet Ciannotti and Valerie Oakley think are wrong. (The teacher is the moderator Georgetown University Embassy English Services here.) It also forces the students to use "real The following idea is one that 1 think should prove very usefv: to tevliers who have difficulty language" in the classroom: "Who is number moving from more traditional tests to communicative activities, and for those of us who of ten find 7?" "Wait a minute!" "I'll ask you and then you ourselves trying to provide quick and easy suggestions for Monday morning.Asimilar article by ask me." "How do you spell January?" ctc. So, the same authors was published in the WATESOL News a couple of years ago. C.D. while the studcnts arc having a brcak from sitting in their seats, they are actively practicing "Circulation" is an activity which allows3. Or they can be just cues, with directions the language, monitoring each other, and using students to practice making questions and and/or examples for forming questions on English for communication. answers which focus on particular grammatical the top of the page: structures. it forces Them to speak to all of the /S other members of the class (or group, in a large cat tamales (present perfect, ever/ About the authors: Janet Ciannotti is an adjunct instructor in the class) and involves students in enjoyable never) Division of English as a Foreign Language at Georgetown University. She has taught ESL at both the secondary and practicc. / be quiet (polite request and re- university level in Washington, D C. and Tampa. Florida since The instructions below are for a class of 15 sponse, modals) um. studcnts: Valerie C. Oakley, Embassy language Services, Washing. ton. D.C.. is an independent conschant who conducts intensive Type a list of 15 unnumbered questions Lk_ take the TOEFL(questions and oral and written communication workshops for business and which include(a) specific grammar point(s) answers in the future) industry. She has taught ESL in university and refugee programs as well as the World Bank. you want the students to review or practicc. You can often use a drill from a grammar Make 15 copies of the list. book as your source and make it more lively by Write numbers down the left-hand side of turning it into a "circulation" activity. Or, try each page: the first sheer will start with 1 and adapting class or group discussions that are cnd with 15. The sccond will start with 2 and recommended in textbooks. "Circulation" docs end with 1. The third will start with 3 and not have to be used solely in the grammar class cnd with 2, etc. No two sheets will have the It works well in a listening/speaking crass as it same numbering. (This way, each studcnt gives each student more speaking time than will ask a different question of each class- group discussions normally allow. At lower mate.1 levels, we have used: Make individual slips of paper with the numbers 1-15 that the studcnts "wear" in class. (Use tape to stick the numbers on the students.) The text Pass out the numbered lists of questions and have eac student stand up, walk around, and find the person wearing the number that for students is first on his list and thcn ask a question of that person. Students may use long or short answers, who mean whichever is appropriate for the specific point. ; business This activity may be used for oral practice only, or if it is uscd for writing practice as well, .: Joseph Buschini and Richard Heynolds tell the student who asks the question to write About 350 Pages. Instructor's Manual. the answer he/she receives next to the question Transparency Masters.April 1985 on the paper. The question lists can be made in a number Here is a comprehensive, thoroughly researched new text of ways: designed to teach students how to improve their business 1. They can be questions (the grammar points in parentheses do not need to appear on the communication skills. students' papers): comprehensive coverage of essential business topics ._...L Whois the tallest person in this authoritative style guides class? (comparative/superlative) developmental writing assignments and hundreds of exercises .2..LWhat would you do if you won $1,000,000? (conditionals) chapter on world trade communications ._..,3_What time did you get up today? up-to-date computer terminology (irregular past or two-word verbs) 2. They can also be indirect questions: From the publishers of English Alfa Ask21___if he/she speaks French. (do/ does) For adoption consideration, request an examination copy from g Ask --/ what time he/she woke up today. (did) Houghton Mifflin OneBeacon St., Boston, MA 02108 Ask_.../when he/she was born. (prepositions: in, on, Et) 95 18 TN 6/86 Pollution Alert first.) Help students come up with a snappy 1/ slogan, e.g., "Don't be a hog, curb your dog", by Myrna Lehman "Do your share to clean the air." .etch Newton Estate Elementary School artwork on poster board ur construction paper. Use rule and/or stencils for lettering outlines, There are all kinds of great fieldhips right in (litter) in the area and place these samples in and then fill in. your own backyardor the school's. Here's the appropriate bags. This is also a great clean- Display the posters around the school. Send one on pollution that might work for you. up campaign for the school! representatives to other classes wit) posters, to 2) Take pictutas of the areas outside the schooltell mho. students what they can do to prevent Preparing for the Trip: both close up and far away, and study them forpollution. The Concept of Pollution evidence of air and ground pollution. Take Language Emphasized Before taking a -sip around the school to befsre and after photos of the clean-up area in step 1 1) vocabulary of pollution, e.g., sm-v s;d check on pollution, the students need to be rain, fumes, exhaust, litter familiar with what pollution is, the language we 3) If t..ere is a pond or ditch or standing water use about it, its different forms, and where it near the school, collect water samples. Also 2) comparatives, e.g., less-more, smoggy- can be found. The following activity gets us collect water samples from the school cafeteria smoggier-smoggiest, clean dirty, pollt ted- started. and the drinking fountains. Look ,t the water pollution-free Materials: Chalkboard, chalk; pictures and samples under a microscope and compare3) modals, e.g., ought to, must, should photos of pollution and polluted areas, e.g., them for evidence of pollution. 4) imperatives, e.g., Give a hoot! litter posters, smokestacks and factories, 4) Assign class members to "pollution control" Don't pollute! chemical spills, oil slicks; pictures of clean areas teams to conduct the pollution check described 5) past tense, e.g., polluted, dumped, me,a- such as lakes, rntighborhoods, mountain above on an ongc rag basis. sued, checked, reported landscapes. Procedure: Elicit the term pollution with .ter the Trip: 6) conditional, if... then... regard to the set of pictures. One way to do this Pollution Prevention Campaign 7) plurals, e.g., cans, bottles, smokestacks, is to play the "concept attainment" game: Matetials: Pollution information and samples factories, bacteria, germs create a column of "yes" pictures and one ofgathe7ca on the trip, chart paper, crayons and "no" pictures. markers, lined paper, pencils, poster board, Further Suggestions Tell the students tnat you have an idea you construction paper. 1) This activity could also be combined wit) want them to guess. You will show them pictures that do have the idea, and some that don't. Show them a "yes" and a "no" picture. Have them discuss how they are similar or different, and have them try to guess the 4#-t- a.2 concept. Onee students have f'urtscl out the 'N concept, cktrly labelled "pollution," show additional pictures to the students and hal e them tell you whether they are "yes" or "no" pictures. Discuss examples of pollution that the students have encountered (th's will lead into t.. subsequent measuring activities). Make lists of pollution found in the city (factory smoke, car exhaust), in the neighborhood (litter), in the school (litter, graffiti), and the home (litter). Talk about how air, land, and water can be polluted. Include in the discussion the idea that pollution is causer! either by the large acts of a few, e.g., one company spillt..g chemicals, or the small acts of many, e.g., many people t..i throwing litter from cars. '21%.% Ask students to make a collage on poster Students collecting litter and recordist:, heir &Ids, at the Garden Hills board, or on a large papier macho ball, of Intel :tad onal Summer Schoo; Atlanta, Georgia. different examples of pollution. Use magazine pictures, newspaper photos, actual litter, or students' own descriptions and drawings. Procedures: Have class compile a "pollution another field e.g., to a park, a zoo, the Alst. IA the students to keep track of thealert" report, detailing the information they water works, a transit station, a pond. kinds of pollution they see on their way to and gathered on the trip. What kinds of pollution2) Over a period of time, pollution could be from school for a day, two days, or a week. were discovered? Where? How much? Illus. compared in different locatios. Use a compar- Individual or class lists and pictures can betrate the report and post it in the ball where able measure, e.g., amount of litter (nut ber of made to report thew observations. You can also other classes see it. bags) in a specific measured area the discuss invisible air pollution here too. Review the causes of pollution and develop a amount of litter than can be collectet list of rules for preventing it. people working as hard as they can! On the Day of the Trip: Possibilities: 3) Older students can compare volul Measuring Pollution 1) Always put trash in a trash can. weight of trash collected. Also, even students Materials: Jars, screens, sieves, micros who do not want to pick up trash themselves 2) Keep your muffler (noise pollution) and ca can do more sophisticated mathematical for water samples, trash bags, tape, sh...eis, anti-pollution devices (smog) repaired. rubber gloves, notebooks, and camera if comparisons and rates on collected pollution possible. 3) Keep outdoor containers tightly sealed. samples, e.g., water, and samples over time. Procedure: Explain to students how different 4) Don't use glass bottles outside. 4) A class recycling project, ftd glass, newspapers, or aluminum, would also be appro- forms of pollution can be measured and If poscib,e, disctr t why laws are needed to monitored. Develop a plan with the students to priate. The drive could be used to share prevent pollution, aud have students suggest students' pollution ay..Mess with the rest of measure and record pollution in the different laws based on their ruler that could prevent areas of the school and school grounds. Some the school, and the proceeds donated to pollution in their areas, e.g., car inspections, associations working to stop pollution. possible collection and recording techniques: truck routes, level controls for industrial pol- 1) Mark off areas of the school and school lution. About the author: Myrna Lehman oversees the ESL program iv grades kindergarten through 7th grade and teaches ESL 'n grounds and mark trash bags according to these Have each student design and make an ,nti- grades 4.7 at the Newton Estate Etementa. School, 232 areas. Students find all the ground pollution pollution poster (practice on scratch paper hidden Creek Lane. Peachtree City, Georgia 30269, USA.

TN 6/86 96 19 IA

25TH ANNUAL CONFERENCE ON GAMES, TEACHER TRAINING CONFERENCE LANGUAGE AND ADULT LITERACY COMPUTERS AND COMMUNICATIONS IN AUSTRALIA LINKING THEORY AND PRACTICE AT CUNY'S GRAD CENTER The North American Simulation and Gaming The second nar. nal TESOL Teacher Train- Association ..nnounces its 25th annual confer- ing Conference will be held November 20-23, The Lhiguistic Society of America, in ence on Games, Computers, and Communica- 1986 at Victoria College, Toorak Campus,cooperation with a consortium of institutions tions at the University of Michigan on Melbourne, Australia. The conference theme isand programs which provide adult basic November 7-8, 1986. Presentations will beContent, Method and Outcomes in TESOL education and ESOL services to adults, organized around the following topics: business Teacher Education/Training. For furtherannounces an international conference, Lan- games, educational games, military games, information, write to: Tim McNamara, P.O. guage and Adult Literacy: Linking Theory and public policy games, games, classic Bag 19, Moorabbin, Victoria 3189, Australia. Practice on July 18 and 19, 1986 at the Graduate games, and other appropriate topics. For a Center of the City University of New York, 33 copy of the preliminary program available NYS TESOL ANNUAL CONFERENCE West 42nd Street, New York, NY. For more September 1st, write to: Professor Allan G. SET FOR FORDHAM UNIVERSITY information, contact: Prof. Charles E. Cairns, Fe ldt, Program in Urban Planning, Art and The New York State Teachers of English To Dept. of Linguistics, Queens College, Flushing Architecture Building, University of Michigan, Speakers of Other Languages will hold its NY 13367. Telephone: (718) 520-7718. Ann Arbor, Michigan 48109, U.S.A. annual conference on November 14-16 at Fordham University at Lincoln Center. Key- note speakers will be Carol Chomsky and SECOND ILE INTERNATIONAL ATESL CONFERENCE Carmen Judith Nine-Curt. For further informa- SEMINAR ON CELT IN EDMONTON, CANADA tion write to: Nancy S. Dunetz, NYS TESOL SLATED FOR HONG KONG The Alberta Teachers of English as a Second Conference Chair, Box 185, Teachers College, The second Institute of Language in Educa- Language will hold its eighth annual confer- Columbia University, New York, N.Y. 10027, tion International Seminar on Language ence at the Mayfield Inn in Edmonton from U.S.A. Teacher Education will be held December 15- October 30 to November 1, 1986. The confer- ROCKY MOUNTAIN 17 in Hong Kong and will focus on the theme ence theme is Dialogue Across Cultures. REGIONAL CONFERENCE Rediscovering CELT (Continuing Education Presentation topics will include: Heritage for Language Teachers). Participants will Language Programs; ESL in Native Education, The fourth annual Rocky Mountain Region a: include language specialists, teacher trainers Learning Styles; ESL in Early Childhood Conference will be held in Albuquerve, New and administrators of English and Chinese in- Education; and Cultural Adaptation. For more Mexico from October 16 to 18, 1986. For more service language teacher education programs. information, write to: Patsy Price, ATESL '86 information, write to: Dean Brodkey andFor more information, write to: Dr. Verner Registrar, E.S.L. Resource Centre, Alberta Dennis Muchisky, Marron 217, University of Bickley, Director; Institute of Language in Vocational Centre, 10215-108th Street,New Mexico, Albuquerque, New Mexico Education, Park-In Commercial Centre, 21/F., Edmonton, Alberta T5J 1L6, s3anada. 87104. Telephone: (505) 277-5426 or -7540. Dundas Street, Kowloon, Hong Kong.

CELTSecond Edition ;44 Comprehensive English Language Test David P. Hartle McGraw- Leslie A. Palmer The highly-renowned diagnostic test for your secondary and adult students is here: Hill Completely New Form B! Makesit Revised Form A! Happen! TOEFLTest Preparation Materials from Educational Testing Service Give your students real TOEFL with the preparation with: Understanding TOEFL: Test Kit 1 most effective TOEFL Test Kit 1: Workbook testing Package Listening to TOEFL: Test Kit 2 and test TOEFL Sample Test preparation materials... McGrawHill Book Company, International Group, ELT Dept. 1221 Avenue of the Americas, New York, NY 10020

97 TN 6/86 perspective; or a Nepali in Nepal, a Senegalese "Teaching" "English" "Internationally" in Senegal, a Spaniard in Spain. Teaching by Liz Hamp-Lyons English with an international perspective can University of Edinburgh be done by an American in the U.S.A., a Briton in Britain, a Canadian in Canada, an Australian What does it mean to "teach English are the rritish terms; the American equivalentin Australia and a New Zealander in New internationally"? would be ESL rather than bilingual education.) Zealand. It may be done by Egyptians in Oman Each of the words in this phrase causesAgain, we must hope not, since most teachers and Pakistanis in Saudi Arabia; in Britain problems: I propose to imagine for the of immigrant children and adults would wish to increasingly English is taught by native speaker purposes of this short piece that we know what maintain an international perspective and set of teachers of the learner's own language, who are "teaching" means (no doubt we will return tovalues, hence the term bilingual education, and bilingual and bicultural. TESOL members' the question in a future topical issue of the the bicultural (in Britain, multicultural) move-loved and respected colleague Mary Finocchi- TESOL Newsletter). ment. And there, perhaps, we are approachingaro is a Sicilian by birth and grew up speaking What do we mean by "English"? Are wean answer"an international perspective" . Italian; she spent many years teaching English referring to the written code, the spoken code,"teaching English with an international with as international perspective in New York or both? What community of users do we have perspective". and continues to do so in Italy. in mind? Phonologically, must they be "RP" Itis possible to teach English with an "Teaching English internationally" isn't a (standard Southern British, often known asinternational perspective as an American in method; it isn't a geographic category; it isn't BBC English)? Or may they be standard Mexico or Japan; as a Canadian in China; as a definable in terms of native language, or ethnic American English? What of Scots English? OrBriton in Thailand or Tanzania; as an Australian origin. It's a statement of where your heart is. In the English of Devon, or Cornwall, or Glouces- in Papua, New Guinea; or a New Zealander in an ideal TESOL, all of us would be teaching tershire, or Norfolk? What of New England, or Tuvalu. It is equally possible for a Mexican in English internationally. Texas, as acceptable phonological variants of Mexico to teach English with an international American English? And don't forget the phonological varieties found in Canada, New In Preparation: Zealand and Australia. If "English" is the language used by communities of native speakers of English, then all these phonological Two Publications on Teaching in the PRC varieties must be acceptable. If this is the case, TEACHING IN CHINA successful foreign expert and what outgoing then the phonological varieties used by native PREPARATION MANUAL teachers should know about their undertaking English speakers in Anglophone Africa, by the before they leave the U.S. Addresses of educated higher classes in the Indian sub- "China-returned" TESOL members of the Chinese English teachers would also be continent, by older educated Malaysians, must U.S.-China Peoples Friendship Association, appreciated be equally acceptable. v York area chapter, are compiling a Teach- In order to make the information in the The same judgments must be made for lexis . rg in China Preparation Manual. Members-at-manual as representative as possible of the and syntax: where does "English" (in the sense large are also welcome. diverse settings and situations encountered, an of a standard which can be taught towards) The focus of the manual will be on: 1) attempt is being made to gather information begin and end? Braj Kachru, in the Octoberqualifications for teaching in China; 2) living from a wide variety of sources. It is anticipated, 1984 issue of the "International Exchange" inaccommodations; 3) characteristics of Chinese therefore, that the manual will not be available this newsletter, dealt with these questions universities; 4) teaching facilities, materials, until the end of the year. However, teachers cogently, and his book The Other Tongueand methods; 5) aspects of Chinese cultureplanning to be in China for the 1986-87 (Oxford University Press, 1983) and John which may affect the adjustment of theacademic year can purchase a 160-page packet Pride's New Englishes (Newbury House 1982) American teacher; 6) relationships with Chi-of orientation materials from the Teaching in are very helpful. But it remains the case that nese students, teachers, university officials and China Preparation Service, 17 Hamilton Place, there's no clear definition of what "English" is other foreign teachers; 7) problems which may Tenafly, New Jersey 07670, U.S.A. (and thereby of what it is not). In a very real arise, and 8) coping skills. Included in the sense, we cannot describe what we areappendix will be: 1) profiles of Chinese TEACHERS/LAOSHI: PORTRAITS teaching. universities, colleges, and institutes; 2) a bibli- IN CELEBRATION However, if we can suspend our conscious- ography of recommended teaching materials; Beverly Chin and Dennis Evans are putting ness of these problems (again, for the purpocas3) sources of information on China; and 4) together a book tentatively titled, Teachers/ of this short piece) and suppose that we know addresses of Chinese visa offices in the United Laoshi: Portraits in Celebration, a collection of how to "teach English"do we know what it States. writing and drawings by American and Chi- means to do it "internationally"? The most Contributions of material are welcome andnese teachers of English. The purpose of the obvious interpretation on the phrase "teachingshould be sent to: Ms. Judy Manton, Coordina-collection is to illustrate what it has meant and of English internationally" would be something tor, Teaching in China Preparation Committee, can mean to be a teacher in America and in like "the teaching of English in an international USCPFA, 17 Hamilton Place, Tenafly, NewChina. manner." But what is an "internationalJersey 07670, U.S.A. Copies of articles from Contributors should submit a drawing or a manncr"? Is it a description of how ex-patriates newspapers, magazines, and professional narrative of 1,500 words or less describing an (that is, people from the U.S.A., the U.K., journals are welcome. Original material shouldepisode, extended encounter, or relationship Canada, New Zealand and Australia, livingbe double-spaced. All material used will be with an important teacher. For initial editorial outside those five countries) teach English? We fully accredited and included in the manualreview, original drawings should be repro- must hope not, since there are still so many only with the permission of the author. duced on 8-1/2-by-11-inch sheets in black and unqualified ex-patriates paying their way Because experiences teaching in China vary white. round the world by what they like to call so greatly depending on the year, geographical Please send two copies of manuscripts or teaching EFL/ESL, to the discredit and location, prevailing political currents, etc., adrawings by August 1,1986 to: chagrin of the rest of us. Is it teaching English questionnaire is being sent to as many returned to mixed, transient groups rather than toteq-1 elr as possible. Interested "China - Beverly Chin immigrants, i.e., EFL rather than ESL? (These r teachers should send the coordinator Department of English (or. 'x 5") card their home address, the University of Montana addre of.the school where they taught, and Missoula, Montana 59812, U.S.A. the years they were there. Include a self-addressed, stamped envelope As many Chinese English teachers now with sufficient postage for return. studying in the United States worked closely Co-editor Dennis Evans of Oregon State with foreign teachers ta China, a questionnaireUniversity is currently teaching in the People's is also being sent to them to learn what they Republic of China and collecting contributions feel, from a Chinese viewpoint, makes for a by Chinese colleagues. TN 6/86 98 21 Edited by Howiuu Sage, New York University etc. By demonstrating the interrelatedness ofprovide interesting springboards for writing Ways with Words: Language, Life and Work inorality, literacy, and community practices and and discussion by students from different Communities and Classrooms by Shirley Brice values, Heath reminds us that the orality/lit- countries. Heath. 1983. Cambridge University Press, 32 eracy of schools and many mainstream activi- East 57th Street, New York, New York 10022.ties is but one of multiple oralities and Richard E. LeMon Paperback edition, i-xii + 421 pp., $17.50. literacies. Anyone interested in language or Florida State University language teaching will find this book invalu- Tallahusee, Florida Heath's discussion of her ten-year study ofable. three groups living near each other in the Denise E. Murray Arab Folk-Tales, edited and translated by Inea Carolina Piedmont shows that, because of San lose State University Bushnaq. 1986. Pantheon Books, 201 East 50th different social histories, these communities Street, New York, New York 10022. 386 pp., have radically different ways of using language $19.95. and of teachig their children to use it. The twoThe Sacred Theory of the Earth, Volume I of non-mainstream groups (Trackton, a blackII, edited by Thomas Frick. 1986. North This collection of Middle Eastern tales, working-class neighborhood and Roadville, aAtlantic Books, 2320 Blake Street, Berkeley,edited and translated by Jerusalem born and white working-class neighborhood) differ fromCalifornia 94704. 262 pp., $12.95 Cambridge educated Inea Bushnaq, offers its each other and from the townspeople or readers a lively and entertaining glimpse of mainstreamers (teachers, doctors, and business- This anthology presents a variety of shortArab life. The art of refined story-telling, a menboth black and white). Due to theseworks by fiction writers, poets, anthropolo-famed ancient Arab tradition, .pervades these differences, both non-mainstream communitiesgists, scientists and travelers, all addressing the selections, generated over the ages by the story- experience difficulties interacting with towns-common theme of the sanctity of the earth as tellers of the Arab world. Anecdotes are placed people -the children in school and the parents celebrated and recorded from different cultu- in sections, highlighting life in the desert among in-dealing with the worlds of law, credit, work, ral perspectives. Included are poems of Whit- the bedouin, love and honor in romance, magic man and Trakal, North American Indian tales, and mystery within the realm of the supernatu- and interviews with Chinese geomaneers as ral, nature's bounty, and man's social awareness well as commentaries on Stonehenge, cairnsand affinity with Cod. Clever wit, rich im- and the Vietnam Veterans Memorial. Illustra-agery, and delightful fantasies, a sprinkling of tions include excerpts from naturalist sketch- poetry and colloquialisms, and vivid locales books and photos of Nepalese mani stones. distinguish these stories as unmistakably Arab In an age when real estate investment is and a wonderful read. touted as the quickest way to happiness, this book offers a more holistic and universal point Rosanne Marmion of view. Culturally representative, it may New York University HEINLE & HEINLE' PUBLISHERS INC.

Windows: Readings on American Culture: a creative cultural reader for advanced ESL Building Skills for the TOEFL and TOEFL Practice Tests: the most widely- praised TOEFL preparation materials .available Teaching Language in Context: Proficiency-Oriented Instruction: the methods text by Alice Ommagio that language instructors have long awaited New Perspectives 1 & 2: a complete, ETS Oral Proficiency Familiarization Kit: communicative intermediate grammar the state-of-the-art resource for testing oral program proficiency in ESL from Educational Testing Service New Intercom 1- 4: an exciting integrated skills beginning program For further information, please contact: Roger Hooper ESL Marketing Manager Encore: English Developmental Readers: Heinle & Heinle Publishers innovative, stimulating beginning readers 20 Park Plaza Boston, MA 02116 USA (617) 451-1940 All Clear! Idioms in Context:a dynamic (toll free in the USA cutside Massachusetts: intermediate idioms / vocabulary text 1-800.225-3782)

22 99 TN 6/86 difference and b) not everyone can teach ESL. o At the same time, it is important for TESOL to k balancN, academic freedom concerns (the motivation behind self-evaluation?) with teacher incompetency and discrimination Edited by Carol J. Kreidler, Georgetown University questions. I don't know how many states have a The article, "Where We've BeenWhere Are We Going?", published here in the December 1985 teaching certificate in ESOL or how many TN brought some letteis of response. We intend to share some of those responses in the next fewuniversities in which ESL is taught give months. The first is from Ira Bogotch, a prime mover in the work on employment concerns in the departmental status to ESL. But until we can late 1970s and early 80s. C.J.K. say all states and all universities, the struggle continues. Is the Standard Bearer relevant? If TESOL'S READY TO TAKE ON THE NEXT DECADE: the answer was based solely on the importance LEADERSHIP IS THE KEY of the issues, the answer is obvious. The question, however, is one of policy; and policy Dear Carol: who were performing equivalent tasks as full-demands a more pragmatic response. For me, Your latest Standard Beorer column, time faculty were awarded pro-rated benefits. educational leadership is the key. The ideals of Deceml ' -1985, touched a dormant nerve deep Recognizing that most court cases in this areaTESOL are meshed with political realities, inside mu. the past few years, I haven't have been on a case by case basis, shouldvalues and economics. I would urge that in its followed clos. ' e comings and goings ofTESOL support a policy statement? search for a full-time leader, TESOL consider TESOL, and so, ex pt on a personal level, I In 1981, we talked about a "seal of approval" someone capable of addressing local and am somewhat hesitant to make specific com- program. You mentioned that self-evaluation national needs. There are many individuals in ments. 1981 to the present is a long time toinitiatives are in the process of being deve-TESOL who come to mind, although the carry on a struggle for employment rights.loped. Both approaches address the public's"picture" I have is one of Helen Caldicott, ('Employment rights' may not even be accu- demand for accountability. Today, I would beleader of Physicians for Social Responsibility. rate: although issues were couched in employ- talking about the need for more and better Thanks for letting me re-connect with an ment terms such as 'job security,' they involved evaluative research. Perhaps one issue a year of important part of my life. I wish you the best. building a profession, clarifying its goals and the TESOL Quarterly should focus on the topic Ira E. Bogotch fighting for equity for administrators, teachers of program evaluation. What programs make a 13225 S.W. 111 Terrace and foreign students.) You've led this struggle difference? Some well-designed studies would Miami, Florida 33186 competently and with dignity. TESOL oweshelp TESOL argue that a) ESL makes a you its gratitude. And that's a plain fact. Other than sharing some concerns I have AND A LETTER FROM JAPAN REQUESTS YOUR HELP about the future, I am in no position to advance ideas or participate in a process. Right now, I'm Dear Carol: in my second year in a doctoral program in The Graduate Council, Temple Tniversity (Japan) is seeking information to add to its overseas educational administration at Florida Interna- placement file for its M.Ed. (TESOL) graduates. Any information on teaching conditions, country tional University. I'm not sure why or how I got profiles, newsletters, placement services, or other sources of information on teaching English here, but my ESL "career came to a screech- internationally, that you could share with us would be greatly appreciated. ing halt in San Francisco where I became the "statistic" that I often talked about in my Cathy Duppenthaler speeches. 6-1 Nishi Asahigaoka You're right that TESOL is organizationally Ikoma-shi 630-02 ready to take on the next decade's problems. In Japan principle, it has recognized the financial exigencies of the profession as a whole (still most acutely felt by nontenured and part-timeThe Story of English: faculty in adult and higher education). Retrenchment is the major policy issue in the PBS Adult Learning Service Announces post-Lau and post-Yeshiva era. Given the political and social climate, how well will a New Telecourse for Fall 1986 TESOL anticipate the consequences of re- The Story of English, a new PBS Adult Robeit MacNeil is a new volume written by the trenohment? What positions will TESOL take Learning Service telecourse premiering in Fall, authors of the television programs to coincide on the rights of nonteraired faculty? of faculty 1986, travels the globe to unravel the excitingwith the series. Origins the English Lan- dismissals involving claims of discrimination? story of how our common language hasguage, by Joseph M. Williams, provides of :he rehiring ai faculty based on affirmative attained its current influence and how it may be students with essential tools for the study of the action guidelines? poised to become our planet's first universal English language. The Story of English Study Should TESOL be concerned with the issue language. The course explores the origins, Guide and Reader, by Janet Holmgren McKay of "malpractice"? Do students who remain evolution and expansion of English whileand Spencer Cosmos makes language study "functionally illiterate" in one or two languages focusing on the specific structure of Englishaccessible and interesting to students from a have a malpractice claim against a language and on the concept that language is a reflectionvariety of fields and disciplines, The Story of program or an individual instructor? What about the foreign engineers we train at our of society. English Faculty and Administrators Manual, by universities? Can we certify their compet- The course features nine one-hour television Diane U. Eisenberg includes alternate plans of encyin English and in engineeringshould a programs produced by MacNeil-Lehrer-Gan-action for teaching the telecourse in several bridge collapse? nett and the BBC and hosted by Robert ways and on several levels. In Dade County, where I now live, the MacNeil of the Macneil/Lehrer News Hour. Information about the uses and licensing language issue is being used to divide racial and Filmed in sixteen countries on five continents arrangements for The Story of English is ethnic groups. Individual TESOL members the series is an unparalleled blend of past and available from: PBS Learning Service, 475 have been eloquent in opposing "English Only" present making the differences and develop-L'Enfant Plaza, S.W., Washington, D.C. 20024. ordinances. Should TESOL play a greater role? ments of the English language understandable Telephone: (800) 257-2578. Inquire about the At one District Court level, part-time faculty and vivid. A team of more than thirtyfree preview packet, including course goals, renowned language scholars contributed to the program descriptions, reading assignments, development of the television programs, and learning objectives and a sample chapter of the course materials for The Story of English study guide/reader. telecourse were prepared by a prestigious Information about the purchase or rental of group of academics. The Story of English series is available through In addition to the nine television programs, Films Incorporated, 5547 North Ravenswood The Story English telecourse includes twoAvenue, Chicago, Illinois 60640. Telephone: text books, a student study guide and faculty (800) 323-4222. and administrators manual. The Story of Note: The text above is excerpted from a press release English, by Robert McCrum, William Cran and prepared by the PBS Adult Learning Service. ,Editor

TN 6/86 23

100 - 4 Edited by Mary:Ann ClUistison,'Snow College ILLINOIS TESOL/BE PRESIDENT URGES MEMBERS TO VISIT PUBLISHERS' EXHIBITS Dear Members: As our annual state convention draws near, I'd like to talk to you about an often underappre- ciated group of participantsthe publishers and their representatives. As you are all aware, blocks of time are set aside during the convention to visit the publishers' exhibits. All too often, however, the traffic through the exhibit area is discouragingly low Explanations accounting for this run from the s- cial ("It was the only time I had to 'catch up' with my friend.") to the financial ("Why look when my program has no funds for materials?"). Despite the appeal of this reasoning, I'd like to encourage you to take the time to visit the exhibit area for two reasons. First, of course, we owe it to ourselves as professionals to be aware of new publications in the fieldand these publications are appearing at a dizzying rate. Even if we can't order a set of materials for an entire class, the purchase of single texts as references for our lesson planning can certainly ISRATESOL ELECTS NEW OFFICERS Colloquium on the Use of Sound; Colloquium improve our teaching and our students' learning. At a general meeting of ISRATESOL held on on CALL across the ESL Curriculum; Work- In addition, we owe the publishers our attention December 30, 1985, at which Malcolm Coul-shop on Row to Evaluate Software; Softwarein return for their support of the convention. thard of Birmingham University (UK) spoke on Review Session; Colloquium on Research While participants' registration fees do, indeed, "Discourse Analysis of Written Texts," the new Design; and finally, Software Fare (show and help defray convention expenses (room rental, executive committee of ISRATESOL was tell by authors of unpublished programs). AV equipment rental, program printing costs, confirmed: Ester Lucas, chairperson; Michal Send your proposals to the CALL-IS Chair, etc.), conventions could not exist without the Zellermayer, secretary; Miriam Schcolnik,Macey Taylor (3145 E. Lee St., Tucson, financial support of publishers (via space rental treasurer; Joan Glasner, liaison officer; Yael Arizona 85716, U.S.A., telephone: 602 -326- for exhibits, contributions for hospitality, supp- Bejarano, newsletter editor, Helen Katznelson, liers of folders, etc.). 7265) by August 15 for forwarding, or contact For these reasons, I urge you to schedule time local liaison; Elite Olshtain, Sheila Been,her for the name and address of the chair of in the area. We need to show our appreciation to Andrew Cohen, members-at-large. Terms of the event that interests you. Since the TESOLthe publishers, and we need to keep ourselves office began January 1, 1986. '87 deadline is July 15, the chairs of these abreast of our rapidly changing field. sessions may still be looking fc- good pre- Linda Schinke-Llano, President MINNETESOL HONORS MEMBERS sentations. (From the Illinois TESOL/BE Newsletter, January 1W.) MinneTESOL honored three of its members at the fall 1985 conference with Special Service Awards. These awards were given to members Language and Community Building who have provided outstanding service to the a Model from LEIF: Learning English organization over the years. Members who were honored were Deirdre Bird Kramer, for through Intergenerational Friendship her work as past president of MinneTESOL; by Gail Weinstein-Shi, Temple University Ellen Mamer, for her many hours of work as editor of the MinneTESOL Newsletter; and In the last decade, English language pro-and small group ESOL instruction to refugees. LaVonne Mayer, for all the time and effort she grams for refugees have been increasinglySpecifically, elderly native speakers are expended in organizing the MinneTESOLgeared toward job-related communicationmatched with refugee children, and young Resource Center. Congratulations MinneTES- skills for employable adults. Little attention has native speakers are matched with elderly OLERS on jobs well done! been given to the place of language in the refugees. The purpose of such a match is to community as a whole, both within each ethnic encourage young people to discover the CALL-IS LOOKS TOWARD TESOL '87 group as well as between the refugees and theirresources of the elderly, and to provide the Anglo neighbors. elderly with an opportunity to share their The Computer Assisted Language Learning Elderly refugees, for example are typically resources with the young. Thus, community is Interest Section (CALL-IS) is again planning to ignored, as their adult children are trained for strengthened not only across cultures, but sponsor sessions at the TESOL annual conven- employment. This group is burdened by across generations as well. tion in 1987. In an open, well-attended planning isolation, drastic role changes in their family The project's intergenen.tional approach session in Anaheim, initial plans were made for and community, and a variety of other factorspromotes tapping the community's human the following events in Miami: Colloquium on related to their relocation in the United States. resources as older people assume productive CALL outside the USA; The Role of theThis isolation contributes to tension in multi- roles, and it fosters in young people a sense of Teacher in CALL; Newcomers' Workshop;ethnic communt Ps where refugees have notresponsibility for older persons in need. The had opportunities to interact with their new training for the volunteers stresses an approach Anglo neighbors in positive ways. In addition, to teaching that encourages cross-cultural young refugee children need a "leg-up" as theyunderstanding and exchange. adjust to their new school settings. For more information, contact: Gail Wein- Project LEIF is a model program sponsored stein-Shi, Coordinator, Project LEIF, Institute by Temple University's Institute on Aging, in on Aging, Unive. sity Services Building (083-40, which an intergenerational corps of volunteers Philadcaphia, Pennsylvania 19122, U.S.A. is recruited from older adult groups, local From the Refugee Concerns Interest Section Newsletter, colleges and university and community organi- Winter, 198g. zations. They are trained to offer individual 24 101 TN 6/88 Directory of TESOL Affiliates 1986-87 Addresses are in the U.S.A. unless otherwise indicated.)

Note: The year after each Affiliate's name ASOCOPI GULF TESOL indicates the year in which it joined TESOL. Conference indicates the usual time of year (or Asociacion Colombia de Profesores de Ingles Gulf Area TESOL (1975) actual month/year) that the annual conference (1980) President (to 5/87): Edwina Hoffman, BESES is held. President (to 10/86): Jeronimo Gil 0., Paraiso, Center, Florida International University, Manzana B. No. 11, Tunja, Boyaca, Colom- Tamiami Campus, Miami, Florida 33199. bia. Telephone: 4718 Telephone: (305) 554.2962 AMTESOL Conference: Fall Membership: 130 Conference: Winter Membership: 280 Alabama-Mississippi TESOL (1982) NL: ASOCOPI Newsletter, Ramiro Reyes R., NL: Gulf TESOL Newsletter, R. Alford and President (to 4/87): Audrey Blackwell, English editor M. Hamsik, co-editors Language Institute, Box 5065, University of Southern Mississippi, Hattiesburg, Missis- sippi 39406. Telephone: (601) 266-4337 CoTESOL HAITESOL Conference: April 1987 Membership: 25 Colorado TESOL (1978) Haiti TESOL (1985) NL: AMTESOL Newsletter, Kathy Basselus, President to 11/86): Connie Shoemaker, Holly President (to 8/87): Liliane Hogarth, c/o editor Ridge Center, 3301 South Monaco Boule- Haitian-American Institute, Angle rue Capois vard, Denver, Colorado 80222. Telephone: et rue St. Cyr, Port-au-Prince, Haiti. Tele- AKABE (303) 797-0100 phone: 2 -3715 or 2-2947 Alaska Association for Bilingual Education Conference: Fall Membership: 290 Conference: Summer Membership: 75 (1980) NL: CoTESOL Newsletter, Jeanne Hind,NL: Krik Krak, Elizabeth Asbury, editor President (to 2/87): Alice Taff, H.C.R. 901, editor Anchor Point, Alaska 99556. Telephone: (907) 235-8972 HCTE Conference: Winter Membership: 70 Conn TESOL Hawaii Council for Teachers of English (1973) NL: AKABE Newsletter, Vicki Ross, editor President (to 11/86): Diana DeLuca, 45-720 Connecticut TESOL (1971) Keaahala Road, Kaneohe, Hawaii 96734. President (to 5/87): Andrea Osborne, 11 Telephone: (808) 235-7424 AZ-TESOL Danforth Lane, West Hartford, Connecticut Conference: Fall Membership: 245 Arizona TESOL (1971) 06110. Telephone: (203) 827-7231 NL: HCTE Leaflet, Kay Porter, editor President (to 5/87): Irerie Fridich, 1005 South Conference: Spring Membership: 250 Toltec, Mesa, Arizona 85204. Telephone: NL: Conn TESOL Newsletter, Diane Cohen, (602) 898-7880 editor Illinois TESOL/BE Conference: Spring Membership: 250 Illinois TESOL/Bilingual Education (1970) NL: AZ -' ESOL Newsletter, Fredricka Stoller, President (to 6/87): Mary Ann Boyd, University editor DATE High School, Illinois State University, Nor- Dominican Association of Teachers of English mal, Illinois 61761. Telephone: (309) 438- ARK-TESOL (1974) 5691 President (to 6/86): Ellen Perez, Apartado de Conierence: Spring Membership: 650 Arkansas TESOL (1980) Correos 821, Santo Domingo, Dominican NL: Illinois TESOL/BE Newsletter, Teddy Fresident (to 4/87): Craig Wilson, 971_1 Painter Republic. Telephone: (809) 562-1247/6601 Bofman, editor Drive, Ft. Smith, Arkansas 72903. Telephone:Conference: Spring Membership: 130 (501) 785-0432 NL: DATE Line, Ellen Perez, editor Conference: Fall Membership: 45 NL: ARK-TESOL Post, Rebecca Haden and INTESOL Gloria Williams, co-editors Indiana TESOL (1979) Fla TESOL President (to1/87): Timmie Steinbruegge, Indiana Adult Education Resource Center, BATESOL Florida TESOL (1970) President (to 11/86): Madeleine Rodriguez, 1500 East Michigan Street, Indianapolis, Baltimore Area TESOL (1981) P.O. Box 248065, University of Miami, Indiana 46201. Telephone: (317) 266-4850 President (to 5/87): Ann Beusch, 9056-F Town School of Education, Coral Gables, Florida Conference: Fall Membership: 105 and Country Boulevard, Ellicott City, Mary- 33124. Telephone: (305) 940-5522 NL: TESOLIN', Richard Bier, editor land 21093. Telephone: (301) 461-1728 Conference: Fall Membership: 100 Conference: Fall Membership: 110 NL: Florida TESOI. Newsletter, John Roberts, NL: BATESOL Newsletter, Kenna Saleh, editor I-TESOL editor Intermountain TESOL (1973) President (to 10/86): Judy Cohen, 783 Eighth B.C.T.E.A.L. TESOL France Avenue, Salt Lake City, Utah 84103. Tele- phone: (801) 531-6100 Association of British Columbia Teachers of TESOL France (1981) English as an Additional Language (1974) Conference: Fall Membership: 175 President (acting to 9/86): John Davidson, NL: I-TESOL News, Lee Rawleay, editor President (to 3/87): Ernest Hall, P.O. Box E.N.S.T. (B430), 46 rue Barrault, 75013 Paris, 82344, Burnaby, British Columbia, Canada France. Telephone: 45-81-75-30 V5C 5P8. Telephone: (604) 294-8325 Conference: Spring Member: hip: 250 ISRA TESOL Conference: Spring Membership: 450 NL: TESOL France News, (rotatng editor) NL: TESL Newsletter, Mara Macskasy, editor Israel TESOL (1980) President (to 12/88): Esther Lucas, Sharett Building, Room 246, Tel Aviv University, CATESOL G-TESOL Ramat Aviv, Tel Aviv 69978, Israel. Tele- California TESOL (1970) Georgia TESOL (1980) phone: 3-420-629 President (to 4/8'7): Rita Wong, AmericanPresident (to10/86): Scott Enright, 2559Conference: Fall Membership: not avail- Language Institute, San Francisco State Ridgewood Road, NW, Atlanta, Georgia able University, San Francisco, California 94132. 30318. Telephone: (4041658.2584 NL: lSRA TESOL Newsletter, Yael Bejarno, Telephone: (415) 469-2150 Confererce: Fall Membership: 185 editor Conference: Spring Membership: 2400 NL: Georgia TESOL Newsletter, Alice Maclin, NL: CATESOL News, Denise Mahon, editor editor TESOL ITALY Carolina TESOL TESOL Italy (1977) Carolina TESOL (North and South Carolina) TESOL Greece President (to 10/87): Maria Sticchi-Damiani, (1978) LUISS, Via Pola 12, Rome, Italy. Telephone: TESOL Greece (1980) 838-8095 President (to 11/87): Ahad Shahbaz, Inter-Link, President (to 4/86): Susan Jones, 31 Stilponos Guilford College, Greensboro, North Caro- Street, 116 36 Athens, Greece. Telephone:Executive Director: Mary Finocchiaro, USIS, ,lina 27410. Telephone: (919) 292-5511 APO 09794, New York, New York 3606-849/418 Conference: Fall Membership: 500+ Conference: Fall Membership: 80 Conference: Spring Membership: 720 NL: Carolina TESOL Newsletter, CarolNL: TESOL Greece Newsletter, Rhona NL: Perspectives, Mary Finocchiaro, editor Mundt, editor Hedges, editor Continued on next page 102 25 Affiliate Directory MITER" NM TESOL Michigan TESOL (1975) New Mexico TESOL (1978) Continued from page 25 President (to 11/88): Cindy Gould, 24657 West President (to 5/87): Mary Jean Habermann, 304 JALT Ten Mile Road, #8, Southfield, Michigan Rincon Court, Albuquerque, New Mexico 48034. Telephone: (313) 577.2785 87105. Telephone: (505) 831-3813 Japan Association of Language Teachers (1977)Conference: Fall Membership: 100 President(to12/87): Jim White, 1-4.2 Conference: Spring Membership: 120 Nishiyama-dai, Sayania-cho, Osaka-fu 589, NL: MITESOL Newsletter, Donna Brigman, NL: New Mexico TESOL 11ewsletter, C 1l- Japan. Telephone: 0723-66-1250. JALT editor dine Wilks, editor Office: c/o K.E.C. Sumitomo Seimei Build- MIDTESOL NYS TESOL ing 8F, Shijo Karasuma Hishiiru, Shimogyo- ku, Kyoto 600, Japan. Mid-America TESOL (1978) New York State TESOL (1970) Conference: Fall Membership: 2650 President (to 12/86): Larry Francis, Intensive President (to 10/86): Fay Pollen, 2809 Avenue NL: The Language Teacher, Deborah Fore- English Program, 228 Gentry Hall, Univer- L, Brooklyn, New York, 11210. Telephone: man-Takano, editor sity of Missouri, Columbia, Missouri 65211. (718) 834-6752 Telephone: (314) 882-7523 Conference: Fall Membership: 1125 KATESOL Conference: Fall Membership: 50 NL: Idion, Barbara Agor and Elizabeth Neu- Kansas TESOL (1982) NL: MIDTESOL Newsletter, Ronald Long, reiter-Seely editor President (to 4/87): Susan Hildebrand, Applied NNETESOL English Center, 204 Lippincott, University of MinneTESOL Kansas, Lawrence, Kansas 66045. Telephone: Northern New England TESOL (1980) (913) 864-4606 Minnesota TESOL (1976) President (to 11/88). Carolyn Duffy, Box 29E, Conference: Spring Membership: 40 President (to 10/86): Kathryn Hanges, 1205 Hinesburg, Vermont 05461. Telephone: NL: KATESOL Newsletter Elizabeth Sop- Lincoln Avenue, St. Paul, Minnesota 55015. (802) 655-2000 (ext. 2646) pelsa, editor Telephone: (812) 641-8851 Conference: Fall Membership: 115 Conference: Fall Membership: 235 NL: NNETESOL Newsletter, Anne Benaquist, KYTESOL NL: MinneESOL Newsletter, Lora Polack, editor editor Kentucky TESOL (1979) Ohio-TESOL President (to 9/86): Ronald Eckard, Depart- NJTESOL-BE ment of English, Western Kentucky Univer- Ohio TESOL (1977) sity, Bowling Green, Kentucky 42101. Tele- New Jersey TESOL/New Jersey Bilingual President (to 11/88): Debra Deane Matthews, phone: (502) 745-4857 Educators (1969), Inc. English Language Institute, University of Conference: Fall Membership: 95 President (to 11/87): Ana Maria Schuhman, 8 Akron, Akron, Ohio 44325. Telephone: NL: Kentucky TESOL, Charles Meyer, editor Deer Path, Holmdel, New Jersey 07133. (216) 375-7544 Telephone: (201) 527-2136 Conference: Fall Membership: 175 AETK Conference: Spring Members':,.p: 600 NL: Ohio TESOL Newsletter, Beverly Olson NL: NITESOL-BE Newsletter, Eileen Hansen Association of English Teachers in Korea (1982) Flanigan, editor President (to 3/87): Dwight Strawn, 2-91 and Karen Czarnecki-Medina cc-editors Continued on next page Shinchon-Dong, Seodaemun-ku, Seoul 120, Korea. Telephone: 392-3785 Conference. Spring Membership. not available NL: AETK Newsletter, Dwight Strawn, editor

LaTESOL Louisiana TESOL (1980) President (to 5/87): Linda L. Blanton, Depart- 1111111 Technology ment of English, University of New Orleans, New Orleans, Louisiana 70148 Telephone: (504) 286-6129 Conference: Spring Membership: 135 and LOS BESOL Lower Susquehanna Bilingual Education/ ESOL (1978) President (to 11/88): Douglas Dockey, 347 West Orange Street, Lancaster, Pennsylvania Language 17603. Telephone: (717) 291-8926 Conference: Fall Membership: 50 NL: LOS BESOL Newsletter, Kathy Foor, editor Testing MATSOL Massachusetts TESOL (1973) President (to 3/87): Judith De Filippo, English Edited by Language Center, Room 206, BY, Northeast- CHARLES W. STANSFIELD ern University, 380 Huntington Avenue, Boston, Massachusetts 92115. Telephone: A Major Work on Language Testing (817) 437-2455 New developments in measurement theory: computerized adaptive testing and the Conference: Spring Membership: 600 application of latent trait models to test and item analysis NL: Matsol Newsletter, Carol Pineiro, editor Use of technology in developing new measures of speaking, reading and writing MEXTESOL From the 7th Annual Language Testing Research Colloquium at Educational Testing Service, Princeton, 1985 Mexico TESOL (1974) President(to12/88): Eduardo Rosado P. Tung, M. Canale, H.S. Madsen & J.W. Larson, G. Henning, M.M. Hicks, Chauvet, Mercaderes 131-102, Col. San J.H.A. L. deJong, G. Molholt &A.M. Presler, J.L.D. Clark, W.H. Manning, J. Reid. Insurgentes, 03900 Mexico, D.F. Telephone: Members, $10: Non-members $12.50, plus $1.50 postage. All orders must be pre-paid. 754-2980 Conference: Fall Membership: 2500 TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES NL: Mexico TESOL Newsletter, Fred Rogers, GEORGETOWN UNIVERSITY editor 1118 22nd Street, N.W., Suite 205 Washington, D.C. 20037 26 103 TN 6/88 Affiliate Directory TESOL Scotland 78218. Telephone: (514 8244254 TESOL Scotland (1982) Conference: Fall Membership: 330 Continued from page 26 President (to 10/87): Alan Davies, Department NL: TEXTESOL-11 Newsletter, Curtis Hayes, editor OK TESOL of Linguistics, University of Edinburgh, 14 Buccleagh Place, Edinburgh, Scotland. TEXTESOL-III Oklahoma TESOL (1983) Telephone: 031-667-1011, ext. 6381 President (to 11/88): Jimi Hadley, 1915Conference: Fall Membership: not avail- Texas TESOL III (Austin) (1978) Northwest 24th Street, Oklahoma City, able President (to 4/87): Lynn Eubank, Intensive Oklahoma 73106. Telephone: (405) 525-3738 NL: TESOL Scotland Newsletter, Jean English Program, 1103 West 24th Street, Conference: Fall Membership: 130 McCutcheon, editor University of Texas in Austin, Austin, Texas NL: OK TESOL Newsletter, Ravi Sheorey, 78705. Telephone: (512) 471-4311 editor SOVATESOL Conference: Spring Membership: 140 NL: TEXTESOL-Ill Newsletter, Julia Mellen- TESL Ontario Southern Virginia Association of TESOL (1984) bruck, editor TESL Association of Ontario (1977) President (to 9/86): Paula Kleinfeld, 1329 Oak President (to 12/86): Anne Smith, TESL Park Avenue, Norfolk, Virginia 23503. TEXTESOL-IV Ontario, 703 Spadina Avenue, Toronto, Telephone: (804) 587-5920 Confuence: Fall Membership: 105 Texas TESOL IV (Houston) (1978) Canada M1V 2H8. Telephone: (416) 923- President (to 1987): Marian Marshall, Pershing 6216 NL: Southern Virginia TESOL Newsletter, Emily Ware, editor Middle School, 5115 Mercer #1, Houston, Conference: Fall Membership: 980 Texas 77002. Telephone: (713) 664-3732 NL: CONTACT, Susan Firth, editor TESOL Spain Conference: Spring Membership: 130 NL: TEXTESOL-IV Newsletter, Patricia Har- ORTESOL TESOL Spain (1977) ris, editor Oregon TESOL (1977) President (to 5/87): David Escott, Inigo Arista President (to 11/86): Shirley Morrell, 11016 18, 31007 Pamplona:Spain. Telephone: 948- TEXTESOL-V South East Main Street, Portland, Oregon 27-79-04 Texas TESOL V (Dallas) (1979) 97216. Telephone: (503) 229-4088 Conference: Spring Membership: 650 President (to 10/86): Evelyn Black, Box 13258, Conference: Winter Membership: 240 NL: TESOL Spain Newsletter, Michelle North Texas State University, Denton, Texas NG: ORTESOL Newsletter, David Wardell, Guerini, editor 76203. Telephone: (817) 565-2410 editor Conference: Fall Membership: 225 NL: TEXTESOL-VNewsletter.Daniel PennTESOL-East The School for Robertson, editor Eastern Pennsylvania Association of TESOL International (1981) Training Thailand/TESOL President (to 4/87): Irene Meksyinjuk, 933 Thailand TESOL (1980) Lombard Street (#304), Philadelphia, Penn- ..mot President (to 5/86): Samang Hiranburana, 179 ..a sylvania 19147. Telephone: (215) 923-2688 ... 1 Rajdamri Road (AUA), Bangkok 10500, ' Al oiia.. Conference: Spring Membership: 140 , Thailand. Telephone: 390-1748 NL: PennTESOL-East Newsletter, Barbara .41IPOIMM '111.11.24. Conference: Winter Membership: 950 Ranalli, editor -11Mlnik 15..1 NL: Thai/TESOL Newsletter, Alec Bamford, editor APPI Venezuela TESOL Arsociacao Portugese de Profesores de Ingles Get a better job. (1979) Do a better lob Venezuela TESOL (1982) President (to 5/86): Maria Manuel Calvet Master of Arts in Teaching for President (to 5/87): Maria Cecilia de los Rios, certification and effective Ricardo, Rue Viriato 73 S. Joao do Estoril, career preparation in Apartado 81931, Caracas, Venezuela. Tele- 2765 Estoril, Portugal. Telephone: 268-1882 English as a Second phone: (582) 951-3111 (ext. 209) Conference: Spring N.rembership: 500 Language Conference: Spring Membership: 225 French. Spanish NL: APPI Newsletter (no assigned editor) Bilingual/Multicultural NL: Venezuela TESOL Newsletter, Mary Lou education Schiller Duran, editor P.R. TESOL in two consecutive summers or one academic year. Also. Puerto Rico TESOL (1969) Master's in Intercultural Human WAESOL President (to 12/86): Ylda Farre Rigau, Casa- Service Management Washington Association for the Education of +The School blanca V-7, Jardines de Caparra, Bayamon, For International Training Speakers of Other Languages (i974) Puerto Rico 00619. Telephone: (809) 764- 32 Kipling Road. Brattleboro VT05301 President (to 11/86): Nancy Butler, 7210 First 0000, ext. 2186 1400.4514405 Avenue, N.W., Seattle, Washington 98117. Conference: Fall Membership: 1140 Telephone: (206) 623-1481 NL: TESOL-Gram, Nick Silva, editor TNTESOL Conference: Fall Membership: 600 NL: WAESOL Newsletter, Cherie Lenz- SPEAQ Tennessee TESOL (1979) Hackett, editor President (to 2/87): Elinor Gregor, 921 South Societe pour la promotion de l'enseignement de Wilson Boulevard, Nashville, Tennessee l'anglais (langue seconde) au Quebec (1977) WATESOL 37215. Telephone: (615) 383-9687 President (to 6/87): Louise Gaseon, 8330 Conference: Spring Membership: 80 Washington Area TESOL (1970) Chambery, Charlesburg, Quebec, CanadaNL: Tennessee TESOL Newsletter, Jan Hitt President (to 5/87): Grace Stovall Burkart, 6010 C1G 2X4 and Dale Meyers, co-editors Cobalt Road, Bethesda, Maryland 20716. Conference: Summer Membership: 1050 Telephone: (202) 885-2156 NL: SPEAQ OUT, Benoit Behnan, editor TEXTESOL-I Conference: Fall Membership: 540 NL: WATESOL News, Margery Tegey and RIABE/ESL Texas TESOL I (El Paso) (1969) Mary Niebuhr, co-editors Rhode Island Association for Bilingual Educa- President (1/88): Judy Meyer, El Paso ISD, tion and English as a Second Language 6531 Boeing Drive, El Paso, Texas 77925. WITESOL (1974) Telephone: (915) 779-4152 Wisconsin TESOL (1973) President (to 8/87): Jane Yeldin, BEM SC, 345Conference: Winter Membership: 290 President (to 1/87): Gary Krukar, P.O. Box 413, Blackstone Boulevard, Weld Building, Provi- NL: Noticias, Florence Decker, editor Department of Linguistics, University of dence, Rhode Island 02908. Telephone: Wisconsin in Milwaukee, Milwaukee, Wis- (401) 274-9548 TEXTESOL-II consin 53201. Telephone: (414) 963-6180 Conference: Summer Membership: 80 Texas TESOL II (San Antonio) (1977) Conference: Spring Membership: 120 NL: RIABE/ESL Newsletter, Karen Karten,President (to 11/86): Debbie Angert, 8555NL: WITESOL Newsletter, Peter Lee and editor Laurens Lane (4202), San Antonio, Texas Gary Krukar, co-editors TN 6/86 104 27 The Case for students lose confidence in our ability to speakers "who cross the Atlantic for any length prepare them for the real world. of time" (Trudgill, 2) speak a mixture of So how do you go about the business ofAmerican and British English. I agree with International English learning about different varieties of English? I suggest that you begin with InternationalTrudgill when he says: "Given that ideal which by Valerie Whiteson English by Peter Trudgill. Most of the example foreign students are riming at is native -like, we University of Maryland sentences at the beginning of this article were feel that there is nothing reprehensible about Whether you are a prescriptive or descriptive taken from this book. Keep an open mind; look such a mixture and that tolerating it is by no teacher I wonder how you would react if your around you for examples of language changes. means a bad thing."(2) Driving through Delaware recently I noticed students produced any of the following sen- a billboard which stated: Sentence 1is South African English. Robot means traffic tences' lights. Sentences 2 and 3 are standard British English and ??? ??? sentence 4 is standard informal British English. The last four 1. Turn right at the robot. sentences are American English. people died on the People have died on the 2. Will you do it? I might do. roads in 1983. roads in 1989. From the WATESOL Newsletter, Spring 1985. 3. I'll give it him. These people went to These people have gone References their rest. to their rest. Trudgill. Peter and Jean Hannah. 1982. International English. 4. I haven't got a bloody clue. London; Edward Arnold (Publishers) Ltd. 5. I ain't got no idea. "Ah," I said to myself, The present perfect is Whiteson, Valerie and Ronald Mackin. 1977. More Varieties of alive and well o'.1 the Eastern Shore." Fifty Spoken English.oxford;Oxford University Press. 6. I did it in five minutes time. miles further on we passed another billboard 7. First of all I'll help you. Second of all, with a similar message except that simple past REFUGEE REPORTS I'll help her. was used both for 1983 and 1984. I have to conclude that even on the Eastern Shore the Refugee Reports is a 16-page monthly pub- 8. Did yi..11 read it already? present perfect is changing. So what do I teach lication devoted to regular and comprehensive The only sentence I would want to correct is my students on the Eastern Shore? I acceptcoverage of refugee issuespolicy, legislation, number five. All the other examples are correct both forms and draw their attention to theand programs. It includes research data and in different varieties of English. I have been phenomenon of the way the present perfect isresources, articles on international refugee lucky eiiough to benefit from a truly interna- changing in American English. developments, and statistics. tional education. I finished high school in South No one person can be aware of all the A reduced $28 per year single subscription Africa; completed my B.A. in Israel, my M.A. possible varieties that exist in English. Differen- rate for Refugee Reports was recently 'an- in England, and my Ph.D. in the United States. ces in spelling and pronunciation usually causenounced. However, subscribers outside the I have taught English in the Middle East, theless problems than differences in syntax, U.S., Canada and Mexico are advised to add $24 United Kingdom, and the United States and I vc,..abulary and style do. We have to accept for postage. Subscribers to Ref ugee Reports will have come across all these sentences in my that differences exist and have to do whateverrecoive at no additional charge a copy of World students' English. we can to be knowledgeable about them. Refugee Survey and the U.S. Committee for When I first began teaching, I might have There was a time when we encouraged ourRefugees Issue Paper series on specific refugee czn-rected some of the sentences, but I was students to choose either British or American conditions. For information about Refugee Re- lucky enough to study with Peter StrevensEnglish, but even that has become impossible ports, or a free sample copy, write to: Refugee while reading for my M.A. in England. He isas people travel and study in different coun- Reports, Sunbelt Fulfillment Services, P.O. Box one of the most outspoken advocates oftries. Many British and American native-41094, Nashville, TN 37204, U.S.A. international English and his attitude certainly influenced me to recognize that my dialect is not the only kind of dialect used around the world. It may have helped that South African English is fairly restricted in world-wide usage. I knew that if I wanted to write EFL/ESL textbooks and teach international students, the TESOL sooner I became aware of different varieties of Announces English the better. What I had learned from Peter Strevens was SEVENTH EDITION expanded upon by another Peter during a course I took in Toronto last summer at the TESOL Summer Institute. The course, Interna- tional English, was taught by Peter Trudgill, DIRECTORY OF the wellkno sociolinguist. I was not the only teacher taking the course who became aware PROFESSIONAL that despite the descriptive orientation we took away from our linguistics and sociolinguistics courses, we had still been intolerant about PREPARATION varieties of English unfamiliar to us. I overheard the following exchange recently PROGRAMS IN TESOL between an American teacher and an adult Israeli student: IN THE UNITED Teacher: Where did you go last night? Student: To the cinema. STATES: 1986-88 Teacher: (indignantly) You mean the movies. It lists and includes: U.S. institutions with brief descriptions of programs leading to certificates or degrees in It was with difficulty that I held my tongue but that exchange led to this article. TESOL, for 1986 through 1988 Language is changing, developing and alive. Statement ocCore Standards for Language and Professional Preparation Programs As English teachers we has e. to be aware that Guidelines for the Certification of Teachers of English to Speakers ofOther Languages in the our students have been exposed to many United States different varieties and styles of English. They State Certiiication Requirements in ESL/EFL for all fifty states have had teachers from different countries and textbooks from different countries as well. $13.00 Members, $15.00 Non-Members Outside the classroom they have been exposed P1.11 Sa p...tt .4 1.0,..t Al maws r.,t., pt pa4 to films, television, books, magazines and journals. As hard as we search for one standard T E S norm the fact is that there is no such thing. A 0 narrow, prescriptive attitude to the language on 1118 22nd. Street, NW, Suite 205, Washington, D.C. 20037 the part of their teachers makes our young

28 - t15 TN 6/86 If you find yourself experiencing these Teaching English in the Developing feelings, they are bound to have adverse effects on your effectiveness as a teacher. Accord' 1g to World: Some Tips for Teachers Brown (1980:132), cultural shock is only one of four stages in the process of acculturation. The by Ellen Wetterau Zunon entire process consists of: 1) excitement and University of Abidjan euphoria over the newness of your surround- ings; 2) cultural shock, where you gradually If you are contemplating job possibilities for for one thing, there is a certain amount ofbecome aware of more and more cultural teaching English internationally, you have security in !1st copying something and memorizing it.It differences which affect your own self image; undoubtedly wondered about the working is a good idea, therefore, to 3) gradual recovery, where you begin to accept conditions you would face. In fact, statisticsintroduce changes carefully and in small the differences in thinking and feeling around show that English is either taught as a school incremedts. Tibbetts et al. (1968:173) have suggested ay6u; and lastly 4) near or full recovery, which subject or used as a medium of instruction in 39 consists of acceptance of the new culture and countries in Africa, 27 countries in Asia, and 20useful three-step framework for innovations. countries in Latin America (Conrad and self-confidence in the new persona that you 1. Diagnosis of the learning situation: What have developed in this culture. Fishman, 1977), so if you do go overseas, it may Experiencing these various stages myself, I be to a developing country. I have taught in the are the learning experiences to which the students are accustomed? Which aspects was at times dismayed to find myself becoming Ivory Coast for five years and I believe that the more ethnocentric instead of less so. Sometimes problems I have faced are similar to those in and how much of the accustomed learn- the rest of the developing world. The circum- ing experiences should be retained toI seemed better able to cope with certain provide security and balance for theproblems- of daily living, but other problems stances I'm going to discuss fall into four still continued to annoy me. Dealing with those categories: the physical environment, relations students? residual misunderstandings isstill somewhat with students, relations with colleagues, and 2. Selection of !earl-an experiences: Whatwearying, and thisis what Icall "cultural cultural shock or cultural "fatigue." new methods of learning are desirable fatigue." I have found that you never really "get and within reach of student capacities? If The physical environment over" cultural shock; you simply experience it students have depended on one method at subtler levels as you gain more insights into In many schools in developing countries, of learning (e.g., lecture-recitation), what the new culture and into the extent to which budget con traints often lead to a shortage of additional methods can be introduced? you are in fact influenced by your own culture. supplies, even such basic items as ink or paper. 3. Evaluation of learning experiences: Do In conclusion here are a few suggestions that And if you are working in a tropical country, the experiences enable the students tohave really worked for me: those materials and equipment that are availa- take in information, to use it in a variety of ble deteriorate faster due to the climate. In one ways and to generalize about its meaning? langui.ge institute in which I worked, a new Does each learning experience build on 1. Find out as much as possible about the language lab was imported from Europe, and the previous one in increments approp- country you will be in before you go. One within a year, only about half of the cubicles riate to the abilities of the students? Does practical source of information is the series were still functioning; replacement parts had to the experience provide an opportunity for of area handbooks published by the U.S. come from thousands of miles away and student to assume increasing responsibil- Government Printing Office, which covers nobody on site knew how to repair the ity for their own learning? the history, culture, political and educational equipment. So, even if audio-visual equipment systems of a great number of countries. In is available, maintenance problems and/orI suggest you add this question: Is this new some cases, the information may be slightly power failures may make it all but impossibleactivity or topic culturally appropriate? dated, but at least it offers some basis for to use. Relations with colleagues beginning. When you arrive in your country, If you find yourself facing such problems, Teachers in the developing world may be you can use every opportunity to expand my advice is to keep your materials as simple trained in traditional methods, with a focus on your knowledge. and cheap as possible. If you're used to angrammar and translation rather than on com- overhead projector and photocopied handouts, municative use of the language. For many local 2. Form networks with other expatriate yuu may have to adapt your lessons to simplerteachers, teaching may be a temporary occupa- teachers to talk over problems and how they materials: more ingenious use of the black- tion while they are looking for a job with better handled them. This has two advantagesto board, for example, or a flanrel board orpay or more opportunity for advancement in share practical solutions and to gain emo- pocket chart. Learn to improvise with what youthe private sector. So morale is often low. In tional support. have available. such a situation, locally recruited teachers may Relations with students resent expatriate teachers, partly due to a 3. Adopt a positive attitude. As implied above, defensive attitude toward native speakers of a Tibbetts et al. (1968) have described the going through cultural shock can be a language which they have worked so hard to learning experience. ("So this is what my probable classroom behavior in a developinglearn, partly due to the material advantages country as including a disproportionate ratio of foreign students were coping with in the which expatriate teachers sometimes have. U.S.1") When things seem to be going teacher talk to student talk; physically passive Faced with this situation of defensiveness, as students; excessive requirement of student a way of becoming more involved with my wrong, be aware of circumstances that you recitation, often in memorized form; and little can and cannot control, and above all, don't colleagues, I implemented a pilot program. I take every cultural difference as a personal flexibility in seating arrangements, usuallykept the other teachers informed and asked for straight-row seating. their feedback by means of questionnaires affront! Once you come to see all these In my experience this description, written in problems as a challenge to your resourceful- which they could fill out quickly after trying ness, instead of throwing up your hands in 1968, is still true in 1985. As far as teaching out the new materials in their classes if they methods are concerned, students may be an "I-can't-cope" attitude, you can begin wished to do so. working on them in a more concrete way.6 accustomed to a teacher-centered classroom In our program, I think we all deriver' some and expect the teacher to lecture or dole out benefit from the experiment. This year several information which they will copy down with more teachers have volunteered to work on Abate the author: Filen Wetterau Zunon teachers ESP to the intention of memorizing it. English may be materials development, and our new materials law students at the 'flimsily of Abidjan, Ivory Coast. She seen as a content course, rather than a skill, with has previously tau ;ht ESL in the US. and in France as well may soon be collected in textbook form for use as done teacher training in the US. an emphasis on covering a certain number of at our university. vocabulary items, reading passages, and so on. References There may be a greater social distance Cultural Shock and Cultural Fatigue Area handbook lor Washington, D.C.: U.S. between teachers and students because of these H. Douglas Brown has described cultural Covemment Printing Office. Brown. 11. Douglas 'WA Principks of language learning and clearly defined roles, so if you have been shock in terms of negative feelings "ranging teaching. Englewood Cliffs. New Jersey: Prentice11211, Inc. trained in more student-directed methods, thisfrom mild irritability to deep psychological Conrad, Andrew and J. Fishman. 1977. English as a world may result in a mismatch between your own panic and crisis." It can lead to feelings of language. In The spread of t nglisk Fishman. Cooper and teaching style and students expectations and"estrangement, anger, hostility. indecision, Conrad (Eds.), 3-73. Rowley. Massachusetts. Newbury House Publishers. learning styles. If you do wish to try somefrustration, unhappiness, sadness, loneliness, Tibbetts, John. M. Akeson. and M. Silverman. 1968. Teaching innovations in the classroomfou should be homesickness, and even physical illness" in the developing nations. a guide for educators. Belmont, forewarned that students may resist changes; (Brown 1980:131). California: Wadsworth Publishing Company, Inc.

TN 6/86 29 1 -06 New Procedure and Rates Set for Notices on TN's Jobs Page

Effective with the August issue of the which job notices need to be received in thc institution and location (city, state/province, TESOL Newsletter (TN), notices of job Central Office. country); 2) title and/or position available; 3) openings, assistantships or fellowships will be qualifications (degree and/or experience printed at the rate of $50.00 for 100 words For ad to job Appletn Submit copy required of the applicants; 4) dutio/responsi. (exclusive of contact address). If more than 100 appear in deadline to TESOL bilities: 5) salary and benefits information; 6) words arc required, the charge is at the rate of this issue should be no later than cover letter/resume/application deadline $1.00 per word. The designation AA/EOE for February April30 December 15 information; 7) name and address to contact. "affirmativeaction/equal opportunity April June 30 February 20 Add telephone number if desired, and finally employe will also be listed without additional AA/EOE. (Note: information in no. 7 is outside charge for jobs within the United States and June August 31 April30 of the 100word count.) August elsewhere whenever A A/EOE applies. October 31 June 20 2.Further Instructions As a special benefit to TESOLts institutional October December 31August 20 and commercial members, job listings in the Limit abbreviations to commonly under- TN may be placed at no cost. DecemberFebruary 28 October 20 stood ones, (which will count as a single word), Job listings should be accompanied by for example,M.A./Ph.D./Ed.D.; ESL/EFL/ Late job notices (after copy submission ESOL/ESP; TESOL/TESL, and any abbre- payment check or, if necessary, by the institu deadline stated above) will be accepted, space tion's official purchase order. Send to: viations in the institution's address which are permitting, until the first of the month preced- commonly used at the institution. Do not TESOL Publications ing the issue of publication, i.e., January 1 for underline any words or phrases for special 1118 22nd Street, N.N. (Suite #205) the February issue, March 1 for the April issue, emphasis. Allow for appr. 1 1/2" margin at the Washington, D.C. 20037, U.S.A. etc.Call TN Editor: (212) 663.5819 or top, left and right of the paper. Type Copy (718) 626-5450. double-space on plain bond paper and send All listings in the TN must be received in the Guidelines for Preparing Notices three copies (carbons are acceptable) to TESOL Central Office five to six months in TESOL Publications, 1118 22nd Street, N.W., L General Format advance of application deadlines in order to (Suite #205), Washington D.C. 20037, U.S.A. insure timely notice to potential applicants. Employers are advised to follow this general On institution letterhead indicate whether the Listed here are the deadlines for each issue by format in preparing their notices:1)list notice is for a single or multiple insertion and the TN issue(s) in which it is to appear. Also include the name and telephone number of the person to be contacted by TESOL should TESOL Helps Job Seekers clarification be needed. However, note that such telephone calls will be made collect. TESOL helps job seekers find employment those residing outside U.S., Canada, or Mexico) or other opportunities in the ESL in four main and to nonmembers at $15.00/year ($17.50 No Change in "Boxed Notices" ways: 1) the Employment Information Service outside U.S., Canada, or Mexico). Send to No changes have been made in the proce- in the Central Office, 2) the TESOL ESL Edmund La Claire, employment Information dure for placing special "boxed notices" in the Opportunities Bulletin, 3) the TESOL Newslet- Service, at TESOL (address below). TN. The rates and ad Sin specifications may ter Job Openings column, and 4) the Employ- 3. The Job Opening: column in each edition be found in the "TESOL Advertising Rates" ment Clearinghouse at the TESOL convention. of the TESOL Newsletter lists job announce- brochure available from the TESOL Central 1. The Employment Information Service in Office (telephone: (202) 625.4569) or from ments submitted to the newsletter. In this case, Aaron Berman, TESOL Deelopment and the TESOL Central Office maintains appli- of course, the announcements reach all TESOL cants' resumes on file. Employers and recruit- Promotions, Box 14396, San Francisco, Califor- members, or about 11,000 people. Listings are nia 94114, U.S.A. Telephone: (415) 697.5638. ers may come to the office to review the limited to 100 words (exclusive of contact resumes, and may take copies at 10c/page. The staff also makes referrals from these files to address) for which there is a fee of $50.00. As a employers. Ir either case the employers contact special benefit to TESOL's institutional and the applicants directly. commercial members, they may place job First Class Postage Can Recruiters may also call upon the staff ire the listings in the TN at no cost. All listings must be Assure Speedier Delivery Central Office to do a special search for received in the Central Office five-six months teachers available for a specific purpose. The in advance of application deadline in order to of the TN staff reviews the resumes on file to find those appear in time in the TN. Send your listing, "Is i; possible for me to pay first class meeting the desired criteria. There is a $151 accompanied by payment check or by the postage for the mailing of the TESOL hour charge for this service. Institution: official purchase order, to Julia Newsletter so I can get it faster?" This is 2. A bimonthly ESL Opportunities Bulletin is Frank-McNeil at TESOL (address below). a question frequently heard asked oy connected with the above service. This bulletin 4. TESOL maintains an Employment Clear. members who arc particularly eager to lists all position, teacher exchange, and grant inghouse at the annual TESOL convention. Job receive notice of jobs as soon as possi announcements received during thc previous announcements are placed on bulletin boards Me.' The answer is a simple "yes." two months. Applicants contact and negotiate according to geographical location of institu When members renew their member- with empi ;ers directly. tion. Each listing bears a number. Applicants ship in TESOL, they may add $3.00 to There is no charge to list job opportunities in apply by placing that number on a resume and receive the TN by first class mail. the bulletin. Employers may write to the submitting it to the Clearinhouse staff to be (Numerous overseas members already TESOL Central Office for a standard form on placed in that job recruiter's file. Recruiters pay additional postage cor air mail which to list their job openings. Announce. review these resumes, decide which applicants service and also receive the TN four or ments in other formats may be subject to they will interview, and submit this list to the five weeks earlier than members within editing for length. The application deadlines the U.S.) should be no earlier than twothree months staff for notifying applicants. Rooms with numbered tables and chairs are provided for If you have recently renewed your after publication of the bulletin in which they conducting interviews. membership and now wish to add first appear. In order to list an opportunity in the class postage for the mailing of the TN, bulletin, send it in time to reach the Central In all of the above, TESOL does not act as an employment agency but as an employment/ please send a check for $3.00 to TESOL, Office by the first of each evennumbered, Attn.: Memberships, 1118 22nd Street, month, i.e., February, April, etc. These bulle- opportunity information clearinghouse. All NAV., (Suite 4205), Washington, D.C. tins are circulated to all those who subscribe to negotiations are conducted between applicant 20037. and employer or recruiter. the Employment Information Service, (at 'Within the U.S.. the TN Is mailed at nonprofit present about 800 persons). For additional information. please write to organization rates. Local post offices are mandated to The Employment Information Service and the Empt.ryment Information Service at delwer this class of wail only after all other mad has bimonthly bulletin are available to TESOL TESOL, 1118 22nd St., N.W., #205, Washing. been distributed. Thus, st may take up to six weeks for TN readers to recthe their copies. members for a charge of ST/year ($9.50 to ton, D.C. 200;17, U.S.A.

30 1, 0 7 TN 6/86 Kegoeltima Women's College, Japan. Opening Mr an Enr,tish nstructor beginning October 1Requirements, native speaker e' English with at least two years of teaching experience. MA in English. ESL/EFL or ling' MISS, r interest in literature Responsibilities teach to Inn 30. nem* NNrhoie, Thei Seed.:fhe E1 L seeks applicants for Cheartem Netionti University, Kwangju, Kenos. Opening minute classes and do Independent researrat the college, ESL teacher supervisors to work in the Phenol leathern for an EFL instructor beginning August 1988.0ualdications: additional teach rig men be assigned at affiliated school. refugee camp. Reeponsbilities: provide training to Thai ESL MA. in TESOL tnd some overseas teaching esperonce. Salary. including bonuses, is competitive with national teachers in ESL theory and methodology; supervise Desirable; knowiedge of Asian cultures/languages and universities and commensurate with qualifications. One implementation of competency.based ESL curriculum for teacher training experience. Dudes include teething English year contras., renewable, Application deadline; July 1. Write adult indoch'.nese refugees resettling in the U.SA. Required: conversation, composition, and public speaking. Also. w.th resume and recent photograph to: Carl Manuel. sustained teacher training/supennting experience: exten teacher training courses during summer and winter breaks. :agoshima Women's College. 1904 Uchiaza Toguchi, sive ESL classroom eeteriente overseas; greduate degree in Salary dependent upon experience and rank. Housing Hayatocho. ema.gun.Kagoshima.ken 899.51, Japan. ESL (or equivalent); proven *bile? to work in challenging provided, nn taxes for two years. Send resume, and conditions; commitment to assist host country national references to: Prof. Lee OkNam, English Education teachers; must be a U.S. citizen. Previous work with refugee Department. College of Education, Choonnam National United Arab Emiratesi D.C, is seeking candidates for populations preferred. Salary: $16.000/year plus health University. Kwangju 500, Korea. Possible September eroansion c.' ISL /ESP program in the insurance, transportation and housing supplement. On. U A E. Requirements: native speakers of English with degree going openings th:oughout 1986. To apply, send cover letter in TESL (M A. preferred) and three years' teaching expo. stressing teacher training experrenes/philosophy, Krinsgawa. Japan. Kanagawa International Association tome (Middle East a plus). Seeking especially: experience in ity date. names with telephone numbers of three moles. (KIA), seeks an EFL teacher to instruct in its exchange EST and basic ESL materials development. ESt. test 'ions) references, plus current resume to. Lois Purdham. program. Kanagewe and Maryland (USA) are sister states. To development, and AV technician with audio and CAL lab Experiment in International ..wing. Kiel,* Road, Brattleboro. Strengthen these links, we are recruiting a teacher from familiarity and experience with mini.authoring systems. Vermont 05301. Telephone: (802) 267.4628. Maryland (or a resident of the state with knowledge of Competitive sante, and benefits. Send resume with cover Maryland. Qualifications: M A. in TESL or related field; letter and current phone to: Douglas K. Stuart, G.D.C. Inc.. teaching experience: an interest in individual study related to 10 West 35th Street. Chicago, Illinois 60616. No calls please. Japan. Housing arrangements permit us to consider only an Phases Nikhom, Thailand. The ELL seeks applicants for unmarried individual. Duties: teach 6.9 hours a week special ESL and cultural orientation teacher sow _tiers to work in programs; prepare teaching materials; assist other staff University of Antioquie. Medellin. Colombia. ()Petting for Preparation for American Secondary Schools (PASS) members. Conditions. oneyear contract (9/1 /86.8/31 /871 a translationinterpretation specialist, as a visiting professor Program in the P ram Nikhom refugee camp. Responsibili renewable to 3 years; monthly salary *2E0,000 (appr Correlative background in Applied Linguistics/ESL/EFL ties: provide training to TI-:J teachers in ESL theory and $1250), Benefits, housing paid by KIA, paid vacationmin. 5 desired, pmponsibilities: designing and teaching transta methodology American culture; suPervise implementation of weeks annually; roundtrip travel reimbursed upon fulfill. Von/interpretation courses at undergraduate level; training competency.based ESL and cultural orientation curriculum mint of contract. By July 15, 1986, send completed our staff in the same areas; teaching and designing EFL for Indochinese refugee youth resettling in the U.S.A. application torn. (available from Diana Bailey, call (301) 730- courses material. Heeded. August 1986, Write to: Dr. Required; same as for ESL teacher supervisor positions 3857). new of degree and transcript; recent photo and two Francisco Gum°, Apartado ACM 034240. Bogota, above; in addition, previous work with refugee high scnool letters of recommendation to Kanagawa International Colombia, S A. populations preferred. Salary: same as above. Opening to a* Association, SangyaBaki Center Building 9F, 2 Yamashita filled byte's June 1986 or as soon as possible. To apply, see Cho, Naksku. Yokohama.shi. Kansa aws.ken. Japan. above for address and telephone for Lois Purdham, ELL. Telephone: 045.671.7070.

Odawara. Japan. The Language Insteute of Japan (LIOJ) Centro Colombo Americano. Call. ColombiaFive has a small number of positions open beginning in the spring openings for teachers of foreign language Requirements of 1987 The program is intensive and residential, and our BA/MA In TESL/TEFL or related field Job description. highly motivated students are mostly businessmen and teaching English as a foreign language to adolescents and engineers from top Japanese companies, Instructors should adults six hours a day in a pleasant. upbeat environment have teaching experience and an M.A. in TEFL/English, Benefits' roundtrip airfare; paid vacation and holidays Opportunities also trot to work on our Journal. Cross totaling 33 days in 1986, one month's salary bonus per year Currants More information from John Fleischauer. Director, one month's salary severance pay, and medical coverage. 1.10J.4.14.1 Shiroyama, ()dawns. 250 Japan. Salary adequate for living graduate student style Call 68 59.60. or write: Estrellita Plestod. Academic Director, Cent.o Colombo American. AA. 4525. Cali. Colombia. LANGUAGE INSTRUCTORS Department of Business Communication. College of Business Administration. University of Puerto Rico. Rio Piedras Campus. Currently accepting applications for Translate business communication faculty. Qualifications include: doctorate or candidacy in Business Communication. If you would like to apply your efforts in f ')reign language: for- TESOL. Education or related fields plus college teaching your knowledge of a foreign eign language education, experience. Positions are available in August and in January. into an Send curriculum vitae and official transcripts to; Prof. language to efforts of vital applied linguistics, or Alejandro Bermi)dez Avila, Director. Department of Business importance to our nation, exciting career. related fields; native or Communication. College of Business Administration, consider a career with the near native proficiency in University of Puerto Rico, Rio Piedras Campus. Rio Piedras, Puerto Rico 00931. Telephone (9091' 764.0000 x 3310, 3314 Central Intelligence Agency. Appropriate languages. A foreign lan- We have full-time and part-time posi- guage and English test is required. U.S. tions available in the Washington, D.C. citizenship is preferred. Full-time salaries Sateen. Philippines. The hternational Catholic Migration area. range between $17,000 and $23,000, Commission seeks applicants for educational supervisors. depending on experience and trainers, and program officers to work in refugee center We are seeking qualified instructors of qualifications. preparing adolescent and adult Indochinese for resettlement Arabic (Egyptian, Eastern, Western), in U. S. American staff train and evaluate host country Chinese (Mandarin). Dafi, French. Ger- In exchange for your contributions, you sachem and offer instructional support in ESL and in Work will receive excellent benefits and the and Cultural Orientation. Qualifications: MA. in TESOL. or man, Hindi. ihdonesian. Korean, Pashto similar graduate degree; previous training or supervision (Pushtu), Serbo-Croatian, Spanish with satisfaction that comes from contributing experience; previous overseas teaching experience; Amen. Basque or Catalan, Tagalog and/or to efforts of vital national importance. In can secondary school experience where applicable Salary; other Philippine languages, Bulgarian, addition, you will enjoy living and work- 118,000423.000 depending on positions, roundtrip airfare. ing in the Washington, D.C. area, with its housing, insurance, baggage allowance. oneyear contract. Czech, Farsi, French with Haitian Creole, Starting date. July, 1986. and later. Send two copies of Greek, Italian, Japanese, Malay, Russian,array of cultural, athletic, and historic Muni*, cover letter. and three phone references to: Miriam Spanish, Swahili. and Turkish. You will attractions. Burt. ICMC, 1319 F St.. N. W Suite 820, Washington. D C. 20304, USA. Telephone. (202) 393.2904, teach all levels of speaking, reading, andFor consideration, send your resume understanding: develop teaching and to: testing materials; and contribute Recruitment Activity Officer Vinnett Corporation for the Saudi Arabian National to curriculum development To Dept. 5, Rm. 4N20 (UO2) Guard. Riyadh, KSA. Experienced ELT instructors required quality, you must have for highly structured, performanceskills based ALC DLI P.O. Box 1925 Program. Minimum requirements: BA. in TESOL/English related teaching expe- Washington, D.C. 20013 education; two years' teaching experience in language rience, prefera'..iy institutes. public or private education, or boohoos. 8ase with adults; degree Salary $2426/month. Noosing, meals, laundry and room cervice. transportation provided. Spacious company corn. pound with abundant recreational facilities. social services. icompound TV station. APO and costfree international Shipping privilege. Apply with resume. photocopies of degree(s). certificate(s), transcripts and letters of reference Central Intelligence Agency to: Mr. H. Don Lee. Vinnell Corporation. Suite 100. 10530 Rosehaven Street. Frilrfax,'Arginia 22030, U.SA.

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70.1--436.344p;_ saandietioeiguragwRetke0,091014yed!iicitoinnteer. ,q1494114:44.***Agg2)§*-0004:ak:**. at :::*00#.**Ift:faLMAAL TESOL, 1118 22nd Street, N.W. (Suite 205), Georgetown University, Washington, D.C. 20037 U S A TESOL NEWSLETTER VOL. XX, NG. 3, JUNE 1986 NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID Bloomington, Ill. TFSOL '87 Permit No.16 April 21 25 Fontainebleau Hilton Miami Beach, Florida Lydia Stack, Program Chair Newcomer High School San Francisco, California 94115, U.SA. 1 i)9 Vol. XX No. 4 Teachers of English to Speakers of *Other Languages August 1986 The 'EFL' in IATEFL: A Distinctive Identity by Peter Strevens Chairman,IATEFL This paper was delivered at the 1986 annual something very familiar: the motor car. better steering and brakes, while European cars conference of the International Association of We all(I imagine) carry in our minds a are becoming larger, quieter, more comforta- Teachers of English as a Foreign Language, stereotypea schemaof the typical British ble, longer-lasting. I believe I can show close Brighton, England, April 4, 1986. Editorand European car, and a contrasting stereotype parallels to all these points, in contrasting EFL I began my preparation of this paper byof the typical American car. Take the latter in two traditions. first: the archetypal American car is very large; In making these identifications, I shall having a question mark in the titlehas it ait has a big engine, a large and comfortable distinctive identity? As my thinking developed, proceed in the following way: first,I will body holding five or even six passengers, soft remind you of the different strands of develop- I came to realize that indeed ithas:that there springing, a huge luggage compartment; it is ment of ELT in Britain and America: this will exists an identifiable, characteristic Europeanpowered by a reliable V8 engine that consumes and British tradition of EFL, and that this is throw up many of the principal characteristics a great deal of (cheap) petrol; it has anand contrasts. Then I will look at the intellec- maintained and embodied in the typical work automatic gearbox, a radio, and probably of IATEFL members, as contrasted with other tual roots of IATEFL and TESOL, and will power steering and air conditioning; thesuggest that there is a crucial difference M the traditions. steering wheel is on the left; Yet how isthis possible? Consider the it conveys role perceived for 'theory.' Finally I will note a passengers comfortably from point A to pointconvergence in the past couple of years, and I enormous diversity of aims, demands, needs, B in near silence; it lasts for 80,000 miles and methods, etc. Consider on the one hand EFL, will end by attempting a thumbnail sketch of then falls apartbut only poor people keep a the EFL in IATEFL.' in the U.K. and elsewhere; on the other hand car that long; it performs best on straight roads, ESL, in the U.K. and elsewhere; consider and does not like long downhill stretches, since The Development of EFL young learners, adolescents, adults; 'general it rolls heavily on sharp bends and its brakes Originally, The teaching of English' as a first English' vs. ESP; teaching English in the schoolfade badly with repeated use. system of a developing country, and in post- What of the stereotypical British car (and Continued on page 18 school establishments in a country like Japan orEuropean, and Japanese)? Itis by contrast Denmark; consider 'pre-university' courses,much smaller, shorter and narrower; it has a courses in 'study skills,' teaching Englishsmall 4-cylinder engine, a conventional gear- 11111W4 through teaching a subject; consider longbox, perhaps a radio (more likely bought as an courses and short courses, 'thin' courses and extra), certainly no air conditioning; it has hard intensive courses; consider competent teachers piiiip:Onstipttes;,,NyoOshopsi-;tor, springing (and it soon rattles), but it climbs sem (like us), and incompetent teachers (like somehills, goes round hairpins and descends Alpine of those out there). Surely it is impossible to 1s,,,Enghst,tor Witt fAti144411iiiial64 discern any pattern of characteristics amongpasses like a mountain goatat least in comparison to the typical American car; it is this mass of diversity? But the answer is, No, it very economical, though much more expensive is not impossible, though we have to be quiteto buy; it is rather uncomfortable; the steering subtle in our perceptions as we go through the .. wheel is on the right; it lasts for 50,000 miles but offeringattcli'stimmer. pro- argument. And I will try and make the task then requires repeated major attention: most easier by using a parallel, an analogy, with people have to keep their car until 70,000 miles or more is reached. fettur6: i',tyr.o4614.0iirpo,Se:1.1); INSIDE The first point about such a contrast of ' ci, Woking at volcanoes and listening comprehension, by stereotypes is this. we all instantly recognise a a ditic Robert Burbidge, page 7 caralmost any caras belonging to one Affiliate/IS News ....15 Miniscules 3 tradition or the other, because of its particular wum"tPrenr;`APPm-lungieF combination of characteristics. Secondly, we liatO4etweitcl facilitate Conferences/Calls ...20 On Line 12 tor-433013 'ear:Sill4f, Briefly Noted 20 President's Note 2 do not make our identification in terms of 'a Job Openings 23 Standard Bearer 17 good design' versus 'a bad design': on the contrary, we are aware of the third point, that st onAlbour Membership Insurance Programs. pap 3 each of these types was produced out of f 1987 TESOL Awards Application Information, different historical traditions, for particular Page 4 g'SOLOW014` 1986 Awards Recipients, page 4 driving conditions, at a particular purchase TESOL Assets and Liabilities 1984.85, page 11 price and with petrol cheap or expensive 11Y . TESOL '86 from AudioTranscripts, page 21 '4:4415Y697, respectively. And the final point is that s 5638 suddenly, in the past two or three years, there is deadline for reaervrng;gdver=. Note: Several regular features do not appear in this 154986:: summer vacation issue. a convergence of designs. American cars are Editorbecoming smaller, more economical, with t. 1 1 0 e4edNe'4 ltdte ed eAe esde A few months ago some graduate students rules of governance (specifically, scrutinizing asked me to prepare a talk for a series they the Constitution and recommending revisions were filming to take back to the Peoplesand advising the Executive Board on the Republic of China. The topic they assigned me, constitutionality of its decisions) as well as not much to my surprise, was that of profes-facilitating the presentation of both substantive sional associations. A little research on the and courtesy resolutions. subject soon brought me to the realization that Awards Committee (AC). It is through our AC of several types of associations, TESOL clearly that TF.SOL recognizes excellence in the fits into a group distinguished by the fact that profession: quality in graduate students and one of its major functions is to lead the outstanding work by teachers and researchers. professionnot simply to follow. Chair JoAnn Aebersold, Chair-elect Jane Probing further, it became clear indeed, thatHughey, Past-chair Neil Anderson, and ap- from its inception the founders of our associa- pointed members, working closely with Execu- tion conceived of it as playing just this role. - tive Assistant Carol LeClair, are charged with to lead -. to give direction. In fact, TESOL'sreviewing both criteria and administrative Articles of Incorporation (December 1967) procedures for awards, publicizing awards have the following statement which (with thewidely and continuing to seek funds for addition of the last phrase) continues to be our additional awards. raison d'etre: "... to promote scholarship, to disseminate information, to strengthen at all 'ublicatfons Committee (PC). The PC is. levels instruction and research in the teachingcharged with the responsibilities of recom- of English to speakers of other languages and mending basic policy regarding all TESOL dialects, to cooperate in appropriate ways with publications, extending TESOL's publications other groups having similar concerns." list and overseeing the many managerial and promotional details involved. Chair Diane TESOL: Its Organizational Components Larsen-Freeman, Chair-elect Mary Niebuhr, How is TESOL organized to fulfill thesePast-chair H. Douglas Brown, ex officio objectives? Three working parts form the heart members James E. Alatis (executive director), of TESOL: the Interest Section Council, the Steven Caies(TESOLQuarterly editor) and Affiliate Council, and TESOL Committees, Alice Osman(TESOLNewsletter editor) and both Standing and Special. These three compo- appointed members will work closely with nents interact with the Executive Board (the Publications Coordinator Julia Frank-McNeil elected body) on a policy and support level andin this vital service to TESOL members and to with the executive director and professionalthe profession. Central Office staff (the appointed body) on aSocio-Political Concerns Committee (SPCC). managerial, advisory, and implementational As summarized by SPCC Chair Terry C. Dale, level. in a recent TN report, its broad purpose is to iôiis In reflecting on The TESOL Story,' we serve both as an information clearinghouse on lookel last issue at the AFFILIATES; in thissocio.political issues and to coordinate TES- kUSA issue we will look at the STANDING COM-OLs responses to issues affecting the teaching 38' MITFEES. In subsequent columns attention of English to speakers of other languages. will be focused on INTEREST SECTIONS Working n task-force groups, Ms. Dale, Chair- and on SPECIAL COMMITTEES. elect Patricia Byrd and appointed members will prepare and distribute their monthly Standing Committees newsletter, CSPC Alert, set up both individual I have chosen to feature 7 of TESOL's 9 and collective procedures for addressing issues Standing Committees in this column in order to and coordinate TESOL's work with that of highlight the full scope and impact of their JNCL/C LOIS and similar groups. workwhich continues throughout the entire Professional Standards Committee (PSC). The year. not just at conventionswith hundreds of PSC has worked extremely hard over the past person-hours devoted to behind-the-scenes ages several years to formulate the Core Standards contributions of time anenergy. (Two document and the Manual of Self-Study. This additional recently authorized Standing Com-year Chair Gwendolyn (Tippy) Schvabe, mittees will be discussed in another column.) Chair-elect David Barker, Past-chair Cathy Nominations Committee (NC). The work of Day and appointed members, assisted by Field the NC is fundamental to the organizationalServices Coordinator Susan Bayley, will focus structure of TESOL, for it is its members who their efforts on three areas. disseminating the are empowered to make the selection of twoCore Standards and implementing self-study, nominees each, for the offices of first viceinvestigating international standards and president and second vice president, and three addressing longstanding concerns about ESOL nominees for executive board member-at- employment. large. In preparing this slate, Chair Dorothy Program Committee (PC). Last year IATEFL Messersehmitt, chosen by the Executive Board Chairman Peter Strevens, made this comment from among the four elected members of last about TESOL conventions:". .this is the year's NC, will be working with the members greatest professional event for teachers of elected by t: e 1986 Legislative Assembly: D.ESL/EFL that occurs anywhere in the world." Scott Enright, Carol J. Kreidler, Carol A. PuhI TESOL 1987 (Miami Beach) will be created by and Thomas N. Robb. Chair Lydia Stack, Associate Chair Sarah Rules and Resolutions Committee (RRC). RRC Hudelson, Local Co-Chairs Richard Firsten, work is also fundamental to the organizational Mercedes Torual, and Ieina Welch, 20 sub- structure of TESOL. Chair Rick Jenks, Chair- committee chairs and hundreds of members elect Wes Eby, Past-chair Holly N. Jacobs and md friends of TESOL! The associate chairs of appointed members will work with TESOL Continued on next page NeztD + ++ ++ + ++ +++ ++++ +++ ++++++++ ++++ + lii TN8/86 +++++++++++++++ Third World cultures, which are "less tightly knit, less secure and more deeply religious." As MINISCULES much as 15% of the planet's population has the 15 Interest Sections will serve on the PC and migrated from villages to cities; Critchfield advisory and managerial roles will be played tells how they adapt. by Executive Director James E. Alatis, Con- Villages by Richard Critchfield. 2nd Edition. 1983. Anchor Press/Doubleday, Garden City, This monumental work offers such deep and vention Coordinator Rosemarie Lytton, and New York 11530. xvi + 408 pp., paperbackpervasive insights into the enduring and Development and Promotions Coordinator $10.95. changing ways of life of the great majority of Aaron Berman. humanity that it deserves the attention of all of us who attempt to help people adapt to new Committee Membership More than 60% of the world's people live in cultural circumstances. Earlier this summer over 70 letters ofrural villagestwo million rural villages. appointment to committee membership went Richard Critchfield spent 25 years living and Contee Seely out. Not one was refused! A number of very laboring in some 20 villages, for periods of up Neighborhood Centers special verbal and written comments have to two years, in Asia, Africa, Latin America, the Oakland, California come to me since then. The sentiments ex- Philippines, Indonesia, and Mauritius. In the pressed were similar to this: "I look forward to first half of the book, he vividly describes life in Shahhat, An Egyptian by Richard Critchfield. serving in any way that will benefit the them. In the second half, he astutely analyzes1984. Syracuse University Press, 1011 East committee, and TESOL." all he has observed. He describesnumerous Water Street, Syracuse, New York 13210. xxii Committee membership is open to all village ways which are universal across cultures264 pp. $9.95 paperback. Hardcover, 1978, members. If you are interested, fill out theand examines major changes in village life $19.95. check-off committee roster on your TESOLbrought on by the spread of advances in membership form, or write directly to me. contraception and farming. He finds that some The village in which Critchfield lived the cultures adapt to change more readily thanlongest is Berat, in the remote and isolated JOAN MORLEY others. Asian cultures lead the pack, becauseupper Nile Valley, 450 miles south of Cairo. they are "more socially cohesive, hierarchical, When he arrived there in 1974, its 6,000-year- +++++++++++++++ self-confident and agnostic" than other majorold culture (the oldest one one earth) had just begun to feel the effects of modern agricultural Membership Insurance Programs technology. Shahhat is a portrait of this village For several years, TESOL has sponsored fivecountries outside the U.S. All three underwrit- and particularly of one of its families. The optional membership insurance programs ing companies, North American Life & Casu- eldest son of the family, Shahhat, isjust including group term life, major medical,alty, (which underwrites the life, in-hospital, becoming a man. While he willingly adheres to disability income, catastrophe major medicaland disability), Mutual of New York (which many traditions, he violently rebels against and a group hospital money program. Periodi- underwrites the catastrophe major medical), others. The resolution of the resulting tensions cally we receive inquiries from members and Monumental General (which underwrites makes a gripping story, masterfully woven residing in countries outside the U.S. about the the major medical) have all responded with thefrom real-life experiences and intimate inter- availability of these plans. We have asked oursame basic position. They have indicated thatviews with the major protagonists into what group insurance administrator to explain whenany TESOL member with an address in the reads like a novel but is, in fact, the truth. and where coverages are available. U.S. is eligible to apply to any of these TESOL members should know that the programs. Members may, in fact, be residing in Contee Seely insurance industry in the U.S. is primarily a different country. However, as long as a U.S. Neighborhood Centers regulated by state governments. This means 50 address is listed with the group insurance Oakland, California different sets of regulations. While the TESOL administrator, then premiums would be billed programs are available to members in almostto that address. Coverage can be applied for A Refugee in Search of Identity by Rosalina R. every state, there are some states even within Rovira. 1980. Morgan Printing and Publishing, the continental United States, where a plan and, if accepted, continued as long as premiums ate paid within the 30-day grace period, 900 Old Koenig Lane, Austin, Texas 78756. 165 may not be available because of various PP. $5.95. restrictions imposed by the insurance depart-and the insured remains a TESOL member ment within that state. Also, virtually everyCoverage under these programs is worldwide national government regulates insurance and and consequently, subsequent claims would be In A Refugee in Search of Identity Rosalina these regulations may restrict the availability ofhonored even if the claimant is residing in a Rovira discovers who she is. not a Cuban, not a TESOL program in that country. For country outside the U.S. an American, but both. She describes her early example, Canada's national health insurance You can see that the subject of insurance life, refers to events which caused her to leave laws prohibit the marketing of the TESOL coverages provided by domestic U.S. compan- her native land, and, in the final section, reveals Major Medical insurance in Canada. In addi-ies to TESOL members in other lands is athe emotions, anxieties, and uncertainties tion. while TESOL endorses five separatecomplex problem. Complex problems require shared by refugee families living in the U.S. membership insurance programs, they are detailed solutions and the purpose of this news Rovira describes the "most beautiful and underwritten by three different insurance release is to direct members to how they mightterrifying relationship" of her lifethat with companies. Each of these companies has legal go about protecting themselves under these English. Her determination to master the departments which interpret the various circumstances. language; her constant knocking on the door regulations in the various states differently. Generally speaking, when traveling towhich if opened would permit her and her In addition to jurisdiction restrictions, there another country, check your insurance cover-family to live, not only subsist; and the are some practical restrictions in trying to ages to be sure that they would apply if a claim discoveries the author makes about herself, her provide a group insurance program to persons arises in that country. If you are taking family, and about the generous Americans who residing all over the world. The TESOL employment in another country, be sure to ask insurance programs are offered through direct your employer about any insurance coverages help them in many little ways all make mail at no cost to TESOL. The mailings arethat may be provided as a part of your compelling reading. normally processed via third class bulk rate employment. You should also ask if there is any Any student of English struggling to master a postage in order to keep the costs to agovernment-provided insurance that might strange-sounding (to him or her) language and minimum. The mail delivery is therefore often apply when residing in that country. This is his/her own identity will enjoy this book. received by members living outside of theespecially important in the case of medical Jacqueline Thomas continental United States well after the close of insurance. Be sure you have adequate coverage Texas A & I University the enrollment period. The subsequent billingboth in the country you will be living in andon and collecting of premiums is also complicated, any return trips to the U.S. Start your investiga- due to mail delivery over the distancestion early, as it may take several months to MINISCULES involved. The fluctuating exchange rates clarify coverage. The TESOL sponsored group IfiiiiietileirepOrt.s on current rioricESL- between the U.S. dollar and the foreigninsurance programs may or may not fit your currency could also be a problem. However, all needs, depending upon when and where you tPleaeseficPkdur miniscules premiums must be paid in U.S. dollars, as thewill be residing. Current insureds can write to mirn-resnews of::.1504vor s! or ,less to: claims would be paid in U.S. dollars as well. the office of the insurance administrator for We have asked each of the insurance un- clarification at the following address: Albert H. ,-"(114.-H); Nok',N17-;"40014; 'U.S.A. derwriting companies to clarify the availability Wohlers & Co., 1500 Higgins Road, Park Ple:.4iVi-inCliide":411bibliOgraPhioril-and of their respective programs to members in Ridge, IL 60068, U.S.A.

3 11, 2 Reward Yourself! Apply for a 1987 TESOL Award The TESOL Research The Ruth Crymes Fellowships The Albert H. Marckwardt Interest Section/Newbury House to the TESOL Summer Institute Travel Grants Distinguished Research Award Purpose: To support a teacher who wishes to Purpose: To assist graduate students traveling Purpcse: To recognize excellence in any area attend the TESOL Summer Institute and to a TESOL convention. of research on language teaching and learn- spend the summer renewing and expanding abilities. Amount: About $250 U.S. and convention ing. registration is waived by TESOL. Amount: $1,000 U.S. Amount: The amount varies according to the cost of tuition, room and travel and theWho's Eligible: Graduate students who are Who's Eligible: If you have conducted a money available. Some years more than one enrolled full time in a program preparing research project, written it up, but not fellowship may be awarded. individuals to teach English to speakers of published it, you are eligible. other languages. Criteria: Manuscripts will be evaluated on theWho's Eligible: Classroom ESL teachers and teacher trainers/supervisors. Criteria: Your application will be evaluated on relevance of the issue examined, the merits of the basis of your involvement in and commit- the study itself and the clarity of the writing.Criteria: Selections will be made on the basis ment to ESL teaching and the profession, The manuscript should exhibit persuasive of your reasons for wishing to attend the your scholarship, your personal attributes argumentation as well as evidence of sound TESOL Summer Institute, your participation and your financial need. design and analysis contributing to a fuller in and on the behalf of TESOL or other understanding of both the particular area similar professional organizations and your To Apply: Send a letter of application stating addressed and related issues. professional preparation, goals and expe- your name, mailing address, institution and rience. program of study. Include a brief biographi- To Apply: Send the following items to the cal summary of any ESL teaching experience address below: To Apply: Send five copies of a personal you may have had, your service to and two anonymous copies of the previously statement describing your reasons for attend- involvement in local, regional, national or unpublished manuscript. It should be no ing the TESOL Summer Institute, especially international ESL/TESOL activities, your longer than 30 pages and it should be noting the ways in which it will enhance your career plans upon completion of your study prepared according to the currentTESOL teaching on return to the classroom. Please and your current financial situation. Quarterlyspecifications. include your professional goals. Also send five copies of your curriculum vitae. Be sure Supporting Documentation: Ask a faculty Eight anonymous copies of a 500-word member to send a brief letter of recommen- abstract. (Initial screening will be done on that your professional preparation, work experience and service activities for TESOL dation on your scholarship and personal the basis of this abstract.) attributes to the address below. 3 x 5 card with your name, address, or other professional organizations are noted. affiliation, telephone number (both homeSupporting Documentation: Ask two profes- Additional Comments: The Albert H. Marck- and work), and the title of the paper. sionals who are well acquainted with your wardt Memorial Fund was established and is a 50-word bio-data statement. classroom performance and your profes- maintained by TESOL through your contri- sional activities to write letters on your behalf butions. Supporting Documentation: none. to the address given below. Due Date: December 1, 1986. Additional Information: The money for this award is donated by the Newbury House Additional Comments: The Ruth CrymesSend to: Marckwardt Travel Grants Publishing Company of Massachusetts. Fellowship Fund was established in 1981. Selection Committee Due Date: December 1, 1986. TESOL Central Office Due Date: December 1, 1986. 1118 22nd Street, N.W. #205 Send to: RIS/NH Research Award Send to: Ruth Crymes Fellowship Washington, D.C. 20037, U.S.A. Selection Committee Selection Committee TESOL Central Office TESOL Central Office 1118 22nd Street, N.W. #205 1118 22nd Street, N.W. #205 Washington, D.C. 20037, U.S.A. Washington, D.C. 20037, U.S.A. Continued on next page

1986 TESOL/Newbury House Awardees

Ellen Block Honored with Judy A. Meyer Receives Distingtashed Research Award Excellence in Teaching Award Research into the nature of language learning Newbury House also sponsors an award to and teaching is vital to the development of ourrecognize the teacher who exemplifies those qualities associated with good language teach- profession. The generosity of the Newbury Ellen Bloch Judy Meyer House Publishing Company of Massachusetts ingskillful teaching, student and community makes it possible each year for TESOL tokwolvement, continued professional develop- recognize one researcher who has made a ment and sharing information with colleagues. significant contribution to our field of study. Judy A. Meyer of the El Paso Independent Recipients of Travel The 1986 award recognized Ellen Block of School Districts is the 1986 recipient of this Grants from 12 Nations Baruch College, City University of New York. award. Previously an ESL teacher in elemen- She works in Compensatory Programs, teach-tary school, she just recently became a docent U.S.I.A./I.I.E. Awardees ing reading to immigrants. Her research (teacher leader) working with 60 ESL teachers investigated the comprehension strategies ofin eight centers. She also serves as the current Ms. Sara Blanch (Spain) second language readers. president of TEXTESOL I. Mr. Mohamed El-Komi (Egypt) Ellen recently completed her Ph.D. at New Judy Meyer earned an M.A. in Education Ms. Kumiko Umeda Franklin (Japan) York University. She has taught at Baruch Administration from Boston University and Mr. Abdelkhalek Hannaoui (Morocco) College, CUNY since 1972. In addition to pursued further TESOL training at the TESOL Ms. Ketkanda Jaturongkachoke (Thailand) teaching, she has directed its ESL reading Summer Institute in Toronto. Mr. Jeetendra Joshee (Nepal) Ms. Dorit Kaufman (Israel) program, worked with tutors and conducted From the Convention Daily, Vol. 11, Nos. 3 and 4, March 5 and reading and writing workshops. 6,1986. Continued on next page

4 113 TN 8/86 The United States Information The TESOL/NEWBURY House Award for Excellence in Teaching Agency/Institute of International Purpose: To honor a teacher who is considered Supporting Documentation: The nominator Education (USIA/I1E) Travel Grants by his/her colleagues to be an excellent should seek five others who can write about teacher. Purpose: To assist graduate students traveling the nominee giving information relevant to to a TESOL convention within the U.S. the forenamed factors as well as others Amount: $1,000 U.S. pertinent to the teaching situation. Letters Amount: About $250 U.S. and convention might come from a student, a parent, a registration fee is waived by TESOL. colleague, a community person, a profes- Who's Eligible: Any member of TESOL sional in another geographical area who Who's Eligible: Graduate students from coun- whom you consider to be an excellent knows the nominee, a former supervisor, an tries outside the United States currently teacher. The person you nominate must be a administrator. pursuing a course of study in the United member of TESOL and must have at least The nominator must ask the nominee to States. You must be enrolled full-time in a five years of experience in the ESL class- supply a statement of no more than 250 program preparing individuals to teach room. words on the nominee's view of excellence in English to speakers of other languages. You teaching as it applies to his/her teaching cannot be receiving either travel or academic Criteria: The materials and testimonies submit- situation and students, or a description of expenses from the U.S. government, but you ted will be read for evidence of the nomi- his/her most successful class and the follow- may be receiving partial support from other nees' adjustment to their teaching situation ing: sources. If you have received this award and their students, and of their ability to a biographical sketch, including his/her before, you are ineligible. All names submit- motivate and encourage students as well as education, and how itis that he/she ted are screened by the IIE for eligibility. engage them in productive and challenging became a teacher. learning. Effective lesson strategies, fair An outline of his/her professional develop- Criteria: Your application will be evaluated en evaluation techniques are all found in ment. Here, indicate his/her teaching the basis of your involvement in and commit- superior teaching. Nominees should also be experience, workshops he/she has given ment to ESL teaching and to the profession, able to serve their students outside of the classroom in social or personal ways. Their and committees on which he/she has your scholarship, your personal attributes, served, his/her plans to continue learning and your financial need. involvement in the community and with their colleagues will be examined as well. Contin- about teaching, and other creative endeav- To Apply: Send a letter of application stating uing professional development indicates a ors or activities which enhance his/her your name, U.S. mailing address, institution, desire to improve and expand. teaching. program of study, you'r home country and A brief statement of his/her school activi- institution affiliation (if any) in that country. ties other than classroom teaching. To Apply: The nominator must be a TESOL A letter from his/her immediate supervi- Include a brief biographical summary of any member who has seen the nominee (another ESL teaching experience you may have had, TESOL member) teach. Write a letter of sor. your service to and involvement in local, nomination which describes the class ob-Additional Comments: The funds for this regional, national or international ESL/ served, telling why it was a thrill to watch, an award are donated by the Newbury House TESOL activities, your career plans upon accomplishment to be recognized. Include Publishing Company of Massachusetts. completion of your study, and your current other information you know of personally Due Date: December 1, 1986. financial situation. (Be sure to state whether which convinces you that the nominee is the your education and/or living expenses in the kind of teacher who should be recognizedSend to TESOL/NH Excellence in Teaching United States are being funded by a source internationally as one who is achieving Award Selection Committee other than you or your family. If so, by excellence. What suggests to you that the TESOL Central Office whom and to what extent?) excellent lesson you witnessed and describe 1118 22nd Street, N.W. 9205 was not a once-in-a-lifetime event? Washington, D.C. 20037, U.S.A. Supporting Documentation: Ask a faculty member to send a brief letter of recommendation on your scholarship and personal The TESOL/Regents Publishing Company Fellowship attributes to the address below. Purpose: To support graduate studies in the the purpose of the study (no more than five Additional Comments: These funds are pro- teaching of English to speakers of other pages). Describe what is to be done, why, vided by the USIA and the amount available languages. what previous work makes it likely that the project will be completed and that you are varies from year to year. Applicants are Amount: $5,000 U.S. advised that delays may occur in the release competent to undertake the project. Com- of these funds; notification may be received Who's Eligible: Classroom ESL teachers who ment on what influence or aid the completed only a week or two in advance of the are presently enrolled or who plan to enroll project will be to your instructional setting convention. within the calendar year in any graduate and to the profession. Mention the institution teacher education program which prepares where the work will be done and the advisor Due Date: December 1, 1986. teachers to teach English to speakers of other under whom you plan to study. Send to: USIA/HE Travel Grants languages. Supporting Documentation: Ask a colleague, a Selection Committee Criteria: Applications will be reviewed in professional who is well acquainted with TESOL Central Office terms of your teaching experience, your your classroom performance, your profes- 1118 22nd Street, N.W. 9205 participation in professional and community sional activities and your scholarship' to write Washington, D.C. 20037, U.S.A. activities, your financial need, your reasons a letter of recommendation on your behalf. for pursuing graduate studies and your Have that person send itdirectly to the description of a classroom-centered plan of address below. Recipients of Travel Grants your coursework. Preference will be given toAdditional Comments: The funds for this those who wish to initiate or finish a master's Continued from page 4 award are donated by the Regents Publishing degree in the teaching of English to speakers Company of New York. If you win this Mr. B. Kumaravadivelu (India) of other languages. Studies committed to award, you will be expected to present the Ms. Angelika Lindemann (West Germany) providing tangible results that can be applied results of your study or project at a TESOL Mr. Jonathan Mossop (Ireland) to the classroom are favored. convention within three years from the date Ms. Zahra Mustafa (Jordan) To Apply: Send five copies of each of the of receipt. following: 1) your curriculum vitae; 2) a Due Date: December 1, 1986. A. H. Marckwardt Awardees statement of financial need; 3) a description of your volunteer service to TESOL, an Send to: TESOL/Regents Publishing Ms. Janis Bork (University of Wisconsin at affiliate, or to other professional or commu- Company Madison) nity organizations; 4) a 15-minute segment on Mr. Kelly Franklin (Ohio University) Fellowship Selection Committee audio cassette (do not send video) of your TESOL Central Office Ms. Christie Roe (Monterey Institute of In- teaching ESL; 5) two lesson plans (one from ternational Studies) 1118 22nd Street, N.W. 9205 the lesson on the tape) and 8) a statement of Washington, D.C. 20037, U.S.A.

TN 8/86 5 Regents' new six-level ESL/EFL program for HOPSCOM children aged 5-12 is: ACITITITYBASED HOPSCOTCH allows children to learn by doingthe way children learn best. And its abundance of " hands-on" activities, songs, chants, and games are all geared to their natural interests and abilities. 'wawa HOPSCOTCH can be used with large or small classes. And it offers activities for pairs, small groups, or large groups so you '4 can tailor-make lessons just for your class. EASY TO USE HOPSCOTCH's clear organization insures that both students and teachers always know what to do. The stepby-step instructions in the Teacher's Editions reduce preparation time, too. 4.upitp .6c4 BROAD IN SCOPE HOPSCOTCH presents students with interesting, familiar material in such content HOPSCOTCH offers a full range of components: textbooks in fill color, areas as math, science, and social studies activity books, teacher's editions, and cassette programs with music and to make teaching and learning English sound effects to make language practice come alive in the classroom. more rewarding than ever before.

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6 115 TN 8/86

= Looking at Volcanoes and Listening specific pieces of information and, once we have hit thetarget, may well tune out. For example, as I listen to the news each morning, I do not hear Comprehension everything; I am listening for the weather forecast so I'll know whether to wear my long johns or not. by Bob Burbidge The implication here, I think, is not to expect our students to do what United Nations Staff Language Programme we do not do ourselves. Rather let us give them a reason for listening and ask them to listen for something specific. This would imply while- This article is based on a presentation made by the author at the NYS listening activities rather than post-listening exercises. Such tasks could TESOL Conference, October 1984. Editor be checking off things they hear on a list, locating somethingon a map or matching pictures with what is heard. If you wish to know the relationship between looking at volcanoes and (6) A lot of spoken language is simply for social interaction andnot for listening comprehension immediately, you might refer to this article's last the exchange of information. It is often to exchange pleasantries and two paragraphs, which also contain the essence of what I am trying tomaintain relationships with people. Sometimes we do not listen to what say here. In this way you can kill two birds with one stone because youa person says but just wait our turn politely to say what we want to say, can skip the rest of the article if you are pressed for time. and the other person does the samea kind of turn-taking ritual. I would like to point out six characteristics of listening fora native The implication for teaching listening is perhaps not to have students speaker and their implications for teaching. I will then indicate ninelistening for facts all the time, but to encourage them to attendto exercise types that can be used for listening comprehension withattitudes, feelings, gestures, expressions, body language. And also how examples from commercial materials. Finally, I will describesome people keep conversations going and take turns with phrases suchas "By listening exercises developed for video lessons made by myself andmy the way," "That reminds me," "That's interesting" (although itmay not colleagues, Maurice Clapisson, Virginia Fox, Elizabeth Kahn and Laurabe), and all the ums and ahs. Layton, for the United Nations Staff Language Programme. Having looked at six characteristics of listening, I wouldnow like to There are six things we can say about listening in the real worlddescribe nine types of exercises which can be used to helpour students (Brown 1978, Porter and Roberts 1981, Brown and Yule 1583): understand (Richards"1983). And I will show examples from commercial (1) The spoken language and the written languageare very different. textbooks, some of which have been shortened for presentation here, Typically spoken language is not very well organized; does not consist of which take into account some of these characteristics. All of these books complete sentences; is full of hesitations, urns and ahs, interruptions and contain visuals and both pre- and while-listening activities. repetition; and does not necessarily contain a lot of information. Written (1) Matching is to match what you hear with some picturesor with a language on the other hand, is more coherent and better organized,series of sentences (see figure below). For example, you might have to consists of complete sentences, has no ums and ahs and is very dense in check them or put them in chronological order. information (at least we hope!). The implication for teaching listening is that perhaps we should expose W h i c h sport I s b e i n g t a u g h t ? P u t a check() In the box students to a lot of authentic speech as opposed to artificial dialoguesor below the correct photo. Make a list of the Important words written language read aloud. One interesting technique suggested by that helped you reach this conclusion. Peggy Anderson of the University of Wichita is to have students record an interview from a magazine having seen only a skeleton of the interview, on the basis of which they could ad lib and thus produce quite a bit of natural speech. 11111111111inommitasmie (2) When we are listening we usually get a lot of visual help, which crwsbaCI 1 1 facilitates understanding. We can see the people who are speakingtheir faces, their expressions, their gestures. We alsosee the situation we are in, the location, the background. The implication for teaching listening wouldseem to be to use a lot of visuals to help our students understand. The ideal, ofcourse, is to invite native speakers to the classroom and have conversations with themor to show videos of native speakers talking. This is not always possible, but O we can make liberal use of slides, photos, pictures, maps, graphs and realia to fill in the visual details instead of using onlya tape recorder. novaD While it is true that when listening to the radio, a telephone conversation, an announcement or a record, we do not get visual help, these may be (2) Transferring is putting what you hear into a non-linguistic medium, higher-level listening skills to be introduced gradually and carefully. such as drawing a picture, locating something on a map or makinga (3) Frequently when listening, native speakers have expectations about graph. how the conversation might go, what they are going to hear, what their interlocutor is going to say. Based on our knowledge of the world Choose one ofthe r laces on the Inv and listen for the weather forecast for thatarea. we can Draw the correct symbol on the insp. predict the kind of things that might be said. For example, ifyou call up to rent a car, you have some idea about how the conversation willgo, about the kind of questions you will be asked, the kind of information you will give. You would be surprised if the agent started to talk about the latest movie or asked after your family. What is the implication for teaching listening? It might be thatpre- listening activities are very important, so that our students Mtn long P.Ods Konshme are prepared Cloudy with 301MI.A for what they will hear, so that they have expectations and I14.vy al NM. can predict. COol beceen.p For example, if the students are going to listen to an interview the teacher Morn*. INVERNESS has recorded, the teacher could invite the interviewee to the class to talk to the students first or to answer questions. Other pre-listening activities odY could take the form of pictures or maps, a quiz, a reading text, a check- Cold list or simply a discussion about what is to be heard. It might be that such EDINBURGH pre-listening activities are more important for helping our studentsto understand than post-listening exercises. {" BELFAST

(4) When we listen as native speakers we have a lot of contextual SAO knbwledge about both the speakers and the situation we are in. We often know the age, sex, rank, and job of the speakers, and what attitudes they DUBLIN might have. We also have information based on prior knoWledge of the setting and whether it is formal or informal, and we act accordingly. Pest The implication here is that in pre-listening activitieswe should probably make cure that our students are privy to contextual information BIRMINGHAM before listening. This can be done with pictures or discussionor by encouraging students to guess attitudes, roles, register and settings. CARDIFF LONDON (5) Very often we have a purpose for listening. We do not necessarily Cloudy with 3110WWS atLAMS want or need to hear everything that is said. We typically listen for O _1 /6 Continued on next page TN 8/86 7 (4) Scanning is listening for specific details only, instead of trying to Volcanoes understand everything at once. Continued from page7 Read the second part of Terry's Journal and listen to the (3) Transcribing is simply writing what you hear. The most traditional conversation between Kim and Ray about someone they form of this exercise is of course straight dictation, but there are met at the airport. variations of this in the textbooks mentioned inthisarticle, for example, the cloze4ype dictation.

Age 4.2frynkte Vocabulary:Repeat each word after the taPe.., /fte, 4,4Q .40.e Zerc. Ow /dog note trip ir.e4e ace .,=.4e.f.dome e widower fools around neighberhood pay attention tezi," Wes! roe4.4ce40exi behavior agree cLe 14,401.e de.40, do, 4 ,44 444 14 -",42-rticLI,e .e.ecr ..-tio**A Aludk Alaia ,ash,,ash, ae. LISTENING COMPREHENSION a" ki,. o oge4 ,,,,ct A. Fill in.Lt.ten to these sentences. Fill In the new vocabulary words from the list &AI,.)-4/444 Ao.- above. 44re-rent.e.. -ceed 14;Nrszst., gor4o 1. He was away for three days on a business 400,,redA. 44, .e4O. de4Pfae60 2. When a student In class, the teacher seats the me student alone In a corner f.calaoorre 4/44.44,4, es, &Ate ate/40,a a 4 .44 3 No. he isn't divorcedle's a A.10 e.step4t

4. Please when I give the directtons 1. Terry is/isn't suspicious 5 If this continues, the teacher is going to call her of the man who gave them parents Terry and Kim have a different opinion about this a ride. 2. Kim is/isn't suspicious of 6 I with you. He's an excellent student person. What's the difference? Circle the correct the man who gave them a ride. answer. 3. Ray agrees with Kim/ 0 1984 by Newbury House Publishers. p 73 from Now Near This by Terry. B. H. Foley. Reprinted by permission of Harper & Row. Publishers,Inc. Continued on next page Photo rights smelt.

PUT LISTENING COMPREHENSION IN YOUR PROGRAM The Learnables An audio-visual course which teaches comprehension of over 3,000 basic English words and realistic dialogue through picture stories.

FROM SEPT. 1985 NATIONAL ASSOCIATION OF SECONDARY SCHOOL PRINCIPALS CURRICULUM REPORT "...recent research has shown listening comprehension to be of paramount importance from the learner's first days in beginning courses throughout the duration of the learning experience.THE LEARNABLESconstitute a fascinating option for language laboratory use...or as homework...even ifTHE LEARNABLESthemselves do not specifically match the content of the adopted text." THE LEARNABLES and other listening materials are available from L. International Linguistics Corporation

401West 89th StreetKansas City, Missouri 64114-0697 (816) 941-9797

8 11 Volcanoes (7) Recalling is trying to remember details of a factual kind. Continued from page 8

(5) Co' ". 3.nsing is summarizing what you hear cos making an outline. This can be ...anveniently done in a chart.

Carolyn. Maryand Barr and Robin are talking about the places they have been to , and whet they did there, 1. Listen to the tape and write as much information in the chart as you can: sac

Carolyn Bart Mary Robin

Poe- Claiming Food

What do you know about the climate in these countries? What about the food? Reason for listening Drink After listening to this documentary you should expectto know how the Talking Books for the Blind scheme uvrks as wellas understimilhig some of the technical details about the equipment thatis used.

1934 by Cozad* University Press. Reasons for Listening by D. Scarbrough.

(8) Inferring is making inferences or evaluating whatyou hear. Other Activities Recognizing and Interpreting attitudes

71114 tunic. liftell tit the won an's 'markt about each men. Can )ou racogifirc and interpret her attitude front the words and Good buys tone she uses I loco to the tape and Wenn() the Fenn rks tit the gt of below. Write nest to the Nona the !Mae, which cottespudstothestoudetakenbythew noun YOU 'nay consider that her 4C1114 a. tan be interpreted by more than one of Co: attuudes toted Mow.. It'so.note down the other number, and. altar !miming. dont. Win K14.01011 with your 1983 by Pergarnon PICK Conversation Pieces by S Mumford. punt r stud Mather Prelistening Aintuder ',Own I I2dnctailt 4CCeptince Acceptance with IFirst of all, not this understanding 3 019,010114 l'AtteliCe 5 **hat rich ado items 111111110,116

(1.toth /*owl. I (8) Extending is going beyond what you hear and trying to fill in the Attamit11001111 .) IC1,1111 .0441 dt,1 1. Wru I. w CU t wupposeSed missing details. For example, looking at the figure below, students listen hut,? up to one side of a conversation and have to guess the other sides. ,.) St/PAIKI/Ks di etnght 0 1.;

This is Tom's side of a telephone conversaii.n with Catherine. it w 41 the hot )ou mild gat, it w l the hot you ..old get'

orlonotoe, 'Well thank )ou lilt rutting dot. undo: eh< chicken

Onwos No &at' They're rtahog °owns

'Yes defi. I s,.iced bog gut.,

goversaus c.k.a.a.sc Tr.e...scL. G...44%4 ca.4.04. 161.4,423 64.4,14

Li setting

: This lm was made Icy a womnt lot bet husband who has Just returned with the shopping You will now hear the non and As you listen,.. leas w dc discussing the goods as he unpacks theta Unfortunately he did not get exactly v. hit w as on the In, Try to imagine what Catherine is saying during the pauses.

1981 by Cambridge University Press, Learning to Listen by A. Maley and S. Moulding.

After you listen... Continued on next page Write some possible responses that Catherine could have pen after Tom said: I. Why are you going to be late? Thank You

2. I guest. you don't lose me anymore. We are indebted to the following publishers forpermission to use pages from their texts for "Looking at Volcanoes and Listening 3. I know not making much money, but that's not the point. Comprehension" in this issue of the ItTSOL Newsletter:Cambridge 4. There's a Io. of w ork for photographers in Los Angeles. Why don't we move there? University Press, Harper & Row, LingualHouse, Longman, and Pergamon Press. 1984 by Lingual House. PAIRalka by M. Rost anti). Lance. Editor TN 8/86 1 1 8 9 receptionist and the doctor. We simply discussed beforehand the kinds Volcanoes of questions the patient would be asked and how she broke her wrist; Continued from vane 9 then I put on a white coat and we were ready to film. As a pre-listening activity in class I told the students about how my wife broke her wrist (9) Predicting is making guesses and deductions on the basis ofand asked them what kinds of questions are asked in the emergency information you have heard. room.

UnitaOne-upmanship AT THE HOSPITAL EHZRGENCY

PrelatenIng

lkfore listening to the tape. look carefully at the notes below. They were made by the director of a chaimstore company who is inters 'ming candidates for ajumor managerial post In them he has noted down the qualities etc he is looking for. Make sure you understand them before going on to the lisien. mg It will be helpful for you to discuss than with a partner. Try to form a mental picture of the ideal candidate. I. Look at the video and answer the following guestionst The receptionist is

memo for interview re. Junior sassier. post (a) friendly (b) unfriendly (c) impatient (d) kind

leas1.1._2vt At least 3 yrs in managesent of small family business is or small store or stellar. Thepatient (a) happy (b)worried (S) in pain (d)angry Late 30e early 30s. The doctor is Status Single/no family_probless. (a) sympathetic (b) unsympathetic (C) patient (d) impatient Need for free transferability through U.K.

Personal

Negotiable[3500.0500 according to experience. HNC

ADDRESS

Listening TEL.Nye a) Now boas to conversation r on the tape. You will hear two of the candidates talking to each other after the interview. Isom what you hear and the way you interpret it, what can DATE OF BIRTH you deduce about hou regarding the points the manager was looking for, RELATIVES Boma 4 loolefor G.nufaloc A Canida. B

Ixperieroc INSURANCE

Age PREVIOUS VISITS TO THE HOSPITAL

Status

MEDICATION Personal qualities -hontgy - energy - loyally In firm -era Ill. Answer the following que3tionst . ittthrig On o Al %IA YES HO people Can the patient put her thumb &Any and little finger together?

Sonic of the information is present in the conversation. Can she twist her hand? that is. it is oiled by the speakers Much 0(11 however. you will have to make guesses about on the basis of the deslqualines you feel ate bring expressed. You will Can she bend her arm? need to listen to the conversation more than once ire b) Now compare your ideas in groups of th rec. Then check Deetsher shoulder hurt? them with another group

Does she feel paininher arm?

3 a) Now Wen to conversation 2 on the tapcdIslo exactly as you didforconversation r That is, record as much of t h- infor- Does she want an injection? mation needed for the manager's points Al you cansar or deduce. Bre A friend of mine had been on a mission to the Cocos Islands to help Unfortunately, since the TESOL Newsletter has not yet managed to organize a referendum. So the next video was an interview with him incorporate a mini-video cassette recorder within its pages, I cannot about the trip and he also showed photos he bad taken. The interview show you examples of the video lessons we made for the United Nations was unrehearsed, but I knew the types of questions I was going to ask Staff Language Programme. However, I can briefly describe and show him. Pre-listening activities involved guessing where the Cocos are examples of two such exercises. The videos were quite amateurish and located and what kind of place itis, and also showing photos. A spontaneous in their production and required no scripts and very little colleague showed the video to a group of advanced Indonesian students preparation on the part of the participants. But we found the results quite who were familiar with the referendum and very interested. Their task satisfactory. was to write a report on the mission (see figure on next page). I got the idea for the first video after taking my wife to an emergency room with a broken wrist. There are three characters: the patient,the Continued on next page TN 8/86 *10 .119 Volcanoes TESOL Statement of Assetsand Continued from page 10 Liabilities for 1984-85

TESOL publishes annually a statement of its auditedaccounts which COCOS ISLANDS appear on alternate years in theTESOL Membership Directory.

1. where are the Cocos Islands located? CURTIS & CURTIS Put an X on tho map of the world. A PROFESSIONAL CORPORATION CERTIFIED PUBLIC ACCOUNTANTS

7423SHREVEROAD FALLS CHURCH, VA 22043

The Executive Board Teachers of English to Speakers of Other Languages We have examined the statement of assets and liabilities arising from cash transactions of the Teachers of English to Speakers of Other Languages as of Oetr her 31, 1985 and 1984, and the relatedstatements of revenues collectcr xpenses paid and changes in fund balance and changes in financial position for the years then ended. Our examination was made in accordance with generally accepted accounting records and such other auditing procedures as we considerednecessary in the circumstances. 2. Steve went from the U.S.A. to the Cocos Islands. Draw his route on the map. As described in Note 1 to the financial statements the Organization's

3. In which photos do you see the following things? policy is to prepare its financial statements on the basis of cash receipts Write a number beside each one. and disbursements; modified to recognize the inventory of publications and depreciation of furniture and equipment; consequently, certain schoolchildren a coconut plantation revenue and the related assets are recognized when received rather a mosque a village than when the obligation is incurred. Accordingly, the accompanying financial statements are not intended to present financial position and a beach John Clunies-Ross results of operations in conformity with generally accepted accounting coconut trees a plane principles. a boat counting the ballots In our opinion, the financial statements referred to above present fairly the assets and liabilities arising from 4. ash transactions (modified as Listen for information about the Islands. noted above) of the Teachers of English to Speakers of Other Underline the correct answers. Languages as of October 31,1985 and 1984, and therevenues collected, Amber of islands 6000 27 2 expenses paid, changes in fund balances and changes in financial

Origin. Haylasian Australian Indonesian position for the years then ended, on the basis of accounting described in Note 1, which basis has been applied in a manner consistent with that Occupations tourist industryagriculture fishing of the preceding year. Religion Christian Has lim Duch Mist The suppementary schedules A-1, A-2 and B are presented for the Result of independence integration free association referendum purpose of additional analysis and are not rrequired part of the basic with Australia financial statements. Such information has been subjectedto the Population 80 400 40 auditing procedures applied in the examination of the basic financial statements and, in our opinion, is fairly stated in all material respects in Founder the Australians the british John CluniesRoss relation to the basic financial statements taken asa whole. January 17,1988 CURTIS & CURTIS TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES What is the relationship between looking at volcanoes and listening Statements of Assets and Liabilities Arising From Cash Transactions comprehension? Well, looking at volcanoes is a very visual experience October 31,1963 and 1964 for me, and there is also a lot of context around to feed my eyes on. 1965 1964 However, when I look at volcanoes I also listen and, based on my Central Restricted knowledge of the world, I have expectations about what I will hear. I Fund Fund Total Total have a purpose in listening. And if my prediction is right and I hear a ASSETS

certain rumbling sound beneath me, I do not sit around listening to every Current assets: 180,543 $ 45.838 $228.181 3 153.732 specific detail; the main idea is enough and I run Iflce the dickens! Advances 14.815 14,825 12.246 In brief, I am making an appeal for pre-listening and while-listening Inventory 79.837 79,631 83.603 activities with lots of visuals, and indeed other non-linguistic and para- Totalcurrentassets 275.005 45.838 320843 255,781 linguistic media, to help our students understand what they hear. 6 Furniture and equipment, at cost 91,612 91,812 88.442 About the author: Bob Burbidge teaches ESL In the United Nations Staff Language Programme Less accumulated depreciation ( 81,787) ( 81,787) (45,.44) In New York City. 29,825 29,825 41,198 References Other assets 704 70( 704 Anderson,K. IL, K.Bsuegging and J. Lance. 1963. Missing Person, New York: Longman. $ 305.514 $ 45.838 $ 351.172 $ 297,843 Blundell, L. and J. Stokes, 1981. Teak listening. Cambridge:: Cambridge UniversityPress. Brown. C. 1978. Understanding spoken language. TESOL Quested,' 12(3).271.283. Brown, O. and C. Yule. 1983. Teething the spoken language. Cambridge: Cambridge University Press. LIABILITIES & FUND BALANCES Foley. B. H. 1984. Now hear this. Rowley, Massachusetts: Newbury House. Current liabilities Maley, A. and S. Moulding. 1981. Learning to listen. Cambridge: Cambridge University Press. Deposit payable 459 $ 3 459 $ 234 Mumtord, S. 1983 Conversation pieces. Orford: Pergamon PUSS. Commitments (Note2) Porter, D. and J. Roberts. 1981. Authentic listening activities. ELT I ournat 36(I):37-47. Richards, J. C 1983. Listening comprehension: rpproach. design and procedure. TESOL Deferred revenue 15,143 15,143 29,514 Querterk 17(4119-240. Fund balance 305,075 30,495 335.570 Rost, M. and J. Lance. 1984. PAIRalkir. eson, Arizona: Lingual House. 267,905 Scarbrough. D.1984. Reams f or hstening. Cambridge: CambridgeUniversity Press. 3305,534 $ 45.638 $ 351,172 3 297,883 SebeCte; S.1984. listening tasks. Cambridge: Cambridge UnherritY Press. Continued on page 13 TN 8/88 120 11 ment of a four to five-week unit, a multiskill project in which each student researches one ON LINE state, writes a multisource academic` style mini paper, and shares sonic aspect of the research with the rest of the class in any format Edited by Richard Scheel*, University of Maryland except a speech. I do an introductory activity in which he studenti ask questions about Ken- Presidential Campaign tucky and Arizona, and give a lecture on the (very abbreviated) settlement history of the by Macey Taylor United States, with note-taking and an open- Tucson, Arizona note quiz. Before the students each decide on a In this article, Macey Taylor describes how a specific state, there is class discussion of which states piece of software can be usedif'the classroom. R.S. seem interesting, folitiwed by two days of research on the preliminary selections. Usually, "Presidential Campaign," a game for one to player should do. I encourage questions about some students decide to change to another sNte four players, simulates the process of trying to the characteristics of the state, comparisons of after reading a little. Each student is given the get elected to the presidency of the Unitedtwo possible strategics, etc. I counter "what-to- address of the appropriate Tourist Department States. The campaign lasts 100 or 125 days, do" questions with questions of my own or withand/or Chamber of Commerce, to write for according to the number of players. Each several alternatives, pointing out that I have not information. Together we list types of sources player is allowed to perform two actions inseen every action in the game and thus do not readily available, and I require that one source each day or turn. The options are to travel toknow what they have already found out about be an interview with a person who knows the another state, to campaign or raise funds in the the popularity of position X in state Y, etc. Such state fairly well. When the paper is finished, state s/he is in, to do one of several kinds ofresponses encourage, model, improve, and each student chooses a format for sharing with research, to debate an opponent who is in the reward questioning, making this game an aid in the class. The two most frequent choices are same state, to rest, or to see one of several kinds improving questioning skills. the "Questions Only technique and computer of tallies. There is also an option to drop out of An unfinished game can be saved for later games. This assignment adds interest to their the race, but I don't permit this until near therestoration, but it is necessary to use a different study and must help them to think in terms of end of the period, at which point all may drop disk for each team. However, since the gameaudience, for what is written for the teacher is out and cause the election to be held if they do disk is not accessed during play, it is possible to never as interesting as what is shared with not wish to resume their game later. use only one disk in several machines. The classmates. The game is quite sophisticated in both election results can be printed out. One caution: About the mother:Macey Tay for rs chsir of the CALL Interest operation and concept, but the English is ideal my original disk had several spelling errors. Section of TESOL and a consultant in CALL-RSL. for an intermediate class. Much or the vocabu-Complaint to the company resulted in a new lary is new, but student: have little difficulty disk with all the errors fixed, at no charge. Reference learning it. I do not give them all of the rules at Schiller. VPresidential campaign, Deerfield. Illinois. Time. I highly recommend this game as an activity works. Inc.. I9h2. once; rather I issue a handout which gives them in itself, but it also has a number of spin-off enough to get started, adding complexities later possibilities. Here, it has led to the develop- via lectures or to individual team basis as they seem ready. Before each session of play, I present more information and answer questions concerning the new items they have encountered in previous play. Thus, they have both instruction and discovery learning. Winning the game seems to depend on a it4 The complete English combination of four factors: knowledge of the nature of each state, business or perhaps "common" sense, good note-taking skills, and programthat teaches chance. 1 cannot say what the relative weight of each factor is, but I believe that chance alone will not save someone who is extremely deficient in the other areas. The chance students how touse element consists of three things: receipt of funds, disbursement of funds, and "hot tips" which may or may not be valid. The unex the language and pected funds are automatically added to or subtracted from the candidates treasury, but this has not resulted in bankruptcy or in staving how the language it off. As far as I know, none of my students has used the tips, so I do not know anything about the likelihood of the tip's being a good one. (I (f) have to qualify such statements with as far as works I know" because the class is divided into teams os-4 of three or four players, and 1 cannot see every play in every game.) As I circulate among the groups, I answer any questions asked of me except that I will not give a directive answer when asked what a Ati

r ; Write for information on Student Texts, Workbooks, Teacher's Editions, Cassettes, and Placement Tests.g

Houghton MifflinOne Beacon St.. Boston, Massachusetts 02108u5'- 12 121 TN 8/86 Aisets and Liabilities TEACHERS OF ENCLISII TO SPEAKERS OF OTHER LANGUAGES Notes to Financial Statements Continued from page 11 For the years ended October 31, 1985 and 1984 1. Organization and summary of significant accounting policies: TEACHERS OF ENGLISH TO SPEAKERS OF OTHERLANGUAGE'S Organiwtion Statement of Revenues Collected, Expenses Niel and Changes in Fund Balances For the years ended October 1965 and1984 Teachers of English to Speakers of Other Languages (TESOL)is a not 1965 1931 for profit organization whose main purpose is topromote scholarship, Central Restrteted disseminate information, strengthen, at alllevels, instruction and Fund Fund Total Total research in the teaching of Engtrsh to speakers of other languagesand to cooperate with (Ater groups who hay, similarpurposes. (Schedule A.1) Revenues colketed: 5asis of presentation Membership services $ 395341 $ $ 395341 $ awas Except for the recognition of the inventor) of pub'::ations held Crams & contracts 5.468 egt 26.289 199,619 for Professional activities 298.780 298,700 194,413 sale, and depreciation of furniture and equipment, TESOL followsthe Advertising 77.043 77,043 71.702 practice of maintaining its records on the basic of cash receipts and Other activities 203.138 2,999 208.137 148.688 disbursements. Accordingly, the statements donot reflect accounts 977.750 25,620 1.003570 945.730 receivable, accounts payable or other assetsor liabilities or any revenue and expenses other than those arising from cash transacticns. Expenses Paid: Administration 390,541 390,841 218,516 inventory Membership services (Sch. B) 331,747 331,747 289,622 Cants & contracts 2.413 21,562 23,975 181,453 Inventory is valued at the lower of cost or market,on a first in, first out Profess. activities (Sch. B) 21:6.835 208,835 224,818 basis Advertising 2'.1,117 28,117 27,258 Other activities (Sch. 8) 82.420 82,420 79,752 Fixedassets 914.373 21,562 935,935 1,001,217 Office furniture and equipment is carried at cost. Depreciation is Excess (deficit) of calculated, using the straight line method. The useful lives revenues collected over of assets range from 5 to 10 years. cxperues paid 63.377 4.258 67.035 ( 55517) Fund balance. beginning of year 240,459 27,470 287,935 319,466 Income Taxes Transfer of funds 1.239 1.239 The organ nation is exempt from Federal incometax under Sectfan Correction to record advances at actual (Note4) 501(c)(3) of the Internal Revenue Code, and is classifiedas an 3968 organization that is not a private foundation. Fund balance. end of year $ 305,075 $ 30.495 $ 335,570 3 337,935 2. Commitments:

As of October 31, 1984, minimum annual rentals for theyear ended TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES October 31, 1985 were $20,880. As of October 31, 1985 TESOLwas negotiating a new lease which began in December 1985. This Statement of Changes in Financial Position new lease For the years ended October 31.1965 and 1984 requires minimum monthly payments of $1,778 plus operating expenses and utilities. The lease expires June 30, 1987. 1985 1964 General Restricted 3. Components of tilt, Restricted Fund Fund Fund Total Total General Awards Fund Funds were provided by Excess (defhit) of revenues The general awards fund is composed of money donated by TESOL collected over expenses paid $ 81377 $ 4.258 $ 07.635 $ ( 55,517) members for TESOL to disburse as awards. The awardsare made by Add items not requiring funds: a committee to deserving recipients. Depreciation 10,542 18.542 15.124 Institute 79.919 4,58 84,177 40.393/ of International Education(HE) Deferred,evenue 45.39 The United States Information Agency (USIA) provides funds Transfer from general fund 759 to HE to Transfer from restrictedfund 1,239 1.239 administer. IIE reimburses TESOL out of the funds received from Correction to record USIA for disbursements made as short term enrichment awards advances at actual to 3.966 foreign graduate students to attend TESOL's Annual Convention.All 81.158 4.259 85.418 (31.109) students :warded grants by TESOL ha.- the normal registration fee Funds were used fon for the convention waived. Purchase of furnitur & equip. meat 5.170 5.170 9.011 Marckwardt Fund Transfer to restricted fund 759 Transfer to general fund 1.139 1933 The Marckwardt fund represents money solicited from TESOL members to be disbursed in short term enrichment awards to students 5.170 1.139 e..o9 9:no for the cost of travel to attend TESOL's Annual Convention. TESOL Net increase (decrease) in working capital waives the registration fee to the Annual Convention for studentsgiven $ 75.968 $ 3,019 $ 79.007 ( 40,879) travel awards by the Marckwardt fund. Analysis of changes M working capital: Ruth Crymes Memorial FellowshipFund Increase (decrease) In current assets: In March, 1980, the TESOL Executive Committee approvedthe Cash $56.831 $ 3.019 $ 59.03 8 ( 49.634) establishment of a "Ruth Crymes Memorial Fellowship Fund". The Advances 2.579 2.579 8.939 principal is invested and the income earned thereon is used Inventory to fund an 16.833 ( 34) annual fellowship, to the TESOL Summer Institutes. 78,213 3,019 79,232 ( 40,929) (blame) decrease in current United States Information Agency Grant (USIA) Iiabfstks United States Information Agency (USIA) awardeda grant to TESOL Deposit payable ( 22s) 50 ( 223) to undertake the research and activities necessary to producea ( 22s) ( 225) 50 complete program proposal and series of recommendations to USIAto Net increase (decrease) in produce a 52 segment broadcast series on teaching English. working capital $ 75.988 $ 3,019 $ 79.077 $ ( 40.879) 4. Correction to Record Advances at Actual

The accompanying notes are an Integral part of these financial statements. During the fiscal year ending October 31, 1985, itwas discovered that funds for the year ending October 31, 1984 had been treatedas an expense and would be recovered.

13 122 TN 8/86

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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 21ST ANNUAL CONVENTION 21-25 APRIL 1987 TO TAKE PLACE AT THE FONTAINEBLEAU HILTON, MIAMI BEACH, FLORIDAU.S.A.

LYDIA STACK SARAH HUDELSON NEWCOMER HIGH SCHOOL, SAN FRANCISCO, CALIFORNIA CORAL GABLES, FLORIDA PROGRAM CHAIR ASSOCIATE CHAIR

THE CONVENTION PROGRAM WILL INCLUDE PLENARY SESSIONS BY INTERNATIONALLY-KNOWN SPEAKERS. PAPERS. WORKSHOPS. AND COLLOQUIA BY TESOL TEACHERS AND THEIR COLLEAGUES IN RELATED DISCIPLINES. EDUCATIONAL VISITS. EXHIBITS AND SOCIAL EVENTS. NON-TESOL MEMBERS MAY OBTAIN DETAILED INFORMATION BY WRITING TO tql\ TESOL, I118-22nd STREET, N.W., SUITE 205 TESOL GEORGETOWN UNIVERSITY, WASHINGTON, D.C. 20037 U.S.A. TELEPHONE 202 625-4569

14 TN 8/86 J23 NETWORKING WITH OTHER MINNETESOL NEWS: AFr ILIATES IN MEMORIAM GOVERNOR APPOINTS ESL TEACHER TO REFUGEE BOARD While'visiting Lisbon in November 1985, I Carol Jean Snowdon ST. CLOUD PROGRAM NOTED had the opportunity to meet the President and Carol Jean Snowdon taught at the Treasurer of TESOL Portugal, Maria Manuel University of Michigan and the Univer- The Governor's Advisory Board for Refugees Ricardo and Desmond Rome. They generously sity of Akron and from 1976 to 1978 in Minnesota sent twelve of its members to carved out an hour of their busy schedules to worked in Australia and Southeast Asia. Thailand for a two-week fact finding mission talk to me about their activities in Portugal. In 1981 she completed a master's degree last February. The people chosen represented Both of these indivi ' tats have been very in Intercultural Advising and Training at various areas that are involved in the resettle- active in planning upce ing conventions and the School for International Training in ment process of the Indochinese in Minnesota. are very knowledgeable about the methods and Brattleboro, Vermont. At the time of her Sister Rosemary Schuneman, an ESL teacher at politics of convention planning. They have death on April 23,1988, she was director Notre Dame ESL School, located in St. Paul established excellent relationships with aca- of the American Language Academy at Companies, was chosen as part of this Minne- demic institutions in Lisbon and other locations Baldwin-Wallace College in Berea, Ohio. sota delegation to Thailand. With the decrease where conventions have been hosted. Not only Because of her deep commitment to in funds for refugee settlement, Sister Schune- have they obtained free space and services, but international students, a scholarship is be- man's task of providing accurate information in they have been invited to use the facilities as ing established in her name. The schol- order to make recommendations on the reset- future convention sites. arship will be given yearly for an interna- tlement needs becomes even more important. TECOL Portugal has been actively involved tional student to study at ALA at Baldwin- in, recruitment of new members, the publica- Wallace. Contributions to the scholarship St. Cloud ESL Program tion of a newsletter, and the formation of a can be sent to: Carol J. Snowdon Memor- The St. Cloud ESL Program in Minnesota national association. The members work ial Fund, Baldwin-Wallace College, received double billing just recently. First, they closely with other organizations who have ties Berea, OH 44017, U.S.A. were featured in an article entitled "The Caring with EFL and cooperate with the TESOL Fields" in the September 1985 issue of the affiliate in Spain by scheduling conventions in IN MEMORIAM Instructor magazine. The article singles out locations near the Spanish border to encourage teachers, students and families and touches on participation by and exchange with their Maria Elena Calvani Abbo the problems the programs face. WCCO radio peninsular neighbors. It is a painful honor for members of also featured the staff of the St. Cloud Program During my brief visit, I learned quite a bit Venezuelan TESOL to say goodbye to in a program entitled "ESL: A Second Lan- about the operation and concerns of an Maria Ele 1 Calvani Abbo. Maria Elena guage, a Second Life" during November 18-23, international affiliate. I also found out that we was a dedicated member and worked so 1985. The program was aired twice daily had much to share and gleaned useful informa- hard for our organization at the last during rush-hour at 7:40 a.m. and 5:00 p.m. tion to take back to my own affiliate in the convention. She had earned her university Both the article and the radio spots stressed the states such as obtaining free conference spate degree from Universidad Metropolitana caring, nurturing devotion of the teachers at St. and other services, recruiting new members, and worked at the Washington Academy. Cloud and the mutual respect shared by publishing a newsletter, and working with We are all grateful for having known students, parents, and teachers. ESL teachers sister organizations. I was impressed with the heran outstanding professional and a were portrajed as innovative people with a dedication, professionalism and hard work of delighful human being. Her untimely pioneering spirit who meet challenges eagerly. my colleagues in Portugal and would like to death is a great loss for all of us. encourage other TESOLers who make interna- Continued on page 16 tional journeys to consider visiting the local TESOL affiliate. Susan Bayley at the TESOL Central Office would be glad to provide you with a letter of introduction and help in any way she can. by Judy Paiva WATESOL Executive Board Editor's note:I would like to see the format of this page change to include the sharing of icrmabon that would be useful to other affiliates Judy s idea is a good one especially if followed by a short article for the TN Aff, Is page sharing the information you found useful M.A.C.

JOINT MEETINGS WITH SISTER ORGANIZATIONS LOS BESOL (Lower Susquehanna Bilingual/ English to Speakers of Other Languages) and PABE (Pennsylvania Association for Bilingual Education) held a joint regional conference in Lancaster, Pennsylvania, on April 26, 1986. Presentations by Faye Kramer, Joseph Prewitt- Diaz, and Timi Kirchner focused on the needs of individuals in both groups. Myrna Delgado, BE advisor for the Pennsylvania Department of Education was also on hand to discuss recent legislation and distribute the newest publications. The conference was an unqualified success. LOS BESOL is exploring the possibility of future linkages with PABE and other organizations and has some good ideas to share with other affiliates who are interested in Similar endeavors. For further information contact Douglas Dock ey, President LOS BESOL, Reigart School, 500 E. Strawberry St., Lancaster, Pennsylvania 17602.

124 15 Affiliate/IS News WATFSOL WORKING PAPERS nary Study" and (7) "T1 oblem with Formal #2 AND #3 AVAILABLE Research Papers." Continued from page 15 Volume #3 includes the following papers: (1) The WATESOL Working Papers #2 and #3 "The Fail-Safe Micro Research Paper" (2) "Is DATE'S FAMOUS TRAVELING are available at $3.00 per volume or at $5.00 for Role Playing An Effective EFL Teaching AUDIO-VISUAL AIDS EXHIBIT the two (plus $1.50 postage and handling). Technique?" (3) "Research on the Cloze The Dominican Association of Teachers of Volume #2 includes the following papers: (1) Procedure of Reading Comprehension and Its English, DATE, has traditionally held its The Great Debate: Composition or Writing"A Use in the EFL Classroom" (4) "Reading in activities in the capital city, but becauseStructur i Approach to Teaching Composi- English as a Foreign Language: Some Recent teachers in the province are poorly paid andtion" and "Teaching 'Writing' to ESL Students: Research" (5) "Teaching to Enhance Acquisi- often cannot afford transportation to Santo A Process-Based Approach" (2) "When Theory tion of Pragmatic Competence" and (6) "Child Domingo, the DATE board decided to take an and Intuition Meet: An Approach to Composi- vs. Adult in Second Language Acquisition: activity to them: audio-visual aids that cantion Instruction" (3) "Shakespeare Made Some Reflections." cheaply and easily b.. produced at home. Simple" (4) "The Mainstream English Language These volumes can be ordered from Christine Materials were basically poster paper, card- Training Project" (5) "Play on Words: Teaching Meloni, Editor, WATESOL Working Papers, board cartoons from the grocery store, old Sentence Expansion and Modification byEnglish for Interna `9nal Students, George pieces of plywood, crayons, or markers, etc. Computer" (6) "Job Satisfaction among ESLWashington University, Washington, D.C. The schedule of appearances was announcedTeachers in Higher Education: A Prelimi- 20052. Make checks payable to WATESOL. in our monthly bulletin, and the appointed representative in each area was given 100 flyers 4,1 to distribute listing the specific time, place, etc. The DATE officers then traveled, two by two, on weekends to these five provinces. The materials were useful for teaching Cambridge American English pronunciation, grammar, reading, composition, conversation, etc. One important idea was on how to make an individual slate because students here often do not have paper or Genuine Articles notebooks. Also, we made copies of materials Authentic reading texts for intermediate students from our master audios for all teachers who of American English provided us with a blank cassette. We showed CATHERINE WALTER different kinds of puppets, how to make a box theater, styrofoam facial profile for pronuncia- Authentic reading texts from a wide range of sources: tion work, a series of folded panels for newspapers, magazines, brochures, ads, business let- composition, masks, clocks, calendars, etc. ters, books of fiction, nonfiction, and poetry. Summary Everything was easy to make and simple to use; skills exercises help students organize information and nothing as fancy as an overhead transparency, build mental summaries. for they have ne machines and often no electricity. Student's Book: 27800-7, $6.50 Attendance varied from 3-75, but the success Teacher's Manual: 27801-5, $7.50 was overwhelming. The teachers were enthusiastic, full of questions and motivated to go out Listening Tasks and try these ideas themselves. We presented it again at our annual convention and more For intermediate students of American English people came, including the delegate from Haiti SANDRA SCHECTER who asked us to bring it there. Talking with Provides practice in understanding authentic American teachers in the provinces, we learned of their desire for specific workshops in the future. English, spoken at normal speed in everyday situations. The cost of implementing this idea is simply Follow-up reading and writing tasks. the officers' transportation costs, their time and Student's Book: 27898-8, $4.95 energy. But, we feel it was time and energy Teacher's Manual: 27897-X, $7.95 well-spent. We recommend this procedure to Cassette: 26258-5, $13.95 other affiliates who may have members in outlying regions making it difficult to attend annual meetings and network with other Functions of American English teachers. Communication activities for the classroom by Ellen Duey de Perez LEO JONES and C. VON BAEYER President, DATE Teaches students how to do things with English: ask for SPECIAL NEEDS INTEREST information, describe, suggest, persuade, advise, corn- SECTION (SNIS) , plain. Presents appropriate language for different social The SNIS is asking that interested members situations and gets students talking with communica- please complete an information form and a tion activities and tasks for pair and group work. participation form for future TESOL conferences. If you did not receive these forms in the Student's Book: 28528-3, $6.50 mail, please contact: Ana Maria Mandojana, Teacher's Manual: 28529-1, $7.50 Florida International University,Tamiami Cassette: 24211-8, $13.95 Campus, TR M03, Miami, Florida U.S.A. Outsidethe U.S.A. and Canada order from your usual ESL supplier, or in case of difficulty 33199. Time and continued involvement is order directly from Cambridge University Press, The Edinburgh Building, Shaftesbury needed. Road, Cambridge CB2 2RU, England. AFFILIATE/LS. NEWS The editor of this page is Mary Ann Christison, English Training Center, Snow College, Ephraim, Utah 84827. Send Affiliate and Interest section newsletters and additional news items to her CAMBRIDGE UNIVERSITY PRESS by the deadlines stated on page 2 of TN. 32EAST 57TH STREET/NEW YORK. NY 10022/212 688.8888

16 125 TN 8/86 working conditions of others in the field, and would appreciate your passing any pertinent information you have on to us. I hope we'll be seeing more about ESL teachers in the newslet- editedby Carol j. Kstidler, Georgetown University ter soon. Sara Smith The Adult Education Interest Section Newsletter recently carrieda request for information Educational Coordinator about working conditions of part-time ESL teachers. That request, which is reprinted here, brought a reply which is being shared here. I am sure that there Aboutthe author. San Smith is educational coordinator of The are other success (and failure) International Institute of Rhode Island, Inc., 375 Broad St., stories which would be of interest to the group in Illinois. I hope you will send themon to them. Providence, RI 02907. And at the end of the column appear two items of news on TESOL's project of self- regulation through self-evaluation. C.J.K. Self-Study: What Now? Part-timers: Can Working responsibilities. Eight staff members work full Many of you have received a copy of the time (35 hours per week); of those eight, fiveTESOL publication Core Standards for Lan- Conditions Be Improved? are coordinators. The remaining staff work guage and Professional Preparation Programs, Part-time ESL teacher in adult educationfrom six to twenty-five hours per week.and have later endorsed these standards by with training and experience wanted: low pay, Virtually all teaching positions are part-time; writing a letter on program stationery to the bad hours, no benefits, no job security, nobecause of the number of programs in opera-TESOL Central Office, the Self-Evaluation office or desk space, no materials, no duplicat- tion, however, those teachers desiring moreProject. The Core Standards document is still ing equipment. Last minute notification ofhours can usually piece together a full-time oravailable on request from the TESOL Central course availability. Sound familiar? near full-time position, if their personal Office. Multiple copies may be purchased at Unfortunately, in Illinois, many teachers schedules are flexible. $1.00 US each. All orders under $10 US are to have found that jobs like these are the only ones Over the years working conditions at thebe pre-paid. around. Since many of these teachers feel that Educational Division have improved a great Should your program now wish to undergo the first step in improving their workingdeal. All teachers are paid for one hour of program improvement through self-evaluation, conditions is collecting specific information preparation time for every two hours ofyou may request TESOL's Manual of Self - about them, the Adult Education Special classroom teaching. Teachers meet regularlyStudy for ESOL and TESOL Professional Interest Group of Illinois TESOL-BE has begun with coordinators and with all other staff toPreparation Programs and accompanying doing so. First, members were asked to identify share information and ideas and to give input to Standards and Self-Study Questions for your problems. Next, they are being asked to fill out the agency planning process. Teachers and particular program level (elementary and a standardized questionnaire in order to collectadministrators participate directly in the secondary programs; postsecondary programs; specific information about their programs. Theplanning of new educational programs and adult education programs; or professional SIG is also gathering "success stories," thoseprojects. Teachers are not compensated for preparation programs). There is a pre-paid fee strategies that have led to improvement (and meeting time per se, which can be a problem if of $10 US for these materials. even some full-time jobs) in other programs. In many activities /endeavors are in the works. (At If you have questions about TESOL's efforts addition, we are trying to ally with otherthe moment, for instance, we are designing a at regulating ESOL and TESOL programs new ESL/literacy program, planning ourthrough the process of endorsing TESOL's groups in adult and higher education that havesecond annual ESL conference, rewriting job similar aims. standards and later undergo:4 program self- We would like your help. If you havedescriptions and creating a job developmentevaluation, get in touch with Susan Bayley, information about the working conditions ofsystem.) Not everyone has time for everything.TESOL, Suite 205, 1118 22nd Street, N.W., part-time ESL teachers in adult educationIn general, however, job descriptions for Washington, DC 20037 U.S.A. Telephone: teachers are clear and reasonable. Program (202) 625-4569. outside Illinois, your own "success (or failure) administrators, on the other hand, often stories," and/or suggestions about how profes- struggle under very heavy work loads, somesional groups like ours can best work totimes carrying more than one job description. TESOL's First Report on improve working conditions, please send them This January the agency introduced a new Self-Study Submitted to us. Of course, we will share our information salary scale for all staff (the merger between with you. We hope our efforts will help our the International Institute and Persona, which The TESOL Central Office has just received profession become one more that teachers can occurred in June 1984, joined an educational make a living from. the first program report on self-study from the staff with a case-managing staff). For the firstTESOL Program, Teachers College, Columbia Please write us: Peggy Kazkaz, ESL, Harpertime, previous relevant experience, education College, Roselle and Algonquin Rds., Palatine University, New York, New York. The self- and training are reflected in the starting salarystudy was conducted for the Middle States visit IL 60067 and Suzanne Leibman, Englishof each staff member, which will be very Language Program, Northeastern Illinois and TESOL's self-evaluation program. It was helpful in attracting qualified applicants when submitted by Kathy Akiyama, Mervat El Dib, Univ., 5500 N. St. Louis Ave., Chicago, ILwe have openings. Our base pay rate for 60625 John Fanselow and Fatima Nouiouat. Gradu- teachers is now the equivalent of $7.69 per hourates of the program and Continuing Education Adult Education Newsletter,Vol X11, No 2, January 1988. with the current highest teacher wage beingparticipants also contributed to the self-study. $9.42. Coordinator base pay is now $9.34 with Dear Peggy: The conclusion of this report explains how the current highest educational administrative effective the self-study proved to be: On reading your article on part-time teachers wage being $11.66. in the January 1986 issue of the TESOL Adult "Our study has met many problems and Until January 1986, only full-time staff wereshows potential for improvement. However, Education Newsletter, it seems to me it might entitled to health benefits, pension, vacation/ for what it was and what it has achieved, we be of service to our ESL teachers and to others sick leave and, in some cases, even holiday pay. to write to you about our agency. consider itsuccessful. We have identified As of January these benefits are available to all specific areas for improvement as well as areas Project Persona, now the Educational Div- employees according to the percentage of full ision of the International Institute of Rhode that were found agreeable by graduates. We time that they work. have significantly supplemented results from Island, was founded in 1971 as a single ESL Each program's budget includes a line item Questionnaire I with data and results found program manned entirely by volunteers. Thefor staff development. In-service training is first funding and with it the first paid positions more helpful to current and future program provided regularly at the school, and staff areplanning and implementation. We hope that came into being in the mid-1970's, but theencouraged to attend local and national others who engage in self-study projects will program continued to rely heavily on volun-conferences pertinent to our work and our teers. Now in 1988 the Educational Division benefit from our problems, challenges, and mission. This spring we will be analyzing thesuccesses with the Questionnaire format, data operates a core ESL program, a refugee VESLstaff development needs of the whole agency program, a job-training program, a pre- compilation, analysis, and the general research and firming up a new staff development experience. We believe the process we engaged vocational program, a citizenship/ESL pro- policy. gram and a volunteer tutoring program. in as a group taught us as much about I hope this information will be of some use to conducting a self-study as the results taught us The educational staff is comprised of you. If you would like our staff to participate inabout the M.A. program and the needs for nineteen paid teachers and five coordinators, any study or survey you undertake, please let us most of whom also have some teaching altering it and the Continuing Education know. We are very interested in learning of theofferings." 3 TN 8/86 26 17 United States was different in many ways. languages and then teaching those languages, The 'EFL' in IATEFL America had no colonies (apart from colony- the teaching of English became associated with Continued from page 1 like relations with the Philippines, Samoa and linguistics, and has largely remained so in the or second language was undifferentiated: Up toPuerto Rico), but itdid attract countless United States ever since. In the 1950s it was about 1935, the educational subject 'English'millions of immigrants. Their wish was to learn Bloomfield's structural linguistics, allied to was taught as the mother tongue with the study English in order to assimilate into AmericanSkinner's conditioning theory, which produced of English literature being the unspoken andsociety. Hence the enormous industry ofthe famous Michigan 'audiolingual method.' undisputed aim and purpose. Even in theteaching immigrants, mainly adults, which Later,it was second language acquisition British Commonwealth, the principal schoolsbecame known in America as ESL. Hence the theory, derived from theoretical psycholinguis- were deliberately modelled on British publicconfusing double or treble usage of the term tics and Chomskyan transformational grammar and grammar schools: English was invariably ESL: it can mean either English in Common- theory, that came to dominate American ESL the medium of instruction. wealth countries,' or 'English for immigrant studies. As far as Britain is concerned, the next majorchildren in Britain,' or 'English for immigrants What kind of teaching, then, emerged from phase was the differentiation of two strands: in the U.S.A.' these origins into the 1970s and recent 1980s? In literature teaching' and language teaching,' Now let us look at two very different Britain, for EFL the designwasgenerally for with the growing realization that sufficienteducational/pedagogical outlooks, starting pragmatic teaching ('Does it work?'), strongly command of language was required before any with the American. Following the use during classroom-oriented, with a rich and varied grasp of literature became possible. the Second World War of linguists (rather than methodology, owing nothing to theoretical. Suddenly, from 1950 onwards, as formerteachers) for preparing analyses of foreign Continued on page 19 colonies in quick succession prepared for independence, ELT came into full flood. The pioneer UK university department, at the University of London Institute of Education, Dictionaries To Help Teach had in 1948 appointed its first Professor (the President of IATEFL, Professor Pattison), and English Language Usage To Beginners a very large programme was initiated for training teachers from Commonwealth coun- triesand sometimes the training took place in Bnikling those countriesas teachers of English language. The content was generally based on the Dictionary particular analysis of English which is asso- Skills in ciated with the names of H. E. Palmer, A. S. Hornby, F. C. French, Michael West, and their Ein4lish associates. It owed nothing to linguistics; but it was very strongly backed by sophisticated classroom methodology. (At this time, British primary school methods were the envy of the world, and much of that practice, too, was transferred to ELT.) There was not much overt grammar, quite a lot of phonetics and pronunciation teaching, some speaking, much reading, some writing. But in the 1950s and 1960s, the demand for English suddenly exploded. In the Common- wealth countries (Nigeria, India, Singapore, Everyday American Beginner's English etc.) education, including English, was sud- English Dictionary Dictionary Workbook denly made available to all children, not just to The FIRST American English learner's P:actical source for English-language the elite. This put millions of children for the dictionarysimplified to integrate non- learners to build dictionary skills, better first time into classes for English. But in native speakers learning English into com understand how the dictionary works addition, the demand for English grew rapidly munity ''survival" vocabularies. Brief. and what kind of information it gives on in other countriesin former French posses- clear definitions of 5.500 core English language. Maximizes learning potential sions like Algeria, Madagascar, Syria and words with examples of usage. Pronuncia- of Beginner's Dictionary of American Lebanon; in most countries of Europe; in the tion key based on International Phonetic English Usage through exercises for skill Far East, etc.where the historical, social and Alphabet. building in major linguistic areas educational traditions and conditions were very ISBN 110- 8325- 0337 -I: Paperback. $4.95 spelling, pronunciation and grammar different. And this extension of ELT as a whole ISBN #0-8325-0339-8: Hardbound. $7.95 usage. For use as a tool by classroom teachers or. with the answer key.as self- led to the distinction, within ELT, between Building Dictionary help study guide. teaching it where it had a special place in the Skills In English ISBN #0.8442-0441-6: $3.95 community, which became known as ESL, and Workbook Answer Key: Outstanding activity book teaches and teaching it where English had no special status, ISBN #0.8442-0442-4: No charge where it became known as EFL. All this you provides practice in language mechanics through reference to Everyday American Dictionary of know: but the crucial points for this argument English Dictionary. are, first, that in both types of British-based ISBN #0-8442-0336.3: $3.95 American Idioms ELT it was the classroom-based methodology- Workbook Answer Key: NEW Most up-todate book of American oriented tradition that was exportedone ISBN #0.8442-0335-5: No charge idioms available in one volume. Contains remembers, for example, the very important approximately 5,000 current idiomatic pioneering work of John Haycraft and Interna- Beginner's Dictionary of words and phrases. Simple. organized for tional House; and second, that both EFL and American English Usage complete access to definitions with a key featurethe KWIC Inde) . enabling users Ideal beginner's dictionary for people ESL were originally related to ELT outside to find idioms quickly and easily even unfamiliar with spoken American Britain. (Teaching English to immigrant when only parts of an expression are English. Combines 4,000 word references children did not start, in Britain, until 1962, and known. For native speakers and advanced with example sentences and illustrations ESL did not become widespread in Britain for learners of English. depicting everyday vocabulary use. Easy- ISBN #0.8442-5456 9: Paperback, $9.95 another decade, when it became established to to-use, complete reference for under- a large extent as a branch of mother-tongue standing conversational American teaching.) Then from about 1965 onwards there English. National Textbook Company began a very large traffic of foreign learners of ISBN #0.8325-0440-8: Hardbound.$7.95 4255 West Touhy Avenue English who come to Britain for a short period, ISBN #0-8325.0439.4: Paperback. $4.95 Lincolnwood, IL 60646-1975 to return home after their courses. This is always called EFL. TOLL-FREE 1-800-323-4900 (In Illinois 1-312-679-5500) The history of post-war ELT based in the 18 127 TN 8/86 The 'EFL' in IATEFL eclecticism is intellectual obscenity' hewas single 'method' or approach which it suitable surprised at the hostile reaction of the Euro- for all and every circumstance. Continued from page 18peans in the audience. But, in the American 2. It is learner-centred and classroom- linguistics or- research, but quite a lot to tradition, the scholar is taught to seek theone oriented, recognising that we exist, in the last descriptive linguistic work on English, insistent theory which is currently accepted and domi-resort, only through the success and satisfaction on the absolute need for initial professional nant, and to fend off any seduction from other of our students. training as a teacher, including supervisedtheories. To entertain that the truthmay lie, 3. Itis a branch of education, not of teaching practice. In the United States, within even partially, elsewhere is to be eclectic, and linguistics, and its operational criteriaare ESL the design was for an essential grounding that ir, the American view is a bad thing. But, in ultimately those of organised learning and in linguistic and psycholinguistic theory, much the British and European tradition, the scholar teaching: i.e., it is professional. less on methodology, very often a strong is taught that no theory has the monopoly of the 4. It is concerned not only with doingwith training in research, little classroom teaching. truth, and that one seeks aspects of the truththe how of language teachingbut with These different outlooks on teaching were thewherever one can, building a synthesis of knowingwith the why: itrelies for this consequence of their different historical theoretical understanding as one matures. That purpose on the intellectual support of several experience and educational framework. (There is being deliberately eclectic, and is held, in thedisciplines. were of course a number of golden exceptions European tradition, to be a good thing. 5. It is effective: EFL is successful, by and to this summary. One remembers the names of There is one rurther, and final, deep distinc- large, so that its outloo!. can in general be Lois McIntosh at UCLA; Ruth Crymes in tion to be made, and that is between different optimistic. EFL teachers know that learners Hawaii, and of course, in New York, theviews of the relations between practice, can be helped to learn better, through informed splendid personality and work of Dr. Maryresearch and theory. To most American ESL teaching. Finocchiaro.) theorists, it is obvious that theory determines 6. It is a community: EFL teachers in this research, which then justifies practice. 'How tradition recognise each other as fellow- The Intellectual Roots of ESL/EFL can a teacher know what to do in class until he professionals. It is worth recalling that the EFL tradition in or she knows what has been validated by Finally, to the convergence I spoke about at Britain has its roots, intellectually speaking, in research?' is a common American attitude.the outset. In the past three to four years, the tradition of Sweet, Jespersen, Palmer, Language teaching is seen as being, desirably American cars have got smaller and more like Hornbyscholars and teachers who referred to and naturally, dominated by theory. British European (and Japanese) cars, and British cars their underlying concepts in terms suchas EFL, by contrast, sees practice as having its have got bigger and more like Americancars. philosophy and principle and rationale. Ameri- own vital importance: research may help to Similarly with EFL/ESL. The two traditions I can ESL, by contrast, was in a tradition ofimprove practice: the results of research will have been contrasting are coming muchmore theoryeven 'hard' theory. By 1970, American contribute to the development of theoretical together. The 1986 TESOL Convention pro- linguists and SLA (second language acquisi-understanding on the part of the teacher. Thegramme is quite a lot like the 1988 IATEFL tion) research 'specialists were insisting that contrast is stark: in American thinking: Conference programmecertainly far moreso language teaching should properly be subser-T R P, versus, in British thinking: than it was even two or three years ago. I will vient to a single discipline: that of linguistics, P R T. Let me repeat: I am not saying not speculate on where this convergence will which is by definition a science. British EFLthat either is 'right' and the other is 'wrong',nor lead. I will only say that I find theprocess of specialists, in contrast, regard language teach- that one is 'good' and the other is 'bad'. Each development of EFL within the IATEFL ethos ing as a branch of education, which is in the has its own value; each has evolved from its to be exhilarating and exciting. Long may it humanitiesthough they have also developed own history; each serves best its own needs. continue. the concept of applied linguistics to describe their search for insights, illumination and A Thumbnail Sketch of the EFL in IATEFL assistance from any discipline that can offer it. The juggernaut of this paper is coming toa One can go one stage further, in distinguish- halt. Before it does so, let me make two brief Children and ESL: ing the large, luxurious V8-powered Americanand final points. First, letme attempt a ESL car from the small, uncomfortable, butthumbnail sketch of the archetypal EFL in INTEG agile and economical British EFLcar. There IATEFL. RATI exists an underlying difference in philosophy of 1. The EFL with which IATEFL is typically N science, which can be focussed in the twoassociated is pragmatic, not dogmaticthat is different meanings of 'eclectic'pejorativeto say, ittries to adapt its methods and PERSPEcTivEs (negative) in the American tradition, laudatory materials to the particular learners and learning (positive) in the European tradition. When conditions; it avoids the belief that there isany Steven Krashen remarked, at a conference in "We are writing to Georgetown University, in 1984, that '... classroom teachers, both SAINT MICHAEL'S COLLEGE mainstream and ESL, to Winooski, Vermont 05404 TESOL PUBLICATIONS those who educate Announces MASTER'S IN TESL classroom teachers, and to 36 credits those who study teachers Selected Articles ADVANCED TESL Certificate Program and children working from the 18 credits together in the classroom." TESOL Newsletter: INSTITUTE IN TESL summers only. - Edited by: Pat Rigg and 1968-1983 9 graduate credits D. Scott Enright Articles by: Courtney Cazden, Edited by John F. Haskell INTENSIVE ENGUSH TRAINING PROGRAM Intensive Englisli courses for foreign students Sarah Hudelson, more than 100 articles on methodology, conducted on a year-round basis Pat Rigg, professional preparation, language and Carol Urala and culture, linguistics and grammar, lan- St. Kchbers also that Modes demos it D. Scott Enright Educator+. ThookrAL Administration and Omni Nychologi guage assessment, composition and Also oteildris M Ed. with connottratkins in S10.00 members, more. TESL. Special Education. Acktnistration, Curving" S12.50 non-members, plus 51.50 Ronne and Computer Educonn postage Available Fall 1986. $15 members, $16.50 Vn: Dnctor Teachers of English to Speakers of nonmembers; plus $1.50 postage and hen. TESL Prawns dling. All orders must be prepaid. TESOL Box 11 Other Languages Publications, 1118 22nd Street, N.W., St. Michotra Coln Suite 205. 1118 22nd Street, NW, Washington, D.C. 20037, U.S.A. Wirocold. Vermont 034011 USA Washington, D.C., U.S.A. 20037

128 19 a

TEXTESOL V- CONFERENCE OKTESOL CONFERENCE SECOND LANGUAGE RESEARCH FORUM SLATED FOR FARMERS BRANCH IN LAWTON CALL FOR PAPERS BY USC TEXTESOL V (north Texas) will hold its fall The fifth annual OKTESOL Conference will The University of Southern California will conference on October 11, 1986 at Brookhavenbe October 31 and November 1, 1988 at host the seventh Los Angeles Second Language Community College in Farmers Branch. TheCameron University Campus in Lawton,Research Forum (SLRF) on February 20-22, keynote speaker is Scott Enright of the Oklahoma. More information from: Kay Keyes, 1987. We are soliciting data based second University of Georgia in Atlanta. For moreProgram Chair, OKTESOL, IELI, Oklahoma language research in, but not restricted to: information, write to: Irwin Feigenbaum, State University, Stillwater, Oklahoma 74074. Classroom Research and Methodology, Dis- Program Chairman, Department of Foreign course Analysis, Interlanguage, Bilingualism, 6TH ANNUAL MIDWEST Psycholinguistics, LanguageUniversals, Languages and Linguistics, University of Texas Transfer, Sociolinguistics, and Second Lan- at Arlington, Arlington, Texas 76019. REGIONAL TESOL CONFERENCE The 1986 Midwest Regional TESOL Confer- guage Acquisition. Presentations will be limited "DIALOGUE ACROSS CULTURES" to 30 minutes, including time for questions. ence is being held on November 6-8 in AnnAbstract information should include: 1) 4 IS THEME OF ALBERTA Arbor at The Michigan League. MITESOL is TESL CONFERENCE copies of 250-word abstract (name on 1 copy); hosting the conference on behalf of these 2) 3 copies of 100-word summary; and 3) 3 x 5 The eighth annual conference of the Alberta Midwest TESOL affiliates: Illinois, Indiana, card with name, address, paper title, and a Teachers of English as a Second Language willKentucky, Michigan, Mid-Ameri^a (Missouri- brief bio-data statement that specifies your be held in Edmonton on October 30, 31 and Iowa), Minnesota, Ohio, and Wisconsin. The current professional status and area of research. November 1, 1986. The conference will address theme of the conference will be ESL TheSend the abstract information to: Wes Friberg, a variety of topics such as literacy, learning Classroom and Beyond. For more information, Program Chair SLRF '87, American Language styles, language learning across the curriculum, write to Jo-Len Braswell, English Language Institute, JEF-141, USC, Los Angeles, C.lifor- heritage languages, E.S.L. in native education Institute, Wayne State University, 199 Manoo-nia 90089, U.S.A. Abstracts must be post- and early childhood education, cultural adapta- gian Hall, Detroit, Michigan 48202. Telephone: marked no later than September 22,1986. tion and citizenship education. (313) 577-2729. The ATESL Symposium will be held in GEORGETOWN UNIVERSITY ROUND TABLE ETAS ANNUAL GENERAL MEETING ON LANGUAGES AND LINGUISTICS conjunction with this conference on October IN ZURICH 30. The symposium topics are literacy and The Georgetown University Round Table bilingualism, citizenship education, E.S.L. and The third annual general meeting of the will be held March 11-14, 1987. The theme of native education, cultural adaptation andEnglish Teachers Association Switzerland the forthcoming round table is Language program evaluation. For registration !nforma- (ETAS) is to be held in Zurich on November 8, Spread and Language Policy. For information, tion please contact Patsy Price, ATESL '881986. The day-long program will focus oncontact: Peter H. Lowenberg, Chair, CURT Registrar, E.S.L. Resource Centre, Albertagrammar in the classroom. For further informa- 1987, School of Languages and Linguistics, Vocational Centre, 10215 108 Street, Ed-tion contact Kate Oesch, Seleldstr. 8, 8810Georgetown University, Washington, D.C. monton, Alberta T5J 1L8, Canada. Uster, Switzerland. 20057, U.S.A. Real Life Spoken English It's the real thing! The raw voices of life itself. No frills! For anyone who wants to understand and speak naturally like Americans A do. Good for tiny tots, illiterates, migrant farm laborers, factory workers, students at any level, businessmen, even for sophisticated professionals to lose a 'foreign accent'..but it's best to learn to speak naturally from the start. a *Introduction to Spoken English A quick overall concept of what it really is Co and how it works. Practical 'survival' (you can go around alone) English in only a few hours (1 cassette, 1 text sheet), or for a lifetime pattern of speaking naturally, go on up to 200 words a minute like you hear the native speakers say naturally in an easily learned logical series..the vowels in their natural order, where things are and the mostused actions (2-part verbs). Say what you hear-seedo...no oral explanations. *Basic CourseSlow to Fast Forms An extension of the Introduction, It's tE all you need to know about spoken English, in some 50 hours (23 cassettes/ text sheets,1allEnglish textbook). Over 600 'groupings' (of the much-used little words that get together to tie the language together!) in all of their variant forms from slow formal, step by step to 200 words a minute as you hear said by the native speakers of all ages. *Real Life Selections1.41 125voices, 9.8 phonemes (3 words) a second * average, 94% of the 14,000 are in the 3,000 most-used words. Nursery kids to presidential speeches..the real life habitat in which you find what is learned in the Basic Course..so choose a suitable Selection to study along with it. (1 book, 4 cassettes). *Common Expressions 76 voices (1 book, 1cassette), 1,100 wellused 'groupings'..the keys to understand natural speechfrom TV, talk shows, comedians, meetings, telephone, street, home and job talk. Complete sentences in almost unbroken conversations. *Translations, explanations in may languages. Pauses after each corn plete thought utterence. Ideal fc r selfstudy, Teachers Guides Any untrained adult (knowing Hills or no English)canget effective re sults (a mother can teach her children naturally spoken English), Listeners Digest, monthly (1 book, 1 cassette), of what is currently heard said in the US. Keep up your fluency and up to date. (No translations). All materials are written by sounds (simple IPA) and in usual spelling (TO), explanations in simple English of things not easily found in dict- tionaries. Books are paper-back, pocket size. US suggested retail (1986) - book $5, cassette $10, text sheet 5t (or make your own). You have 'hear-say' troubles?! Ask for our problemsolver + catalog booklet. Spoken English 212.989.2719 210 West 21St.,New York,N.Y.ioon TN 8/86 I 2,9 SELECT SESSIONS FROM THE 1986 TESOL CONVENTION AVAILABLE ON TAPE

The following TESOL '86 sessions were recorded by Audio Transcripts, Ltd., andare available for purchase. Most sessions are on one tape and cost $7.00 U.S. Sessions with an asterisk () following the number arc on two tapes and cost $14.00 U.S. Plenary Sessions -01 A new language...a new soul Ronald Roskcns

Special Sessions -57 TESOL in transition: Comments from the executive directorJames E. Alatis 115 Black English, Chicano English and Standard English: Some sociolinguistic foundations and competing linguistic normsJohn Baugh 116 I grow for a living Carole Urnia ._130 English education in China Wang Zuoliang

General Relevance ._42 Contentarea teachers with ESL students: A workshop designJanet Gerba -51 Teaching conversation management Bill Harshbarger 55 Unlimited resources: Learners' language, culture, and thought Denise E. Murray ._77 Imagery and three images Earl W. Stevick - 149 Using intonation to help listening comprehensionJudy Gilbert 150 A word's worth: Suggestions for vocabulary practice John M. Kopec

Applied Linguistics ._09 Teacher as sociolinguist: How to convert findings to lessons J.J. Kohn ._61* The influence of research on the classroom Paula Lieber-Schlusberg, David Eskey, Leslie Adams, Sharon Hi Iles, Nancy Cott _133 Acquisition in the classroom: The binding/access frameworkTracey David Terrell 137 Environmental influences and motivation in secondary language acquisition Shirley Fujinaka

Computer Assisted Language Learning _62* Applications of artificial intelligence: Theory to practiceMacey Blackburn Taylor, Judy Arlene Vernick, Lori Levin, Joan Jamieson, Carol Chapelle, Mark Stein, Ira Monarch, Peter Lee _128 The evidence is in: CALL works! Catherine Doughty

English for Foreign Students in English-Speaking Countries -37 Sing your way to fluencyRavi Slicorey, Michele King. - 47 Bridging the cultural gap when East meets WestJoyce Y. Freundlich -101 A communicative approach to readingJohn Sivell

ESL in Adult Education -60* Socioeconomic and geographic predictors of adult student dropoutJoyce E. Tanner-Dennis 78 A model for successful volunteer ESL management Marilyn Bcntson ._96 Innovations downunder: Learnercentered programs in Australia Sandra Economou -108 Turning vocational materials into VESL materialsJoan E. Friedenberg, Curtis H. Bradley - 124 Make any lesson a listening lesson Karen Batchelor dc Garcia, Randi Slaughter 134 ESL teachers and culture: Research on role perceptions Tracy Defoe - 141 Developing multi-level reading materials for heterogeneous ESL classes Ann Silverman, Carol Kasser ESL in Bilingual Education -59* ESL in Bilingual Education Academic Session Lily Wong Fillmore ESL in Higher Education 29* The missing link: An oral approach to rhetorical competence Rosemarie Goodrum, Richard K. Young, Kathleen B: Smith 6- 6 Predicting textbook reading proficiency of college-bound ESL studentsKerry Segel, Robin Buck-Smith 72 Using poetry in the ESL classroom Michael Tate 74 The TOEFL Writing Test Charles Stansfield _121* Raising the status of ESL in higher educationNancy Strickland, Cynthia Bellavance, Kay Longmire, Alice Maclin

ESL in Secondary Schools ..._03 Making the most of classroom interactions Carolyn Kessler, Joyce Smith 14 Teaching social studies to LEP studentsMyron Berkman Developing secondary content-area strategies for reading and writingDennis Terdy

TN 8/86 (See other side) 21 130 ESOL 1n Elementary Education 16 Speaking and writing: Helping LEP children make the connection Virginia Allen, Sarah Hudelson _27* Cultural influences on literacy learning: Translating research into practice Cathie Jordan _48 Listen to the children: The joy of learning English through the magic of music Bob Schneider _52 ESL learning activities for the primary grades Eva Midobuche-Bernal 54 Doing what comes naturally: ESL in the primary gradesMarganne Box 81 The first day: Starting right with your LES/NES studentsMary Lou McCloskey, D. Scott Enright 89 Preschool second language acquisition and corporate child care Mary Mack, Lind Ventriglia 129 Webs of significance:Charlotte's Web D. Scott Enright, Alma Flor Ada, Richard Handscombc _138 Dual framework curricula. Exploring cognitively-based second language development Denise McKeon _143 Re Quest in literature and contentarea reading in ESLAllenc Cooper

Refugee Concerns 90 Stress reduction for refugees in an ESL settingJoan Dye, Nancy Frankfort, Donna Kelsh, Angela Shen Ryan 95 Literacy for adolescents: What's happening in the refugee camp? Cathy Hindman 107 The native linguage literacy program: Hrnong, Micn, Lao, Khmer Peter Loverde 120* Mental health in the ESL classroom Charles Ray, Cao Anh Quan, Myrna Ann Adkins

Research 10 A magnet immersion school. A U.S. case studyFred Genesee, W.E. Lambert, Myriam Met, Joe Gastright 18 The effects of home training on problemsolving skillsAndrea Bermudez 50 Child tutoring child: Findings about language teaching and learningSabrina Peck _122' State of the art in writing. Process, product, and pedagogyCraig Chaudron, Ulla Connor, William Gaskill, Vivian Zamel _139 The input of interaction on input comprehensionTheresa Pica, Catherine Doughty, Richard Young _151 Reasoning in ESL reading Kyle Perkins 152' Mentalistic measures in reading strategy research. Some recent findingsAndrew D. Cohen

Teacher Education Practice teaching. What/how trainees learn in the classroom Donald Freeman, Dick Allwnght, Ruthanne Brown, Lcc Coodheer, Mary Romney, Janine Tabor 73 ESL: The mainstream teacher's perspectiveJoyce Penfield _147 English-for-scienceandechnology students' perceptions of the reading task Suzanne Mc Means

Teaching English Internationally 19 Government objectives, Chinese tradition and the Foreign Expert Martha A. Kennedy 87 Listening effectiveness in a bicultural high school setting Irma R. Rosario _91 Narrowing the cultural gap in EFL through listening comprehension Franca Lcuncns 126 The right hemisphere: Mother Nature's SpeakeasyMark W. Seng

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DISCOUNTS AVAILABLE FOR MULTIPLE TAPE PURCHASES ORDER 12 CASSETTES AND RECEIVE A 10% DISCOUNT PLUS 1 FREE STORAGE ALBUM ORDER 24 CASSETTES AND RECEIVE A 15% DISCOUNT PLUS 2 FREE STORAGE ALBUMS ORDER COMPLETE SET AND RECEIVE A 20% DISCOUNT PLUS 6 FREE STORAGE AI BUMS 131 Northrup University. L011 Angeles. California. Small. private college has openings for full.time, day instructors in intensive EAP/ESP programs. Qualifications. M A./M.S. in TESL Applied Linguistics or related field. and ESL/EFL teaching experience. Responsibilities include teaching. *weld Dkaltilites GIMP; Hititesi; Jaime. APlicittions international language Pregramie.Jakatta. Indonesia. committee work, and curriculum development. Competitive sought for.a fulitime TEFL position beginning April. 1987: EFL instructor needed for In-school and omits instruction. salary and other benefits. Resumes to Jeri Pollock, Northrop Required: MA in TEFL/TEFL or closely related field. or Must haver:St/TEFL training plus a minimum of one year's University Language Institute. P.0 Box 45065. Los Angeles, California 90045-0065. Telephone: (213) 6414470. equivalent background experience; English and Japanese experience overseas. TOEFL experience el asset. Terms of language proficiency. TEFL experience preferred. 40 years of contract: 24 hours per week contact teaching. increments for age or younger. Salary commensurate vith background and MA TESL/TEFL and experience. net salary of Rp. 825.000 Utah Stets University. Logan. Utah. Intensive English experience. Send resume and 1000 English word essay on (approx. $735), one month's bonus per year, LA: shared Language Institute (IELI) has an opening at the lecturer level the prospect of foreign language education in Japanese housing. medical insurance. round.trip transportation for for a full-time position for an ESL teacher. The ninemonth colleges to the address below by September 5. Personal Pope; convecte. 5nd six weeks minimum holiday per year. contract requires three quarters of teaching three daily (5 interview will be held thereafter. Somubu (Office of General Due to shared housing only single instructors or teaching hour) classes. Minimum qualifications include an MA. in Affairs). Department of Literature. lbaraki Christian College. couples with no dependents. Send resume with recent photo ESL/TESL and three years' teaching experience in an ESL 11.1, Omiktecho 6, Hitachicity. lbaraki Prefecture. 319.12. to: James B. Wrightsman, Faculty Co-ordinator. International program et the university level. Send resume. transcripts and Japan. Language Programs, J1. Ciomas V/17, Kebeyoran Baru. three references to Mrs. Barbara Buchanan. Chair. Search Nemo University of Commerce and Business Adminis- Jakarta Selstan, Indonesia. Committee. Intensive English Language Institute. Utah State tration. Japan is seeking two Japanese. with near native University, Logan. Utah 8a322.0715. U.S.A.. or for a detailed ESL International Seoul Language Center. Seoul. South Bunts, in English. and at least one native English speaker. Job description all (801) 750.2081. AA/EOE Korea. ESL instructors ruded throughout the year for for TEFL positions stetting April 1987. Will join current team of language instructors in highly automated Language intensive English language program. Established curriculum. Centre on campus. Positions include curriculum and material highly motivated students. nine levels of instr.ction. 30 development, and involvement In University activities. hours/week teaching schedule. Qualifications: minimum Requirements: Ph.D. (preferred) or MA in TEFL Applied one year full-time ESL teaching experience or degree in Job Notices Information Linguistics or related field: TEFL experives, ideally partly TESL/TEFL Overseas experience preferred. Salary: $12,000 with up to 70% remittable to U.S. or elsewhere. Average Institutional and commercial members of pined oversees; commitment to TEFL as a career. EMI savings rate about $5000. Round-trip airfare. furnished rience in CAI beneficial. Position and salary based on TESOL may place 100-word notices of job housing. $300 shipping allowance each way, medical qualifications and experience. Please apply In English, with openings, assistantships or fellowships with- full curriculum vitae. to Miss Helen Gibson. Nagoya coverage. paid vacation and sick leave. One year renewable out charge. For all others, the rate is $50 per University of Commerce and Business Administration. contracts. Send resume to: ELSI/Korea. c/o Greg Harruff, 100 words. For institutional, commerc;n1 and ELS International, 5761 Buckingham Parkway. Culver City. Sapmine, Nishin-cho, Aichi-gun, Alchl 470.01 Japan. noninstitutional members, the 100 -ward California 90230. U.SA. limit is exclusive of the contact address and Tokyo. Japan. INTERAC Japan is seeking full time (22 equal opportunity emplo) er/affirmative hours/week) EFL/ESP teachers of business English for American University in Cairo, Cairo. Egypt. The Center for Adult and Conti ...is Education seeks applicants for the action designation (EOE /AA) where appli classes of executives and other business people. Main office cable. Words in excess of 100 are charged at Is Tokyo, but some positions available in other cities around position of Director. 'NINA Language Program, This person Japan. Minimum B.A. required: M.A. and experience directs a staff of luti.t. -1 coordinators and part-time staff of the rate of $1.00 US per word. preferred, plus a desire for a two-year commitment in Japan. 140 teachers for a 9000student adult program. Candidates Type ads double space: first list institution Minimum salon,: *220.000 per month ($1300 at present should have combination of a doctorate plus strong and location (city and/or state/province and exchange rate). Visa sponsorship and airfare provided. Send administrative and teaching skills. Benefits include round- country); title and/or position, qualifications resume only to: Joseph A. Lieberman. Ichitani Bld. 0503. trip transportation. Insurance. housing, retirement. Candi- sought; responsibilities; salary/benefits; Nishi Irn. Nishiki Tekakure. Nakagyo-ku, Kyoto 604. Japan. dates urged to apply by October 15. 1986. Send letter of resume, references, etc.; application dead- application and resume to: Dr. Thomas Lamont. American line; contact address and telephone if Osaka Jogskuln Women's Junior College. Japan. University in Cairo. 866 United Nations Plaza. New York. N.Y desired; and EOE /AA (where applicable). Opening for full-time English language professor/assistant 10017. USA. Telephone: (212) 421.6320. professor. beginning April 1987. Tanuretrack position Do not underline words or phrases; avoid possible. Requirements: native speaker of English; Christian; Technical Training Inatftute, Dhahran. Saudi Arabia. The abbreviations. Send three copies five to six MA. In TESL/TEFL applied linguistics. or related field (Ph.D. Institute seeks ESL Instructorsfor its civil aviation electronics months in advance of application deadline' or Ed.O. in TESL/TEFL preferred); two years full-time training program. Duties include teaching and some program to TESOL Publications, 1118 22nd Street, teaching experience In TESL/TEFL strong interest in TESL/ development. Qualifications: MA. In TESOL or equivalent N.W. (Suite $205), Washinga9D.C, 20037, TEFL; desire to learn Japanese. Duties: 12 hours teaching substantial (2.3 years) overseas experience (preferably in U.S.A. Telephone: (202) 6 per weak plus normal departmental responsibilities. Send Saudi Arabia); ESP for math and electronics highly desirable. Late job notices accepted provided there is vita and three linters of recommencla4n by end September Competitive salary and benefits. Two-year contract. Send space. Call TN Editor: (212) 663.5819 or 1986 to Search Committee. Osaka Jesseuin Junior College. resume to Mr. Peter W, Woolley, Senior Engiish Instructor, (718) 828 -5450. 26-54, 2chome.Tamatsukuri, Higashi-ku. Osaka 540 Japan. Training Department. Saudi Services and Operating Com- Recaded pany, Ltd.. P.O. Box 753. Dhahran Airport, Saudi Arabia Hiroshima Shudo University. Hiroshima. Juan. Tenure "Submit ad To appear in apkin date 31932. Telephone: 966-34794323. Telex: 80t926 SSOC by this date this issue not earlier than position for an EFL teacher available beginning April 1987. SJ. Duties include teaching 6 classes /week. Requirements: December 15 February Apnl 30 MA. (or higher) in TEFL or related field; except for Ph D. Centro Colombo American°. Medellin. Colombia. February 20 April June 30 holders. three years of teaching experience or equivalent Openings for ESL instructors In *ramie binational center. April 20 June August 30 publications. Knowledge of Japanese desirable. Rank and Qualifications: MA. In ESL or Linguistics. Benefits: Round- June 20 August October 30 salary commensurate with experience and accomplish- trip airfare from point of departure in continental U.S. per Augur 20 October December 30 menu. By September 30th. and detailed resume with a year. paid vocation, yearly bonus equal to one month's salary, October 20 December February's photo. copies of publications and diplomas, names and medical and dental coverage. free membership in recrea- addresses of two references to Dean E. Kiehl. the Faculty of tional organization. all visarelated expenses reimbursed. Commercial Sciences, Hiroshima Shudo University. 1717 Starting dates throughout the year. Send applications to Ohtsuka. Numata-cho, Assminamlku, Hiroshima. 731-31. Laura de Marin, Director of Courses. Centro Colombo Japan. American*. AA 87.34. Madeline Colombia. The School for International 1987-88 Fulbright Scholar-in-ResidenceProgram Training Opportunities for American colleges and wide range of departments and with neighbor- universities to host a visiting scholar froming institutions, involve him/her in community abroad for all or part of the 1987-88 academic activities and professional organizations, and year are available through the Fulbright provide opportunities for the visitor to pursue Scholar -in-Residence Program. Institutionsare personal research interests, invited to submit proposals for visiting scholars The program provides roundtrip travel for in the humanities and social sciences, or in the grantee and, for' full-year awrads, scientific or professional specializations with a one strong international focus. Of particular interestaccompanying dependent; a monthly mainte- Get a better lob. nance allowance; and incidental allowances for Do a better Job. for the 1987-88 program year will be proposals Master of Ms in Teaching for to bring foreign specialists in the fields oftravel, books, and services essential to the certification and effective communications, education, U.S. constitutional assignment. The host institution is expected to career preparationin share some costs in the form of supplementary English as a Second law and related subjects, as well as foreign Language scholars in U.S. studies (history, literature, and funding and in-kind support such as housing. French. Spanish politics). The deadline for receipt of proposals is No- Bilingual/MultIcultural education A Fulbright Scholar-in-Residence may teach vember 1, 1986. For detailed program guide- In two consect.live summers or regular courses from a foreign area perspec- lines and proposal forms and for further infor- one academic year Also. Masters in Intercultural Human tive, serve as a resource person in interdiscipli- mation, call or write Dr. Mindy Reiser, Council Service Management. nary courses, assist in developing new coueses, for International Exchange of Scholars, Eleven c Scho or participate in special seminars. An institutionDupont Circle N.W., Suite 100, Washington, roThetInteraolnhosal Training 32 Kipling Road. Brattleboro VT 05301 hosting a scholar-in-residence would beex- D.C. 20036-1257, U.S.A. Telephone: (202) 939- 1.800-4514165 pected to share the scholar's expertise with a 5404.

TN 8/86 J32 23 Ii\V:2!hasawriting text 1M/'c to fit YOUR NEEDS.

Refining Composition Skills:Rhetoric & Groomer for ESL Wee: by Relies Soo* and Mori Hank

Discovering American English: woes bySondra So Itzor, it al

Writing Strategies for ESL Students byJudith Anna Johnsen

Exploring American English: rhos Skillsfor Clanoom and Carer byMorin Martin, it at

A Practical Guide for Advanced Writers in English as a Second Language byPeel Munson and North Cloush

Rhetorical Rade! for ESL Writers by Conlin B. Rophool

Crossing Cultures: Reediestfir Cello:Rini by Henry Keep ler and 14fros Keep tor

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nn I POW ist +Ammermadle,ArsA., er,n Asare.."'' 841 Cbleasse cgs; /age o rjf niunity of acificoStoc CalifotnIR 4114' ei;77..:?\ ccorgeo.. ersity,Nakington.D C &ion &Mireilar".... A 7. isisosICAMIew,TivitION: aIIMAWEFoi .c Execvlirepkw(or Jatneta ,4.006,040104116141140011 ftlihdho Irsii4-M#40111?-7-'7 on 1 fix: car- oetsidoilmoU.Saosiesct. -infeclistioOrrisitolISSO,Lt TESOL, 1118 22nd Street, N.W. (Suite 205), Georgetown University, Washington, D.C. 20037, U S A TESOL NEWSLETTER VOL XX, NO. 4, AUGUST 1986 NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID Bloomington, Ill. Permit No. 16

April 21 25 Fontainbleau Hilton I '13 Miami Beach, Florida Lydia Stack, Program Chair Newcomer High School San Francisco, California 94115, U.S.A. Vol. XX No. 5 Teachers of English to Speakers of Other Languages October 1986 Cloze Procedure: ESOL at the Library: A tool for How to Set Up a Collection

teaching reading by Libby Shanefield Princeton Adult School by James Dean Brown University of Hawaii Having a special ESOL reading section in a short stories or novels. If they had been public library, or school or university library, handled in the usual public library manner, The doze procedure was originally devel- makes a valuable resource available to your they would have been included in the large oped by Taylor (1953). Historically, it wasstudents and the community as a whole. Thisfiction section, arranged alphabetically by developed by deleting every nth word (e.g.,article describes how such a collection was author.Itis unlikely that potential readers every 5th, 7th, etc.) and replacing those wordsestablished in a university town in the north- would have found them at all. So we decided to with blanks that the students were required to eastern United States. put them separately on three sheives, and fill in. This apparently simple procedure for In 1972, the Princeton Public Library de- highlighted the section with a large sign stating developing exercises and tests has generated cided to set up a special ESOL reading section,"English for Speakers of Other Languages." many variations and numerous studies in and asked me to seek out appropriate adapted Another unusual feature is that the basic, second language settings, particularly in ESL/ESOL paperbacks at various levels. I wroteintermediate, and advanced levels have been EFL (see Alderson 1978 and Oiler 1979 for publishers, ordered books, and designed kept separate from each other. I labeled books excellent overviews of the first fifteen years of publicity to attract non-native speakers to the "basic" between 300-1000 words, "interme- work in this area). library. As of 1988, we have about 300 books. diate" between 1000-3000 words, and "ad- With the exception of Larson 1979, the What were some of the reasons for creating vanced" between 3000-7000 words. After we second language literature on doze has seldomthe special ESOL reading section in the first began to expand the collection, we found we made the connection between doze procedure place? I had been using little readers for my needed to narrow down the intermediate and the teaching of reading. This seems strange Princeton Adult School classes. Students often category. I then ailed books between 1000- since many studies in general education asked me where they could get otl,^r simplified 1800 words "low-intermediate," and those journals have indicated that doze tests tend to reading materials. The Princeton Public Li- between 2000-3000 words "high-intermediate." correlate fairly highly with various standard- brary and I saw that there was a real need forThese levels have generally fit the publishers' ized tests of reading comprehension (seean ESOL collection. The Princeton area has classifications. Brown 1978: 12-14). Moreover, Taylor's origi- several major educational institutions which To determine the books' different word nal purpose in developing doze was to find an attract foreigners, and there are many large levels, I had to rely on the descriptions given by accurate way to assess the readability of texts companies doing scientific research which have the publishers or the notations given inside the for teaching native speakers to read. Why is it, foreign-born personnel. Princeton also has a books themselves. To see how one publisher then, that doze is not generally viewed bysizeable ItalianAmerican immigrant popula- Continued on page 5 second language professionals as a tool for tion. teaching and measuring reading comprehension? It may be partly due to the tendency Coal: Leisure-time Reading INSIDE among researchers to consider doze tests as Our purpose was not to set up a collection of Articles on reading measures of overall second language profi- Increasing ESL students' reading rates, by N. Antkr textbooks (although I eventually did that, too), son. Mc 8 ciency. But there may be other options. Thebut to create a leisure-time reading section Redmeal=ortIng by A. Cooper, page 9 purpose of this paper is to briefly explorewhich would serve the diverse needs of the theory to teaching reading by H. %ton,page 11 specific theoretical links between doze and the foreignborn adults in the area. Many of these Other ankles: teaching of reading as well as to offer several adults had been taking out children's books, or Teaching in Japan. by T. Cornwall, page 12 practical applications of these links for the using highinterest, low-level books for people New TOEFL waiting test, by C W. Stansfield & R. ESL/EFL reading teacher. with learning difficulties. What we needed Webster, page 17 were books whose subject matter was not Affiliate News 19 Letters 20 Cloze and Reading Comprehension childish or patronizing to adults, yet which Conferences/Calls ...16 Miniscule: 24 smith (1975: 10) defines the general notion of were adapted and simplified according to Intl Exchange 21 On line 13 cc, hension as "relating new experience to accepted word-frequency levels. it Works 23 President's Note 2 Job Openings 30 Reviews 27 the dy known." He further argues that our The first task was to survey publishers' Standard Bearer 15 mit hold certain theories of the world (the catalogues to see what readers were available. known) and that we test hypotheses against theAfter a few months, I had a group of about 50 Video Theater for TESOL '87 Call, page 25 environment around us (new experience) on titles to start our reading section with. Summer Institute, 1987, page 3 the basis of those theories. When these hypoth- What fs unique about this ESOL reading BE/ESL Teacher Honored, page 3 eses are confirmed in the environment, we section? First of all, we shelved the books in a CSPC Questions and Answers, page 4 Continued on page ? special way. Almost all of the ESOL books are New TESOL Life Membership plan, p. 7 ; ]34 ++++++++++44++++++++4++++++4 Pte.-Weeds Ile* to de Vfxmttes4

Unity and Diversity present names will be used, although some TESOL's Constitution, from the original have changed since they were first established. (1906) to the latest revision (1986), has always 1. Teaching English Internationally IS facili- set forth an open membership policy, an tates idea exchanges on global and specific invitation: "... to any person who at any EFL/ESL issues, brings together professionals educational level teaches standard English to who have had/intend to have EFL/ESL speakers of other languages or dialects, as well experiences in different countries, provides an as to any person preparing such teachers or international network on teaching positions and otherwise concerned with such teaching." professional interests worldwide, and encour- This straightforward statement clearly artic- ages Standing Committees and other ISs to ulates the philosophical unity of purpose of our address relevant international concerns. organization. TESOL's first President, Harold B. Allen, expressed it this way: "... the central 2. English for Foreign Students in English - Speaking Countries IS deals with methodology, and basic ... tie that binds us all in TESOL (is) our concern with theaching of English to curriculum design, materials development, people who do not have English as their first placement. ew0-sation, and research relevant to the tet..2hing _; Znglish primarily to non-native language." At the same time, President Allen called speakers who are foreign students attending intensive/semi-intensive programs prior to (or attention to the diversity of TESOL professionals in these words: "... but we do not all during) regular academic study. approach this concern from the same direction 3. ESOL in Elementary Education IS is dedi- nor with the same focus." cated to fostering recognition of ESOL as an Now, loot 'ag back over two decades, we see academic discipline in elementary education, that TESO., has experienced extraordinary, to increasing awareness of elementary ESOL growth both in size and in diversitywhit:.educators' needs in TESOL and in our field, maintaining its strong spirit of unity. Members and to developing new professional resources in all manner of specialization and at all levels for teachers and their students. have shared their work willingly for the benefit4. ESL in Secondary Schools IS is committed of the profession and have taken pride in to ensuring that secondary ESL/EFL students TESOL's emergence as a dynamic and creative develop the linguistic, cultural and cognitive force in the field today. skills necessary for success in an English- In the June TN President's Note we looked at speaking context, by facilitating the exchange the AFFILIATES of TESOL, and in August the of information/expertise among secondary STANDING COMMITTEES were featured. teachers and administrators. In this issue we will turn "The TESOL Story" spotlight to a focus on the INTEREST SEC- 5. ES!, in Higher Education IS concentrates on professional concerns (recognition of ESL as an TIONS. academic discipline and standards in HE-ESL), Interest Sections: Then and Now academic concerns (involving research, princi- Members new to TESOL may puzzle over ples and practices in HE-ESL), and communication (disseminating information and provid- the acronym SIC in looking through convention programs and publications. The "SICS" came ing a unified voice for ESL in HE). into TESOL's organizational structure in6. ESL in Bilingual Education IS grew out of Denver at TESOL 1974 with the adoption of a the unique relationship between the fields of Bylaws revision which provided for the ESL odd Bilingual Education; its goals are to establishment of seven Special I. terest Croups develop awareness of the role of ESL in BE, to or SIGs, as they came to be known. With the foster communication among those involved in creation of these groups as a key component of ESL in BE, to encourage research in BE, and to TESOL, each special interest area had direct work closely with other TESOL ISs and and formalized involvement in both the professional groups concerned with BE. planning of the convention program and7. ESL in Adult Education IS serves the participation in the affairs of the Joint SIC/ interests of adult students in ESL programs, Affiliate Advisory Council. their teachers, and administrators; its intent is to The next significant change in organizational bring together the knowledge, precepts, and structure took place in Honolulu at TESOL skills of two distinct but compatible areas: 1962 with the institution of the massive Re- adult education and English as a second organirtion Plan with its three-year phasing-in language. process. The name Interest Section replaced SIC and two independent councils, a Section 8. Standard English as a Second Dialect IS is Council and an Affiliate Council, replaced the concerned with theoretical and practical Advisory Council. considerations related to the educational Now, each year TESOL members choose problems, at all levels, of learners of standard their primary Interest Section, in which they English whose first language is a regional, will be voting members, and up to two other social or linguistically related variety of Interest Sections, all of whose newsletters they English, including socio-linguistic issues which may receive. At the present time there are 15 arise from differences in dialects. Interest Sections, each with its own governance 9. Applied linguistics IS looks at language as a and its own agenda of activities. communicative system from both theoretical and practical perspectives, applies research The Fifteen Interest Sections and theory to real world contexts, wsd explores The sections will be reviewed in the order of the date of their original formation. The Continued on next page +++++++++++++++++++++++++++++++ 2 1 3 5 TN 10/86 444411.444444+44f TESOL Summer Institute 1987 implications for the enhancement of language learning and communication. Mediterranean Style 10. Research IS emphasizes the importance of research in TESOL, by promoting and disseminating research findings throughout th6 organization; it also seeks to integrate research and classroom practice and to promote awareness of ethical issues involved in research. 11. Refugee Concerns IS was formed to address the specific language and cultural needs of the entire refugee family group, including learners of all ages, by bringing together educators interested in refugee work, by providing forums for discussion, and by disseminating, information. 12. Teacher Education IS provides a forum for all interested in ESOL teacher education, raises and discusses relevant issues, promotes the continuing learning of ESOL teachers, and BADE; site of 1967 TESCL Sumner Institute works toward the formulation of policy that will improve conditions of employment and Since the first TESOL summer institute wasthe city where Columbuswhose statue looks learning for teachers and students. held in 1979, the importance of diversity andacross the harbourannounced the news of his 13. Computer-Assisted Language Learning IS innovation has been a common element in all discovery to the court. subsequent summer institutes. The '87 institute exists to work toward a definition of issues and For further information, write to A.D. standards in CALL, to facilitate communica-will be no exception as far as course contents Reeves, Assistant Director, 1987 tion and exchange among IS members, toare concerned, but it will at the same time Summer Institute, ESADE Idiomas, contribute to the computer-orientation of other break new ground in terms of location and organisation. Pedralbes 80.82, 08034 Barcelona, members of TESOL, and to foster research irto Spain. the role of CALL in language learning. The historic Mediterranean city of Barcelona It Program Administration IS addresses the has been chosen as the site for the '87 institute. special needs of ESOL program administratorsQuite apart from its reputation as a cultural BE /ESL. Teacher at all levels and in all fields; recognizing thecenter (the association with Picasso, Dal, Miro unique role program administrators can play inand Caudi), and as a leisure center (Barcelona Honored fostering professionalism, PA-IS stresses streng- is within easy reach of some of the most Alicia Villanueva, a teacher of bilingual thening managerial and leadership skills and attractive Mediterranean coastline), this choiceeducation and English as a second language in provides a forum for information exchange. of a European location serves to highlight thethe Salinas, California public schools has been cooperative nature of the '87 institute. For thenamed Phoebe Apperson Hearst Outstanding 15. Materials Writers IS focuses on the special first time, the event will be cosfmnsored by Educator of the Year by the National PTA. The interests of writers, teachers, editors, publisb-TESOL and by its European equivalent, award, supported by the William Randolph ers, and curriculum and syllabus planners withIATEFL. This cosponsorship will be reflected Hearst Foundation in memory of the co- the goals of providing a forum for the exchangein the choice of course contents and teaching founder of the National PTA, provides $2,500 of views on issues relevant to the preparation ofstaff, so that participants will be able to for the winning educator and another $2,500 for learning materials, the setting of standards, andexperience a synthesis of European and the parent-teacher group at her school, Wash- awarding merit for excellence in the field. American approaches to the task of teaching ington Junior High School, for a project of her English. choice. The Section Council Among the diverse credit-bearing options Reptintei) from Education Week. May 26.1966 . The work of the Section Council is under the proposed are courses in Materials Design and direction of a Coordinating Committee com-Adaptation, Computers and Language Learn- posed of the three Executive Board members ing, Stylistics, Film, Media and Culture, Feature on Summer Programs who are the duly elected Section Representa-Classroom Observation, Assessment of Lan- Planned for February tives to the Board, with the past second vice guage Proficiency, Second Language Acquisi- president as liaison officer. tion, and Comprehensible Input. Summer institutes, workshops or Each IS has delegates on the Section Council A further new departure for the '87 institute seminars of interest to teachers of in proportion to its primary membership: 1 will be the inclusion of a second component English to speakers of other languages delegate (up to 200), 2 delegates (201-500), 3 designed specifically for teachers working in (ESOL) will be the focus of a special delegates (501 + ). Future directions C ^r theSpanish educational centres. In this way it will advertising section in the February 1987 Section Council include active work in p,..:At- be possible to direct the instruction towards TESOL Newsletter. Instituticos or or- ing communication among the ISs, and be- specific contexts and areas of common concern ganizations offering such summer pro- tween the ISs, and the Affiliates and the Lis and to teachers working in Spain. The international grams are invited to participsar '-this the Standing Committees. flavour of this venture will be emphasized by feature. The feature has a twofot purpose: 1) A Final Note the provision of social events, round tables, and discussion sessions in which participant: from to aid institutions in publicizing their This past year Donald R.H. Byrd made theboth components will be encouraged to meet programs; and 2) to provide ESOL following comment on behalf of the Materialsand exchange opinions with each other, and teachers with a unified listing of various Writers group in its petition for admission towith members of staff whose options they may professional enrichment opportunities the IS Council. It brings us full circleto a not be following. around the world in order to facilitate focus once again of the dual nature of The '87 institute will be held in ESADE, an their making plans for combined sum- TESOLunity and diversity;"... TESC:, is a internationally recognised school of business mer travel and study. growing organization and its prosperity comes administration with a large, rapidly expanding Persons desiring information about from the diversity of its membersmembers language center. The modern lecture building r.ivertising specifications and the fee who are united in similar professional commit-is situated on the pleasant northwestern edge of schedule should contact: Aaron Berman, ments but diverse in how they apply thosethe city with a view on to the mountains which TESOL Development and Promotions, commitments." separate Barcelona from the forested area to P.O. Box 14398, San Francisco, Califor- the north. Participants from Europe and the nia 94114, U.S.A. felephone: (415) 897- JOAN MORLEYUnited States will thus have a remarkable 5838. The deadline for reserving adver- opportunity to further their studiesirla unique tising space is December 15,1988. ff++144+44+++++forum of learning, research, and jechni,ues, in TN 10/88 3 . Working with Socio-Political Concerns: Some Questions and Answers by Terry Corasaniti Dale Chair, Committee on Socio-Political Concerns In the past few months the Committee on legislation on bilingual education, immigration,CPSCdraft a legislative agenda with some- Socio-Political Concerns has been working on a U.S. English and English Only movements. All thing like five or six broad areas of concern, number of issues, including pending U.S. of the legislative information is sent out to our along with some parameters as to what the legislation regarding the status of Salvadoran member organizations, including TESOL, as organization believes regarding each of those refugees. Our discussions with fellow TESOL- periodic legislative updates. areasrefugee education or employment ers often seem to focus on basic questions such Bayley: You said that you track legislation onstandards, for example. Through some pro- as effective responses to issues, the role of theimmigration. A lot of us in TESOL say that our cessa legislative assembly or a mailing to all CSPC in U.S.-based and non-U.S.-based profession deals with professional qualifica- the members, that legislative agenda is revised affiliates and appropriate procedures for tions, methodology, instructional theory and and eventually approved by the membership. lobbying. To help us gain insight into some of the like. Others believe we need to expand our The organization then has a structure, an these questions, we asked J. David Edwardsinvolvement into areas that affect our students agenda, a statement of principles of what it and Jamie Draper of the Joint National liv in the community, into areas such asbelieves to be important issues affecting its Committee for Languages (JNCL) /Council forimmigration. This was a big issue when we members. When national and local legislation Languages and Other International Studies were dealing with the Salvadoran legislation. or regulations are presented, the organization is (CLOIS) and Susan Bayley of the TESOLJust what kinds of issues should we as members able to refer back to its agenda. Both the Central Office to talk with us. This article is theof TESOL (or its affiliates) respond to? What organization and its individual members can first part of our discussion which will bewe need is a guide so that when we want to then write letters or make telephone calls or continued in the next issues of the TN. We respond to an issue, we know what to do. How even personal visits stating, "as a member of welcome your comments, insights and addi- do we decide what's a "good" issue for TESOL, I would like you to know that our tional questions. TESOL? How do we "choose our battles?" organization officially supports/opposes 'x' activity." The organization and its members are Dale: To begin, tell us about JNCL and Edwards: I think that sometimes the issues can prepared to deal with issues as they occur. CLOIS. I think it may help us sort out somedefine the structure and that sometimes the questions we've had on what political action is. structure can define the issues to be addressed. Dale: TESOL, as you know, is a large organi- Edwards: JNCL is the policy arm for theThere are different schools of thought involved zation with members working at all levels of major language/international studies organiza- with organizations and political action ofeducation and with many different interests. tions in the United States. It deals with issues of organizations. One is that you do not want to be The size and diversity of the organization policy that are important toits member so diffuse that you are all things to all people makes developing a position on any given issue organizations. CLOIS is the political action arm that you are everywhere on every given issue. a big job. The member organizations of JNCL/ for JNCL. Essentially, JNCL sets the policy on According to this school of thought, addressing CLOIS are even more diverse with foreign an issue such as accreditation or a specific piece issues such as nuclear freeze or the Salvadoran languages, area studies, bilingual education and of legislation. CLOIS exists to implement that refugees diminishes your effectiveness in TESOL. How did the JNCL/CLOIS members policy. r;LOIS is the public interest lobbying dealing with specific issues like teachers' pay,develop their one, unified "voice" for political urganization. It's registered with the United appropriations for ESL programs or accredita- action? States government as a trade association with tionissues of vital importance to the profes- the first amendment right to lobby beyond the sion. Edwards: Well, it wasn't easy for us and it took limits imposed on a non-profit organization, The virtue of limiting your scope (which isa lot of work. We face two problems, one of such as TESOL. One way to think about it is why we are effective as lobbyists even though which has to do with education in general. In that JNCL is the idea and CLOIS is the forum we do not have a lot of money and do notevery education group I have ever worked for the idea. represent large numbers of people) is that wewith, there seem to be divisions that set one have expertise. An ESL teacher writing on the group against anotherK through 12 teachers Dale: Given that general description, what nuclear freeze is only cne more concernedagainst higher education people; foreign does JNCL/CLOIS do? What we really wane citizen. An ESL teacher writing on Salvadoran to know is "what does JNCL/CLOIS do for languages against area studies; state schools students in his or her classroom is someone against community colleges. Sometimes these TESOL? writing about students they know something inherent divisions within the education profes- Edwards: Both JNCL and CLOIS provideabout. An ESL teacher writing about thesion make cooperation difficult. information. Ninety percent of lobbying is importance of more ESL funding for their The other problem is that we in education information brokering. To be effective andschool because more funds will get moreseem to have a hard time speaking to issues good at lobbying, you need a couple of skills. students training and get them jobs speaks with with a unified voice. Policy makers often First, you need good information. Thus, we at considerable expertise. If you can cite stories consider the education community difficult to JNCL / CLOIS depend on our member organi- and give examples, your one fetter is worth work with. On occasion, educators are the butt zations to provide us with good, accurate, up-more than a hundred postcards against the of many jokes about shooting themselves in the to-date information. Our political clout de- funding. Expertise is the one big edge we have foot and forming their firing squads in circles. pends on that information, which we prov ideI think we have to be careful not to diminish it The differences of opinion that we have are to policy makers. Bayley: You said something about "structure legitimate, but what we need to do is structure Second, you need access for that informa defining the issues." What do you mean? our debate and do it internally. Then when we tion. That's the skill we at JNCLICLOIS Edwards. We just talked in a, general waygo public, we do it with one strong voice. We peddle mostly. It's our access to members if have been effective in foreign languages in the the U.S. Congress or to other policy makers about how particular issues define the structure of a responseresponding to issues that arelast six years because JNCL/CLOIS has that allows us to give them information and provided a form to work out our differences make them listen to it, and to us. We alsorelated to one's particular area of expertise, which is the structure upon which you build before going public and then CLOIS can broker information in another way. Our effectively represent the profession. member organizations need to know what kind your organization. But I think you can also of fellowships are around or what kind ofaddress issues that may be perceived as broaderif you structure it. Many organiza- Dale: From what you've said, it seems clear legislation or regulations would benefit or that the ''SPC exists to provide a comparable offend them. tionstheir Board or a committee such as theservice to TESOL as a place where our Our job is to advise our members on how to members can find information on issues, react to legislation or regulation, to know what debate them and then make our position is likely to happen and to make sure things known. There is a mutually beneficial relation- happen. ship where TESOL and its members need Draper: To give you specific examples, we JNCUCLOIS's representation, expertise and track any legislation that his to do with information, and where JNCL/CLOIS needs languages. Much of that legisla.u. . Lately has to TESOL's professional expertise and an active mi. do with foreign languages. li.szI also track TESOL membership. qg

4 137 TN 10/86 publicity with pictures of ESOL students tales I would like to find one in the ESOL at the Library reading for the section's tenth anniversary in original style, because it should be 1982. Continued from page 1 very interesting for me to get an idea of the power of his language." determines word levels, look into the Longman The students' enthusiasm over the ESOL Guide to Graded Reading (1977), or the readers certainly justifies my hard work in Longman Structural Readers Handbook (new starting and maintaining the special collection. edition, 1984). Third, instead of organizing the books by Eight Steps to an ESOL Collection author, we simply put them in alphabetical To start your own ESOL collection, you may order by title. This is the way the books are wish to follow this outlines of procedures: listed in catalogues, but it is not normal library procedure. However, it did not really matter if 1. Determine needadult foreign student, the books stayed in order, as long as they were visitor, immigrant population in your area. grouped according to different word levels. 2. Approach library with tentative proposal We wanted students to browse among them all, make appointment with library director. Take experimenting as they went along. lists, catalogues, sample readers; show what A fourth unique feature of the ESOL Princeton has done. Libby Shanefield (left) is shown in front of the3. Decide on budgetfor example, in the collection is the way the books are checked out United States, 100 paperback ESOL readers of the library. If they had been catalogued as Princeton Library ESOL collection with students Hikyung Lee and Dong Young Lee from Korea, currently cost about $300. Start with no more ordinary books, the author and the title would than 50 titles. have been recorded electronically along with Grazyna Fryszman from Poland, and Anne4. Order bookslook at ESOL publishers' the user's library card when a book was taken Shepherd, Princeton Adult School curriculum cbairmui. catalogues, noting everything labeled "reader." out. However, we wanted to know how many Check descriptions; note word levels. Look for times a book circulated during the year, and the balance: basic, intermediate, advanced. Use usual check-out system did not record this. So In setting up a collection like this,itis these criteria for selection: adult? adapted? we went back to the oldfashioned system ofimpossible to read all the books chosen or evenshort stories? short novels? inexpensive? having a slip pasted on the book's end flap, to scan them for word-frequency levels. Youpaperbacks? Content: entertaining? suspense- with blanks for a date-due stamp. The circula- really have to rely on the publishers' informa-ful? detective story? historical? biographical? tion-desk employees were alerted to the special tion and just hope you have chosen books that5. Divide dutiesdecide which tasks library system by a prominent "ESOL" sticker on the have adult subject matter. I made a few will do, which teacher will do. Tasks include right-hand cover of the book. mistakes and got somus childish-looking read-ordering, marking books, pasting date-due The big danger in this check-out system was ers. Some of these circulated anyway. It seemssheets, typing file cards, and publicizing the that the library had no way of knowing who that people are eager to read anything you givecollection. took out a book. We decided to take the risk them. 6. Catalogue, shelve, get ready to circulate because the Looks were relatively inexpensive. Feeling that the students' opinions would when orders arrive, check over books and mark If some were lost or stolen, they could behelp me choose books in the future, or each level. (We use word levels: basic 300-1000; replaced without too much expense. Initially eliminate books that did not seem suitable, forlow-intermediate 1000-1800; high-intermediate they cost from $.75 to $1.00 each; fourteenseveral years I asked students to write short 2000-3000; advanced 3000-7000.) years later, many are still under $3.00 each. But, book reports. A few of their comments show Two catalogue file cards are needed for each the main reason for the date-stamp check-out why adults like these adapted books: book, both showing title, author, publisher, was that we wanted to see the circulation year, word-level. List books in the first card file record. With this information we could decide From a Taiwanese man: "The books I by levels, alphabetically by title. Second card which books were most popular with students. have read are Cry, the Beloved Coun- file, all books, alphabetically by title. (First Short stories, detective stories, and novels by try (Longman), Animal Farm (Long- card file for students to use; second card file for famous authors are the most widely-read. man), The Can of the Wild (English administration to keep.) Now that the ESOL reading collection has Language Services), Doctor Jekyll SI elve separately from other fiction. Three been circulating for fourteen years, I only need and Mr. Hyde (Longman), and Stories small shelves approximately one yard wide to check it over once a year. I replace warn-out of the American West (English Lan- each are adequate for 200 ESOL paperbacks. books and add a few new novels and short guage Services). Generally speaking, 7. Publicizetake pictures which include stories, whenever I can find them. The publish- ESOL students looking at books. Write a short the language they use is not difficult newsy article. Have the library send the release ers' displays at TESOL conventions have been for me. Usually, I can finish each story very helpful. I also look over the catalogues for to local papers. with about one hundred pages on Give out one-page flyers to your students and new ideas. average in less than two hours. Most of schools. Let other organizations distribute We also have our own little card file separate the stories I have read are interesting. flyers. from the main catalogue. The books are The Animal Farm impressed me most. 8. Upkeeptake inventory once a year. Re- categorized by level. For instance, a student As a Taiwanese who has experienced place worn-out or lost books. Add new books. cen look up all the "basic" titles together. For the exploitation of either Japanese and Gradually expand the collection and add administrative purposes, we also have a card Chinese nationalists for almost a second copies. file with all the books listed alphabetically by century, I was moved very much by Start small! title. the contents of that story. Irresistibly, I have translated it into Chinese which Note: This article is adapted from a talk entitled "ESOL at the Publicizing the ESOL Collection Public Library: Ten Years of Success" given by the author in will be published in Ilha Formosa, our May 1982 at TESOL/Hawaii The author will be happy to How did people learn about the ESOL bimonthly community magazine. I answer readers' inguines about the collectionwnte to Ms collection, since it was so small? In 1972, I had would suggest that we should have Libby Shanefield, 119 Jefferson Road, Princeton, New Jersey 08540, USA, Editor pictures taken of several of my foreign more books like this on the shelf." About the author: Libby Shanefield is an ESOL teacher at the students, the curriculum chairman of the Princeton Adult School and an ESOL consultant, She is also Princeton Adult School and myself, looking at From a Syrian man: "I read the story editor of TESOL's Adult Education Interest Section Newslet- the books. I wrote a news article which pointed book, which bears the title Four Short ter. out the uniqueness of the section, and the Mysteries (CollierMacmillan). They library sent it to local papers. Fortunately, we were every entertaining and enjoyable Correction were given a lot of exposure in three different to read, and as a matter of fact, I did In "Looking at Volcanoes and Listening Compre- not drop this book, once I started hension" by Bob Burbidge, the last sentence in weekly newspapers, and tho books started paragraph 5, page 7, should have read:One circulating immediately. The Princeton Adult reading, until I had finished it off, from cover to cover. This may tell you interesting technique suggested by Peggy Anderson School ESOL teachers gave notior,s to all our of the University of Wichita is to have native students. We continue to give out notices twice how much this book impressed me." English-speakers record an interview from a a year, and post them in places where non- From an Italian woman: "About magazine having seen only a skeleton of the natives gather. I have also written °the- interview, on the basis of which they could ad lib Edgar Allen Poe's Tales of Mystery and thus produce quite a bit of natural speech for newspaper articles from time to time when and Imagination (Longman). Now ESL students to listen to." Editor more books are added. We had especially big after I read this easy edition of Poe's 3 138 5 "What's the Story?..." To find out, return this coupon and receive a book to examine FREE!

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6 I `,19 TN 10/86 Cloze Procedure Such effects could equally well exist in secondoverhead transparency. By covering the trans- language as tentatively indicated in a recent parency with a piece of paper when projecting Continued from page 1 study (Brown unpublished ms.). The perfor- it, the teacher could disclose a portion of the mances of 45 Chinese EFL students werepassage; ask the students to write down their comprehend. When they are not, we do notexamined on the individual items in a 50 item, predictions (in 15 seconds); disclose another comprehend and must revise our hypotheses7th word deletion doze test. Analysis ofpredetermined segment (say 10 or 15 words at about the world accordingly. This wholemultiple correlations revealed that 29 percent a time); and have the students check their process can be called learning (1975: 33-37). of the variation in the difficulty of individualanswers. These steps could then be repeated Smith further applies this notion of compre- items could be accounted for by knowing the throughout the passage. hension to reading. He proposes that readers do number of alternative answers that were There are numerous other potential exercises more than merely extract meaning fiom thepossible for a given blank and knowing howthat can be developed around the idea of surface structure of the language. Instead, theymany times the correct answers appearedprediction as practiced in doze (e.g., Larson bring certain knowledge to bear on the surfaceelsewhere in the passage. While 29 percent is1979 presents four ways to use cle-re in pair structure of the written language. This knowl- not a particularly staggering figure, itis work). The variety of such exercises is only edge may take the form of knowledge of theimportant to remember that this percent of limited by the time, energy and imagination of world, of the content being read, of the context variation in the performance of individuals onthe individual reading teacher. The degree to involved, of semantics, syntax, morphology, oritems is accounted for on the basis of qualities wHch teachers will develop and use such even of phonetics and/or orthography. Thewith a the passage that are consistent withexercises depends, of course, on how much important point is that reading comprehensionSmith's theories discussed above. they feel that the theories of Smith and may depend a great deal on what the reader Goodman are reflected in the reading pro- brings to the task of reading. The cognitive Implications for ESL/EFL Reading Teachers cessespecially the second language reading hypotheses that the reader tests against the process. It will also depend on how much they written language may take the form of predic- The basic argument here is that doze feel the prediction process is reflected in doze tions based on the reader's hypotheses about procedure is an activity that may promoteprocedure. "how speakeis and writers are likely to express prediction processes much like those described Clearly, there is room for a great deal of their intentions in surface structure." The as central to the reading process by Goodman research in this area before making any reader then looks for matches with the predic-and Smith in the first language literature. definitive statements about the connection tions and, when matches are found, there is Reading teachers may therefore want to between reading comprehension and doze. But comprehension (1975: 92-94). When matches consider ^s one of their teaching strategies, the at the practical level, the connection seems between the prediction and reality do notuse of doze exercises modified to fit the skill of logically to be at least a distinct possibility and occur, the reader must retrace steps andpredicting for reading comprehension. This worth further investigation. discover why the prediction did not work. This might first involve finding a passage of view would be consistent with Goodman'sappropriate difficulty (through intuition, by References (1987) view of reading as a "psychological trial and error or on the basis of administering a Alderson, J Charles 1978 A study of doze procedure with native and nonnative speakers of English Unpublished guessing game" and so is not entirely new. variety of doze tests to the students; also see Ph D. Dissertation, University of Edinburgh The predictions that readers make are not Brown 1985: 117-118). The next step would be Brown. J D 1978 Correlational study of four methods for scoring doze tests. Unpublished M A Thesis. University of simple random guesses from the tens ofto delete every 10th or fifteenth word and California at Los Angeles thousands of words that they know in the replace them with blanks. When students filled Brown. J D 1984 A doze is a doze is a clo70 In J flandscombe, R A Orem and B Taylor ( Eds )On TESOL language but rather are narrowed down by thein those blanks they would be practicing at V. Thequestion of control.Washington, D.C. TESOL. prior elimination of unlikely alternatives"least part of the "psychological guessing game." Brown. J El Unpublished ms. Clan tests and comprehension University of Hawaii at Manoa. (Smith 1978: 68-67). To illustrate all of this,If they could get immediate feedback, the Chomsky, C. and J. L. Schwartz. 1984.M.SSNC L.NKS. consider the fact that it is relatively easy toprediction process described by Smith would Pleasantville, N Y Sunburst Communications Goodman. K. S. 1967 Reading. A psychological guessing game predict the that would fit in the be even more closely approximated. Journal of the Reeling Specialist,6 126.135. blank inserted in the middle of this sentence. This could certainly be accomplished Larson. D 1979 mead h:1g up to expectationsTESOL Newsletter,13.2. 17.29. Your knowledge of English and of the imme- through the use of software applications Oiler. John W. Jr.1979. Language Tests at School.London. diate context (i.e., "the ") should recently developed for microcomputers (e.g., Longman Smith. Frank 1975Comprehension andLearning New York have helped you to limit the number of possible Chomsky and Schwartz 1984). The prediction Holt, Rinehart and Winston. predictions to the nouns of the language. Yourand feedback would be almost instantaneous. Smith. Frank 1978Understanding ReadingNew York Holt, Rinehart and Winston. knowledge of the world and of the presentA technologically less demanding approach Taylor. W. L. 1953. Cloze procedure. a tool for measunng article should have helped you to semantically might involve the use of a typed passage on an readability Journalism Quarterly. 30 414.438 limit your predictions to "word" or "lexical item" or perhaps "vocabulary." Your general feel for the style of this article and the publication in which itis found (along with my previous use of "words" rather than "lexical hems" in the first sentence of this paragraph) should further limit the number of possible TESOL LIFE MEMBERSHIP PLAN predictions to one word: "word." This is not to TESOL imply that Smith limits his notion of prediction READY SOON to words. Indeed, it may be applicable to the 'tit" letters of words as well as sentences, paragraphs, chapters or even books. Each of these "layers of prediction" may produce certain As part of its 21st anniversary celebration, TESOLis "expectations" (1978: 170). What does all of this have to do with doze? planning to offer all of its membersa special $1,000.00 Life Smith's position on doze, at least when only the Membership. U.S. residents should consult theirtax original word found in the passage is counted as correct, is as follows: advisers about the potential tax benefits if sucha One way of interpreting a high score membership is purchased before the end of 1986. for a particular space would be that there are very few alternative words If you are interested in further information about the that could be put in that positionthe uncertainty is low. And the only TESOL Life Membership Plan, please contact Carol reason that uncertainty is low is that LeClair, TESOL Central Office, 1118 22nd Street, NW, most of the alternative words have been eliminated by information ac- (#205), Washington, DC 20037, U.S.A. quired from other parts of the passage, from words that have not been removed. (1978: 234)

140 7 Conclusion Increasing the Reading Rate These drills have been used to achieve significant increases in student reading rates in of ESL Students an ESL reading program (Anderson 1983). Neil j, Anderson Students from upper-intermediate and ad- Center for Applied Linguistics vanced ESL reading classes at Brigham Young University were involved in the study. The Rapid reading is an essential skill for all ESL seconds. As each thirty seconds elapses the experimental group, which received instruction students, yet it is one area which teachers oftenteache, indicates to the class to move to the using the four drills described above, showed a neglect. The earliest studies conducted withnext page. Studentsareexpected to dutremendous increase in reading rate when native speakers of English indicated that rapid whatever it takes to finish reading the page in compared to the control group (F=37.871, reading was only a skimming strategy used tothirty seconds and thus keep their reading rate p=.0001, CV=16.2, 1 and 22 df). cover the reading material (Brown 1981). Yet up to 250 wpm. Of course, those who read This study leads to some important implica- later studies :onducted indicate that readersfaster than 250 wpm are not expected to slow tions for the ESL reading classroom. Rapid achieve not only rapid reading skills but also their reading rate down. As long as they arereading techniques should be implemented in better comprehension when specifically taught ahead of the designated page they continue ESL reading programs to prepare students in rapid reading techniques (Cranney 1982). Very reading. fluent reading. little has been reported in the literature on The third drill is a self-paced speed drill. ESL reading teachers should prepare them- teaching techniques of rapid reading to ESLStudents read for three minutes and then selves to be competent in assisting students to students. Many texts emphasize that readingcalculate their average words-per-minute. The move into the area of rapid, fluent reading. We rate is an essential aspect of reading butdrill is repeated three or four times during a will then help students overcome the barriers students are only given instructions such asclass period. Each student is competing with caused by slow reading rate that prevent them "Read the following passage as quickly as him/herself to improve reading rate. from enjoying more reading in English. possible." Thus it appears that a rapid-reading Setting a goal for words-per-minute is component is desirable in advanced ESLexpected for each student. Record keeping is reading programs. I am not proposing that wean important part of rapid reading. Each References teach ESL students to read thousands of words student should keep graphs charting words- Anderson, Nei, J1983. Rapid reading in the ESL classroom. Presentation at the seventeenth annual TESOL conference, per minute, but I am proposing that we teach per-minute. These charts are useful as each Toronto, Canada, March 15-20. them to read at a faster rate than many of themstudent goes about setting his/her individual Brown, Bruce L. Dillon K Inouye, Kin B Barrus and Dorothy M. Hansen. 1981. An analysis of the rapid reading currently approach a reading situation. reading rate goals. controversy. In The social psychology of rea language In addition to increasing reading rate, The fourth drill in the sequence works on and literacy, Vol. 1, John 11 Edwards (Ed ), 2 -50 Silver Spring. Maryland: Institute of Modern Languages. students should learn to vary their reading rate both reading rate and reading comprehension. Coady, James. 1979. A psycholinguishe model of the ESL according to the purpose of reading and also reader In Reading in a second Language, Ronald Mackay, Students are given a variety of reading passages Bruce Barkman and RR. Jordan (Eds.), 5-12 Rowley, the complexity of the reading material (Harrisand multiple choice comprehension questions. Massachusetts: Newbury House. 1966, Coady 1979). A skilled reader does not Cranney, AGaff,Bruce L Brown, Dorothy M Hansen, and They set individual goals for reading rate and Dillon K. Inouye. 1982. Rate and reading dynamics read a newspaper at the same rate as areading comprehension. Students should be reconsidered Journal of Reading 25 (March):528-533 textbook, which varies even more from reading Hams, David P 1988 Reading Improvement exercises for encouraged to maintain at least a seventy students of English as a second language. Englewood Cliffs, a novel. The skill of flexible adjustment of rate percent comprehension rate. New Jersey: Prentlee11211, Inc. is acquired by reading a variety of reading material. Although the literature has made significant Real Life contributions to our understanding of the reading process, there appears to be little application in current classroom practices. Spoken English Many teachers deal quite well with the It's the real thing! The raw voices of life itself. No frills! mechanical aspects of teaching the reading For anyone who wants to understand and speak naturally like Americans skill, such as teaching the orthography, left to do. Good for tiny tots, illiterates, migrant farm laborers, factory workers, rght directionality, word identification, and students at any level, businessmen, even for sophisticated professionals to lose a 'foreign accent'..but it's best to learn to speak naturally from the start. vocabulary development, yet they lack the *Introduction to Spoken English A quick overall concept of what it really is necessary preparation to teach students the and how it works. Practical 'survival' (you can go around alone) English in skills of rapid, fluent reading. only a few hours (1 cassette, 1 text sheet), or for a lifetime pattern of The following are four basic types of speed speaking naturally, go on up to 200 words a minute like you hear the native speakers say naturally in an easily learned logical series..the vowels in their drills which, when used in sequence, can be natural order, where things are and the most-used actions (2-part verbs). used in the ESL reading class to help increase Say what you hear-seedo....no oral explanations. student reading rate as well as comprehension. *Basic Course - Slow to Fast Forms An extension of the Introduction. It's pG The first of these drills is an add-a-page drill. all you need to know about spoken English, in some 50 hours (23 cassettes/ The drill is conducted in the following manner: text sheets, 1 all-English textbook). Over 600 'groupings' (of the much-used little words that get together to tie the language together!) in all of their Students are given sixty seconds to read as variant forms from slow formal, step by step to 200 words a minute as you much material as they comfortably can in a hear said by the native speakers of all ages. book of their choice. They then begin reading *Real Life Selections 1.41 125 voices, 9.8 phonemes (3 words) a second again from the same point and are given average, 940/0 of the 14,000 are in the 3,000 most-used tvords. Nursery kids another sixty seconds. They are to read more to presidential speeches..the reallife habitat in which you find what is learned in the Basic Course..so choose a suitable Selection to study along material during the second sixty seconds than in with it. (1 book, 4 cassettes). the first. The drill is repeated a third and fourth *Common Expressions 76 voices (1 book, 1 cassette), 1,100 wellused time. The purpose of this drill is to reread old 'groupings'..the keys to understand natural speech - from TV, talk shows, material quickly, gliding into the new. Students comedians, meetings, telephone, street, home and iob talk. Complete sen- are encouraged to read one more page during tences in almost unbroken conversations. *Translations, explanations in many languages. Pauses after each coop each sixty second period, thus the name of the plete thought utterence. ,deal for self-study. Teachers Guides Any untrained adult (knowing little or no English) can get effective re. drill, "add-a-page." suits (a mother can teach her children naturally spoken English). In the second rate-building drill a class goal is Listeners Digest, monthly (1 book, 1 cassette), of what is currently heard set for reaching a certain level of words-per- said in the US. Keep up your fluency and up to date. (No translations). n minute. Then the averae number of words per All materials are written by sounds (simple IPA) and in usual spelling page of the material being read is calculated. It (TO), explanations in simple English of things not easily found in dict- tionaries. Books are paper-back, pocket size. US Piggested retail (1986) - is then determined how many pages need to be book $5, cassette $10, text sheet V (or make your own). read in one minute in order to meet the class You have 'hear-say' troubles?!Ask for our problemsolver + catalog booklet. goal. For example, if the class goal is to read 250 wpm and the material being read has an Spoken English 212.989-2719 average of 125 words per page, the class would 210 West 21St.,New York,N.Y.toott be expected to read one page every thirty 8 141 TN 10/86 Reciprocal Questioning: Teaching Studentsto Predict and Ask High Level Questions

by Allene Cooper ArizonaState University In 1967, after studying teacher questioning What follows is a description of the proce-However, if a student asks an inference behavior in the classroom and student re- dure as it is taught at ASU. question, the teacher models the process of sponses to those questions, Cuszak (1983) Purpose: To train students to be independent thinking of many possible answers (including remarked, "About the only thing that appearscomprehenders by eliciting predicting andthe one she knows to be right, since she has to be programmed into the students is thequestioning behaviors. already read the story). nearly flawless ability to anticipate the trivial 10. The reciprocal questioning is continued nature of teachers' literal questions. As evi- Materials: Any narrative material can be used. line by line or paragraph by paragraph, denced by the high congruence of immediateInitially, however, a story with a twist ending is most effective. revising previous predictions and adding others responses, the students have learned quite well when appropriate, until the main plot of the to parrot back an endless recollection of trivia" Procedure: story is revealed. Then students are asked to (269). Cuszak also stated that "In real life 1. Reveal only the title of the selection. This read the rest of the selection silently. i have reading situations, readers seldom approach can be done by using an overhead projector, by reading with the purpose of trying to commit found that if a story with a surprise ending has instructing the students to fold a one sheet story been used, the students often laugh aloud when all the minute facts to memory. Rather, the or by using a cover sheet on a textbook. reader is more interested in getting broad they realize that their predictions were wrong. 2. Ask, "What do you think this story will beIn this way they learn that wrong predictions understandings of the material [or) finding out about?" specific things commensurate with his inter- aren't "bad" predictions. 3. Write all the students' predictions on the 11. When students have finished their read- ests." it would seem that teaching teachers toblackboard. For example, in a story called ask more high level questions might foster ing a final revision of the predictions listed on "Flowers" student responses were: taking the blackboard is done. better reading comprehension by students. flowers to a sick friend, nicking flowers in the However, as Henry (1984) noted, researchers I have enjoyed using this adaptation of the mountains, having a garden, a family named ReQuest Procedure because of its gamelike have found that teacher-imposed questions can Flowers. inhibit natural student/text interac.ion. If nature and because Anderson's question taxon- 4. Say, "We are going to play a game withomy is easy to remember in the heat of the teachers tend to ask trivia-oriented questions this story. We will read only one line at a time. and if even their best questions actually inhibit classroom. However, I have discovered some First, you will ask me any questions you want problems in its use with ESL students. In the students' comprehension of important material,about that line or the lines before. Then I will what we should aim at, then, is minimizingask you questions." story "The Flowers," which was used as the example in this paper, three boys give their sick teacher-imposed questions. 5. Reveal one sentence (or paragraph in the However, itis also true that even our bestcase of longer text) of the story at a time, friend flowers which were stolen from a grave. students who read without a purpose missproceeding according to the following direc- The twist comes when the dead man comes to important information. What would seem tions. claim his flowers! For some cultures, Navaho in logical, then, is that students be encouraged to 6. Allow time for silent, independent reading particular, disturbing the resting place of the ask questions. Henry addressed this issue andof the sentence or paragraph. dead would be not just dishonest, but sacri suggests four techniques to encourage reader- 7. Take turns asking questionsfirst thelegious. The twist ending would not be generated questions the first sentence stimulus; students ask the teacher, then the teachnr asksconsidered humorous. Another example with a the thematic stimulus; the picture stimulus; and the students. surprise ending is 0. Henry's "The Gift of the the reading stimulus. His suggestions are well Magi". Inference and experience questions taken. However, it has been my experience that 8. The teacher models good questioning techniques each time it is her turn. She may ask about the main characters' unselfish but students' questions are often more trivial and sentimental motives might be meaningless to a fact oriented than the teacher's and at timesany of five types of questions, using the acronym FIVE and prediction questions. It is more practical Oriental culture. Often what miss the p^int of the selection altogether. This seems a twist ending to the teacher may not be failure on the part of students to generate suggested that the students be taught the types of questions inductively in order to retain the to the ESL student of another culture. Added to "more interesting" questions will be overcome this is the problem of locating many stories on with practice, according to Henry. Whether gamelike atmosphere. Prediction. She asks predicting questions at the class's reading level which have well- students are "conditioned" to classroom defined prediction points. expectations for literal questions or are simply predetermined prediction points in the story. These points occur whenever new information A solution to these problems is to move on inexperienced with question taxonomies, it soon to regular classroom texts. After a few seems that techniques are needed which willis given which may alter the students ideas which they have listed on the blackboard. "Do experiences with ReQuest, when the students encourage high level readergenerated ques- are familiar with prediction and inferential tions. you still think the story will be about a family named Flowers? Which of our first predictionsquestions, it is not difficult to move to more In 1969, Manzo introduced his Re Quest readily available, culturally appropriate mate- (reciprocal questioning) method of improving shall we keep? Do you want to add any other active student questioning behavior. In this predictions to the list?" rial. Teachers can devise activities which gamelike technique, "The teacher presents F - Factual questions: Those that are directlyinvolve groups, pairs or individual students in herself as a model of questioning behavior and answered in the story. "What was the girl's forming inferential and predictive questions for helps the student to modify her questions by name?" stories in their regular reading material. For providing direct feedback about the student's I - Inference questions: Those where a guessexample, students might be asked to formulate questions" (Manzo, 1969). Cary Anderson has will have to be made. "Why do you think thepredictions or inferential questions after modified the Re Quest Procedure and his boys were afraid to go in the cemetery?" looking at illustrations which accompany the version is taught to undergraduates in reading V Vocabulary questions: Those whichstory, after reading the title, after being education classes at Arizona State University. reveal knowledge or lack of it about the words presented with the theme of the story, or after Anderson has made the original techniquein the story. "What does the wordcemetery reading the first paragraph. These were the easier to use by reducing Manzo's seven mean? four stimuli that Henry suggested should be question categories to a more workable four E - Experience questions. Those that helpused to encourage reader-generated questions. and by incorporating the use of "prediction the student draw on his/her own background In addition, students could exchange predic- points." (For a discussion of the value ofwith the subject. Have you ever had a sicktions and questions. Then after reading the prediction in reading see Smith, 1975 and friend?" selection independently they could be asked to Olshaysky, 1979.) The modified version of 9. When the students ask questions, the find possible evidence in the story for answers Re Quest has been used successfully in tutoring, teacher is honezt. She is to give feedback on to the inferential questions. in small groups and in full class situations. It can students' questioning behavior. For example, if When students move into activities less be used with narrative material on readinga student asks a fact question for which no gamelike, it is advisable to reinforce the high levels ranging from primary to adult and, withanswer was given in the story the teacherlevel inferential thinking by direct teaching of some modification, with expository text. should say, "I don't know. It doesr say." Continued on next page

:TN 10/86 142 9 Questioning Continued from page9 TESOL Publications is pleased to announce the acronym FIVE. This helps to keep students from falling back into "regular" literal classroom thinking. Students can be asked to write questions with SELECTED ARTICLES predicted answers for chunks of non-fiction material. After reading a subtitle or the first sentence in a paragraph in a science text students FROM THE could write questions they think will be answered in that section. Cooper and Petrosky (1974) have suggested TESOL NEWSLETTER: that predictive and questioning strategies are used by good readers in their native languages. By direct teaching of effective reader-generated 1966-1983 questioning techniques ESL students can learn to use their predictive and questioning abilities in English. Like Rick Henry's reader-generated Edited by John F. Haskell questions, Re Quest "promote[s) normal reading processes, global comprehension and reading Contains more than 100 articles in the areas of enjoyment." It allows independent student/text Methodology, Professional Preparation, Language and interaction while eraphsizing high level questioning and de-emphasizing the trivial fact Culture, Linguistics and Grammar, Standard English as a parroting which Guszak found in so many Second Dialect, Language Assessment, Composition, classrooms. English for Special Purposes, Reading and Vocabulary, abort ths nameAlkne Cooper is vice president of ArisonESOL and U also teaching alIOCiate and Pb D. student hi the English Department at Arizsea State University. Classroom Practices and more References Available Fall 1986 Anderson, Gary. Unpublished class materials. Arizona State University, Tempe. Cooper, Charles II.,, and Anthony R. Petrosky. 1978. A $15.00 Members, $16.50 Non-Members Psycholingtdstk View of the Fluent Reuling Process. Journal of Roving80:184-207. Clltua, Frank J. 1983. Teacher Questioning and Reading. In Plus $1.50 postage and handling. All orders must be pre-paid. Reading R Is Revisited,Lance Gentle et al. eds. Columbus: Charles E. Merril. Henry. Rkk. 1984. ReaderGenerated Questions: A Tool for Improving Reading Comprehetuion.TESOL Newsletter18, Manz°, Anthony V. 1900. The ReQuest Procedure.Journal of T E S 0 L ReadingNov.123-8. Olshaysky, Jill Edwards, and Karen Electing. 1979 Prediction: One Strate23gy for Reading Success in High School. Journal of Reachnjt312. 1118 22nd Street, N.W., Washington, D.C. 20037 U.S.A. Smith, Frank1975 ilte Role of Prediction in Reading Elementary EnglishMatch 305-311.

"IT'SAWININER" Beginner's Workbook by Patricia E. Zevin written especially to accompany the Oxford Picture Dictionary of American English

Students with no prior knowledge of English can use the Beginner's Workbook successfully.

Through motivating illustrated exercises your beginning students will learn: Essential vocabulary for real life activities Basic learning skills such as alphabetizing, labeling and categorizing

OXFORD UNIVERSITY PRESS English Language Teaching Division Oxford 200 Madison Avenue New York, New York 10016 English (212) 679-7300

10 TN 10/86 Applying Schema Theory to the Teaching of Reading by Helen Aron Union County College Often ESL students say to their instructors, might be, most Americans would probablybone" refers to heredity, they do not make the "Teacher, I understand every word in theanswer a showroom for luxury automobiles. connection that the daughter is sent to a paragraph, but I don't understand what theWhen asked about John's profession, most convent and is not given a chance to explain paragraph means." The reason for the studeids'would probably say he was a car salesman whoherself because the father knows of a breach of rack of comprehension can be explained by was selling a very exrensive auto to the man sexual mores in his wife's past. He believes that means of schema theory. (Schema is the who walked 'nto the ,nowroom. Thus, for these the tendency toward such misconduct has been singular, and schemata is the plural.) Schema respondents, their purchase schema has been passed on to his daughter; as a consequence, he theory hypothesizes that knowledge is stored in activated. The purchase schema is thought to believes he has to remove her from all possible the mind in abstract scaffolds or frameworkscontain slots for a buyer, a seller, goods or temptations. An instructor can help L2 readers called schemata. We acquire and modify our services, and a medium of exchange. John gets to be more aware of causal relationships by schemata over time based on our experiences. assigned to the seller slot, the man who walked asking students to ascribe a motivation (or For instance, most people living in the United into the. showroom is assigned to the buyer slot, possible motivation) to characters' actions. States have developed a schema for foodand the cash on the line is assigned to the Finally, paraphrase is an excellent method shopping which includes such components as a medium-of-exchange slot. The first sentence is for an instructor to discover how students supermarket, shopping carts, labeled aisles,interpreted as meaning that business is slow might misinterpret a reading selection. One self-service, a variety of products for one-stop because of the oil crisis, so the product issimple paraphrase technique is to ask students shopping, and check-out at the cashier posi-associated in some way with petroleum. The to write a summary of a reading assignment in tions. This food shopping schema is very possibility that the product is an automobile istheir own words. If erroneous statements by different from the one that a person might have reinforced by the word showroom, which is a students are due to misinterpretations, the who lives in a country where food is purchased term commonly used for new car display areas.instructor can help the students to modify their daily at the marketplace. Thus, one Qan Would ESL students from an oil-rich country schemata to fit the L2 environment. Paraphrase imagine how puzzled such a student might be interpret the same setting, product, and assignments have an added value because they by the following sentence in an English reading profession for John that the American does? provide evidence that some students cannot selection: The cashier said to me that I couldn't Would students from a country where there are separate main ideas from relatively insignifi- double-bag. Even though the student under- few private automobiles interpret this passage cant details. These students willfill their stands the meaning of every word in isolation,in the manner suggested in the previous paraphrases with minutia while disregarding the sentence is meaningless if the student's food paragraph? Probably they would not. Thus, thesignificant information. shopping schema does not include a check-out ESL reading instructor needs to help students About the authorHelen Aron is a professor in the English subschema in which shoppers place their ownbuild schemata appropriate to the L2 culture. Department at Union County College in Cranford. New purchases in free bags provided by the store. Pearson and Johnson (1978) suggest several Jersey She teaches college reading and freshman composition Many Americans can answer interpretive to ESL students. general tasks for LI reading teachers to use in References level questions about the following reading building schemata. These tasks can be adapted Pearson, P.D. & Johnson, D.D. 1978. Teaching reading passage (adapted from Rumelhart, 1980): to L2 reading, also. One task is to use compar- comprehension. New vork. Holt, Rinehart and 'Winston. Rumelhart, D.E.1980. Schemata. The building blocks of Business had been slow since the oil crisis. isons, to compare something the students know cognition. In R.J. Spiro, B.C. Bruce, 8c W.F. Brewer .Eds.), Nobody seemed to want anything elegant with something they do not know. For instance, Theoretical issues in reading comprehension. Ilillsd le, N J.. Lawrem Erlbaum Associates. anymore. Suddenly the door opened and a preceding a reading assignment that includes a well-dressed man entered the showroom wedding scene, weddinp, customs in the United floor. John put on his friendliest and most States might be compared to wedding customs sincere expression as he walked toward the in the students' native cultures. Before begin- man. ning a reading selection that deals with the U.S. "I'll take it. Cash on the line," the manCivil War, an instructor might ask students to asserted within a few minutes. describe a civil war in their countries. Then LA RAZA RELEASES NEW Later, as he was completing the paper- comparisons and contrasts could be made to EDUCATION REPORT work, John murmured to himsolf, "What the U.S. Civil War in such areas as cause, does he really know about elegance?" results, duration, and heroes. "The American educational system is often portrayed as a pipeline, successhlly transport- If asked what the setting of this passage Another way to build conceptual scaffolds is through sequencing activities. At beginninging individuals from childhood to college or levels this may be practized with such basicfull participation in the world of work. However, it is becoming increasingly clear that The School for sequences as the order of courses on a restaurant menu (appetizer, soup, salad, entree, and this pipeline more closely resembles a sieve International dessert). In a vocational ESL course a schema where Hispanic children are concerned," Training for resume writing car. be established through concludes a new report on the condition of Hispanic education in the U.S. recently re- practicing what might come after the list ofleased by the Policy Analysis Center of the previous work experience, what might come National Council of La Raza. before the names and addresses of references, The Education of Hispanics: Status and and so on. An easy technique for practicing Implications, a 75-plus page report, provides sequences in an ESL reading elms is to write national data on early school failure, dropout various sentences or paragraphs of a passage on and illiteracy rates, post-secondary education individual notecards and ask students to and composition of the teaching force. State- arrange the cards in the correct order. level data are also reported for the 10 states Get a better job A third task for modifying schemata is to with the highest Hispanic enrollments. Do a better job highlight causal relations. Narratives often give The report contains a series of recommenda- Master of Ms in Teaching for a cause and an effect but do not specifically certification and effective tions which are meant "to call attention to some career preparation in state that the effect is the result of the cause. of the most critical areas of concern for English as a Second Thus, when reading Stephen Vincent Benet's Language Hispanic students." The publication was F:ench, Spanish short story "Too Early Spring," my studentsdesigned for use by policy makers, education Bilingual/Multicultural often see the following events as a sequenceprofessionals, students and all concerned education rather than as a cause/effect relationship: the in two consecutive summers or citizens. Printing of this report was provided by one academic year Also. parents come home to discover their teenage Rockwell International Corporation. Masters in Intercultural Human daughter in her pajamas asleep in the arms of The Education of Hispanics: Status and Service Management her boyfriend, the father states that hisImplications, can be obtained for $7.50 from Ths School C Tnrlaternallooal Training daughter's behavior is "bred in the bone," the the National Council of La Raza Policy 32 Kipling Road, Brattleboro In05301 parents will not listen to the teenagers' explana- Analysis Center, Number 20 F Street, N.W., 1.803-4514465 tion, and the girl is sent to a convent. Even Washington, D.C. 20001. Attention Rosemary though the students may know that "bred in the Aguilar, or call (202) 628-9600.

) 4 4 11 Teaching in Japan of the better paying positions offer a higher letter writing, or for the creation of in-house salary for each contact hour instead of actually publications and programs. paying for preparation time. by Tim Cornwall Types of Positions Determined Klagenfurt University, Austria Contact hours for most private schools can be scheduled over as many as six days a week by Contact Hours In Japan, hundreds of EFL positions are and would more than likely include Monday There are three basic types of positions based advertised each year in The Japan Times or in through Friday evenings. Many of the small on the number of contact hours. The first type many professional publications. The purposeprivate schools do not provide a set schedule, is a part-time position, which is usually two of the article is to help teachers read between and teaching times could change from week to hours an evening, taught at different locations the lines of the advertisements so they may week. around the city. Many part-time jobs are for know what to expect about salaries, benefits, Universities, vocational colleges, high two evenings a week. Early morning and workinghours and conditions before they enter schools and some of the larger private language afternoon hours are also available, but they are the classroom and meet their students. schools usually have day classes with perhaps not as common or, in most cases, as lucrative as some evening hours. These positions often evening work. Part-time jobs are usually paid Sponsors and Salaries offer a set schedule lasting anywhere from one on an hourly rate and vary from a low of about A personal and financial sponsor are required month to a full academic year. 1,000 yen to a high of about 7,000 yen per hour. by the Japanese government for a non- Company jobs are often a nine-to five type The average pay offered for part time jobs is Japanese employee to work in the country. of job. In Japan, a nineto-five job is, in reality, about 3,300 yen per hour. Higher paying part- Most schools that hire full-time instructors will often a nineto-nine job. Time not actually time jobs can be found, but these are rarely act as both. In order to have a financial sponsorspent teaching might be used for proofreading, Continued on page 14 a person must receive a minimum of 170,000 yen per month. Universities are the most generous employers. The different salary levels and possible Introducing.. .HELLO ENGLISH, combinations of benefits at the university level are almost too numerous to list; however, some Complete ESL Program for Primary Grades of the most common ones include allowances Barbara Zaffran, Staff Development for moving, housing, conferences, and books. Reading and writing skills introduced Salanes range from a low of about 3,500,000 Specialist in ESL and Native Languages, early in series assure that children fully yen to a high of more than 6,000,000 yen New York City Public Schools; understand the relationship between oral annually. David Krulik, Former Director of ESL and written language. International schools, junior and senior high Programs, New York City Wealth of activities physically involve schools, vocational colleges, larger language children in learning process and help schools, and company positions offer accept- promote motor skill development. able salaries, although not in line with universi- Charming illustrationsand realistic ties. One well known vocational college in characters of varied ages and ethnic Book one Tokyo has a starting salary of about 3,500,000 r. backgrounds capture attention and mo- annually. The international schools offer about do,4/ tivate young children to participate in 3,50L,000 to 4,000,000 as a starting salary. class activities. Japanese junior and senior high schools yr.; Comprehensive Teacher's Editions for considerablyranging from a low of about English .es each of the six student books, with 3,000,060 yen annually to a high of more than row rib".4 everything teachers need for creative, 5,000,000. Additional benefits such as housing nod lini* or subsidized insurance are sometimes offered 8 successful lesson planning. by these schools. MakeHello English anintegral part of Private language schools often offer the your ESL program. Order today! poorest salary conditions. Salaries izoge from the minimum 170,000 yen to a high of, perhaps, Hello English$3.95 (softbound) $8.95 Teacher's Edition 250,000 per month. A few schools will be found Book I: that pay slightly more. A onemonth bonus is ISBN #0-8325-03854 Text sometimes included at the end of a contract ISBN #0-8325-0387.8 Teacher's Edition year. Some schools offer less pay by including accommodation. This accommodation can Book 2: range from an area in the back of the classroom ISBN #0-8325. 0389-4 Text to a nice one- or two-room apartment. ISBN #0.8325-0390-8 Teacher's Edition All schools will also pay daily, work-related Fully illustrated, six-level series provides Book 3: transportation expenses. A teacher is supplied realistic, integrated approach to learning ISBN #0-8325. 0392-4 Text with a train pass good for the trip from home to English for LEP students in grades 1-4. ISBN #0.8325-0393-2 Teacher's Edition school. Expenses incurred going to and from Book 4: other teaching assignments are also reim- Hello Englishintroduces, reinforces and practices the basic forms and functions of ISBN #0-8325-0395.9 Text bursed. This money is rarely calculated as part ISBN #0-8325-039(.7 Teacher's Edition of the basic salary. the English language. For use as a core How much money does one need to live in program or to supplement material already Book 5: Japan? This is very difficult to answer as in use. ISBN #0-8325-0398.3 Text ISBN #0.8325-03994 Teacher's Edition individual life styles and needs vary widely. Program features include: The Japanese government has selected the Controlled English and extensive cul- Book 6: minimum amount of 170,000 per month for ISBN #0.8325-0432-7 Text tural information speeds development of ISBN #0-8325. 0433-5 Teacher's Edition sponsors for a good reason: an income at this English skills needed for academic suc- level will allow a single person to live quite cess, bolsters student confidence, and SAMPLER SPECIAL Save $17.45 comfortably although not extra vagantly. An smooths transitionto One each of six texts and six Teacher's Editions income exceeding this amount would allow an mainstream classes. ISBN #0-8325-0382-X S59.95 individual a chance to decide whether to spend or to save the additional income. To order books NOW, call Toll-Free 1- 800- 323 -4900. (In Illinois, 1- 312 - 679 - 5500). Working Hours Vary FREE catalog upon request. 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12. 1.45 TN 10/86 spelling-checker programs the word that is incorrectly spelled is highlighted and the user is given a choice of three or four different forms of the word The user has to choose the correct spelling. This can be valuable for the student This month's On Line is the first of a two-part series on using wordprocessors to teach ESOL and can save the teacher a lot of correction composition. In the first part, Gayle Berens suggests why it maybe a good idea. In the second part, time. If a student also has a text-critiquing she talks about disadvantages and draws conclusions. Responses to what Ms. Berens hasto say program as part of the word processing about computers and the teaching of composition are strongly encouraged. RS. program, he may have the advantage of an **objective" critic that can check his work for Using Word Processors certain types of errors. Son, writing programs check readability level, frequency of occur- in the EFL Composition Class rence of to be verbs, number of relative clauses, etc., with suggestions for 1-amrove- by Gayle L. Berens ment. When these surface errors are taken care Georgetown University of before the composition is handed in to the Many EFL programs are scrambling to teacher for comments, the teacher may have Word processing programs are also a good much more to say about the content instead of incorporate computers into the curriculum, and choice because they are not written for use with in so doing have discovered that one of the focusing on the mechanical errors. a particular teaching methodology or with a Word processors also facilitate typing be- computer's more feasible applications is word particular teaching ideology in mind asis processing and, in some cases, the accompany- cause of automatic word wrapping, which software that is specifically designed foreliminates the need for watching righthand ing text critiquing programs. Using a word language instruction. Much software presently processor rather than a computerized grammaravailable is not useful because it is based on margins and eliminates the step of pressing the lesson seems a likely option for EFL for a methods of teaching that many EFL instructors return key at the end of every line. Texts are number of reasons. do not use any longer, namely grammar-easy to paginate and format. In addition, the In a very short time, the word processor has translation and audiolingual. are many features available to improve the found a place in businesses, educational appearance and readability of the text, such as Word processing programs can be used no underline, bold, center, footnoting, right institutions, and homes. Using a computer, matter what one's theory of writing instruction which seemed a formidable prospect to manyis. If one uses a structured sentence-to- margin justification, headers and footers, people, is suddenly an everyday activity for printing in various typesettings, etc. (Daniel- paragraph-to-composition approach, home son, 1985). For a student who is required to those same people who have now discovered work can be done as easily on a word processor the joys of word processing. write quite a bit for his classes, these features as on paper. If one uses a content-oriented become invaluable timesavers. Most universities now provide word process- approach and focuses on writing es a discovery ing facilities for their students and professors. process, the word processor can be used as References Some universities such as Drexel and Carnegie- well. (However, text-critiquing programs Danielson. Wayne A. 'The Writer and the Computer" in Mellon require all students to use a computer which are used with some word nocessors are Computers and the Humanities (19) 1985. Zinsser. William, On Writing Well: An In ormal Cui(k io for thel, English classes. Now that computer dependent on methodology.) Writing Nonfiction. New York: Harper an Row. 1980. availability may no longer be a major obstacle Additionally, teaching our students to use for many EFL programs, choosing the software word processors can only help them if they and deciding exactly how to use the computerintend to work in an office in the United States has become the primary concern. This can be aor in their own countries. This new skill can discouraging task because good educationalgive them a real advantage. software which is I.,. diI) added to the already- Therefore, it does seem as if wo i 9rocessing Children (Ind ESL.: existing cir.ri.:ultan cu... be di;:icult to find. Soprograms might be just what EFL siep..rtnients simple word processinis seems a less ,iffensi% e are luoking for. They can be a relath ely easy ,NTE(GRATI,NG and more useful wa:, of implement...g compu-and useful nay to implement computers into .assisted language learning (CALL) into the the curriculum. curriculum. Unfortunately, having EFL students corn- Word processing is also a more attractive 'sepose on a computer may nut be as simple as it ..PeRspEcTivEs of computers Car language loaming becauseseems. There etc many factors to consider there are a *camber of good v rd processingwhen using word processors aitl, native programs to zhcose from and lime coming out speakers, let alone the extraortiinary situation "We are writing to every month. Some were written for instruc- of nonnative speakers. classroom teachers, both tional purposes, Bank Street Writer, for Lees look at some of the advantages of word example; others, like Word Perfect, wereprocessing first. Everycre always points to the mainstream and ESL, to designed for commercial use. Word processingadvantage of making revisions on ,rte compu- those who educate programs for commercial use in particular tendter. Revisions mad... In a computer are gener- classroom teachers, and to to be technically sophisticated and well-ally easier and faster than those done in documentedunlike the average "grammar" longhand. We all know the dread the student those who study teachers program that is available that has been written writer feels at the prospect of having to revise and children working by a language teacher who learned how toan essay on a conventional t pewriter or in together in the program a computer in his spare time. (Fortu- longhand, and many students try to bypass that nately, more sophisticated teacher-produced step or make only minimal superficial changes. classroom." programs are coming out as more teachers Yet, looking at the writing habits of profes- Edited by: Pat Rigg and become comfortable with computers, but very sional writers, we know that revision is a crucial D. Scott Enright often "homemade" programs tend to be part of the writing process. Zinsser (1980) calls Articles by: Courtney Cazden. simplistic and not very useful.) rewriting the essence of writing," and points Sarah Fludelson. out that professionals rewrite what they have already rewritten. This :s of course something Pat Rigg, we want our students to do a lot of. A word Carol Urztja and processor can make this crucial step easier and D. Scott Enright much faster. Inserting and deleting content is St 0.00 members. faster, as is correcting spelling, punctuation, Si 2 50 non-members. plus Si 50 and paragraphing errors. A word processor postage may encourage better writing if it encourages Teachers of English to Speakers of students to rewrite more. OthPr Languages Spelling mistakes can easily be corrected by Suite 205. 1118 22ndStreet.NW, the spelling-checker programs that accompany Washington. D.C.. U.S.A. 20037 most word processing programs, to the benefit of the student as well as the teacher. In most

= .TN,10/86 1 "46 13, Teaching in Japan Continued from page12 advertised in newspapers. While part-time hours are an excellent way to increase income, they rarely include sponsorship. The second is a full-time position, one that will provide sponsorship in return for a certain number of contact hours. These jobs can require anywhere from nine to thirty contact hours a week. The low end would be at the universities, the high end at many of the private language schools and colleges. Another type of full.time job is one that will provide sponsorship in return formorethan thirty contact hours a week. This amount of teaching is usually associated with the smallest private schools which pay on an hourly basis. A travelling position requires a teacher to travel from place to place to teach. A position might require only 15 contact hours a week, but each two-hour class might involve anywhere from one to four hours of travel. This is unfortunate as travelling is often much harder work than teaching. A teacher is not usually paid for travel time; but, if the teacher is paid, the rate is usually lower than for teaching. With To: 1)r. Steles% J. SlolintLy. 'theme, (tradualeTLM)1.1rgrams. a travelling job it is also difficult to get to know Motion Uni)ertny.Sr hool of Education. other teachers as one very rarely goes into the (.O Commonwealth Avenue. MA 02215 head office. Ileaw semi further inimmat it m about )011r gt athoale Paid holidays vary a great deal depending on ILM)1.1mogtams. the type of position. Two weeks is generally the shortest holiday, and this is offered by many private schools. Universities, on the other hand, offer as much as five months of paid holiday time. Boston Unis envy is an equal In most private schools class size ranges from Opportunity instnunon. one to as many as 20 or 30 students. In addition, one class might consist of housewives, then young children, followed by a group of business men. University, college and high school class sizes are often very large. Classes of fifty or more students are not unusual. These classes, on the other hand, would contain students of the same age and educational ERASE ACCENTS background. The range of ability in a class can vary considerably. Company classes are usually with this POWERFUL and EFFECTIVE better than those in private schools as compan- Audio-Visual Tool ies make an effort to divide students into (ACK CATRAN classes based on their ability. In private schools, WNTS students often attend a class because the time is Of all the books and courses on convenient or because it is one for a particular SPIN( ;1` English grammar and English as a type of student: junior high, senior high, Second Language, none, up to now, housewife Most university students are placed DOM have exclusively attacked the critical in a class according to their university year and MOM ir problem of how to erase foreign ac- not by ability. Attendance is usually optional PIM" .147: cents in the speech of those who and failing is virtually unheard of. already know how to speak English. Conclusion _ SIIIInenteesess The dynamic program we are offering and the audio cassettes that ac- Proper market research is the key to finding company it, ARE A FIRST. a suitable job. When a job offer is made, it HISPANIC EpIllOts should be examined carefully, keeping in mind 111111--- the different ranges of obligations and rewards. AVAILABLE NOW HOW TO SPEAK ENGLISH WITH- If all questions related to the job have been A separate edition for each of the hallowing accents OUT A FOREIGN ACCENT finally answered satisfactorily, it will then be possible fills the need of those millions of to weigh to what extent the position will meet HISPANIC ORIENTAL ARABIC new Americans who desire to polish one's personal and professional needs and BLACK ENGLISH their communication skills by mas- expectations. It is much better to be disap- td(i) minim comprises TWO 60-MINUTE CASSETTES, tering the color, sounds, and inflec- pointed at missing out on what appeared to be plus a MASTER BOOK, enclosed in a tion of standard American-English. an interesting job on paper than to be disap- 5 x 7V: vinyl album. Designed, written, and narrated by pointed at unexpected conditions you may Jack Catran, former Hollywood dia- encounter upon reaching japan. $3995 lect coach and well-known author- (including tax and postage) ity on foreign accents, the program PLEASE SPECIFY ACCENT REQUIRED About the author: Tim Cornwall taught EFL (or six years in a brings together all of the techniques variety of teaching situations in the central Tokyo area. lie is JADE PUBLICATIONS he had developed during his exten- presently teaching English for special purposes in southern Austria. Specialists in Accent Erasure sive experience as a private one-on- 8758 Sophia Avenue Sepulveda. CA 91343 one accent erasure specialist.

14 a.4 TN 10/86 able in your situation, contact theTESOL Central Office. If your program hasn't yet endorsed the Core Standards, bring up the topic at your next faculty meeting If you have already participated in a self-study, share your views. If This month's column includes a most welcome letter from Darlene Larson, past president of you think you can persuade another organiza- TESOL, who was instrumental in getting the Committee on Professional Standards underway. tion or a ministry of education to endorse Her continuous support of the work of the Committee is much appreciated. Herewe have a little TESOL's standards,make an appointment to bit of the history as well as a description of the self-study project. C.J.K.discuss the standards with the appropriate Program Self-Study These specific standards provide an outsideperson tomorrow. Whatever else you do, voice in the process; they are the profession become informed about this important devel- by Darlene Larson saying, "Have you considered your program in opment in the history of our profession. Z New York University light of X and Y and Z?" Specific standards have Note: The author wishes to thank Carol Kreidler and Sur Bayley been developed for different types of programs for their thoughtful suggestions for this article. I recall how we [the leaders inTESOL)first operating in different circumstances. About the author: Darlene Larson. associate professor. believed thatTESOL American Language Institute. New York. NY. was president of should become an Members ofTESOL,encouraging their TESOL in 198483. accrediting body that would determine stan-colleagues and other professional acquaint- dards for programs around the world, then go ances, initiate the process. The first step is for a out to approve, accredit or at least smile onprogram to endorseTESOL'sStatement of Core Standards: some programs, frown at others. At the sameCore Standards for Languagz: and Professional time that we learned how impossibly expensivePreparation Programs. Having a letter on file Some Questions such a step would be, we also knew that which endorses the standards is prerequisite to and Answers accreditation of programs did not guarantee filing the report on the program self-evaluation. high standards, efficient learning, or fair While the Core Standards document is the result employment conditions. just as learners don't What are the Corc Standards? Why arc of several years of work, the leaders inTESOL they so general, so vague? change because others tell them to, programs still consider it a draft. Whether your program don't change because another agency or bureau endorses the statement or not, the CPS needs to The Core Standards describe quality dictates that they should. So we entered into an hear from members everywhere as to how that programs. They include the basic tenets effort to develop guidelines for program self-statement needs to be improved, refined, and to which allTESOLmembers can study, that Is, program regulation through self- revised. subscribe; therefore, they must be more evaluation. The next step in the process will be conduct- general. For more detailed descriptions The development of this project has been a ing a self-evaluation. A manual for self-study there are specific standards for each level slow une; the effort Is dedicated to long term which describes the steps to take is available of program. results. The Committee on Professional Stan- fromTESOL.The results of the self-evaluation dards ofTESOL Who endorses the Core Standards? What (the CPS) has had moreincluding documentation will then be filed with is an endorsement? financial support fromTESOLsince 1982 than theTESOLCentral Office. Programs which file any other standing committee in the history of endorsements and documented reports of self- Program faculty and administrators our organization. Yet I've missed a group of evaluations will be recognized. The greatest give a cooperative endorsement; a few activists atTESOL conventionsrecently; Ieffectiveness of the self-study approach, affiliates have endorsed them. Although wonder what has happened to those who usedhowever, comes from the dynamic interaction originally we had thought that only to tell us thatTESOLhad to do somethingof the review process as it evolves with the programs would endorse the Standards, about employment conditions and programstudents, faculty and support staff. we are grateful for affiliate support. We standards. Have they all found good jobs and The comment that self-study won't work also will be soliciting endorsements from conditions suitable for persor sl and profes-outside of the United States is made as if professional organizations and depart- sional growth? Or, because I;is an ;siva in members in the United States are accustomed to ments of education. which change will come slowly, have they participating in program self-study. Nothing An endorsement is a simple statement given up? Do they even know that our continu- could be further from actual situations as I have of support written on program stationery ing effort to develop program self-study is a come to know them. ManyTESOLmembers in and signed by the person in charge of the result of their suggestions and demands? the U.S. are going to be proposing a very strange program. Program self-study: the idea that programs idea when they talk to their program directors Can I use the Corc Standards document will build on their strengths and improve upon and colleagues about initiating program self- in other ways? their weaknesses if the participants periodically study. All of us are embarking on this from the discuss and study their prcgrams together. The same starting point, as I see it, and sharing our It has been used as a resource docu- apparent simplicity of the effort may be experiences from all corners of the globe should ment in teacher training programs; in deceptive. "Sit around and rap about yourproduce rich and revealing data. In those areas program development; and for attempt- program with your colleagues? We do itwhere it will be unfamiliar, our effort may be ing to better employment issues. everyday at coffee break and conditions neverignored for a while. But we feel it will be change," I can bear you and your colleagues How do programs outside the U.S. use valuable to make the suggestion, to plant the the Core Standards? saying. By "participants" we mean students, notion. As years go by, a program may give self- faculty and support staff. (Administrators are astudy a try because it Is and has been recom- Designed originally for programs in part of the support staff.) By "periodically" we mended by an international professional the U.S., the Core Standards can be used mean every three to five years. By "discuss organization in our discipline. Setting the stage as a resource for programs around the together" we mean hours of time and mutual, for such a decision and nurturing the possibility, world. Specific standards, aimed interna- cooperative exchange. appears to be worth the effort. tionally, are being developed. Cathy It Is possible that the "participants" in a While'."SOLmembers' views are needed in Day, immediate past chair of the Com- program could sit down and discuss theireven the project, the CPS has not been mittee on Professional Standards, is coordinating this work. practices and agree that they do everything . , presuming that since voices are exceedingly well, and that there Is nothing els 114e oblem must have gone away. What is the self-study manual? to be done. That's where the specific star-'..ards'arc fit standards, the self-study manual, come in, lists of program features to examine spec then redrafting and consult- The manual describes the process of and consider while engaging in self-study. ing ) ye taken hours of members' time. We are self-study. It is to be used in conjunction graN1 al to those who have given their profes- with the statement of Core Standards and sion& expertise to this program. the specific standards which will provide The Standard Bearer in the TESOL Newslet- detailed descriptions of qualityESOL ter was meant to provide a place where an programs. Italso includes questions international dialogue could develop, continue which are intended to lead participants and guide those of us who are left to do the job, toward a description of their program the CPS. If this brief article leaves questions including an examination of the current unanswered, write to the Standard Bearer. If the program as well as a review of the past idea of program self-study seems unwork- and a projection for the future. TN 10(86 N. J 48 15 CAROLINA TESOL CONFERENCE ASIAN-PACIFIC REGIONAL 1987 GEORGETOWN UNIVERSITY The Carolina TESOL. Fall Conference will CONFERENCE ON DEAFNESS ROUND TABLE ON LANGUAGES AND be held Saturday, November 8, 1986 at UNC- The Hong Kong Society for the Deaf will LINGUISTICS Charlotte, Charlotte, North Carolina. The hold the first Asian-Pacific Regional Confer- The theme of the 38th annual Round Table is keynote speaker is Diane Larsen-Freeman. Forence on Deafness in Hong Kong from 8-12 Language Spread and Language Policy: Issues, more information contact: Al lie Wall, English December 1986. The conference theme is Implications, and Case Studies. It will be held Language Training Institute, Center for Inter- TowardBetter Communication, Cooperation March 11-14, 1987 at Georgetown University. national Studies, University of North CarolinaandCoordination. For more information,The Round Table will address n;--:.erous issues at Charlotte, Charlotte, NC 28223. contact: Conference Secretariat,1st Asian- related to the spread of languages of wider ESL ASSEMBLY OF THE NCTE Pacific Regional Conference on Deafness, the communication, including :anguage contact TO MEET IN SAN ANTONIO Hong Kong Society for the Deaf, c/o PRO- and change; language maintenance, shift, and CESS Ltd., 1403 Tung Ming Building, 40 Des attrition; and language planning and policy in The English as a Second Language (ESL) Voeux Road Central, Hong Kong. Telex: 73038 education, government and law, commerce, Assembly of the National Council of Teachers IIX. Telephone: 5. 230640. religion, and the mass media. Speakers include: of English will be presenting its first program at the NCTE Annual Meeting in San Antonio, CALL FOR PROPOSALS: COLLEGE Henrietta CedergrenShana Poplack Texas, November 21-23, 1986. Shirley Brice LEARNING ASSISTANCE CENTERS Robert Cooper Randolph Quirk Heath and Yetta Goodman will be featured. The ninth national Conference on College Ralph Fasold John Rickford The meeting is open to anyone, but teachers Charles Ferguson Kari Sajavaara with a few ER., students in their class are earning Assistance Centers will be held May .4-16, 1987 at Long Island Universivis Brook- Joshua Fishman Carol Myers Scotton particularly encouraged to attend. Contact Sidney Greenbaum Roger Shuy Virginia C. Allen, Chair of the Assembly, lyn Campus. Proposals of 200-250 words should include Einar Haugen Larry Smith College of Education, Ohio State University, Shirley Brice Heath S.N. Sridhar Columbus, Ohio 43210, for further information. topics such as CAI, Program Evaluation, Critical Thinking Skills. Basic Skills, ESL and Braj Kachru Peter Strevens MLA MEETING IN NYC Materials Development. Workshops will be 75 Henry Kahane Edwin Thumboo minutes. Patricia Nichols C. Richard Tucker The annual meeting of the Modern Language Eugene Nida Henry Widdowson Association will be held in New York City, Guidelines for proposals: 1) submit five December 27-30, 1986. A session of particularcopies; 2) include your title, department, office interest to TESOLers will be Present-Day and home telephone numbers; 3) state equip- For further information, contact: Peter H. English: English Worldwide scheduled forment needs; 4) attach a brief biography orLowenberg, Chair, CURT 1987, Department December 28th. For more information about resume. Submit proposals by 2/1/87 to: Elaineof Linguistics, Georgetown University, Wash- the MLA meeting, write to: Patricia C. Nichols, A. Caputo, Conference Chairperson, Special ington, D.C. 20057, U.S.A. Telephone: English Department, San Jose State University, Academic Services, Long Island University, (202) 625.8130; 625.8165; 625.4832. San Jose. California 95192. Brooklyn, NY 11201. Telephone: (718) 403.1020. More conferencesonpage 18

TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES AN INTERNATIONAL PROFESSIORAL ORGANIZATION FOR THOSE CONCERNED WITH THE TEACHING OF ENGLISH AS A SECOND OR FOREIGN LANGUAGE. Of STANDARD ENGLISH AS A SECOND DIALECT. AND BIUNGUAL EDUCATION. AND WITH RESEARCH INTO LANGUAGE ACQUISITION. LANGUAGE THEORY. AND LANGUAGE TEACHING PEDAGOGY. INVITES YOU TO PARTICIPATE IN ITS 21" ANNUAL CONVENTION 21-25 APRIL 1987 TO TAKE PLACE AT THE FONTAINESLF.AU HILTON, MIAMI BEACH, FLORIDA U.S.A.

LYDIA STACK SARAH HUDELSON NEWCOMERHIGHSCHOOL, SANFRANCISCO, CA UFORN IA CORAL GABLES, FLORIDA PROGRAM CHAIR ASSOCIATE CHAIR

NON-TESOL MEMBERS MAY OBTAIN DETAILED INFORMATION BY WRITING TO TESOL, 1118-22nd STREET, N.W., SUITE 205 GEORGETOWN UNIVERSITY, WASHINGTON, D.C. 20037 U.S.A. TELEPHONE 202 625-4569

18 TN 10/86 itta six point critcrionhterenced scoring guide. The New TOEFL Writing Test A numbs: of other safeguards will also help maintain the reliability of the scoring. Each by Charles W. Stansfield and Russell Webster reading will begin with the scoring of range- Educational Testing Service finder papers. Benchmark essays, which demonstrate the typical range of performance at each score level, will be presented, followed The Test of English as a Foreign Language Questions for the Test of Written English are (TOEFL) helps institutions to determine being developed by a committee of writing by discussion of each essay and how essays like it should be treated. Once the entire group of whether a nonnative English-speaking appli- specialists who will also coordinate the reading cant for admission has attained sufficient of the essays. These consultants and theirreaders is rating consistently, the scoring of examinees' papers will begin. To further ensure proficiency in English to study in an English- affiliations are: Agnes Yamada, (chief reader), medium instructional environment. An impor- chair, Department of English, California State consistency, a table leader will supervise the work of the seven readers at her or his table. tant component of that proficiency is the ability University, Dominguez Hills; Roseann Gon- to write clearly in English. zalez, director, Writing Skills Improvement Whenever the table leader disagrees with tvi In the past, TOEFL has measured writingProgram, University of Arizona; Bruce score assigned by a reader, he or she will skills indirectly through a multiple-choice Henderson, Department of English, University review the paper with the reader, and discuss forma, . The correlation of this format with of California at Davis; Jane Hughey, Writing why the essay merits a different score from the actual writing skills is supported by research Evaluation Systems, College Station, Texas; one originally assigned. As a further safeguard (Pike, 1979). More recently, researchers and Robert Kantor, director, ESL Program, Ohio against any drift in standards, the chief reader will periodically introduce new benchmark educators have begun to modify the definition State University; joy Reid, academic director, of writing competence and to develop more Intensive English Program, Colorado State essays to be scored and discussed by everyone. reLable methods of evaluating the skills that University; rend Marian Tyackc, director, ESL EP -4i essay will be graded by two readers constitute writing ability than those used in the Program, University of Toronto. working independently. The scores of these two readers will be added and averaged. When past. Angelis (1982a, 1982b) reported the At each meeting, these specialists review the two scores on an essay differ by more th..an perception among graduate faculty that there fifty or more essay topics. The most promising may be little actual relationship between topics (usually eight to ten) are revised and one point, tfie Chief Reader will read and ::ore that essay. recognition of correct written expression (asapproved for pretesting. ETS editors further The score measured by TOEFL Section 2Structure and review each topic for sensitivity and cultural or the writing test will appear separately on the TOEFL score report. Because Written Expression) and the production of an bias. Before a topic is approved for use in the it will not be included in the computation of the organized essay or report. Direct rransures of operational test,itis pretested in countries writing, such as essay ests, are increasni3ly overseas as well as in North America to ensure TOEFL total score, there will be no change in viewed as being a more valid approach to that examinees from different cultures can the TOEFL scale at this time. The scores will writing assessment, and tests that combine an respond to the topic and that it will allowbe reported to the examinees and to the essay (direct assessment) with a multiple- examinees at different proficiency levels to institutions they have designated as score recipients. Both examinees and institutions will choice section (indirect assessment) are the demonstrate how well they can write. A topic also receive a copy of the scoring guide. After most highly respected. must be general enough that any given exami- The TOEFL program reeognioes that many nee should be able to respond and find several topics have been scored, the TOEFL program will publish for score users a set of persons involved in admissionc1 placement supporting evidence for ideas, yet specific essays on different topics representative of decisions desire a secorti xriting sample enough that supporting evidence should consist each point on the scale. produced by a standard testing instrument. of more than personal impressions and vague Moreover, TOEFL research has confirmed generalities. Outcomes broad-based support among TOEFL score To maintain the security of the test, no topic users for such a test. A survey (Fallon and The information provided by the TWE will will ever be reused, and different topics may benefit TOEFL score users by providing them Stansfield, 1985) of more than 800 TOEFL be used in one administration for different with a performance-based description of an score users found that 75 percent wanted a parts of the world. applicant's level of writing proficiency. The writing sample to be included in the TOEFL. previously mentioned survey (Fallon and Beginning in the 1986.87 testing year the Essay Scoring Stansfield, 1985) of 800 institutions (community The essays will be scored holisticallythat is TOEFL examination will include a direct colleges, undergraduate institutions, and writing test, the Test of Written English for overall effectiveness of the communication, rather than for separate analytical criteria such graduate schools) showed that most would (TWE), which will be a required component of require the writing test of their nonnative the TOEFL on November 15, 1986, and May 9, as structure, spelling, punctuation, or word usage. Writers will be rewarded for what is English-speaking applicants.Italso showed 1987. On these dates, the thirty minute writing that the informatinn provided by the writing test will be given before the multiple-choice done well, rather than penalized for errors. test would be as useful for institutions that sections of TOEFL. The essays will be scored at a centralized currently administer a post-admission writing essay reading within two weeks of the test date. sample for placement purposes as for those The Writing Questions Readings will lost three days and will involve The test will provide an opportunity for the from 40 to 160 readers, depending on the who do not. Based on these results,Itis expected that most institutions that use TOEFL examinees to do the kind of writing required in number of papers to be read. Papers that arrive scores will either require or recommend that many college courses. According to a survey of late will be scored at a "clean-up" reading academic writing in190 departments con examinees provide scores on the writing Z,st. approximately four weeks after the test date. Teachers employed by institutions that ducted for the TOEFL program by BridgemanThe readers will be teachers of either ESL or currently require TOEFL scores may wish to and Carlson (1983), the two academi^ writing English rhetori'. and composition at U.S. and advise app;opriate admissions officials that it is task, that faculty view as most authentic and Canadian colleges, universities, and secondary possiole to obtain a direct measure of the valid are those in which the student (1) schools. While traditionally it has been believed productive writing skills of foreign applicants. compares/conirasts two opposing points of that teachers of ESL and English composition Sclre users that prefer to have examinees take view and defemls a position in favor of one, or use different grading criteria, a recent TOEFL (2) describes and interprets a chart or a graph. research study (Carlson, Bridgeman, Camp a test with essay to one that uses only multiple- choice items can require or recommend that The TWE will reqt,ire examinees to carry outand Waanders, 1985) demonstrated that they one of these tasks zt each administration. can read with equal reliability and students take the TOEFL test on the dates andards, when the writing test is given. A student vIr Regardless of which task is presented, exami- given a carefully managed scoring session. To ne t will be expected to addrs....- all parts of the wishes the opportunity to demonstrate the maintain rea"Itic standards, this research ability to compose in Eneish to her or his wr.ting question, to compose cloudy stan- project used "rangefinder" papers to train dard written English, to organize their ideas, intended school could tadv ed to register readers. These papers represented the range of early for the November or May test date in and to support their ideas with examples or writing performance that could be expected. In evidence. adapting the procedures of this research order to ensure acceptance of the application to In order to better simulate a typical aca-project to the Test of Written English, thetest on that date. Students might also be advised to contact their preferred institutions to demic writing exercise, the examinees will be previously named writing specialists developed advised to make notes and to organize their a criterion-referenced scoring guide. All find out if the TOEFL writing test will be a essays before beginning to write. Workspace readers of the TOEFL writing test will be requirement or a recommend^lon fcr admission. will be provided for this purpose. carefully trained by the chief reader to use this ConPued on next page

.7W 10/ 150 17 in writing assessment, and current research on writing assessment. New TOEFL Test For information and real tration, please write Dr. Mary Ellen Byrne, New Jersey Department of Continued from page 17 Higher Education, 225 West State Street, Trenton, New Jersey 08825. Telephone: (609) 987-1962. We hope the introduction of the Test of Continued from page 16 Written English will assist ESL teachers in MIDWEST REGIONAL TESOL motivating their students to develop effective CONFERENCE IN MICHIGAN skills in written communication. Certainly, the The sixth Midwest Regional TESOL Confer- reliance on performance-based academic ence, November 6-8, 1986, will be at the Univer- writing tasks should have a positive backwash sity of Michigan League in Ann Arbor, Michigan. to teaching and to curriculum. The data we The conference theme is ESL The Classroom and gather from this test should also be useful for Beyond. Speakers. include Linda Schinke-Llano, 16TH FIPLV WORLD CONGRESS research. With it, we plan to conduct several Betty Wallace Robinett and Stephen Gaies. The Modern Language Teachers' Association studies related to the nature of writing profi- President Joan Morley is heading up a special of A.C.T. is hosting the 16th FIPLV (Federa- ciency. Itis hoped that the results of these workiag session entitled "Leadership in the tion Internationale des Professeurs de Langues studies will expand the frontiers of knowledge Midwest Affiliates." For more information, write about ESL writing. to: Jo-Len Braswell, Midwest Regional TESOL Vivantes) World Congress on Language Learn- Conference, English Language Institute, 199 ing to coincide with the bicentennial activities to be held in Canberra in early 1988. The theme About the authors:Charles W Stanfield is director of the Test Manoogian, Wayre State University, Detroit, of Written cmglish and Russell Webster is executive director of Michigan 48202. of the Congress will be Learning Languages is Language Programs at the Educational Testing Service. Learning to Live Together. 700 to 800 partici- Princeton. New Jersey 08511, U S.A. TESL CANADA'S 1987 CONVENTION pants, mainly from overseas, are expected at TO FEATURE COMPUTER the 5-day congress, January 4-8, 1988, at which Ref en AS NETWORKING Angelis, P 0982a) Academic needs and pnonnes for testing. Professor Wilga M. Rivers of Harvard Univer- Amencan Language Journal,1.4156. TESL Canada's largest conference ever is being sity is keynote speaker. Early registrations are Angelis, P(1982b) Language skills in academic studyFinal planned for March 12-14, 1987. Co-sponsored by due by 31 December 1986. For information report submitted to the TOEFL Research Committee. the Canadian national association of TESL write to: Canberra Tourist Bureau, G.P.O. Box Princeton. N J Educational Testing Service. Canada and the Association of British Columbia744, Canberra, A.C.T. 2601, Australia. Pro- Bridgeman, B., & Carlson. S (1983). Surveyof academic TEAL (Teachers of English as an Additionalgramme enquiries should be directed to: writing tasks required of graduate and undergraduate Language), the conference salutes the Pacific Rim; foreign studentsTOEFL Research Report No 15 Princeton, M.L.T.A. of the A.C. N J.: Educational Testing Service. atleast 1500 participial, s are expected from G.P.O. 989, Canberra, A.C.T. 2801, Australia. around the Pacific, th' ailed States and across Carlson, S.B., Bndgeman, B , Camp,R..& Waanders, J.(1985). Relationship of admission test scores to writing performance Canada. Pacific Perspwives will feature opening JERUSALEM CONFERENCE of native and nonnative speakers of English.TOEFL day symposia, plenary addresses, panel discus- ON TEFL-TESOL Research Report No. 19Princeton. N.J.: Educational sions, and paper and workshop presentations. Testing Service. A particularly exciting aspect of this conference, The second Jerusalem Conference on TEFL- Fallon, M & Stansfield, C.W. (1985).Report to the TOEFL one which will make it unique among ESL TESOL will be held in Jerusalem, Israel, July Executive CommitteeInterval document Pnnceton. N J conferences to date, will be its use of computer 10-14, 1988. For more information, write to: Educational Testing Service. networking. Running concurrently at the confer- English Teachers' Association of Israel, P.O.B. Pike, L W (1979)An evaluation of alternative itemformats for testingEnglish asa foreign Language TOEFL Research ence site will be the first ever on-line computer 7663, Jerusalem 91076, Israel. Report 2 Princeton. N J.: Educational Tecting Service. conference of English language instructors, program administrators, software developers, teacher trainers, researchers and students. Over 50 user groups, representing thousands of users in the Pacific Rim and throaghout North America, in addition to many individuals, are expected to participate. On-line events will ESL Teachers...Let the Computer Help involve conference participants as well as various Your Students Build experts not attending the conference. For further information about this innovative Skill and Confidence... international conference, write to the following address: TESL Canada Conference, P.O. Box Help your students team English as a second language with the new 82344, Burnaby, British Columbia, Canada COMPress ESL Course. Designed for the IBMPC* and compatible micros, "Kr: 5P8 or call: (604) 294-TEAL. it puts the computer's power and patience to work for you. RELC REGIONAL SEMINAR Learner-Controlled Lesson: Students set the pace and path they want. Easy lesson The Southeast Asian Ministers of Education exit. Help always available. loeal for selfstudy. review, enrichment. Organization (SEAMED) Regional Language Centre (RELC) will hold its 22nd regional No Special Skills Required Typing is kept to a minimum. Active Pinction keys always seminar, 13-18 April 1987, in Singapore. The theme displayed. No previous computer knowledge needed. of the seminar is The Role of Language Education in Human Resource Development. Comprehensive Coverage Upper beginning to advanced level. 228 Lesson segments. Further information and invitations to participate in the seminar can be obtained from the 30 disks 3 distinct packages. Teaches and reviews grammar. sentencesense and following address: Director, (Attention: Chairman much mere. Hundreds of practice problems. Seminar Planning Committee) SEAMED Regional Language Centre, RELC Building, 30 Orange Class Tested - Developed at Brigham Young University. Extensively clatested. Grove Road, Singapore 1025, Republic of Singa- Originally designed as prep for the TOEFL exam. pore. CONFERENCE ON WRITING ASSESSMENT TRY A LESSON FOR $10.00!! The National Testing Network in Writing, the Because we want you to see this new courseware, we're making a special New Jersey Department of Higher Education, and Introductory Offer - a complete Lesson diskette for only $10.00. Not a demo, the City University of New York announce the fifth annual Conference on Writing Assessment, but a complete ESL Course diskette. For details and a free brochure call April 5-7, 1987 in Atlantic City, New Jersey. This or write today! national conference is for educators, administra- 1-800-221-0419 tors, and assessment personnel and will be IBM PC VCir AT XT or compatible micros with 128K memory. DOS 2.0 31. and single disk dnve Color moo for preferred devoted to critical issues in assessing writing in elementary, secondary, and postsecondary settings. Discussion topics will include theories and COMPress models of writing assessment, assessing writing [ 1 A Division of Wadsworth, Inc. across the curriculum, tile impact of testing on -P.O.. Box 102 .yt minority and ESL students, computer applications ati'wmniA Wentworth. NH 03282 18 351 TN 10/86 TEXTESOL RAISES MONEY FOR Upcoming 1986 TESOL Meetings SCHOLARSHIPS AND AWARDS (Meetings are in the U.S.A. unless otherwise indicated.) If your affiliate is looking for ways to raise October 24-25 Washington Area TESOL, Washington, D.C. money for scholarships and awards, take the October 24-25 Mid-America TESOL, Kansas City, Kansas lead from TEXTESOL I in El Paso, Texas. For October 25 three years, this organization has held fundrais- California TESOL (Chapter Conference), San Diego, California ing events in the form of a dinner, lunch and October 25 California TESOL (Chapter Conference), Marina, California breakfast. Collectively, these events have November 1 Oklahoma TESOL, Lawton, Oklahoma raised over $6,000 in scholarship money for the November 1 Massachusetts TESOL, Boston, Massachusetts organization. They have also been important November 1 TESOL Scotland, Dundee, Scotland for public relations, gaining support from educators outside the field of ESL and people November 6-8 Second Southeast Regional, New Orleans, Louisiana in the business world who frequently contrib- November 6-8 Sixth Midwest Regional, Ann Arbor, Michigan ute heartily to the scholarship event. November 7-8 Intermountain TESOL, Salt Lake City, Utah Recipients of this year's awards and scholar- November 7-8 TEXTESOL State Conference, Houston, Texas ships were Raymond L. Telles, former mayor of El Paso and former U.S. Ambassador, who NL vember 7-8 Puerto Rico TESOL, San Juan, Puerto Rico received the Maestro Award; Nohemi Pardo, November 7-8 Northern New England TESOL, Fairlee, Vermont 1986 graduate of Bowie High School and the November 8 California TESOL (Chapter Conference), Berkeley, California HILT (High Intensity Language Training) November 8 Carolina TESOL, Charlotte, North Carolina program, who received the $1000 first-year November 13 New Jersey TESOL/BE, Atlantic City, New Jersey college schola-.hip; and Yolanda Bencomo, an ESL instructor at El Paso Community College, November 14-15 Washington State TESOL, Seattle, Washington who received a $1000 scholarship to attend the November 14-15 Ohio TESOL, Columbus, Ohio TESOL Summer Institute in Hawaii. November 14-16 New York State TESOL, New York City, New York If your affiliate has questions about holding a November 15 California TESOL (Chapter Conference), Los Angeles, California fundraiser of your own, contact TEXTESOL I at P.O. Box 12340, El Paso, Texas 79913, U.S.A. November 21-22 Colorado TESOL, Denver, Colorado November 21-24 TESL Ontario, Toronto, Ontario, Canada kiFFETA November 22-24JALT (Japan), Hamamatsu, Japan ..." "TrarreagA-c.teee. December 13-15 Thailand TESOL, Bangkok, Thailand ,Tiii6,41.,sectioif More informationon these meetings from: Susan Bayley, Field Services Coordinator, it TESOL, Suite 205,1118 22nd Street, N.W., Washington, D.C. 20037, U.S.A. CI' t14!iir !lie -148 fr-f

Two Options: A hroad range of courses of interest to all practising teachers of English as a foreign or second language around the world. or A specially-designed plan for those involved in teaching in Spain. t.,

COLLABORATING INSTITUTIONS: ESADE (Barcelona)Teachers College Columbia University (N.Y.) BARCELONA University of London institute of Education SUMMER' 87 COURSE DIRECTORS: ). Fanselow, P. Strevens, H. Widdowson

TESOL- t ATEFL FACULTY INCLVIES: Mediterranean G. Brooks, C. Brumflt, C. Candlin, M. Clark, A. Davies, ). Fanselow, R. Flavell, C. Hill, A. Howatt, T. Johns, D. Larsen-Freeman, institute R. Mitchell, R. Oprandy, T. Pica, P. Strevens, ). Swales, ). Valdes, Summer 1987 H. Widdowson, N. Whitney

A unique opportunity for learning INFORMATION FROM: and exchange of ideas for teachers E.P. Mills ESADE of English to be held in Av. de Pedralbes, 60 08034 Barcelona BARCEliON A Spain July 6-31 (Tel. 93-203 64 04)

.152 fluency, conversational strategies, non - verbaland not to attack Klyhn. Her article is basically expression, the use of proverbs and expres-very good and the points raised can be sions, wit and humor as well as a reasonable generalized to many contexts. Our field is such foundation of grammar. that any generalization may be totally true in Related to the general question of fluency some instances and totally false in others. RESPONSE TO 'INTERNATIONAL and accuracy is the matter of cultural tenden- ENGLISH: COMMUNICATION IS THE cies and strategies for teaching that take into Keith Maurice NAME OF THE GAME' account those tendencies. Europeans generally Department of Foreign Languag7c tend to be much more outgoing and gregarious Faculty of Science May 29,1986 than Japanese. For teachers in Europe, preci- Mahidol University sion may very well be a more important matter Rama VI Road To the Editor: than fluency. However, in Japan, the challenge Bangkok 10400, Thailand In the April, 1986 issue of TESOL Newslet- for language teachers is often quite different. Note:Keith Maurice served as a teacher, curriculum coordina- ter, Joan Klyhn wrote skillfully about the use ofThey have already gone through years of tor, manager. and later consultant for TCLC, an educational English for international business. As one who schooling with a focus on grammar and services company that deals almost exclusively with Japanese has alco worked extensively in this area,I businesspeople an Japan. Presently. he is the coordinator of the precision. The challenge then is to bring their M A. Program in Applied Linguuncs (in English for Specific would bite to take exception to one point shepersonalities out and not to give them even Purposes) at Mahidol University an BangkokEditor made. Specifically, she makes a questionable more work on precision exclusively. generalization about the role of accuracy over The intent here is to clarify complex issues Continued on page 31 fluency, "Precision is far more of a priority than fluency" (p. 1). From her own experiences in 111W11% Europe, that may indeed be the case; but for other learners, e.g., Japanese businesspeople, the problem is sometimes reversed. It is true that precision is needed in business, Cambridge American English especially for certain sensitive matters, but it is also true that businesspeople need to deal with situations in communication that call for the C. . smooth handling of interpersonal relations, a Genuine Articles focus which leans more toward fluency than Authentic reading texts for intermediate students precision. To say, as she does, that: of American English The skilled international communicator CATHERINE WALTER may not speak a very interesting English Authentic reading texts from a wide range of sources: from a native speaker's point of view. The pace may seem slow, even stilted, the newspapers, magazines, brochures. ads. business let- vocabulary (intentionally) not colorful, ters, books of fiction, nonfiction, and poetry. Summary and quite a bit of time is spent summariz- skills exercises help students organize information and ing and otherwise checking to see that build mental summaries. everyone understands. (p. 1) Student's Book: 27800-7. $6.50 is to focus only on those areas of business, e.g., Teacher:5 Manual: 2780: 5. $7.50 the nitty-gritty of negotiations or drawing up a contract, that demand precision. For many in marketing or for those who intend to set up Listening Tasks cooperative ventures, the stilted, uninteresting For intermediate students of American English speech may serve to dampen the possibilities SANDRA SC H ECTER for business, regardless of the precision of the language. Provides practice in understanding authentic American It is easy to argue either case, either for English, spoken at normal speed in everyday situations. precision or for fluency. I have seen teachers Follow-up reading and writing tasks. who think that good English is only that which Student' Book: 278.98.8. $4.95 can fit into works of literature. If that has been Klyhn's experience, then her call for precision is Teacher's Manual: 278.97 -X. $7..95 indeed suitable for those people. The purpose Cassette: 26258-5. $13..95 of business is to get things done, to buy and sell, and to make profit, not to sound like poets. But, Functions of American English for those who stick to teaching grammar as if it wetmolasses pouring from their bodies, Communication activities for the classroom leaving their students precise, but stilted LEO JONES and C. VON BAEYER robots, the effect may be just as deadly. Both Teaches students how to do things with English. ask for fluency and precision are needed, and not for information, describe. suggest, persuade. advise. com- the reasons that the literary and grammarian types would often offer. plain. Presents appropriate language for different social In my experiences in Japan, where Japanese situations and gets students talking with communica- businesspeople were often seen by native tion activities and tasks for pair and group work. speakers as robots, my own work to humanize Student's Book: 28583. $6.50 the classroom and to deal with matters that fit Teacher's Manual: 28529-1. $7.50 their business needs seemed very successful. The work in communication focused on Cassette: 24211-8. $13.95 Outside the USA. and Canada order from t ur usual ESL supplier. or in case of diftn nth' order (bred), from Cambridge UliNerNit Press. nil Edwhur>h Ruikhi Shaft( shun Road. Cambridge C132 2RU. England.

CAMBRIDGE UNIVERSITY PRESS 32 EAST 57111STREET/ NEW YORK. NY 10022r2I 2 688.8888 1111Mt TN 10/80 The International Concerns of TESOL: CALLing BACK A Brief Report from the Executive Board Dear Liz Hamp-Lyons: TESOL describes itself as an international meetings and conventions around the world; Itis flattering to be cited in your pages professional organization. Its members have library resources. ("Finding a Place for CALL" by Robert Hill, interpreted the use of the term international in February 1986, p. 11), but not so flattering to ways that range from seeing TESOL as a U.S. 3. Professional development; courses and seminars; scholarships. have our project singled out as exemplifying organization open to members who are citizens the methodological errors into which users of of other countries to a U N-type organization4. Influencing teaching/learning contexts: computers to teach foreign languages can fall. for ESOL teaching. Given such a diversity of disseminating information about ESOL not "The technology," according to Mr. Hill, "has a interpretation, itis not surprising that some just TESOL; cooperating with other profes-disturbing habit of dictating the theory behind members have charged that TESOL is pres- sional groups; gathering information from its use." As Mr. Hill reconstructs the argument ently "too international" while others have all sources as to how and where TESOL can of our article in Computers in the Humanities complained that itis "not international help the profession develop, and thus help (18, p. 47), we are supposed to have started enough"! our true constituencylearners. with a computer-based vocabulary drill and In November 1983, the Executive Board The Executive Board endorsed these objec- constructed a theory of language teaching established an Ad Hoc Committee on the around it. International Concerns of TESOL with a tives; while members pointed out that much progress had already been made in most, if not That is not true, nor can it be inferred from a mandate to investigate and advise on the all, of these areas, there was general agreement responsible reading of the page Mr. Hill cites. international concerns of all TESOL members. In fact, as our article expk.ins quite clearly, we Ably and energetically chlired by Liz Hamp- that more could, and should, be done. The Executive Board also appreciated the commit- began with a curriculum based on vocabulary Lyons (Scotland), the committee was com- study and constructed the drill to accompany prised of the following membersAndrew tee's statement that, during its term, its members "saw an increased realization that the the curriculum. The article is explicit also about Cohen (Israel), Judy Colman (Australia), Jodi teaching situations of ESOL professionals the way in which other elementsa classroom Crandall (USA), Yehia El -Ezabi (Egypt),around the world are varied, and that there t-chnique and a rethinking of the language Francisco Comes de Matos (Brazil), Ron Green labwere similarly chosen because of their (Spain; represented by Helen Watt ley-Ames at may not be a single solution to any of the complex questions which- professional organ- consonance with the curriculum we wished to the March 1986 meeting), Elliot Judd (USA), realize. The theory came first, and a method, or Greg Larocque (Canada), Kate Mailfert ization of a truly international scale must face". The Committee has done an outstanding job several methods, were chosen to flesh out the (France), Elite Olshtain (Israel), Hector Penaof raising the org-nization's awareness of curriculum based on that theory. Both our (Puerto Rico), Bob Ramsey (USA), Tom Robb theory and our methods are certainly open to (Japan), Desmond Rome (Portugal), Deniseinternational concerns. On behalf of the Staines (France), and Penny WeilbacherExecutive Board and TESOL members every- scrutiny and to challenge, but we find it hard to where, I would like to formally acknowledge engage in a discussion whose premises are that (Micronesia). we did what we did not do. The Committee was faced with substantial its work and offer our gratitude to the chair and difficulties of communication given where itsmembers. Thanks are also due to the staff of George W. Mulford and Theodore E. D. Braun the Central Office, particularly Carol LeClair, members live and worka constant reminder University of Delaware of one of the hurdles facing an organization for careful and willing compilation of statistics which wishes to involve a far-flung member-for the committee and general administrative Readers please note that all contributions to this support. ship inits activities. With limited funds to page express the opinions of their authors, and support meetings and conference calls, the Those who have worked ' 3 hard on this task not of the page editor. Also note my new committee nevertheless accomplished much in to date would be the first to agree that the workaddress on this page, and please keep sending its 2 1/2 years of existence. Particularlyis not over yet. In response to this situation, me your own international perspectives impressive was the committee's outreach toPresident Morley has already established an wherever you are. LH-L. major components of the organization such asExecutive Board subcommittee on Interna- the Convention Program Committee, thetional Concerns charged to complete the TESOL Quarterly and TESOL Newsletter, the following tasks by March 1988; Publications Committee, the Speakers' List, the 1. To study TESOL policy decisions and Interest Sections, the Committee on Profes- actions taken during the past several years SAINT MICHAEL'S COLLEGE sional Standards, the Committee on Socio- on items that involve aspects of international Winooski, Vermont 05404 Political Concerns and the Nominating Com- concerns. mittee; in each case, specific, constructive 2. To study the recent work of the various MASTER'S IN TESL suggestions were made for possible inclusion of 36 credits an increasingly international perspective. components of TESOL vis a vis items of international concerns. Tangible changes have resulted within all of ADVANCED TESL Certificate Program these components. 3. To review the final report of the Ad Hoc 18 credits In its final report which was presented to the Committee on International Concerns Board in March 1986, the ad hoc committee (1984-86), as amended by the Eicecutive INSTITUTE IN TESL identified 4 key sets of objectives which Board during its meetings in Anaheim, to summers only TESOL as an international, professional recommend appropriate actions for specific 9 graduate credits organization might pursue. They are as follows: components of TESOL, and to summarize INTENSIVE ENGUSH TRAINING PROGRAM 1. Improving professional standards of teacher the report for publication in the TESOL Newsletter. Intensive English courses for foreign students education and teachers' working conditions; conducted on a yearound basis specifying standards for quality learning/ 4. To prepare a guideline document (i.e. a teaching facilities. stylesheet) on terminology to be used in all St hitch/sirs also dims Mastees degrees in official TESOL documents and reports vis a Education. Theolopi, Admonition and Clinical Psychology 2. Improving the professional resources it Also avadabk MEd %mei concentrations in offers: publications; speakers; consultants, vis international concerns. TESL. Special Educalson, Ad:meanie" Curriculum. I have agreed to chair this subcommittee Riming and Computer Education and am pleased to have as members Dick wry Director TESL Programs Allwright and Donald Freeman. You will be 'as 11 hearing further from us. ot Michael's Cobol Wincoeld. Wilmot 05101 Jean Handscombe USA Past President

154 21 GIPRO

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22 155 TN 10/88 instructor circulates answering questions as they arise. After the class becomes familiar with the form and process from one session of peer evaluations, the same set of guidelines is then The readers of It Works are great in sending in classroom ideas. Here are two thatmay help you used by the students on subsequent writing in your fall class planningfrom college level writing to elementary school oral practice. assignments. In fact, they are encouraged from In the future, we plan to run two different idee^ in each It Works columnone from inside thethen on to use the form on their rough drafts continental U.S. and one from outside. C.D.before peer evaluations are done. This has been very successful. One student enthusiastically said, "It [the form] made me remember things Buzzing into a Teaching Students How that have to be in an essay." In addition, many Picture Bee to Evaluate Writing are able to find and correct errors before the group peer evaluations are done. by Evelyn Ojeda Flores by Lynda K. Moore As the semester progresses, additional class Francisco Vazquez Pueyo Elementary School North Harris County College evaluations of anonymous essays take place in order to work out problem areas or focus on We have heard of spelling bees in which the Instructors have several reasons for including new grammar points. Part III of the form is students spell out words, but what about first peer et Iluations as part of the revision segmentopen-ended, which allows the focus to he on and second grade ESL students who don't in the writing process: 1) it saves the instructorone or two grammar points that the class is know how to spell in English? These childrentime (James 1981, Chaudron 1983); 2) studentslearning at a particular time. Different gram- can participate in something similar to aare just as effective or even more effective an matical constructions are then checked for each spelling beea Picture Bee where they createaudience than teachers at this stage (Moffett essay. sentences. I use pictures to review simple1968); 3) students not only develop good The students definitely improve as evalua- present tense verbs and vocabulary alreac'yrelationships with their classmates, but theytors as the semester progresses. At first, many learned, and instead of spelling words as in aalso are teaching each other (the instructorof the comments are positive (the biggest traditional bee, the students look at the pictul es functions as guide and helper) (James 1981);concern is with establishing good relationships and form sentences. This exercise is easy to do 4) most importantly, students learn skills that with peers), and if a problem is identified ("the and takes up little time. can be transferred to their own writing as well thesis is not right"), the students are often not These are the steps for the picture bee: (James 1981, Lewes 1981). That is, by becom-able to pinpoint the problem. As the semester 1. Tape up various pictures related to theing proficient evaluators of others' work, the goes along, however, not only are they able to criticize both positively and negatively, but lesson on the chalkboard. These pictures can be students are better able to critically, thor- found in magazines or can be drawings made oughly, and objectively evaluate their own also they become increasingly adept at pin- pointing a problem and even suggesting how to by the teacher. The pictures that I used werewriting. Peer evaluations are often done with a set of improve something ("a broader thesis is circus animals such as lions, monkeys, tigers, needed; how about P") and elephants performing actions since I had written guidelines (see guideline , on next page) and little instruction from the teacher. How- At the end of the semester, the class is asked taught my students "The lions eat meat," "The to evaluate the program. When asked if the monkey is swinging," and other circus-relatedever, the students lack the skills to evaluate writing successfully: typically, they just casu-peer evaluations helped them see how to vocabulary. improve their essays, one said, "Thanks to the 2. Then divide the class into two teams, Aally critique the whole essay. Learning to evaluate writing :systematically, which requires evaluations of my classmates, I saw I have a lot and B. of mistakes that I should learn from." Another 3. Next, call one student from Team A to developing focusing skills, is what the students student agreed and added, "And I went home conie to the board. Tell the student to choose a need. I've outlined below the techniques I've and rewrote it [the essay]." When asked what picture and identify it by saying a complete successfully used in teaching college studentsthey learned by working in groups evaluating sentence about the picture using the correcthow to critically evaluate their own or others' writing. others' essays, the answers were varied: "other tense and vocabulary word. If the student says styles of writing," "vocabulary," "grammar," the sentence correctly, Team A will earn a Once the class has been introduced toand "others evaluating techniques." Finally, point. If the student doesill say the sentence expository writingthe students know some- when asked if the evaluations they did on their correctly, Team A will not earn a point. Whenthing about the content and organization of an rough drafts helped, the responses were the student is finished, the picture is given to essay and can readily identify the parts of anoverwhelmingly positive. "Yes!' one student the teacher. essaythe students do some prewriting activi- wrote. "I follow the evaluation paper step-by- 4. Now, call a student from Team B and ties and a couple of rough drafts for the first step to check my own paper. I make sure I have essay. The class is then ready to learn abouteverything. I think it is very helpful and dear." repeat the process. This procedure goes on peer evaluations. The instructor first explains until all the pictures have been removed from In conclusion, this peer evaluation program what peer evaluations are and then gives theclearly has helped the students become quite the chalkboard or until the last student isfollowing pep talk to get the students started finished. proficient evaluators of their classmates' and out positively and confidently: "1) you aretheir own writing. Through this structured, 5. Finally, count the points and declare thecapable of critiquing others' essays; 2) it's your winning team. Don't forget to congratulate all step-by-step approach, students are learning responsibility to give and take criticism well, important skills that are critical to effective the students for participating in the picture bee remembering that the writers are always contest. writing--whether it be in ESL class or in other ultimately responsible for their own writing, situations. The use of the Picture Bee has been very not the evaluators; 3) don't forget to g've effective in my ESL classes because it reinfor- positive comments; 4) critiquing others work is Continued on next page ces oral communication skills, and the students useful for you, tooyou':1 learn skills that will have a positive attitude in learning English. enable you to better evaluate your own work." Since children like to play games, this is one Next, the instructor leads a elas; evaluation technique that they will surely enjoy. Use the of copies of an anonymous essay taken from INVITATION TO SUBMIT picture bee technique yourself in your ESLanother class by using a set of guidelines classes and get your students buzzing along. PROPOSALS FOR TESOL designed to get the students to focus primarily SUMMER INSTITUTES on aspects of the content and organization of About the author:Evelyn Ojeda Flores teaches ESL in The TESOL Executive Board is invit- Francisco Vazquez Pueyo Elementary School, Sabana Grande, the essay. Once the process becomes familiar, Puerto Rico. the students break into groups of four choosing ing institutions to submit proposals to their own groups, and use the same peer conduct Summer Institutes on their evaluation form to evaluate group members' campuses. Applications should be sub- essays. They are told the following rules: 1) one mitted 2-2% years in advance For essay is to be evaluated at a time; 2) the essay is information and Guidelines for Summer read aloud by the writer while peers read their Institute Proposals, write to: James E. copies; the group discusses ;A step-by-step Alatis, Executive Director TESOL, Suite following the form, 3) each group member is 205,1118 22nd Street N.W,, Washington, responsible for a written evaluation that is D.C. 20037, U.S.A. graded later according to completeness. While the group peer evaluations are being done, the .15 6 23 Teaching Writing Continued from page 23

Peer Evaluation Guidelines Wishes, Lies and Dreams: Teaching Childrenhis diplomatic post in Washington in protes I. While the writer reads his/her essay to Write Poetry by Kenneth Koch. 1980.against Ngo Dinh Diem's anti-Buddhist poli out loud, follow along on your copy. Perennial Library, Harper & Row Publishers,cies, Minh remains in the United States to teach After the writer finishes, if there is Inc., 10 East 53rd Street, New York, New York and work in the American peace movement. something you don't understand, 10022. 309 pp., $3.50. This story, as the subtitle shows, is also a Tet discuss it. story. For the Vietnamese, Tet, a mobile Rose, where did you get that red?: Teachingfestival corresponding to the new moon and H. The writer will reread the essay Great Poetry to Children by Kenneth Koch. occurring halfway between the winter solstice paragraph by paragraph. Carefully 1974. Vantage Books: A Division of Randomand the spring equinox, is much more than just evaluate the following one-by-one: House, 201 East 50th Street, New York, New a New Year holiday. It represents an annual York 10022. pp. 355 + 4 pp. index., $5.95. Thesis: (write itout; underline the truce in the constant struggle between the Blue topic; circle the controlling idea) Dragon and the White Tiger, the. Blue Dragon Although not typical second languagesymbolizing spring and tenderness, the White 1. Is the thesis comprehensive? teacher resource works, both Rose, where did Tiger re ling winter and force. 2. Is it appropriate? you get that red? and Wishes, Lies, and Dreams This book contains a wealth of useful by Kenneth Koch are, nevertheless, books ESL Introduction: information for both scholars and non-special- teachers will find reasonably priced, valuable istssurely a valuable addition to the book 1. Is it general enough in introdur additions to their libraries. Both are classics incollection of all ESOL professionals. ing the topic? the field of teaching poetry to children. 2. Is it interesting? Wishes, Lies, and Dreams vividly recounts George Bradford Patterson the author's experience teaching Manhattan Colegio Polytechnico Developmental Paragraphsfor each: school children to write verse. Describing his Instituto Nido de Aguilas 1. Does it logically develop or creative methods for teaching children, Koch Comayaguela, Honduras support an aspect of the thesis? provides the teacher with activities to elicit The English Language by Robert Burchfield, 2. Does it have a strong topic student writing that responds to both rather1985. Oxford University Press, 200 Madison sentence (with a controlling idea sophisticated poetry and numerous examples Avenue, New York, New York 10016. viii + 194 that directly relates back to the of student writings themselves. The joy and PP. $19.95. thesis)? excitement in these young people's writing are 3. Is it unified? contagious! Dr. Burchfield, the chief editor of the Oxford 4. Are transitions used effectively ;lose, where did you get that red? is really English Dictionary, tells a rattling good yarn both within the paragraph and three books in one. It is first a handbook of ten about a tongue spoken by Northern European between paragraphs? lessons on introducing poetry to young chil- tribesmen in the 5th century A.D., which was dren. Using selections from poets such as Paragraph 2: destined to becomeafter a large injection of William Blake, William Shakespeare, John Norman French, much inflexional simplifica- Donne, and Wallace Stevens, Koch surroundstion, and a great vowel shiftthe most each poem with a complete lesson planimportant means of communication in the including samples of student work. The book is modern world. Traveling from the Futhorc and also a poetry anthology complete with Koch's Caedmon through Anglo-French, dictionary- notes on introducing the poems to students. Asmaking, and on to transformational grammar, a teacher's guide, it issues students and teachers Paragraph 3: Dr. Burchfield, forever aware of the splendor an invitation to fantasy and wordplay. and majesty of our language, walks a path of Koch's methoC, help students learn not only good sense between linguistic conservatism about how poetry works, but also how it canand the radicals, come of whom are, in his help teach them about themselves. Koch used words, "knocking thc humanity out of [Bri- his techniques with children, but I have found tain's] national heritage." them effective with secondary and adult Fascinating tidbits abound in this slim Paragraph 4: students in the ESL classroom as we'll. Buy and volume. There is much, for example, to dispel share both books with your colleagues. the notion widely held on both sides of the Atlantic that the English spoken by Britons Mary Ann Christison conserves, while that spoken by Americans Snow College Conclusion innovates. I was intrigued to learn, for example, Blue Dragon White TigerA 3 et Story by that the current American pronunciation of 1. Does iteffectively restate the "herb" is in fact older than its current British thesis or summarize the main Tran Van Dinh, edited by Ann Levison. 1984. Tri Am Press, Inc., 5015 McKeon Avenue,counterpart, in which the "h" is pronounced. points? The American pronunciation dates back to the 2. Does it introduce any new infor- Philadelphia, Pennsylvania 191.44. 334 pp., $14.95. early part of this century, before "dropping mation not previously discussed? one's h's" came under attack in Britain. III. Review the essay once more. Note Immensely readable and instructive, Dr. This is an excellent book for those working Burchfield's book is intended, as was Bailey's any grammatical errors in the follow- with Asian students and those planning to teach ing areas: Universal Etymological Dictionary, "as well for in the Far East. Blue Dragon White Tigerthe Entertainment of the Curious, as the provides us with a delicate, intimate picture of Additional Comments: Information of the Ignorant." I heartily traditional Vietnamese life, especially that of recommend it to both. the ancient city of Hue, with its traditions and About the author: Lynda K. Moore, ESL coordinator, North its artistic and cultural heritage. Dr. Tran WTI Phillip Bell Harris County College, Houston, Texas, has taught ESL in New York University Arizona, Indiana, Texas and Tokyo. She has recently designed Dinh's novel provides us also with a fascinating an ESL composition course. portrayal of Vietnam's war experience, the majestic antiquity of Vietnam, the romantic References illusions surrounding revolution, and the 1983. Evaluatingwriting: effects of feedback on Itvision (ED227708). Washington, D.C. : Educational richness of Vietnamese Buddhism. Resources In ormation Center. In this semi-autobiographical book, we James, David R. 1981.Peerteaching in the writing classroom. follow the novel's central character, Tran Van English Journal 70(7):48.50. Lewes, Lille Erika. 1981. Peevevaluation inawriting seminar Minh, as he moves through a decade of (ED 226355). Washington, D.C.. Educational Resources international politics spanning three continents, Information Center. in tragic isolation from his country, his family, Moffett, Jame^. 1988.Teaching the universe of discourse. Boston:HougiAon Mifflin Company. friends, and his American lover. After he resigns

24 a57 TN 10/86 TESOL '87 CALL FOR VIDEO THEATER Due Date: January 2, 1987 The 1987 TESOL Convention in Miami Beach, Florida, will include a one-day video theater. All presenters will be 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 into a demonstration tape. Bring a good "dub" of your tape (no master copies, please) and thirty-five to fifty handouts to the video theater at least ten minutes beforeyour presentation is scheduled. Take your tape and extra handouts with you after your presentation. The schedule of video showings and summaries of content will be included in the convention program. STEPS IN SUBMITTING A PROPOSAL 1.Complete the form below. (It may be photocopied.) 3.Mail four copies of the abstract and the proposal form 2.Preparo an abstract of 250 words. It should include: below to: a) Der cription of video (organization, format, support materials, etc.) Elizabeth Ann Younger b)Intended use (teacher training, direct teaching, promotions, etc.) Video Theater Director c)In top right corner, include; genre, audience, and titlo 5265 West Mercer Way d)On one copy only, type the name(s) of the presenter(s) rnd affiliation(s) Mercer Island, Washington 98040, U.S.A. Telephone: (206) 623-1481

TESOL '87 VIDEO PRODUCTIONDESCRIPTION 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.)

Biographical Statement: (25-word maximum per presenter. Use additional page if necessary. Begin with first presenter's first name or initials.)

Genre: Documentary Drama Short Situe..ion News Other Purpose: Teacher Training Classroom Use Cultural Awareness Student Project Promotions Self-study Studen't Feedback Other Video Format: VHS Availability: Can be purchased Can be rented/borrowed Not available to public Producer(s): Video is completed: Yes No-if "no," completion date. Audience Primary interest section (check ONE): Primary professional category (check ONE) o Applied linguistics o Administrators o Computer-assisted language learning o Classroom teachers o EFL for foreign students in English - speaking countries o Materials developers/curriculum designers o ESL in adult education o Researchers o ESL in bilingual education o Teacher educators or o ESL in elementary schools o All interested persons o ESL !n secondary schools Presenter to whom correspondence should be sent: o ESL in higher education o Program administrators Name: o Refugee concerns Address: o Research City, State, Zip: o Standard English as a second dialect o Teacher education Country: o Teaching English internationally or Telephone: o Materials writers

1 58 ..pv.10/86 25 from the authors of SIDE BY SIDE...

Steven J. MolinskyBill Bliss

A new functional English program that offers...

integrated coverage of Functions, Topics, and Grammar lively, realistic conversational practice imaginative illustrations and easy-to-use format

Available 1986: Book 3 (A & B) Available 1987: Book 1, Book 2, Access Book, Companion Workbooks, Guide Books, Audio, Picture, and Testing Programs

For further information, write to: Betty E. Colt ESL/EFL Marketing Prentice-Hall Englewood Cliffs, NJ 07632

.159

TN 10/86 rarely do we listen to conversations without involving ourselves directly. Indeed, we are almost always participants in those conversations which we are trying to comprehend, 1 which means we have a purpose to listen and guide the conversation accordingly. This in THIS IS A RECORDING: turn greatly aids our comprehension because LISTENING WITH A PURPOSE we have certain limits and expectations for responses within the parameters of the conver- by Barbara Fowler Swartz and Richard L. Smith. 1986. Prentice-Hall, Inc. Engle- sation. However, this flaw in the design of the wood Cliffs, New Jersey 07832. (123 pp., $7.95). Accompanyingtape, $20.00. book is not a major one (because one can Reviewed by Connie Greenleaf simply omit this section) and does not diminish University of Iowa the many strengths of the book. An adaptation I would suggest for the users The arrival of This Is A Recording heralds arecordings included on the tape. of this text is reserving the vocabulary exercise long-awaited advance in listenirg comprslen- The accompanying cassette tape is.also well until AFTER listening to the tape for the first sion materials. At long last ESL students are designed because the authors wisely chose to time. One of the most important skills a second given the opportunity to practice listening in a use the original recorded messages of variouslanguage learner needs to practice is filtering mode which is identica! to that in which it will institutions and simply improve the quality ofout extraneous information, which many times be encountered in a real-life situation. For so the tape rather than try to recreate an authenticincludes vocabulary that is unfamiliar to the long we have had n lterials which requiresounding tape. This provides for a tapelistener but also unnecessary tofulfill the students to listen to situations on cassette tapescontaining all the natural speech phenomenapurpose for listening. which, in a real-life situation, they would never which a second language learner needs practice Barbara Fowler Swartz and Richard Smith encounter on a tape. This is an important listening to. have provided us with a text that is a welcome distinction when one considers all we know While the authors have done a fine job ofaddition to our teaching resources but I feel a about the ps.rqlingu:stic information we use to moving from philosophy to technique in most more important contribution to our profession comprehend language. Materials which ignore respects, I believe the inclusion of the tapedis the acknowledgement by the authors that the multi-dimensional aspects of languageconversation in the second section of eachwhile they have provided a valuable resource comprehension fail to meet the standard ofchapter to be Incongruent with the authors'for the classroom, the real world of language realistic (and therefore helpful) practicestated objectives of providing realistic and teaching and learning is the real world. materials for ESL students. This Is A Recording purposefill practice for their users. Although provides students with tapes of authentic About the reviewer: Connie Greenleaf received her MA in historically many listening comprehension TESL from the University of lihnofs and has taught in recorded messages and guides them in ac- books have includesuch exercises in eaves- elemenhry, secondary. and intensive ESL programs for ten complishing various tasks while listening. dropping, I question the value of practicing this years. As listening comprehension teachers we skill. Except for watching television or a movie, realize there are many different types of tasks which students will encounter and should therefore practice. However, the authors' view PORTS OF ENTRY: ETHNIC IMPRESSIONS of the textbook as a catalyst for "language experiences in and out of the classroom" has by Abelle Mason, 1984. Harcourt Brace Jovanovich Pub- allowed them to limit themselves to providing lishers. San Diego, California 92101. (viii + 139 pp. $9.95). practice with some of the tasks which can be practiced best in a group setting. The authors Reviewed by Shirley Braun then invite the users of their text to expand their Queens College, CUNY classroom to the real world of language for By now you are probably familiar with this further practice. This attitude of the text as a discussion about the cultural issues. For reader for high-intermediate/advanced stu-example, these questions follow the selection beginning point for language learning marks an dents of ESL. Perhaps you are now using it in a important advancement in our profession. from The Hunger of Memory by Richard college course of developmental reading, as we Rodriquez: There are three parts to each of the fifteen are at the City University of New York. If not, chapters. Each chapter begins with an authen- I'd like to call your attention to what is a At the school, one of the nuns said to the tic recorded telephone message such as those uniquely rich textbook. young boy, "Richard, stand up. Don't look prepared by airlines, movie theaters, and Torts of Entry: Ethnic Impressions, first in a at the flour. Speak up. Speak to the entire government agencies. This section includes aseries of three volumes by Abeile Mason (the class, not just to mel" Think about your general introduction to the topic of the chapter, other volumes are Ports of Entry: Social early education. What kind of behavior did prelistening discussion questions, and variousConcerns, 1985 and Ports of Entry: Scientific your elementary school teachers expect tasks for the listening activity such as filling in Concerns, 1986), includes works of original from you? For example, did they expect flow charts or completing schedules. Thefiction, non-fiction and poetry, written by a you to stand up when you answered a second part focuses on a recording of a question they asked? Did they expect you multi-ethnic group of authors. Among the to address the whole class? conversation which demonstrates how oneauthors are Maxine Hong Kingston (Chinese), could use the information obtained from the Langston Hughes (Black American), William A pre-reading paragraph for each passage recorded message in part one, and the last Saroyan (Armenian), and Richard Rodriguez section contains a communicative activity for stimulates students' curiosity and links it with small group work. (Mexican). Mason selected the ten passagesthe other chapters. This one precedes the because each deals with some personal aspect selection from The Woman Warrior: Memories There are many positive attributes of the of the effort to reconcile two cultures in the book. Communicating on the telephone is one of a Girlhood Among Ghosts by Maxine Hong process of accommodation to American so- Kingston: of the most difficult tasks a second language ciety, from the least acculturated to the most learner encounters, so this type of one-way Like Rodriquez, Kingston was also a " communication" Americanized and from the 19th century to may be helpful in alleviating today.It includes selections of biography, youngster whose native language was not some of the phone phobia students suffer from memoirs, interior monologue, oral history, and English. She also faced the problem or speaking up in English in school. She too by providing them with practice where they a character sketch. The selections range in tone are not yet confronted with a speaker askingfrom lightly affectionate to ironic to pro- was trying to establish her own sense of them questions and expecting a response. A foundly moving. identity. Keep in mind the title and subtitle second strength of the book is its versatility. I as you read. What kind of battle is this Students will do more than just share the warrior fighting? Who is the enemy? Who believe it could be adapted easily to almost anyauthors' experiences, though, when they work level of proficiency by increasing or decreasing through Ports of Entry: Ethnic Impressions. ate the ghosts? the number of times a recording is listened to, They will learn cross-cultural concepts like and making the tasks to be completed more Further cross-cultural activities include role- assimilation, culture shock, lifestyle, alienation,plays, skits, brainstorming and round-robin difficult or simple. Finally, this text ...... of first generation, sense of identity, and belong- composition. inestimable value to the overseas ESL instruc- ing. A section in each chapter headed "Under- tor who does not have access to the types of standing the Ideas" provides .questions for Continued on page 29

160 27 a clear explanation of transitional, mainte-bilingual programs, and teacher-made tests. A BILINGUAL AND ESL nance, two-way enrichment, immersion, and brief summary of currently popular assessment CLASSROOMS: TEACHING IN "structured immersion" programs (bilingual instruments and additional sources of referen- education outside the United States is not ces will provide educators with much needed MULTICULTURAL CONTEXTS covered). insight into this crucial and confusing subject. Chapter three is an ambitious, successful An instructor using this book as a text may Carlos J. Ovando and Virginia P. Collier. Neweffort at describing and clarifying first andadd to the basics discussed here (e.g., one may York: McGraw-Hill Book Company, 1985. second language acquisition research, theories,want to add studies in neurolinguistics, local (xi + 354 pp., 319.95). This text may be ordered and teaching methodologies. A concise expla- studies, or information about vocational from McGraw-Hill's Customer Service, P.O. nation of the concepts espoused by Krashen, bilingual education programs), but this practi- Box 400, Hightstown, New Jersey 08520, U.S.A. Cummins, and others serves as a framework for cal review of theory and practice in bilingual Reviewed by Norma M. Coonen much of the discussion in later chapters. and ESL classrooms offers something for Florida InternationalUniversity Chapter four provides the perfect comple- everyone. This book may be utilized as a ment to the previous chapter on language,textbook or reference for methodology and Long awaited by professionals in the field is covering not only several views of culture butcurriculum development courses in both a new book which combines, in title as well asalso concepts related to culture as it ;s reflected Bilingual Education and ESL, for cultural and in spirq, the fields of English as a second in education. An insightful discussion of the cross-cultural studies, for offerings dealing with language (ESL), bilingual, and multiculturallatest research which has been conducted on first and second language acquisition, sociolin- education. Ovando and Collier have success-cognitive styles and cultural background warnsguistics, language testing, content area instruc- fully undertaken that challenge. What makes the reader not to overgeneralize and come to tion, and administration of bilingual education/ this book even more valuable is that, unlikepremature conclusions which may lead toESL programs. Naturally, given its varied much that has been written in these fields, it is unwarranted attitudes and rash programmatic scope, it serves as an invaluable tool in an ESL/ a textbook by two authors working together to decisions. Bilingual/Multicultural Education foundations integrate the content. No matter how carefully The next two chapters provide suggestions or overview course. Lastly, it is this reviewer's edited, books that highlight a collection offor the teaching of Social Studies, Music and strong contention that regular classroom essays often contain information or points ofArt (chapter five) and Mathematics and teachers should be exposed to most if not all of view which are repeated by the different Science (chapter six). These chapters deal with the information in this book, since, in the words authors, or which may be too general, or toogeneral theory of and resources for content of the authors: "Given the increasing presence specific. Such books have been the mainstayinstruction in bilingual and ESL classrooms. of language-minority students in schools for many teacher training programs in ESL/ The main emphasis is on the role of culture as it throughout the country, many teachers bilingual education. Valuable as these booksis transmitted through these disciplines, and whether trained in ESL and bilingual methods are, there is still a need for a new comprehen-sample lesson plans would have been aor notwill at some time in their career be sive effort. welcome addition to each of these sections. wholly or partially responsible for the educa- The major theme of the book is that the A section on assessment in bilingual and ESL tion of such students." (p. 17) relationship of language and culture in bilingual programs, chapter seven, is masterfully written About thereviewer: Norma Coonen is an assistant professor education and ESL classrooms is pervasive.and well organized. Several issues relevant to and director of the Title VII Dean's Cram on Multicultural/ Bilingual Education at Florida International University In Without this understanding, teachers, adminis-the testing and placement of language-minority Miami, Florida. She teaches courses which the State of Florida trators, counselors, and psychologists cannot students are explored, including those related recently mandated for addon certification for teachers in effectively serve their students, nor can they to bilingual special education, evaluation of bilingual education and ESL. learn how to use the resulting cultural and linguistic richness for the benefit of all students, minority as well as mainstream. The authors blend theory, research, and personal experience throughout the eight chapters of the book. Additionally, one of the The text strengths of the work is that, for each of the major issues covered, further references and for students recommended readings are included. Chapters one and eight deal with the topics of students, and school and community, who mean respectively. Basic and important definitions are found in the first chapter, and the eighth and last chapter links the student to his milieu business outside the classroom. Although chapter eight, for some readers, may provide some unneces- Joseph Buschini and Richard Reynolds sary detail, both chapters taken together do About 350 Pages. Instructor's Manual. provide a good snapshot of the students we are Transparency Masters.April 1985 serving, and the influence and power that the community and people in them have over their Here is a comprehensive, thoroughly researched new text educational future. The reader will be impressed with chapters designed to teach students how to improve their business two, three, and four. Chapter two describesthe communication skills. historical background of bilingual education and ESL, including federal and state legisla- comprehensive coverage of essential business topics tion, court decisions, and state certification. authoritative style guides Unfortunately, the book went to press before the Bilingual Education Act was reauthorized developmental writing assignments and hundreds of exercises in 1984; therefore, the chapter does not include an explanation of the new regulations and chapter on world trade communications creates an "up in the air" feeling, which is what up-to-date computer terminology was prevalent at the time the chapter was written. Even with this understandable omis- sion of our present day situation, there is no From the publishers of English Alfa other recent review of federal and state legislation and resources as comprehensive as this oneand the authors do caution the For adoption consideration, request an examination copy from readers that "this information is constantly changing" (p. 29). The rest of the chapter Houghton Mifflin OneBeacon St., Boston, MA 02108 explores the different bilingual education program models in the United States, including

28 161 TN 10/86 might wish that Mason had included more of margins make a spacious background for the Ports of Entry this excellent material throughout the book.) glosses of important new terms (printed in Other useful features include a pronunciation boldface type in the text). The book is slim and Continued from page 27 key, an appendix of grammar and usage,comfortable to handle. In every way, this is the Besides introducing cultural concepts, the indexes, a list of abbreviations used, a bibliog-type of reader that ESL students grow fond of book presents literary concepts such as charac- raphy of ethnic readings, and an answer key. and cherish. ters, narrator, point of view, chronological With its handsome print and poignant illustrations, Ports of Entry: Ethnic Impressions order, and literal vs. figurative meaning. This About the reviewer: Shirley Braun. author of Li( e in English. material brings a rich dimension to ESL courses is a beautifully designed book. The wide teaches ESL at the City Unisenity of New York. in developmental reading while preparing the way for English department course work. Most important of all, Ports of Entry: Ethnic TESOL: TECHNIQUES AND PROCEDURES Impressions advances reading skills. Intensive reading is emphasized in the first seven by J. Donald Bowen, Ha;ald Madsen and Ann Hilferty. 1985. Newbury House Publishers. selections and extensive reading in the three Order from Keystone Industrial Park, Scranbn, Pennsylvania 18512, U.S.A. (416pp., $16.95). longer passages. Some intensive-reading ques- Reviewed by Mark 0. James, Brigham Young University tions involve grammatical structure and stylis- Ever, few years we read the results of tosh text in the fourth section by including tics. For instance, the exercises for the Thomas surveys where various luminaries in the TESL substantial chapters on curriculum planning Mitecloud selection discuss the use of sen- field have been asked to list the ten books they and on evaluation, thus making it unique in tence fragments, of parallel structure, and of would choose to take with them if they were comparison to other methods textbooks. This is repetition of words and phrases. Here is howgiven such a limit on their next assignment tono doubt a reflection on the particular profes- Mason encourages students to consider thethe Australian outback or wherever. Somesional interests and strengths of the authors. By significance of parallelism: books have found themselves repeatedly listed the authors' own recognition, "this section, is Paragraph 9 has a set of two parallelin the top ten. One such book is Adaptation in not sufficient for the professional evaluator, but sentences, each starting with a very strong Language Teaching by Donald Bowen andshould be sufficient for the 'general practi- phrase. What is the phrase? Can you make Harold Madsen. Soon there will be anothertioner' assigned as a teacher in the classroom." a connection between the feelings thebook in the top ten by these authors, together While a text cannot cover all issues, or be author shows here and those of self- with Ann HilfertyTESOL: Techniques andeverything to everybody, novice teachers or condemnation present in paragraph 6? Procedures. teachers-in-training will regret the lack of a The combined experience of these threechapter on "Classroom Skills." Issues such as An exercise on sentence fragments follows.authors both in the United States and over- learner age, learning styles, cultures, motiva- Other structure-related questions involveseasin administration, teacher training andtion, teacher-student dynamics, classroom indirect objects, verb tenses, modifiers of teaching ESL/EFL classes adds up to a wealth management, etc. are dealt with summarily in whole sentences, and proofreading. of techniques and procedures (as the titlethe introduction to the book, with an encour- Vocabulary development is enhanced byindicates), that many of us in the field canagement to be friendly, well-prepared, and exercises such as the following: paraphrase benefit from. inspiring (though the authors do return to the sentences with idioms like bent on and take The text is not a methodology handbook in learner briefly in their discussion of curriculum hold of and then write an original sentence for that it does not purport to be a discussion of the and evaluation in the last two chapters). each: various methods being espoused by various The focus, therefore, of Techniques and individuals and institutes. Rather, itis a Procedures is obviously on the curriculum and Choose three of the following qualitiescomprehensive treatment of various tech- the effective teaching of that curriculum, rather and, using examples, indicate how each niques, activities, lessons, ide:s, etc., irrespec-than on t ie learner and the issues of language describes the author's state of mind at a tive of method, that the authors have found to learning. in the words of the publisher, "This particular point. For example, take thebe valid and effective in the field of TESOL. basic nvehods book for TESOL provides quality of "shame." When does the author The cmline of this new publication is similar teachers and teachers in training with practical feel this way? What are the circumstances? to that of anoth "Top Ten" favorite: Teaching information. . .and is designed to provide the Does this feeling change over the course ofEnglish as a Second or Foreign Language,basis for making intelligent choices appropriate time? edited by Marianne Celce-Murcia and Loisto individual teachers, their goals, and their shame dumbness stubbornness McIntosh (1979, Newbury House.) The ap- students." courage obedience disobedience proach :s different, however, in that the classic On the whole, it is this reviewer's opinion fright enjoyment sa-disgust 1979 text is an anthology, whereas this more that Bowen, Madsen, and Hilferty's text should humor imethgence bewilderment recent publication is an integrated, authored do well in fulfilling that objective. And by text. better training those of us who have chosen Besides close-reading skills, Ports of Entry: Bowen, Madsen, and Hilferty's textis TESOL as a career, it will make that career a Ethnic Impressions develops extensive reading divided into four sections: Methodologicalstronger profession. skills such as skimming, scanning, getting thePerspectives, Oral Communication, Written Abatisthe reviewer: Mask James is currently the reading facts, understanding the plan of the passage, Communication, and Planning and Evaluation. coordinator for the English Language Institute at Brigham exploring the ideas that unify, understanding The first section provides an overview of the Young University.11awaii Campus. Laic. Hawaii and book the specific events, and getting an overview ofhistorical trends in foreign language instruction review editor for the TESL Reporter. the protagonist's life. Throughout the book and a brief prognosis for the future. Coverage Note: Reprinted from tht TESL Reporter, 14 1515. there is practice in grasping the main idea, of the "big three": Suggestology, Silent Way, inferring, drawing conclusions, and citingand Counseling/Learning are covered with direct statements. refreshing brevity (only 1-1/2 pages). After 66 USING THE PUBLIC LIBRARY: The exercises in the book are wide-ranging, pages on methods past and present (where 'HOW TO' UNITS AND VIDEO varying from one chapter to the next. Thus, the other books have spent an inordinate number TAPE FOR LEP STUDENTS book also helps develop strategies for writing of chapters), the reader is now adequately The South Bay Cooperative Library Aware- sentences, paragraphs and essays in addition to prepared with a proper perspective to proceed ness Project of San Jose, California, has pre- skills of reading. An extra bonus is the sporadic to the next two sections: to be precise, ten pared four curriculum units on using the public material on pronunciation, like the notes on chapters on the modalities of communication, library for persons with limited English pro- features of rhythm, stress, and pitch whi^h helpfirst oral, then written. In these sections, notficiency (LEP). The units consist of pre- and elucidate the poem by Langston Hughes. (One only are the skill areas and their component post-tests, dialogs, roleplays and activities suit- parts di.cussed, but activities and proceduresable for secondary or adult students at all lev- are presented and techniques explained for els. Also included is a reading list of books with each level of language proficiency within those special topical appeal to the LEP population. component areas. The inclusion of thought- The Library Awareness Project has also provoking exercises and discussion questions at prepared a videotape on the library. The cost the end of each chapter makes the textwill be under $40.00. To obtain information, particularly useful for teacher training courses. write to Grace Liu, Coordinator, Library Techniques and Procedures diverges in a Awareness Project, 180 West San Carlos Street, major way from the Celce-Murcia and Mcln-San Jose, California 95113. M.I.L. The Language Center, Japan. Applications sought for EFL teachers for twoyear position from March, 1987. Qualifications: B.A./M.A. in TESL/TEFL or teaching certificate in related field and experience. Duties: teaching EFL to children and aduha 26 hours a week, designing curriculum. Salary: IP 2.580.000.V3.060.000 (epprox. Feast Samoa. Wong* 'Wheel and Cultural Center US$16,500$19,700) depending on qualifications, lin raise Hanseineteu, Jason. Invite: applications for 2. year contracts for second year. Bonus of V270.000 (approx. $1740) upon Job Notices Information as ESL instructors, starting in April 1187. Duties include' completion of contract. benefits: 230 working days. rest are teaching community. business and children's classes. paid holidays. Lowcost furnished housing and insurance Institutional and commercial members of student placement and counseling; planning social tune support. Nonsmoker preferable Interviews on West Coast of TESOL may place 100-word notices of lob Lions. Requirements: MA. or certificate in TESL/TEFL or U.S. early December. Resume and cover letter by November openings, assistantships or fellowships with- related degree; minimum one year teaching experience ESL/ 22 to: Yuiehi (hake, M I L. 24.6 Narashinodal, Funabashi out charge. For all others, the rate is $50 per EFL Salary; $18,000 per year. Benefits: roundtrip air fare, thi, Chibs.ken, 274 Japan. 100 words. For institutional, commercial and furnished apartment, complete medical and dental coverage noninstitutional members, the 100-word For further information send resume and recent photograph ESL Programs, The Ohio State University. Columbus. limit is exclusive of the contact address and to: William S. Anton, Curriculum Director, Four Seasons Ohio. One ESL instructor needed to teach primarily in the equal opportunity employer/affirmative Language School. 4.324 Sanarudsi, Hamamatsu 432, intensive program; M.A. minimum, appropriate expemnce. action designation (EDE/AA) where appli- Japan. One ESL instructor needed to teach primarily in training cable. Words in excess of 100 are charged at program for international teaching associates; MA, min. the rate of $1.00 US per word. IAY. Sapporo, Japan. Converastional English instructors imum, relevant experience. One ESL instructor/coordinator Type ads double space; first list institution by IAY, a language institute. One.year, renewable contract. needed to teach primarily in advanced composition program; and location (city and/or state/province and Maximum teaching toed of 22 classroom hours a week. Ph.D. or ABD, significant experience in teaching writing. All country); title and/or position; qualifications Monthly salary range from 180.000 to 240,000 Japanese positions begin January 1987 or after For information, sought; responsibilities; salary/benefits; yen plus attractive benefits. Starting dotes: April 1. July 1 contact Robert N. Kantor. Director, ESL Programs, The Ohio resume, references, etc.; application dead- and October 1, 1987. Minimum qualification is Bachelor's State University, 588 Denney Hall, 614 West 17th Avenue. line; contact address and telephone if degree in a language related field. TESOL educational and/or Columbus, Ohio 43210 desired; and EOE/AA (where applicable). teaching beckon-A:rid preferred. To apply send resume, photo, transcript*. two or more letters of recommendation and a Do not underline words or phrases; avoid The University of Michigan, Ann Arbor, Michigan. The cassette tape describing yourself and stating reasons for abbreviations. Send three copies five to six University of Michigan's English Composition Board, a wanting to teach English in Japan to: Ott Atm.: Hiroko months in advance of application deadline' collegewide interdisciplinary writing program, solicits Knurl. Hinoda Bldg. ISF, Nish' 4. Minami 1, Chuoku, applications for a number of positions: associate director. to TESOL Publications, 1118 22nd Street, Sapporo 060. Japan. Telephone: (Ull) 281-5188. N.W. (Suite #205), Washington, D.C. 20037, UpperLevel Writing, with experience in developing writing U.S.A. Telephone: (202) 8 courses in the various disciplines and providing training and Late job notices accepted provided there is Saint Micheel's College. Two tenure track positions support for faculty and graduate student assistants teaching space. Call TN Editor: (212) 6634819 or available September 1987. Rank and salary dependent on writing *cross the curriculum; emaciate director. Tutorial (718) 826-5450. qualifications and experience. Doctorate earned or expected and Writing Workshop, with experience in teaching and within one year preferred in TESOL or related area. developing procomposition and introductory rzmposition Recm'ded Candidates should combine expertise in teaching, scholar- C01:34, and training and evaluating graduate teaching 'Submit ad To appear in wide data ship, student activities and program support/development. assistants; coordinator, Computers and Composition, with by this date thin issue not earlier than Candidates should have teachertraining experience. Duties experience in teaching composition and usini, computer. December 15 February April30 may Include: teaching ESL for academic and special assisted writing instruction and the ability to help develop February PO April June 30 purposes, undergraduate Instrucoon in writing and litera- and Implement a longrange plan for the use of computers in Apnl 20 June August 30 ture, graduate instruction and departmental support the writing process; lecturers with teaching expertise in all June 20 August October 30 activities. Additional Information available upon request. areas of composition. Apply to: Prof. Deborah KellerCohen, August 20 October December 30 Send latter. vita arid names of references by January 15. Director, English Composition Board, The University of October 20 December February 28 1987 to: Director of Personnel, Saint Micheera Wins. Michigan, 1026 Angell Hall, Ann Arbor. MI 48109 USA by Winooski, Vermont 05404. AA/E0E December 1,1986. AA/EOE The America, University in Cairo, Egypt. 1) Director of English laingt:40 Institute to supervise TEFL MA. program and Intensive English language instructio.1 for students improving their English In order to meet degree program admission requirement. and to teach one or two courses per semester as may be needed. Area of specialization open. CIA ...where Ph.D. and appropriate university.level experience required. 2) Linguistics/TEFLone faculty member to direct TEFL MA. theses and to teach In at least three of these areas; language acquisition, teaching methods, phonology, syntax. contrastive/error analysis. psycholinguistics. Ph.D. required. LINGUISTIC SKILLS .1) Freehmen Writing Programone instructor with MA. In TEFL or English literature to teach freshman courses in When you Join the CIA as a language are desirable, but writing. rhetoric, and introduction to research. All for two. spe11 year appointments (renewable) beginning September 1987. linguist, you'll be challenged not essential. You must be Rank salary according to qualifications and experience. For by exciting opportunities that excicuing able to undergo a complete expatriates, housing. roundtrip air travel, and partial school will enable you to grow pro- background investigation tuition for dependents included. Write, with c.v. to: Dean of fessionally and personally. the Faculty, The American University in Cairo. 888 United careerSe and medical screening. U.S. Nations Plaza. New York NY 10017, before December 1. From your base in the United citizenship is required. States, you will apply your foreign Salaries begin at $21,804, depending Centro ColomboAmthearto, Ilegoti, Colombia. Text. language skills to efforts of vital on your experience and qualifications. book Development Project Coordinator. Qualifications: MA. importance to our nation. You will alsoAt the CIA, we reward your achieve- In TESO education, or linguistics; teaching experience; have the opportunity for some foreign ments with excellent career growth, training or work experience relating to program or curriculum travel. development and administration. Project involves writing 12 substantial benefits, and the satisfac- volume series of EFL textbooks (plus workbooks and The Central Intelligence Agency is tion that comes from contributing to cassettes) to be marketed in Latin America. January 1 Seeking native-level Korean, Chinese, starting data. Information: Edward Stanford. Director of our nation's security. You will also Studies. Centro ColomboAmericano, Apartado Aare* 3815, Vietnamese, and Japanese linguists enjoy living and working in the Bogota, Colombia. SA. who are fluent in written and spoken Washington, D.C. area, with its array English. of cultural, athletic, and historic attrac- Miyegl College for Women, Sendai, Japan. opening for a To qualify, you must have tions. To apply, please send your teacher in the Department of English and American resume in English to: Literature for AY 1987.88 (April through March). Qualifica- relevant formal training or tions: MA. degree In TESL Desirable qualifications: some work experience and an Recruitment Activity Officer knowledge of spoken Japanese; experience in collegelevel excellent command of both Dept S, Rm. 4N20 (X66) taaching; sympathetic attitude toward Christianity. Duties: the foreign language and P.O. Box 1925 TESLmainly In the oral program with possible course in comparative culture, depending on individual qualifications. English. A college degree Washington, D.C. 20013 and fluency in a third Terms of employment: on e. rontract beginning 4/1/87; Wotan now*. Onty We we respond contract renewable; minimum of seven 90minute classes wain X) days is tiose ItriPS is be per week. Remuneration: Salary dependent on teaching of rumen interest er:orience and rank; 18month salary Including 2.month bonus; monthly housing allowance of P50.000 for the 12 months; roundtrip transportation (does not include family members); teacher may be asked to accompany students on annual study.tour to England and/or America. For more Central Intelligence Agency information and application form, please write to the address below. A full C.V. Is necessary. Application deadline: The CIA to an Ethel Opportunity Ernployer November 30, 1986. Margaret A. Garner. 1-13.6 Nish' Ki Cho, Sendai, Japan 980.

TN 10/86 Plat University OCSLanguage Programs. Houston. Teats. Assistant to the director. Professional staff. Ongoing employment plus full benefits. Detign, systematize and UNIVERSITY OF PETROLEUM & MINERALS supervise curriculum. counsel ESL students. Administrative DHAHRAN - SAUJI ARABIA 10 months per yew. plus f ulllime teething :=ignment May. June. Required: MA. In ESL or equivalent Chancy Ina one year's teaching in foreign language (Spanish preferred), ENGLISH LANGUAGE CENTER one year's experience in teaching and curriculum qupervi Won in ESL Counseling experience desirable. Stoning glary range (including May-June teaching). $19.603420.770. The ELC is responsible for preparing approximately 1000-4000 Sand letter of application. vita. transcript 4.41thro amens of recommendation to Jon Griffin. Rice University. Personnel male students per year for study in all-English-medium technical Office. P.O. lox 26841. Houston. TX 77252. AA/EOE courses leading to Bachelor's degrees in Science, Engineering and Management. The Center currently employs some 70 teachers The Techniciel Train4.4 Institute. Dhehm. Saudi Arable. (American, British, Canadian and Australasian). seeks ESL Instructont for its civil aviation electronics training Program. Duties include leeching and some program dew!. cement. Qualifications: MA. in TESOL or equivalent' substantial(2.3 years) overseas 614)11(i1WA (preferably In Saudi We have positions for experienced teachers of English as a foreign/ Arabia): ESP 'or math and electronics highly desirable. second language as of September 1987. Competitive salary and benefits. Twoyear coatract. Send resume t.1 Mr. Pow W. Woolley. Senior English Instructor. Training )spertment, Saudi Services and Operating Corn. Qualifications: M.A. in TEFL/TESL or Applied Linguistics 'any. Lto.. P.O. P. A 753. Dhahran Airport. Saudi Arabia 31932. Telephone: 96644794323. Telex 801926 SSOC SJ. Experience: Minimum two years' teaching experience in

TEFL/TESL overseas University of TMOISSIISO. ICnoxygle. Tennessee. Subject to administrative oproval. asaistant professor in ESL tenure-track position in credit p 'opts m. M.D. in ESL Applied Starting salary and benefits: Salaries are competitive and free of Linguistics. or a related field. Resumes by 16 November 1985 Saudi taxes. Benefits include housing, free utilities, severance pay, to Joseph 11. Trahern. Head. Dapanmant of English. University of Tennessee. 301 McClung Temp.. Knoxville. TN a two-month paid summer vacation, educational assistance grants 37946.000. AA/EOE for children, and a transportation allowance. Possibility to work

in the continuing education and summer programs. Queens College. C.U.N.Y.. Flushing. New York. Four epergnes for individuals to teach applied linguistics courses In MA. TESL Program in Chine for 1987.1E88 academic Send resume with supporting documents to: year. September...June. Teaching load is two courses per semester totaling sight hours per week. MA. required. Salary: 1060 Yuan per month plus vacation allowance University of Petroleum & Minerals Hounduip sir transportation. housing. and health cant provided for staff and spouses. Send resume by April 30 '0: Houston Office, Department 630 Howard Kleinmann. CESL Queens College. Hushing. N.Y. 5718 Westheimer, Suite 1660 11367. U.S.A. Telephone: (718) 620.7764. Houston, Texas 77057 OS. Queens College. C.U.N.Y.. Flushing. New York. Four openings for Individuals to teeth theory and methodology during TESOL 17 to any employer who is courses In MA TESL Program in Chino. Juno 16.August 14, looking for less than full-time employees. The 1987. One opening Is intended for a specialist In ESP. one for organization owes this type of support to the specialist in composition/rhetoric. and two for zeneratir1s In the field. Teething load Is two courses totaling twelve many professionals now being denied proper hours per week. Ph.D. required. Salary 1600 Yuan per month Continued from page 20 wages and basic benefits. plus vacatioa allowance. Roundtrip air transportation. David Wardell housing. and health wa pr Aided for staff and gout's. Send mum* by February 2ritto: Howard Kleinmann. CESL SHOULD 17.3SOL 17 LIMIT EMPLOYERS MI International Queens College, rlushirv, N.Y. 11367. U.S.A. Titlophorw: SEEKING TEACHERS TO THOSE do Proctor & Gamble Far East 1718) 520.7754. OFFERING FULL-TIME POSITIONS? Asahiseimel-Kan 50, 5Chome, Koraibashi May 19, 1986 ',CUL The TESL/Applied Linguistics Prop...1ms at UCLA Higashi-Ku, Osaka announces tenuretrack appointment at the assistant To the Editor: 541 Japan associate or GI professor rank. Salary is commensurate with Over the years I have had several opportu- qualificetleas must be speclelists In language testing and imps c substantial teaching and research record It nities to attend TESOL conferences. The one in WE MST NEVER STOP LEARNINC Ir. this field. CsNlidates must also be I:meowed to teach Anaheim was as rewarding and fun as all the courses In language teething methodology. contrastive and others. There was one sour note, however, error analysis. and resew. :11 design and statisics. Letters of July 11, 1986 Interest and curriculum Kee should be sent by November which I believe deserves the attention of our 15. 1955 to: Chair. '.earch Committee. TESL/Applied leaders and the general membership. To the Editor: linguistics. 330u golfs Hall. UCLA, Los Angews. CA 90024, One of the most popular corners of my U.S.A. AA/EOE TESOL conference is the area for employment An experience I recently had at an BE/ESL services. Even if one is not interested in findingState Certification Workshop has ..nacre me M11111111y work, it is fun to dream about working and realize how important it is for all ESL teachers, living in some exotic local such as Indianapolis with or without certification or higher degrees, or Detroit. Can you believe they were inter-to remain open to new ideas.was required tocomplained that the theories and techniques viewing for Beirut? attend the ABE/ESL workshop in order to presented were "nothing new." They also were I was surprised and very unhappy to note teach at c local ABE/ESL school for six weeks. reluctant to participate in some of the group that many of the job listings in Anaheim were At first, I was annoyed. I had just completed a activities, which greatly hihibited their absorp- for part-time positions. It is terrible for ESL MATESL and felt that a State Certificationtion of the new concepts. instructors who spend time fighting the part-Workshop could not possibly have anything Whether fresh out of a MATESL )rogram or time issue through their kcal affiliates to find new to offer me. Wen, I was wrong. Not onlyexperienced in TESOL, we, as educators, must their national organization is allowing thesedid the main presenters offer inspiring newnever stop learning. We must always be employers space to recruit at the annualideas, but experienced teachers who partici- students of our art, adapting new ideas to suit convention. We are certainly working againstpated in the group activities enriched theour own Individual teaching styles. By remain ourselves if we are to make any headway insessions. ing open to each other's ideas and working providing better terms of employment for Unfortunately, the snobbism of which I wastogether, we can make the profession of those in our profession. guilty and of which many higher degree TESOL bect...:e even more effective. I believe that TESOL needs to take a standholders are guilty, was also manifested in some Wendy Hyman on the part-time issue. One decisive action that of the experienced teachers who attended the 7709 Cornet would be easy to implement is to deny spaceworkshop. They grumbled tkexhole time and fi Ct. Louis, Missouri 63130 TN WM 31 COLLIER MACMILLAN steps up efforts in ESL with new staff

Write for our catalog: ESL Department Collier Macmillan 866 Third Avenue New York, New York 10022 Please send manuscript proposals to: Mary Jane Peluso

InterView is backa newsletter dedicated to the exchange of ideas from around the world on teaching English. Please write to the ESL Department to be added to our mailing ;;.:,t.

From left to right: front rov Karen Peratt, Director; Carte Rostain, Marketing Manager; back rowMary Jane Peluso, Kiiferee Sponsoring Editor; Maggie Scarry, Assistant Editor; Agatha Lorenzo, Administrative Assistant; Larry Anger, Executive Editor. Not shown: Debbie Goldblatt, Sponsoring Editor

Teachers of English to Speakers of Other LaAguages An International Professional Organization for Those Concerned with the Teaching of English as a Second or Foreign Language and of Standard English as n SecondDiakct °liken 1988-87 President First VicePresident Second Vice President Joan Morley JoAnn Crandall Lydia Stack The University of Michigan Center for Applied Linguistics Newcomer High School Ann Ar:ior, Michigan 48109, U.S.A. 1118 22nd Street, N.W. 2340 Jackson Street Washington, D C 20037. U S A San Francisco. California 94110. US A Executive Board Members:Richard Allwright, University of Lancaster, Lancaster, England, Mary Ashworth, University of British Columbia, Vancouver, British Columbia, Canada. CharlesH.Blatchford, Fair Oaks, California, U S A , Jeffrey P. Bright, City Colleges of Chicago, Chicago. Illinois, U.S.A Marianne C-Ice-Murcia, University of California at Los Angeles, Los Angeles, California, U S A, Fraida Dubin, University of Southern Califon-la. Los Angeles, California. U.S.A, Donald Freeman, School of International Training, Brattleboro, Vermont, U S.A jean Handscombe, North York Board of Education. Toronto. Ontano, Canada, Elliot L Judd, University of Illinois at Chicago, Chicago.11hnots, U SA Michele Sabinn, Houston Police Academy. Houston, Texas. U.S.A. Carole Urvia, University of the Pacific, Stockton, California, S A A. Shirley M.Wright,George Washington University. Washington. D.C., US A. Executive Dfrector:James E. Matis, Georgetown University, Washington, D.C., U.S.A. Editor, TESOL Quarterly Editor, TESOLNewsletter Stephen J. Gales Alice H. Osman University of Northern Iowa F. H. LaGuardia Community College, CUNY Cedar Falls, Iowa 50814, US A Long Island City, New York 111-1, U.S.A. TESOL Central Office Staff Executive Director:James E. Alatis Executive Auistant:Carol LeClair Corn +don Coordinator:Rosemane Lytton Membership & Placement Services:Edmund LaClaire Field Services Coordinator:Susan Bayley Publications Coordinator:Julia FrankcNeal TESOL Development & Promotions:Aaron Berman. Box 14398. San Vrancisco, California 94119, U S.A. TESOL membershii includes a subscription to the TESOL Quarterly and the TESOL Newsletter. Annual membership rates: Regular membership, $40, Student membership (for those engaged in at least half-time study), $20; Joint membership (two-member household), S60, Institution/Library membership, $75; Commercial membership. $200, Paraprofessional, Retired, Unemployed or Volunteer membership, $20. (For additional outside the U.S., contact TESOL for amount of additional mailag fee.) Please make check in U.S. funds drawn on a U.S. bank payable to TESOL. Mail to: TESOL, 1118 22ndStreet, N.W. (Suite 205), Washington, D.C. 20037, U.S.A. Telephone: (202) 625-4589. For change of address or other information, write to TESOL.

TESOL, 1118 22nd Street, N.W. (Suite 205), Georgetown 'niversity, Washington, D.C. 20037 U S A TESOL NEWSLETTER VOL. XX, NO. 5, OCTOBER 1986 NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID Bloomington, Ill. JOU879i Permit No. 16 -110411A14-,e4Y71 Apri121 25 Fontainebleau Hilton 185 Miami Beach, Florida Lydia Stack, Program Chair Newcomer High School San Francisco, California 94115, U.SA. Vol. XX No. 6 Teachers English to*0444of btlibr;LOngualies -December 1986 Miami: Experience th International Spectrum at TESOL '87, April 21-25 by Madeleine Rodriguez, Tery Medina and Vilti la Diaz Greater Miami is different from any other warm beach stretches more than 10 miles along north of downtown. The flavor of Haiti comes metropolitan area in North America. From thethe Atlantic Ocean. If you want to do more alive in this community. Weekend flea markets, moment you arrive at the Miami International than sunbathe or swim, a two-mile beachfront brightly-colored wall murals, book and music Airport, you will be impressed by the city'sboardwalk, between 21st and 46th streets, isstores, restaurants and enthusiastic street Hispanic flavor, and by its bilingual, multicul-available for walking. Architecture enthusiasts vendors make this neighborhood an interesting tural atmosphere. Events such as Hispanicmay want to visit some of the landmark art one to visit. Heritage Week and the Bahamian Goombay deco hotels on the southern end of Miami Art lovers may visit the Theatre of the Festival are as much a part of the area as are Beach, which are currently enjoying a renais- Performing Arts which offers operas, sympho- such typically American happenings as thesance. While they have been modernized for nies, ballet performances and Broadway plays. The Coconut Grove Playhouse stases plays and Orange Bowl parade and Miami Dolphins the '80s, they retain the architectural uniqueness musicals. The Bass Museum of Art is renowned football games. While some may associate the of their '30s heyday. For those wanting to shop, for an outstanding collection of Renaissance, city with the American television program Lincoln Road Mall, in the heart of the art deco "Miami Vice," Greater Miami is much more Baroque, Rococo and modern works, as well as district, offers eight blocks of shops closed to traveling exhibits. The Center for the Fine Arts than tropical landscaping, glittery buildingstraffic. North of the Fontainebleau area is and a soaring skyline. and the Historical Museum of South Flonaa another shopping area, Bal Harbour, famous .1.:o show traveling exhibits. Miami is a multi-faceted area and one of the for its luxury department and specialty stores. nation's fastest growing metropolitan regions. Miami Beach offers dozens of dining options Across the causeways is Miami itself, where It is a melting pot of a unique group of cultures, and nightspots. A visit to the Miami Beach and a leader in international trade, banking andthere are many things to see and do. Down- institution of Joe's Stone Crab Restaurant is a tourism. Because of the many ships that sail out town Miami's new skyscrapers, luxury hotelsmust. Owned by the same family for over of the Miami seaport, Miami is also known and condominiums, and elevated transit systemseventy years, Toes speciality is delectable widely as the "Cruise Capital of the World." It reflect the city's growth as a center of interna- Florida stone crab-claws. If you have never is an energetic, creative, sophisticated metrop- tional commerce. Just west of downtown is tried them, you are in for a treat. olis, where the arts are thriving. Come andLittle Havana, a section of the city where you For those TESOLers especially interested in experience its diverse cultures, outdoor recrea- may immerse yourself in the Spanish language sampling the regional cooking of South Florida, tion, hotels, restaurants and nightlife forand in Hispanic culture. Take some time to the South Florida Cuisine Festival will be held yourself. walk on 8th Street in Little Havana. In additionin Miami on Sunday, April 26th at the Wolfson The headquarters of the TESOL Convention to a wide variety of stores and shops, you willCampus of Miami-Dade Community College, find a selection of restaurants where you may will be at the Fontainebleau Hilton on Miami Continued on page 29 Beach so a logical place to begin your explora-sample Cuban, Argentinian, Peruvian and even tion of Greater Miami is Miami Beach. A wide,Cuban-Chinese foods. Little Havana is currently redecorating and developing a Latin Quarter similar to New Orleans' French Quarter. INSIDE Other points of interest inclu-le Coconut Amateur radio in the ESL classroom, by G. Kerasiotis, page 10 Grove and Little Haiti. Coconut Grove is an Communicative writing methods culture barrier- older area of the city, settled originally in the breakers, by B. Harrell, page 17 late nineteenth century by some of Miami's pioneer families, including a community of TESOL '87 Miami new items, page 28 black settlers from the Bahamas. Many of the Affiliate News 25 Letters 20 first homes in the area were constructed with Conferences/Calls ... 21 I Mlniscules ..... 26 shipwreck lumbei. Today Coconut Grove is Intl Exchange 27 On Line 13 home and workplace to many artists. Variously It Worts 9 President's Note 2 described as quaint, classy, sophisticated, and Job Openings 30 Reviews 23 artsy, Coconut Grove is an ideal place in which Standard Bearer 15 to walk, window shop and peoplewatch. Candidates for Executive Board, page 4 More recently, significant numbers of Hai- Mediterranean Institute, page 11 New Affiliates est2bILshed, page 3 tian immigrants have come to South Florida, Core Standards/self-study, page 3 and a community called Little Haiti has 1987 UNICEF calendar, page 9 established its own cultural identity, in an area Briefly noted items, pages 3, 10, 13, 16 1 .166 TESOL NEWSLETTER Alice H. Osman, Editor +++++++++++1++++4++++++++++++ F. H. LaGuardia Community College, CUNY 31-10 Thomson Avenue Peteade(tto Wore to tie Nemegou Long Island City, New York 11101, USA We just passed the mid- year-checkpoint of information, book reviews, conference infor- our twenty-first year as ari organization and Telephone: (718) 482-5334 or mation' and reports, short articles on current momentum is gathering as -we move along classroom practices, employment notices, and (212) 663 -5819 toward our historic 'coming of age' anniversary general information. The TN is especially Editorial Staff and Advisory Board conventionTESOL '87, April 21-25, 'Miamicommitted to timely news items and updates Richard Al lwright, Universit y of Lancaster, L- Icaster, Beach. Plans are well underway for a full on professional standards and socio-political England; Charles H.Blatchiord,Fair Oaks, Califor- program of intensive professional study and nia; John Boyd, Illinois State University, Normal, concerns. Alice H. Osman is the current TN Illinois; Mary Ann Boyd, Illinois State University, information exchange, for a variety of anniver- editor and was preceded in this post by John Normal,Illinois-Mary Ann Christison, Snow College sary festivitiesand for a few deliciousHaskell, Ruth Wineberg, Richard Light and Ephraim, Utah; Andrew D. Cohen,Pontifical surprises( Alfred C. Aarons and Suzanne Hoover Catholic University of 'Sao Paulo, Soo Paulo, Brazil; It has been a privilege and a pleasure to serve Cathy Day,, Eastern Michigan University,, Ypsilanti, (jointly). Michigan Irene7Dutri, Bronx Community College; TESOL as president this year and I have CUNY, Brcnic, New York; Ronald Eckard, Western weICOMed the opportunity, through this col- Standing Committees Kentucky UniveriiN, Bowling Creea; ...Kentucky; iunn, to focus on the growth and development Nine Standing Committees serve a wide Winifred Falcon, American Language Program, range of organizational and administrative Columbia University; New York, New York; Douglas of TESOL's organizational components. Pre- Flahive, Colorado State University, Ft. Collins, vious columns have featured the AFFILIATES,functions. Seven of these committees were Colorado; Sergio Gaitin, Instituto Mexicano-Porte- the INTEREST SECTIONS, and the STAND- featured in the August, 1988, TN, and I wish at americano de Relaciones Culturoks, A.C., Mexico this time to salute the hundreds of TESOL City, Mexico; Liz Hamp-Lyons, University of ING COMMITTEES. In this issue SPECIAL Michigan, Ann Arbor, Michigan; John Haskell, BOARDS and SPECIAL COMMITTEES willmembers who have donated their time to the Northeastern Illinois University, Chicago, Illinois; be in the spotlight. work of Nominations, Rules and Resolutions, Mary Him; City College, CUNY, New York, New Awards, Publications, Socio-Political C'oncems, York; Carol 1Kreidler, Georgetown University, Editors and Editorial Advisory Boards Washington, D.C.; Linda Kunz, LaGuardia Comrnu- Professional Standards and Convention Pro- nitu Cortege, CUNY, New York, New York; Darlene "To promote scholarship" and "to dissemi- gramming over the years! Laison, American Language Institute; New Yorknate information" are the first two items in the Two additional Standing Committees were University, New York, New York' Jean McConochie, Pace University, New York, New York; CarmenPurpose statement, Article II, in TESOL'sauthorized by amendment to the Constitution Judith Nine-Curt, Universidad de Puerto flico,'Rio Constitution. Along with other programs, and Bylaws in March and will be constituted at Piedras, Puerto Rico; Robert Oprandy, Teachers TESOL's two major publicationsthe TESOL the Executive Board meeting in Miami Beach. College, Columbia University, New York, New York; These are a Long Range Planning and Policy Howard Sage, American Language Institute, New Quarterly and the TESOL Newsletterserve York University, NeW York, New York; )hard these purposes and have served them very well Committee and a Finance Committee. Schreck, University of Maryland, College Park, indeed over the past twenty years. Maryland; Use Winer, Southern 'Illinois University, Ad Hoc Committees Carbondale, Illinois. There are few more demanding jobs in all of TESOL than those of TQ and TN editor. It is In addition to the duly designated Standing Production Manager only because of dedicated service by a select Committees, the TESOL Constitution provides Lars LaBounty number of indiiiduals over the years thatfor Ad Hoc Committees to be appointed by the Pantagraph Printing TESOL publications have earned a well- President as the need for special services arises. Bloomington, Illinois 61701,,USA deserved reputation of world-class excellence. Two such ad hoc committees which have Advertising Manager Quality control was established early-on byrecently completed special projects or are Aaron Berman editors and rigorous professional standards nearing completion of special tasks are: TESOL Development and Promotions have been zealously maintained. 1. Ad Hoc Committee on International Con- P.O. Box 14396 For assistance in various aspects of manu-cerns of TESOL. Chair. Liz Hamp-Lyons. San Francisco, California 94114, USA script selection and/or editorial work, eachPurpose: To study international concerns from Telephone: (415) 697-5638 publication calls upon twenty to thirtya variety of perspectives and to make recom- The TESOL Newsletter (TN) is published six times a year. mendations to the Executive Board. Febrsnry through December. It is available only through mem- members of its Editorial Advisory Board and bership in TESOL or its affiliates. See back page for member- Editorial Staff for each and every issue. These A large and very active group of TESOL slap information. TN wt comes news items from affiliates, interest sections, Board and Staff members donate a significant members, worldwide, dedicated considerable and organizations as well as announcements, calls for papers amount of service time and energy to TESOLtime and energy to this investigative study and conference and workshop reports and general information of interest to TESOL members everywhere. A length of approxi- over a period of three or more yearsall the result has been the constitution of a major mately 300 word: is encouraged for those items except for toward the purpose of maintaining the highestExecutive Board Sub-Committee to carry on conference announcements and cats for papers which should not exceed 150 words. Send two copies of thrse news stems to level of professionalism in TESOL publica- with this work. (See item below.) the Editor. tions. I urge you to tbink about the full scope Longer articles on issues and current concerns are also 2. Ad Hoc Committee on Public Relations. solicited, and articles on classroom practices at all learner levels and impact of their work and the Editors'Chair: Curtis W. Hayes. Purpose: To set up two and ages are especially encouraged. However, four copies of these are required as they are sent out for review by members workall volunteer workthe next time yousub-committees, one to develop a brochure to of the Editorial Staff and Advisory Board before publication pick up a copy of the TQ or the TN. outreach to the wider educational community decisions are made. Longer articles are limited to IMO words or five typed double wam pages. In preparing the manuscript, 1. The TESOL Quarterly (4 issues per year). and the public (co-chairs: Lynn Henrichsen and authors are advised to follow the guidelines found in the Roger Winn-Bell Olsen) and one to develop TESOL Quarterly.AA _copyof the guidelines may also be The TQ is a professional refereed journal that requested from the TN Editor.) publishes articles on a variety of topics ofplans for TESOL's 21st anniversary celebra- Authors who wish to contribute to special sections of the TN are advised to send two copies of their items directly to the significance to those concerned with learning,tions (co-chairs: Adelaide Ile, le and Margaret editors in charge of those pages. Affiliate and Interest Section teaching and research as related to English as a Van Naeisen). In addition to these projects, News: Mary Ann Christbon, Snow College, Eplsim, Utah 84827: Book Reviews: Ronald Errand, Western kentucky second or foreign language and to standardwhich are nearing completion, the general UniversityBowling Green, Kentucky 42101; International Ex- public relations nP, 3s of our organization were change:Liz HampLyons, English Composition Board, English as a second dialect. The TQ is University ofMichigan, 1025 Angell Hall,AnnArbor,Michigan especially committed to publishing manu-investigated and recommendations reported to 48109;It Works: Cathy Dag, Eastern Michigan Universityy, scripts which contribute to bridging theory and the Executive Board. Ypsilanti, Michigan 4819TOnLiner Richard Schreck University of Maryland, University College, College Park; practice in our profession. Stephen J. Gaies is Organizational Committees Maryland 20742; Miniscule:: RotundSage, 720Greenwich the currPnt TQ editor and was preceded in this Street (41).New Y orkNY 10014Standard Bearer (employ- Throughout the twenty years of TESOL's ment issues): Carol Kreidler, School of Languages and post by Barry Taylor, H. Douglas Brown (an Linguistics, Georgetown University, Washington, D.C. 20057. interim editor), William Rutherford (an interimhistory the need periodically has arisen for key Advertising ratesand informationare available from Aaron organizational structural work. Special corr- Berman, TESOL Development and Promotions. See address editor), Jacqueline Schachter, Ruth Crymes, and telephone number abow,-. For information on submitting Maurice Imhoff, and Betty Jane Wallacemittees of this kind have included Constitu- job notices, see job openings pane. tional Revision, TESOL Quarterly and TESOL Deadlines for receiving copy: Newsletter Editor Searches, Long-Range December 15thfor the February issue January 31st for the April issue 2. The TESOL Newsletter (8 issues per year). Planning, and Structural Re- organization. April20thfor the June issue The TN is a professional pub;ication that Two six- vial organizational committees of June 30thfor the August issue contains organizational netts and announce- August 30th for theOctober issue this nature have recently completed special October 30thfor the December issue ments, Affiliate and Interest Section news and Continued on next page Next Deadline: January 31stfot the April TN +++++++++++++++++++++++++++++++ 2 1 67 TN 12/86 +++++++++++++++ Three New Affiliates Established There has been a growth of affiliates outsideout to prospective members throughout Brazil. assignmeotc. or are presently carrying such the United States in the past few years. Three If you wish to contact these new affiliates, new organizations have joined TESOL in 1986 here are the names, addresses and telephone projects Cward. alone. The first one to do so, on June 10,1986,numbers of the presidents of these organiza- 1. Full-time Executive Director Search Com- was the Association of Teachers of English to tions: mittee. Chair: John F. Fanselow. Purpose: ToSpeakers of Other Languages (A.T.E.S.O.L.) A.T.E.S.O.L. plan and execute a comprehensive search for which is located in New South Wales, Australia. Dorothy Brown candidates, to review and rank applicants, and This organization of more than 400 members is P.O. Box 296 to recommend a final selected list to theknown for its annual summer institute which Rozelle, New South Wales 239 Executive Board for action. occurs in January each year. The next organiza- Telephone: (61) 818-2591/2346 This committee has just completed itstion to join, on September 9, 1986, was Honduras TESOL demanding task, and I wish to recognize and to Honduras TESOL. This new organization of Viola Guinea thank the members for their work on this about 100 members has already held an annual P.O. Box 1738 tnprecedented task: Howard Morarie, Elite conference, produces a newsletter and holds Tegucigalpa, Honduras Olshtain, Marsha Robbins Sante lli, and Peter meetings and seminars for its members. JoAnn Telephone: 504-32-5384 Strevens. Crandall, first vice president of TESOL, gave a BRAZ-TESOL 2. Transition Committee. Chair: Betty Wallace plenary address at the conference which was Robert Carrington Robinett. Purpose: To study the transitionheld in Tegucigalpa October 10-11, 1986. Rua General Carneiro needs of TESOL (during a period of inajor Finally, a new organization in Parana, Brazil Caiza Postal 505 Central Office administrative adjustment), tojoined TESOL on October 23, 1986. This new 80060 Curitiba Parana make recommendations to the Executive Board group with a membership under 50 is about to Brazil for actions, and to assist in carrying out various hold a membership drive and plans on reaching Telephone: (55-11) 264-5733 transition details. This committee has made a series of recom- 175 Endorse TESOL's Coretandards and Self-study mendations to the Executive Board and will be The TESOL publication Statement of Core ing them at the time of the endorsement, will continuing to carry out related work through- Standards for Language and Professionalnot only -,aintain the Standards, but also try to out the next year. Again, I wish to recognizePreparation Programs (also printed in the exceed them. and to thank these dedicated TESOL members"Standard Bearer," April 1E:415) has been When a program that has endorsed the for their work on this equally unprecedenteddistributed to language programs and institu- ..nandards wishes to undergo TESOL's process task: Russell Campbell and Howard Morarie. tions through affiliate efforts and individualof self-stuay, the organization's effort at Executive Board Sub-Committees requests from previous announcements in theprogram regulation, it may request TESOL's and Study Groups TESOL Newsletter. As of September 1986Manual of Self-Study for ESOL and TESOL more than 175 programs have written state- Professional Preparation Programs and accom- In order to make the most efficient use ofments of endorsement which are now on file atpanying standards and questions for their time at Executive Board meetings, a good deal the TESOL Central Office. If your program particular program (elementary and secondary; of sub-committee deliberation and study group has not endorsed,TESOL's Core Standards, wepostsecondary; 2iulh professional prepara- work is employed to carry out fact-finding, to urge you to write an endorsement and send it to tion). After a program has undergone self- organize details and to recommend al'ernatives the TESOL Central Office. study, it submits a report, noting program for action. At the present time there are two An endorsement, written on program station-strengths, areas requiring improvement and major sub-committees at work. ery, is an acknowledgement by the teachingplans for change, to the TESOL Central Office. 1. The Finance SubCommittee. Chair, Ri- and administrative staff of a program that the Please note that endorsement of TESOL's chard Allwright. Purpose: To monitor theCore Standards are standards that the staffCore Standards precedes self-study. If you finances of the organization, to consult with themembers of that program believe to bewish to learn more about the process of self- representative of what a quality programstudy, we ask that your program first endorse executive director on fiscal matters, and to adheres to. The Standards are broad state-the Standards and request the self-study recommend to the Executive Board financial ments; thus, an endorsement may at times materials in the endorsement. policy forthe organization. modify them to meet the needs and require- If you have questions about TESOL's Core 2. The International Concerns Sub-Commit- ments of the program that is endorsing them. Standards, its program regulation efforts or the tee. Chair, jean Handscombe. Purpose: To The program may or may not meet theprocess of self-study, contact Susan Bayley, study international concerns as they relate to Standards at the time of the endorsement,TESOL, Suite 205, 1118 22nd Street, N.W., TESOL policy decisions, to the work of the although it does acknowledge that they areWashington, D.C. 20037, U.S.A. Telephone: various components of TESOL, and to the final standards to which the program aspires. It is(202) 625-4569. Multiple copies of the Core report of the Ad Hoc Committee on Interna- hoped that, if the program is not currently Standards may be purchased at $1 each while tional Concerns. meeting the Standards, it will do everythingthe self-study materials (the manual, accom- In addition to these major Executive Board possible to do so. Thus, TESOL% Corepanying standards and questions) may be Sub-Committees, there are now over a dozen Standards provide the first step in program purchased for $10 US per set, the complete set EB Study Groups working on special assign- improvement and regulation. It is expected that for $30 US (the manual, accompanying stand- ments. programs endorsing the Standards, and Meet- ards and questions for the four program levels). A Final Note Fast appro- ig our 'coming of age' anniversary TESOL is an exceedingly vital and dynamic professional organization. This vital- ity and dynamic productivity did not 'just happen.' It has been, and continues to be ADULT REFUGEE ESL CURRICULUM AVAILABLE created by the individual efforts ofliterally roject Work English, a refugee program forinstructional units which contain situations, countless members who have done or are doingadults in Chicago, has developed a compe- SPECIAL BOARD and SPECIAL COMMIT- sample language forms, brief cultural notes, tency-based curriculum for two instructionaland textbook resources; special instructional TEE work, STANDING COMMITTEE work, levels: Level One Survival for beginning AFFILIATE work, and INTEREST SEC- units for the nonliterate student, list of key students (MELT Student Performance Levels competencies for measuring achievement, and TION work. 0, I, II) and Level Two General Vocational ESL Thanks! to these members who contribute performance-based achievement test. for high beginning and intermediate students The curriculum is available on a cost- their time and share their ideas for the benefit (Student Performance Levels III, IV, V). Each of our organization and our profession. level consists of three tracksnon-literate,recovery basis: Level One Survival-72 pages, semi-literate, and literate students. $6.30 (add $1.50 postage); Level Two General VESL-148 pages, $9.50 (add $1.50 postage). JOAN MORLEY Each level has an introduction explaining the program goals and approach; suggestions forWrite to: Linda Mrowicki, Director, Project using the curriculum with non-literate as well as Work English, 500 South Dwyer, Arlington +++++++++++++++literate students; a list of competencies; Heights, Illinois 60005. 7N 12/86 .168 Nominating Committee Completes Slate: CANDIDATES FOR THE TESOL EXECUTIVE BOARDANNOUNCED

The Nominating Committee, composed of D. Scott nnright, CarolKreidler, Carol Puhl, Thomas Robb and Dorothy Messerschmitt (chair), worked from April through thesummer months 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 Section Councils in March, 1986at the TESOL convention in Anaheim, California. Readers are reminded that the ballots for this election, which have beensent to all paid up voting members of TESOL, need to be returned to the TESOL Central Office no later than January 10, 1987 in order forvotes to be counted.

For First Vice President, 1987-1988 (President-elect,1988-89)

Dick Allwright Stephen J. Gaies Currently head of the Department of Linguistics and Modern EnglishProfessor of English and Linguistics, University of Northern Iowa, Language at the University of Lancaster, England, where he teaches on Cedar Falls, U.S.A. At UNI, he helped established and for fouryears various aspects of language pedagogy and second language acquisition, and also heads the department's Classroom Language Learning was director of the intensive English program. He is the coordinator of the TESOL/Linguistics Section and teaches undergraduateand Research Group. graduate courses in TESOL and linguistics. Dick has been active in TESOL since his first annual convention in Stephen was president of MIDTESOL and held several other officesin 1975. For almost a decade he co-chaired (with StephenCaies) a that affiliate. He is a former member of the TESOL Research classroom-centered research colloquium at each annual convention. He Committee and of the TESOL Quarterly Advisory Board. Since 1984, also taught at the 1980 Summer Institute in Albuquerque. He hasserved he has been editor of the TESOL Quarterly and has servedon the on the TESOL Newsletter Editorial Advisory Board, chaired the TESOL Publications Committee. Stephen is the author of Peer Research Interest Section, and is currently heading the Executive Involvement in Language Learning and has published articles and Board's Finance Croup. Dick has published widely, in TESOL reviews on a variety of topics in anthologies and journals, including the Newsletter, TESOL Quarterly, On TESOL, English Language,and TESOL Quarterly, Studies in Second Language Acquisition, On Journal of Applied linguistics, among others, mostly on his attempts to TESOL, and Th.. Modern Language Journal. He has beena plenary understand and improve language learning and teaching by studyingin speaker at several TESOL affiliate and regional meetings and has been detail what happens in language classrooms. He has servedon the a teacher trainer and consultant in a number of countries. Stephen was editorial advisory panel of the English Language Teaching Jour,.1. a middle and senior high school foreign language teacher for several Dickas taught postgraduate applied linguistics since 1969, at the years. He has an M.A. in French and a Ph.D. in English Education from Universities of Essex, California Los Angeles, and Lancaster.He Indiana University. started by teaching EFL in Sweden, at primary and adult levels, and Statement of Philosophy: As TESOL enters its third decade,its then went to Edinburgh for his M. Litt. in Applied Linguistics. He has membership faces challenges and opportunities in a field that has taught numerous short methods courses in many different countries, changed greatly since TESOL was founded. Weare fortunate to inherit and also lectured widely, often at TESOL affiliate annualconventions. a tradition of service and professionalism which has helped TESOL Statoment of Philosophy: TESOL is special asan organisation that deal responsibly with growth and change in the English language brings English language teachers and researchers together,across the teaching world. For twenty years, TESOL and its membership have world. That makes it especially importato me because in my opened themselves to new ideas, developedan impressive professional academic and professional work I have also triedto emphasize the expertise, accepted the need for diversity in pedagogical means and common ground between teachers and researchers (and learners) in ends, and recognized the importance of a professional community of their search for understanding and effectiveness. TESOL is also special English language educators responsive to differing educational needs as a major international organisation trying to serve the diverse needs of and aims. These qualities are a valued legacy, and they must guideour a worldwide p-ofession, from a base of largely U.S. individual work in the years ahead. We must continue to represent theinterests of membership, but with a massive affiliate membership worldwide. The those who teach and learn English. We need to encourage growth in all problems are considerable, especially in the context of TESOL's of our interest see:ms and affiliates and to promotean appropriate internal changes. Working on them from Britain would itself bea international perspective on the problems we face and theways in challenge (if not a new one for me), but fascinating which we solve them. We must strive to bemore effective in sharing our work with colleagues within and outside TESOL and to make more visible and productive our commitment to excellence in the teachingof English. In short, our goal must be to enhance TESOL's leadership among educators, program administrators, researchers, and policymakers.

4 JR9 TN 12/86 For Second Vice President and Convention Program Chair, 1987-1989

Andrew D. Cohen Joy Reid

U.S.Fuibright Scholar, Pontificia Universidade Cato lica de Sao Paulo, Faculty, Intensive English Program, Colorado State University. B.A. Brazil (1986-87); professor, Hebrew University of Jerusalem. M.A. in Clarke College; M.A., University of Missouri; doctoral candidate, Linguistics, Ph.D. in Education, Stanford University. Colorado State University. Contributions to TES. Member of the Committee on Professional Contributions to TESOL: Steering Committee; Editorial Search Standards, Award. Committee, TESOL Newsletter Advisory Board, Committee; ESL in Higher Education Interest Section; Public Relations TESOL Executive Board, Chair of the Research Committee and of the Ad Hoc Committee; reader, TESOL Quarterly; Executive Board, Research Interest Section. CoTESOL; annual presentations, TESOL convention. Contributions to the Profession: Member, ISRATESOL Executive Contributions to the Profession: Three ESL composition textbooks; Board; coordinator of Scientific Communications, AILA; international published research in computer/composition and perceptual learning secretary, Israel Association for Applied Linguistics; EFL teacher and styles; editor, CCHN; ATESL chair, NAFSA (conference chair, teacher trainer, UCLA; co-chair, Israel Academic Committee for ATESL, San Antonio, 1986); TOEFL Writing Exam Committee; USIA Research n Language Testing. Language Advisory Committee. Statement of Philosophy: We in TESOL are privileged to be members Statement of Philosophy: TESOL is a successful organization for two of an association that provides a model of leadership and organization reasons. First,it works hard to fulfill the needs of its diverse for other international associations. Its diverse interest sections and membership. Second, its membership responds by committing time, affiliates wo:ldwide, productive standing committees, summer energy, and talent to the organization. Both of the reasons for success institutes, quality journal, and informative newsletter all contribute in are especially visible at the international TESOI convention, where numerous ways to the teaching, learning, testing, and researching of members meet and share professional materials and ideas as well as English and other languages around the wcrld. The annual convention contribute their skills to the organizational aspects of the conference provides a key opportunity each year For TESOL professionals to meet and to the TESOL interest sections and committees. When I decided, and exchange ideas, both in academic, administrahve, and informal several years ago, to try to work with people I liked and respected, ses ions. If I am elected second vice president, I intend to see that the TESOL offered me many opportunities, planning the 1988 convention, 1988 convention will adhere to the fine tradition of TESOL with the help of other TEgners, would give me great pleasure. conventions. Living as I have the last decade far from the continental United States, I intend to bring to the planning of this convention the extensive experience I have gained in organizing meetings in other countries of the world.

170 For Executive Board Member-at-Large, 1987-90

Alice H. Osman Jack C. Richards John H. Schumann Associate professor, LaGuardia CommunityProfessor, Department of ESL, University ofProfessor and chair, TESL/Applied Linguis- College, CUNY, New York U.S.A. Undergrad- Hawaii, Honolulu, Hawaii, U.S.A. M.A., tics, UCLA, Los Angeles, California, U.S.A. uate work at University of Helsinki andVictoria University, New Zealand; Ph.D. B.A. ai:d M.A. Russian Language and Litera- Columbia University; M.A. and Professional Universite Laval, Quebec. ture, Fordham University; Ed.D. Human Diploma (TEFL) Teachers College, Columbia Contributions to TESOL: Presenter at TESOL Development, Harvard University. University. conventions since 1970, publishes regularly in Contributior.3 to TESOL: Member of TESOL Contributions to TESOL: NYSTESOL: Execu- TESOL Quarterly. since 1968, contributor to conferences and tive Board Member; editor of Idiom; confer-Contributions to the Profession: Active class- conventions at the affiliate and international ence co-chair; Publications Committee chair. room teacher, scholar, teacher and keynotelevels, contributor of articles to TESOL TESOL: staff member and editor, Conventionspeaker. Has contributed to development of Quarterly. Daily; TN Editorial Advisory Board member, both theory and practice in TESOL, with majorContributions to the Profession: Peace Corps affiliate news editor; editor, TESOL Newslet-books and articles on error analysis, second EFL teacher (Iran 1966-68); Peace Corps TEFL ter, Committee contributions to Public Rela-language acquisition, teacher training, curricu- director; ESL teacher, Waltham, Massachu- tions (ad hoe), Publications, Affiliate and IS lum development, listening and speaking, and setts; professor, TESL Program, UCLA since editors' network; reader of ^onvention ab- methodology. Over 50 articles, several ESL 1975; author of a book and numerous articles on stracts. textbook series and professional books, includ-language acquisition. Contributions to the Profession: ESOL teachering The Context of Language Teaching, in the U.S.A., France, and Finland; teacher Statement of Philosophy: TESOL is an organi- Longman Dictionary of Applied Linguistics, zation of teachers, but it has made itself a home trainer and materials developer in the U.S.A.,and Approaches and Methods in Languagefor researchers in various areas of language India, Yugoslavia; director of Adult Learning Teaching. acquisition and use. The support that TESOL Center, LaGuardia, 10 years. PublicationsStatement of Philosophy: TESOL plays a vital has given to the language research community include If You Feel L'ke Singing (co-author) role in the professionalization of the field of has been invaluable. It has enabled researchers Passport to America, Colle-ted Papers in TESLteaching English as a second language. I & Bilingual Education (co-editor), articles and to exchange ideas with each other and to believe this can be strengthened by a greater interact with teachers. As TESOL continues to reviews. Paper and workshop presentations ateffort toward increasing the links between the groo itis important thatits support for TESOL, NYSTESOL, IRA, NCTE, andtheoretical and practical concerns of the research that feeds its pedagogical goals as well FIPLV. profession. One way this could be realizedas research which is more theoretical be Star nent of Philo.mphy: In the institutions in would be through upgrading the status of the continued. The organization will maintain its whL!.. they serve, "TESOL people" are knownNewsletter by turning it into a top qualityvitality to the extent that the various groups to be effective, sensitive and caring teachers magazine for teachers, complementing the concerned with language acquisition, teaching and administrators. They are greatly admired TESOL Quarterly. I believe there is also room and use find that their ideas have a forum for their special cree-4y and energy. These for an expansion of the range of publications within the organization. characteristics have contributed directly to the which TESOL publishes. A greater variety of growth to TESOL and the intensity of itspractical publications, including classroom activities. As it approaees its 21st anniversary, materials, would give TESOI, a greater impact TESOL can take pride in unfolding the story of on the profession. its many accomplishments. Since communication has always been one of my chief concerns, am eager to seek more ways for TESOL to gather and disseminate information to meet members' various needsranging from learning new classroor.. techniques to providing data to public officials, thus enabling them to make sound decisions on matters affecting teachers and students alike. 171

TN 12/86 For Executive Board Member from Affiliate Council Slate, 1981-90

Liz Hamp-Lyons Linda Schinke-Uano Linda A. Tobin', Associate director, Endish Composition Board, Lecturer and director, English LanguageDirector, Non-credit Program Operations, and assistant professor of English, University of Programs, Northwestern University, Evanston, LaGuardia Community College, CUNY, New Michigan, U.S.A. Certificate in Education, Illinois. U.S.A. York, U.S.A. B.A., Indiana University of Leicester; Advanced Diploma in TEFL, Master Contributions to TESOL: Editorial Advisory Pennsylvania; M.A., Teachers College, Colum- of Education in Language in Education, Board member, TESOL Quarterly; Nominat-bia University. Exeter; Ph.D. candidate, Edinburgh. ing Committee chair; associate director, 1982Contrib ,tionsto TESOL: NYSTESOL: Contributions to TESOL: Chair, ad hocTESOL Summer Institute; chair, ESL in member of Nominating Committee; ad hoc Committee un Liternational, Concern; Nomi Bilingual Education Interest Section; member, committees; presenter, TESOL: member of nating Committee member; TESOL Newslet- Resolutions and Sociopolitical Concerns Com- Committee on Professional Standards; chair, ter Editorial Advisory Board member and mittees. For Illinois TESOL/BE: president, 1stSubcommittee on Bargaining Organizations; editor of the International Exchange page; and 2nd vice president, member and chair oflocal co-chair, 1981 Summer Meeting; IS Affiliate Council member; convention presen- numerous committees. Frequent presenter at coordinator TESOL '81; TESOL Newsletter ter; paper proposal reader; member of Teach- affiliate, regional and TESOL conventions. contributor; presenter. ing Educatior IS. Founding secretary, TESOL Contributions to the Profession: SelectedContributions to the Profession: ESL/EFL Scotland. publications include: associate editor, Every-teacher, teacher trainer, administrator, curricu- Contributions to the Profession: Co-author of day American English Dictionary and Diction- lum developer, intercultural communication Research Matters and Study Writing; articles ary of American Idioms; author of "Foreignconsultant; ESL elementary school program and reviews in journals and collections. Language in the Z!ementary School: The Stateevaluator, 'look reviewer, invited speaker on Conk_ ence presenter in Britain, U.S.A. and of the Art" (CAL Language in Education numerous occasions, PC/Korea volunteer and S.E. Asia. Teacher, administrator, materials series), Vocabulary Games for English Lan- trainer. developer, teacher educator in England,guage Learners, and various research articles;Statement of Philosophy: At this point in the Greece, Iran, Malaysia, U.S.A., Scotland, and co-author of Campus English. Experience as history and development of TESOL there is a as a language testing consultant. Interests: classroom teacher, teacher trainer, administra-need to promote globally the professionalism writing, inservice teacher education; EAP/ tor and program evaluator. Consultant in ESLof our various fields of practice. As a growing, ESP; crosscultural communication. and bilingual education in Puerto Rico, Spain, diverse, and international organization, TESOL Statement of Philosophy: Why do you and I and 15 states in the U.S.A. is in a key position to introduce government, belong to TESOL? Because we see something Statement of Philosophy: TESOL at twenty- business, and other educational and research in itfor uswe take something out of it.one is much like an individual at his or her disciplines to our contributions and to educate Through publications, international, nanonal,twenty-first birthday: mature from past expe- them to the vital roles TESOL professionals regional and local conferences, affiliates and rience, yet having to cope with new challenges play. Additionally, at this point it is necessary interest sections, we identify ourselves as not previously imagined. One of the challenges for TESOL to examine the conditions under members of a professional community; wefacing TESOL is that of the diversity of needs which TESOL professionals are employed and become friends. What we take front TESOL of the affiliates, whOher the result of differen- function and to provide the membership with a others have given. TESOL gives so much, to ces in size, location, educational systems, gov- mechanism through which professional con- teachers and through them language learners in ernmental policies, or social structures. Ifcerns can be voiced. Affiliates, with their all parts el; the world and at all levels of society; elected to the Board, I would strive to see that intersecting communication networks, have a I would like to see it reach out wider, toaffiliate needs are recognized and met, thus critical role to play both in promoting TESOL teachers with few professional contacts andassuring that TESOL in'ts twenties would globally and in identifying and communicating resources, teachers geographically, culturally continue to be a truly representative profes- professional concerns to the organization. As a or socially separated from the richness f have sional organization. member of the Board I would work to insure been privileged to take from TESOL. I would that the above are made a priority and that the be privileged !^ give to TESOL in my turn. affiliate voice is heard and its networks used.

172 TN 12/86: 7 For Executive Board Member from the Section Council Slate,1987-90

Cathy Day John Higgins Kay T. Payne Associate professor of ESL/TESOL, Eastern Lecturer in ESL, School of Education, Univer-Project coordinator and assistant professor of Michigan Uri' rersity, Ypsilanti, Michigan, sity of Bristol, United Kingdom. B.A. Oxford, Speech-Language Pathology, Howard Univer- U.S.A. College of William and Mary; 1962; PDESL Leeds, 1983; Diploma, Linguis-sity. B.A., William Smith College; M.S. and M.A.,.Teachers College, Columbia University; tics, Cambridge, 1975. Ph.D., Howard University. Ph.D., University of Illinois. Contributions to TESOL: Presenter at conven- Contributions to TESOL: Associate chair and Contributions to TESOL: Past chair, Commit- tions 1969, 1983 and 1984; featured speaker chair, SESD Interest Section; presenter at tee on Professional Standards; associate chair, 1986. Founding member of CALL InterestTESOL co, rentions. TESOL '85; TESOL Newsletter Advisory Section. Board, editor, "It Works"; vice president, Contributions to the Profession: Grant writer president, member of Board, MITESOL; Contributions to the Profession: ESL profes-and administrator for training projects in Lxecutive Board, program chair, PRTESOL; sionarsince 1963, with experience of classroom communication disorders and cultural/linguis- local assistant chair, fire Midwest Regional. teaching, teacher training, ESP and syllabus tic diversity; originator and coordinator of and materials design, and direction of teaching postdoctoral program for same. Member of Contributions to the Profession: ESL teacher, centres. Worked in Thailand, Norway, Tanza- American Speech-Language-Hearing Associa- Peace Corps, Peru and New York; PC trainer, nia, Turkey, Egypt, and Yugoslavia. Spent tion, National Black Association for Speech, language, cross-culture, and teacher training; 1968-69 in U.S.A. as visiting assistant professor Language and Hearing, and Council for ESL teacher Catholic University, Ponce, PR; at Arizona State University, with involvement Exceptional Children. Consultant to Washing- materials developer for vocational Educators in VISTA program. British Council officerton, D.C. nnard of Education and U.S. concerning LEP students; presenter at state, 1971 -88. Publications include articles on Department of Education. Publications include regicnal, international TESOL conferences,grammar-teaching, pronunciation, testing, article!, and boo). chapters on broad issues of workshops for local school districts. language labs, and CALL. Books: Guide to sociolinguistics and communication disorders. Language Laboratory Material Writing, Com- Statement of Philosophy: I believe that the Statt ment of I'hilosophy: I am proud to be a TESOL organization is only as strong as its puters in Language Learning (with Tim Johns), and Language, Teachers and Computers member of TESOL because of the broad scope individual members, and that the role of the of its concerns and membership. However, Executive Board is to take care of the interests (forthcomin7). Assistant editor of System and editor of special CALL issue, 1986. there is a population whose needs have just of the membership -in all of its diversity. The begun to be understood by ESL teachers, that coming years will be of great importance to the Statement of Philosophy: New technologies in is, handicapped individuals who are speakers organization. Can we address the complex classrooms act as a kind of mirror; they let usof other languages and nonstandard varieties of variety of needs and concerns of individuallock at ourselves. If what we were doingwas English. For these populations, TESOL can members, from elementary school teachers tobad, doing it with technology will be worse,play an advocacy role, as well as an instruc- second language acquisition researchers? Can and we will know it.In times of changetional role through the understanding and we equitably distribute the financial responsi- teachers need flexibility, a willingness to ask appreciation of their needs. As a speech- bilities when our membership resides in sites questions and to Fsten to all the answers. We language pathologist, I will bring an interdisci- with totally different standards of living? Canshould see ourselves not as authorities but asplinary perspective to TESOL. As TESOL we continue to grow and change? I believe we advanced learners, helping our students toexpands its scope, alliances with other disci- can do all of these things with the active catch up with us. Professionalism does not just plines and professional organizations will be support of each of the members who have mean initial training and fixed standards; itnecessary. This will have a positive and given so generously of their time, talent and means responsiveness, w'!ingness to experi-reciprocal effect on TESOL and other profes- energies in the past. I believe that the future ofment, and effective communication. These are sionals. TESOL should offer its knowledge and TESOL is bright given the fact that we are the qualities I will try to bring to the TESOL practices to other professionals, and encourage dedicated professionals who are as JohnBoard if I am elected. membership to professionals in other disci- Haskell sap:, "genuinely nice people." plines. We have much to offer toward understanding handicapped individuals in culturally diverse populations. .173

8 TN 12/86 size (8g" x 11"), but larger sizes work better However, even a larger poster will require a few moments of study ifit contains much detail. Be sure to allow a short time for just looking before asking for student responses to a photo. Color photos generally are more Most of us agree that visuals in our classes certainly are a useful resource. Ms. Schoener's effective as well, but the real key to poster suggestion not only includes some ideas for utilizing pictures of scenes familiar to our students, but selection is content powerful enough to cause also a list of sources for these types of pictures. I hope that those of you not familiar with any of reflection and a desire to explain and discuss. these resources take advantage of them for your own classes. Many excellent posters are available at low cosi. from a number of non-profit organiza- The Third World Student as Teacher tions, and the money spent on such materials often benefits development in the Third World by Wendy Schoener or advocacy for its people. The best poster Bunker Hill Community College and sources I have discovered are listed in the University of Massachusetts, Harbor Campus, Boston appendix. Poster sources perhaps already available to teachers are large-format maga- Most language teachers agree that whenabout the people in A. Discussion of social zines, such as Life, although appropriate photos students are highly motivated to impart reality flows naturally from simple description from such a source will be relatively tare. information in a target language, they are matwhen, for example, a peasant depicted withNational Geographic, though smaller, often successful at learning the language. Teacherstwo little girls is wizened enough to stimulate contains useful photos. The work involved in can help put students in the "imparting debate over whether he could be their father or building a collection of Third World photos is position" by soliciting information in areasgrandfather. more than compensated for by the rich..ess of where students are more knowledgeable than Following is a student-dictated story about apossibilities that unfold with their use. people from outside their culture. Many poster from Cultural Survival (address listed in 3 strategies toward thus end are common in ESL appendix) of an Indian girl sitting in a hamoc. It About the author:Wendy Schoener has taught at both classes, such as asking students about customs, was presented to the students with the request community education centers and colleges in the Boston area since 1981 She is currently an instructor in a VESL program at proverbs, or superstitions from thcir countries. that they tell a story about the picture. (Some Bunker Hill Community College and an instructor of ESL at Other popular strategies include use of visualsvocabulary assistance was provided, e.g. the University of MassachusettsBoston. and props: Cuisinaire rods, family photos and hamoc.) functional or decorative objects from the APPENDIX: SOURCES FOR THIRD WORLD VISUALS students' cultures provide a platform for Her name is Cadidia. She's an Indian. She New Intemationast. 113 Atlantic Avenue, Brooklyn, New York lives in Bolivia. She's sitting in a hamoc. 11201 (Publishes a beautiful postersized calendar with color photos imparting information. from a variety of Third World countries. An excellent source. $1000 One particularly fruitful visual strategy is the She's about six years old. She looks very per calendar. These go fasttry to order early in the year.) use of large pictures of Third World scenes Io dirty. She's looking at something interest. Cultural Survival. II Divinity Avenue. Cambridge. Massachusetts ing. Maybe she's looking at a strange 02138 Telephone. (817) 495-X182 (Currently offers six posters of generate narration and discussion. T use of indigenoo people. Posters are $500 each, plus $1.50 postage and such posters is effective in lower level and person. She's hungry. She's poor. She's thinking about her family. She has a big handling for mail order.) literacy classes using the language experience Oxfam America. 115 Broadway, Boston, Massachusetts 02116 approach: the teacher shows the class a poster family. Her parents are farm workers. Telephone: (817) 482.1211 (Catalog of resources and posters and asks some questions to prompt some When she is 16 years old, she will have available. Contact the Education Department for more information.) educated guessing about its content. Then the beautiful hair. She will work. She will be Amnesty International. 1657 Massachusetts Avenge. Cambridge, class is asked to tell a story about the scene married. She will already have two chil- Massachusetts 02138 Telephone (817) 547.9235 (Offers posters dren. Maybe she will be richer than her mostly graphicspertaining to the organization's work. Price range depicted. As students take turns contributing is $3 to t5 ) parents. sentences to the story, the teacher can either Information Center of Children's Culture. U.S. Committee for tape record or write down what is said for later UNICEF, 331 East 38th Street. New York. New York 10018 This story was used in a high beginner class. Telephone. (212) 888-5522 X470 (This organization has a large photo type written transcription. The transcribed Besides generating class discussion about the library virrying mostly 8 x 10 inch photos of children around the story can become the basis of a variety of plight of the South American Indian, the story world. Some photos are sent free. Others are sold for $3 each. lessons, depending on class level. A literacy was later the basis of a lesson in simple sentence Requests by letter are handled according to the stock of photos on class would benefit from reading its own story. hand and should include a description of any put Kolar: desired (i e.. combining. photos of refugee camps, specific countries). The organization With higher beginning levels, a writing lesson in Poster selection is not difficult. Pictures depends heavily on contributions and therefore suggests that simple sentence combining could be developed should contain one or more persons in a third payment over the price of picturesminimally to cover postagebe from the story. At still higher levels, posters can Y. orld setting. Although more varied work can sent with an order.) be used in conversation classes or to reinforce Refugee Magazine, United Nations lligh Commission on Refugees be done with action shots, many of the posters (UNIICR) 1718 Connecticut Avenue, NW, Washington. D C. 20009 particular grammar points. Students are able, I've successfully used have been of people Telephone: (202) 367.8548 (The magazine is available free to for example, to use appropriate modals for posing for the camera. Of course, like all good institutions and individuals working with refugees. It contains many conjecture: "He might be stopping the water," portraits, these have had the merit of using useful full.page color photos, about 8 x 11 inches ) one student offers, commenting on a picture of UNIICR. Public Information Section, Palms des Nations, CH-I211, faces thattell stories by themselves. The Geneva 10. Switzerlanxi. (Posters of refugee camp scenes are a man opening a simple irrigation system. "No, smallest posters I have used are standard paper he must be sending the water to the fields," available. $12 for a set of 12 posters.) corrects another. The obvious advantage of using pictures of Third World scenes is that students often understand more about the contents than the 1987 UNICEF WALL ''r !6VValltOeridar.6987,,,.--ar-fAr' teacher does, so they are genuinely able to step CALENDAR into-le teaching role. My students have taught me go identify kerosene sellers and jewel Wouldn't you like to display a colorful 1987 polishers, indigenous types of fishing boats, UNICEF Wait Calendar in your home, office cases of malnutrition, and rice harvests. or classroom? Students work with consistent interest at The calendar is published by the U.S. explainingto both the teacher and students Committee for UNICEF and focuses on t:ie from other countrieswhat they know about activities and aspirations of young people the the scene before them and what they can guessworld over. Lively illustrations depict children working, playing and celebrating with family and friends. The calendar also lists hundreds of national, religious and family cele- rations from around the world. plus $1.00 for postage and handling. To place Proceeds from the sale of this calendaryour order, please send your check to: Wall support UNICEF-assisted programs in moreCalendar, Information Center on Children's than 100 countries, promoting UNICEF's Crltures, U.S. Committee for UNICEF, 331 global campaign for child survival. Eat 38th Street, New York, NY 10016, U.S.A. 'ThewnUNICEF Wall Calendar is $3.50 (Allow fotn weeks for delivery.) TN 42/8,6 .174 9 teaching tool for me. It can do the seemingly Amateur Radio in the ESL Classroom impossible: it has brought the classroom out of by George Kerasiotis its little corners in Brooklyn and Manhattan and New York City Board of Education has brought little corners of America and its people into the classroom. The t,,acher of English as a second languageto converse confidently on the air. As it turned Abend the author: In addition to teaching FSL and bring a ham mho (ESL) is faced with a difficult problem. How operator, George Kensiotis is an orl painter and recently had an ealibit of out, much more than English practice with his paintings at the Belanthi Gallery M Brooklyn Other ESL/ hame may does he get English language students horn native speakers was going on: an exciting wish to write to him eaS Eleventh Street, Brooklyn, NY 11215, US A ethnic communities out of their respectivecultural exchange was taking place. In one communities and make them aware of the fact instance, one of my ESL students from Egypt that Brooklyn and the Lower Eastside are not was talking to a man in Youngstown, Ohio, and the only places in America and that there are 49 he asked him, "What's your favorite food?" The other states outside of New York, complete man replied, "Bacon and eggs." He then asked with regional accents, speech patterns, and the student the same question, and the student customs? from Egypt replied, "Falafel and shishkebab." LANGUAGE OF THE AIR FORCE Unfortunately, the ESL teacher can notTotally perplexed, the man from Ohio asked Publication of Francis Cartier's ESP text, The charter a jet and fly his students down South to the student to describe those two Middle Language of the Air Force in English, has been practice English with our neighbors in the land Eastern delights and there ensued a conversa- discontinued by Regents Publishing Company. of Dixie or to our friends M the Midwest; but if tion which benefitted both the ESL studentHowever, it is still being used, e.g., by foreign a teacher can not bring the classroom to other from Egypt and the American from Youngs-air force training programs. Requests for parts of America, why not bring other parts of town, Ohio. licensing to reproduce it should now be America into the classroom? This experiment with amateur radio in theaddressed to CASCommunicating, 1029 Forest That is exactly w' at Joe Fairclough and I ESL classroom has proven to be a valuable Ave., Pacific Grove, CA 93950-4814. did. We are both teachers in the New York City Board of Education System. Joe teaches ESL to 7th and 8th graders on the lower eastside of Manhattan, and I teach ESL for the Adult Basic Program at one of its sites in Brooklyn. But we have more in common than teaching ESL; we are both amateur radio operators, better known as 'hams." Not to be confused Be a Part of the American Scene with CB radio, ham radio enthusiasts, licenced by the Federal Communications Commizion, are able to talk to people all over the world. I was inspired by Joe Fairc lough who, with Board of Education approval, incorporated amateur radio into his curriculum several years ago. He teaches in a disadvantaged area where absenteeism is high and motivation is low, and ham radio is a way to keep his students interested and in school; on the other hand, I teach highly motivated adults who lack the opportunity and sometimes the confidence to get out of their ethnic communities and experience the American mainstream. On May 22, 1986 Joe and I put our hobby to Campus English se*.Finding A Job in the Book of Forms use in the ESL classroom. With radio gear set Linda Schinke-Llana United States bruisa Rogers. Eh. D. up in each classroom, one in Brooklyn and one Dennis 7?rdv JoanE. Friedenherx Ph.D Practical approach to filling Curth N Bradley. Ph.D. in Manhattan, our students were able to Ideal speaking text for out the essential forms of beginning ESL/EFI. students The one book newcomers to today's complex world. Avoid attending or who plan to the U.S. cannot afford to be errors, delays and the poor attend an American univer- without. Indispensable guide impression caused by sity or college Dialogues. for non-native English incorrectly completed forms. photographs and realistic speakers baffled by the Written at a fifth grade level activities are provided with process of finding and with clear explanations and instruction that focuses on keeping a job in the United specific instructions for basic vocabulary, language States. Clear and simple filling out each form. uses and grammar essential approach for job hunting. Contains reproduction. if the to university life. Provides a interviews, and resume actual forms for create. wealth of cultural information preparation, and includes usefulness. to assist international stu- advice from the U.S. Softbound dents both on campus and in Department of Labor. the surrounding community. ISBN #0.8142. 5325 -I $4.95 Softhound Softbound ISBN #0. 8442-6686-8 $6.95 ISBN #0. 8442-7448-8 $9.95 Geoige Kerasiotis (center) with Egyptian, Japanese and Hispanic students at the Dr. White Community Center in Brooklyn, New York, spring 1986. To order books NOW call TOLL-FREE 1-800-323-4900. communicate and practice English with each (In Illinois, 1-312-679-5500). FREE catalog upon request. other via radio, thus linking the Adult Basic Program with the regular day school in a learning experiment which bridged the generation gap. During the latter part of the experiment, several ham radio operators from different National Textbook Company parts of the country participated with my 4255 West Touhy Ave., Lincolnwood, IL 60646-1975 students in Brooklyn. I had reviewed basic NI= TOLL FREE: 1-800-3234900 (In Illinois 312-679-5500) information questions such as "Where do you live?" and "What's your favorite TV show?" the BR1655 day before so that the students would be able 10 I 75 The Mediterranean Institute: an Exciting Stylistics and Poetry Teaching Observation International Forum Grammatical Concepts for Language Teachers by Alan Reeves Language and the Professions English for Specific Purposes The latest news on the TESOL/IATEFL University New York; H.G. Widdowson, Peter Language, Culture and Curriculum Summer Institute sounds very exciting. TheSkehan, Ro'er Flavell, Peter Hill and Ken Options and Consequences in Teaching organisation of this important event, which we Cripwell from the University of London ESL announced in our October issue, has entered its Institute of Edwation; Peter Strevens from The Instructed Second Language Acquisition final stages and the proposed programmes Bell Educatimal Trust, Cambridge; Anthony The Teaching of Literature to Non-Native clearly show the international flavour of the Howatt and Alan Davies from the University of Speakers of English event, and the extent of cooperation between Edinburgh, Department of Linguistics; Chris Reading internationally recognised specialists, offering a Brumfit and Rosamond Mitchell from the A Writing Practicum wide ranging selection of compleme ary University of Southampton, Department of Education; John Swales from the University of Communicative Language Teaching courses related to English Language Learning Classroom Research and Teaching. The event is already generating Michigan, English Language Institute; Diane Larsen-Freeman from the school for Interna- Testing and Evaluation a great deal of interest and enthusiasm from tional Training, Brattleboro, Vermont; Chris - Computer Assisted Language Learning both speakers and prospective participants toph ^t Candlin from the Lancaster University, Actors' Studio, or Reading Aloud Revisited alike, and we are anticipating that Barcelona '87 Linguistics and Modern English Language Culture and Language will be the venue for a very worthwhile ex- Department; Mark Clarke from the University Both the General and Special Programmes perience for all concerned. of Denver, Colorado; Rod Ellis from Ealing offer opportunities for making contact and The main innovation in the 1987 Summer College of Higher Education, London; Ga- exchanging views with participants of different Institute is, of course, the inclusion of a Special briella Pozzo from IRRSAE, Torino; Luisanationalities and from different courses; Programme, conceived in response to the needs Pantaleoni from Liceo Scientifico Enrico consequently one day a week will be devoted and interests of teachers working in Spain, inFermi, Bologna; Norman Whitney, editor ofto shorter lectures, talks, discussions and other secondary, tertiary, and adult level education.the English Language Teaching Journal (011P); activities, varying in their degree of formality. This programme will offer courses in SecondTim Johns from the University of Birmingham, All courses will carry credits, awarded by Language Acquisition, Written Discourse and ELR Department; Joyce Valdes from theT^achers College, Columbia University. The Reading, The Discourse of the Spoken Lan-Language and Culture Centre, University of Mediterranean Institute brochure is now guage, and Observation. The courses haveHouston; Teresa Pica, University of Penn- available. It contains complete information of purposely been structured interdependently, so sylvania. interest to those who would like to be part of that while specialising in certain areas the Areas covered in the General Programme the Mediterranean Institute in Barcelona, 1987. participant will also appreciate the relevance ofinclude: The organisers are expecting applications from the other courses to his or her professional ac- Language Teacher Education all over the world, and as they have to put a tivity. The Comprehension-Communication practical limit on the number of places, the The Mediterranean Institute Staff will in- CycleA Practicum message is "Write Nowl" clude the following speakers: An Integrative Approach to Materials Brochures and Enrollment Forms are avail- John Fanselow, Gay Brookes and Robert Design able f; om: E.P. Mills, ESADE, Av. de Pedralbes Oprandy from Teachers College, Columbia The Language Learning/Teaching Processin, 08034 BarCelona, Spain. Tel.: 93403-8404 TESOL-IATEFL Children and ESL: Mediterranean Institute Summer 1987 N A unique opportunity for learning and exchange of ideas for teachers of English to be held in D-mEcoGI.DRAe,T1-PEcTivEs NG BARCELONA July 6-31 "We are writing to Two Options: ,classroom teacher's, both A broad range of courses of interest to all practising teachers of English mainstream and ES1., to as a foreign or second language around the world. or those who educate A specially-designed plan for those involved in teaching in Spain. classroom teachers, and to I those who study teachers COLLABORATING INSITTUTANS: and children working ESADE (Barcelona)Teachers College Columbia University (N.Y.) together in the University of London Institute of Education classroom." COURSE DIRECTORS: Edited by:Pat Rigg and 3. Fanselow, P. Strevens, H. Widdowson D. Scott Enright

FACULTY INCLUDES: Articles by: CourtneyCazden, G. Brookes, C. Brumfit, C. Candlin, M. Clarke, K. Cripwell,A. Davies, R. Ellis, ). Fanselow, Sarah Hudelson, Flavell,C.Hill, A. Howatt, Tjohns, D. LarsenFrecman, it Mitchell, R. Oprandy, L Pantaleoni, Pat Rigg, G. Pozzo, T. Pica, P. Skehan, P. Strevens, ). Swales, ). Valdes, H. Widdowson, N. Whitney Carol Urztia and D. Scott Enright INFOR NATION FROM: S10.00members. E.P. Mills S12.50non-members. plus S1.50 ESADE postage Av. de Pedralbes, 60 ESOL Toad:ors of English to Speakers of 08034 Barcelona ZT Other Langusiges Spain Suite 205, 1118 22nd Street, NW, (Tel. 93-203 64 04) Washingto. D.C., U.SA. 20037

1§/86 176 11 C.H.L.L. Digest

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Name Tel. no ( ) Office hr' School Course title Address Enrollment. Decision date City Present text State Zip 1TN886 Return coupon to: Longman Inc. Dept. P 95 Church Street White Plains, NY 10601 Longman::: J 1-741- 12 TN 12/86 assists the student in writing the compositior. with prewriting programs Text-critiquing programs are something quite different from word processing programs (although they include word processing) and need to be This month's On Line is the second of a two-part series on using word processes to teach ESOL chosen according to your method of teaching Composition. In the first part, Gayle Berens suggested why it may be a good idea. In this secondwriting. part, she talks about disadvantages and draws conclusions. Responses to this two-part series arc If you decide to use a text-critiquing pro- strongly encouraged. R.S. gram, you have to remember, and remind your students, that just because the computer provides a suggestion for change, it does not Using Word Processors mean that the change should be made. It is ultimately left to the writer to decide if the in the EFL Composition Class change would make the composition better. Part II Text analyses are based on structure only. They do not deal with content per se and therefore by Gayle L. Berens any change the computer suggests will not Georgetown University improve the contentwhich might b^ the area in which the student needs the most help. The danger is that it may lead the student to believe Using a word processor for EFL instruction with cohesion. Von Blum & Cohen (1984) that the superficial changes he makes at the is not without its disadvantages. First, the noted that "... some students produce more suggestion of the computer are all he needs to student has to known hcw to type. This is not a rambling papers that are noticeably less well do t' improve his composition. problem for some of our students, but for many organiml than their written work precisely Some of the problems associated with using whose language uses a different alphabet, this because it is so easy to type away using a word word processors are being taken care of as new can be a real handicap. processor without the usual concerns about programs are being written. For example, to Second, many of our students do not know errors in style and mechanics. Also, because the avoid the problem of losing documents, how to use a computer and do not even know word processor prints out clean drafts without WANDAH has a special feature what word processing Is. Therefore, we must a finished appearance, students may be less which allows the user to call back something he educate them on fundamental principles of the inclined to view the work as in progress and has deleted. It also makes it more difficult to technology itself. Naturally, this does not have therefore may be less likely to want to change it erase a document than many other programs (Van Blum and Cohen, 1983). to be an in-depth look at computers, but should significantly." As the technology improves and we learn be adequate enough for them to understand We cannot forget the student as writer. There are many students who find writing to be afrom inadequacies, more and more useful basic workings of the machine. This is impor- programs will be available for our use in the tant for their confidence in using the computer, difficult, painful process. The computer may not alleviate this problem; in fact,it may classroom. Soon enough choosing whether or as well as protecting the computer itself. not to use computers probably will not be an Third, the student may be afraid of the increase the student's dread of writing. If he has to deal with writing itself AND an unfamiliar, issue. But what will always remain is the computer. Native speakers and nonnative problem of "thinking and planning strategies speakers alike, typists and non-typists, some- intimidating machine, it may turn him off completely. that will make the technology work for them" times have the feeling that if they touch a (11alpeo and Liggett, 1984). In our haste to be computer something dreadful will happen. Or This is not meant to discourage teachers from using word processors; it is simply intended to technically op-to-date, we cannot afford to sometimes a student may not be afraid of the forget those fundamental needs. computer, but may simply not bo interested in make them aware of the potential problems word processing. He may feel it is a waste of and to plan for them before beginning a new About the author: Gayle Berens P. a doctoral candidate and program. Many can be avoided by careful teaches ESI. writing at .tleorgeturrn University. Iler article is time and not important to his learning English. based on her experiences in wing word processors in her Like all new users, the EFL student will planning of the composition class. writing classes. Depending on the particular situation, it may experience :rustration when actually learning References be best not to require students to use the to use the word processor. For example, with Halpern, Jeanne W and Sarah ISggettComputers and computer. This will allow those students who many programs it is very easy to permanently Composing. Carbondale, IL Southern Illinois University are afraid of it to focus on writing and not on Press, 1981. erase a document without really knowing what their anxiety aervut learning to use the compu- Von Blum. Ruth and Michael E. Cohen. -WANDAIL Writing. Is happening. Some beginners do this on a Aid AND Author's Helper- in The Computer in Co mpontion ter. Encourage use, but don't require it. Instruction, William Wrench. Urbana. IL NCTE, regular basis. Th Is sort of frustration from Eventually, students who see the attractive Wrench, William. The Computer te 7omporition instruction: A learning to use a word processor can sometimes finished products of their classmates may Writer's Tool. Urbana. IL NCI I981. be overwhelming and make the student feeldecide on their own to learn how to use the even more helpless than he may already feel word processor. simply by being in a foreign country speaking Also, remember that the ...Pord processor is an unfamiliar language. simply a tool and nothing more. Emphasize The writing process itselfis also a very that. If you have a compute, lab available, use important consideration. If a student actuallyit to teach the students the basics ab:Ait the sits at the computer and composes rather than computer and the wrrd processing program, SCHOLARSHIPS AVAILABLE FOR just types hi what he wire?. earlier in longhand, but go back to the classroom to teach writing. M.A. IN BILINGUAL/ESL STUDIES he may feel constrained by having a maximum If you continue to teach your course the way of 24 lines of text available on the screen at one you taught it before you introduced word The University of Massachusetts at Boston time (or 12 lines of text if double-spaced). It processing, the students will presumably focusGraduate Program in Bilingual/ESL Studies is may make it even more time consuming foron the content of the class and not on thepleased to announce the Interactive Video him if he has to continually scroll back and novelty of using a computer. Naturally, there Language Laboratory (IVLL). reread what he has written. If he does not scroll will be plenty of excitement about it, especially Laser videodisc players controlled by the back, he may make more of the same mistakes in the I;inning, but that will probably IBM PC and Apple II family are being he makes when writing longhand, particularly decrease after the student is well-versed in the employ d in the development of innovative program. (This recommendation is made withlar.guage instruction materials. In addition. the assumption that compeers are available to graduate courses in Instructional Design for th.b the students outside of classtime.) state-of-the-art medium are offered through It is also very important that the instructor the Program. consider in detail what he wants to use the Full scholarships are available for eligible computer for and find the software to accom- master's degree candidates wishing to special- modate his needs, This means making a ize in the design of computer assisted language decision about whether to use a simple word instruction. For more information, contact: Dr. processing program or to use a writing pro- Denaldo P. Macedo, Bilingual/ESL Studies, gram, such as WANDAH, Writer's Helper, University of Massachusetts/Boston, Harbr Writer's Workbench, or SE 'N. which actually Campus, Boston, MA 02125.3393, U.S.A. analyzes aspects of the c ....dosition and/or Telephone: (817) 929-8349 or 8310.

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iteet/Festivities for Reading An Action-Based Reading Program for Secondary and Adult Beginning Readers by Wepe W. Haverson and Susan Haverson A classroom-tested reading program, Celebration!uses interactive group experiences to engage secondary and adult ESL and special needs studentsindevelopmental reading activities.UsingNatural Approach and TotalPhysical Fesponse principles (TPR), ...anguage Experience Approach (LEA) stories, and directed leading exercises, the program gradually leads studenos from action to print. Central to Celebration! are eight activities arranged under four themes: Cooking, Gardening, Arts & Crafts, and Special Days. Following each fullclass activity, students break into small groups or work independently. Duplicatable Exercise Sheets for three different proficiency levels enable students to develop language skills at their own rates while progressing toward independent reading. Celebration! is an ideal reading development program for ORDER TODAY teachers needing flexible materials for multi-level classrooms. Call TOLL FREE The complete program features: Alemany Press 800/227.2375 -/a division of 1 special getstarted activity or collect (CA, AK1 8 theme-related reading development activilies 4151887.7070 Janus Book Publishers, Inc. 340 duplicatabie Exercise Sheets, with teacher's notes, in or send $169.00 2501 Industrial Pkwy., W. Dept. CT1 a handy 3-ring Binder for a Classet Hayward, CA 94545 106 illustrated Posters (printed on 53 cards) 4 32-page illustrated Readers for advanced beginners *(Manual. Exercise She ts, Binder. Poster Set. and 10 Reader Student Progress Sheets 32page Orientation Manual Sets) plus $13.52 shipping (Calif. orders add sales tax). I 1 7 9 14 TN 12/86 NO EASY SOLUTIONS

Dear Ms. Kreidler: I was interested to read (August 1986) Sara Smith's response to Peggy Kazkaz and Suzanne This month's column contains correspondence from two different parts of the world concerning Liebman's call for information on working two different levels of teaching. Yet they have a common theme: With the M.A. in TEFL as theconditions of part-time ESL teachers in adult- terminal degree and with the proliferation of M.A. programs are we (.)er-training? Can all of these education programs. Ms. Smith isto be trained people find employment? Is advanced training to the M.A. degree level necessary? And congratulated for describing in detail the most important, how can we get employers to realize the advantages of employing teachers with Rhode Island program she coordinates; we the M.A. degree? Responses to this correspondence are invited. C.J.K. need facts about salary scales and work loads of fellow teachers. The M.A. and TEFL Some of Ms. Smith's pride in her program's recent achievements in providing partial by Michael Redfield benefits and some preparation pay for part- Nanzan Junior College time teachers is understandable. Sadly enough, The 1986 "Blatchford Guide," [Directory of one school required previous experience, two benefits of any kind and prep time pay are Professional Preparation Programs in TESOL required experience or postgraduate qualifica- exceptional for part-timers in our field. in the United States: 1986-87] published by tions, one asked for experience and preferred However, after looking at her figures I was TESOL, lists over 125 North American gradu-training as well, and one required both teaching puzzled by her upbeat tone. I presume the ate programs in TESL/TEFL, almost allexperience and a Master's. In other words, eighteen part-time teachers she talks about leading to the M.A. degree. According to thethree out of 49 advertisers mentioned graduate have professional training (perhaps on the EFL Gazette, there are 77 programs in the U.K.training, with only one requiring the M.A. graduate level) and teaching experience. They offering post-graduate training in TESL/ Although the 49 advertisers most probably have every right to consider themselves TEFL. In addition, there are a number of otherdo run the gamut from "fly-by-night" language professionals. Yet how many of them can count programs around the world, including three schools, one-room "ma and pa" school houses, on making the most minimal of "professional" US-based programs now functioning in Japan salariessay $12,000 a year? How many of and talent scouts (who supply teachers to other those with pro-rated health benefits can feel (Temple, S.I.T., and Teachers' College). Withorganizations) through established commercial all these programs in operation, a great numberinstitutes and company programs, most of the secure abcut meeting major medical expenses? of people must be acquiring postgraduate outfits are well known to the local EFL Like many others who teach in M.A. I ;" C". ;e TEFL qualifications. My question, to prospec- tics/TESL programs, I have become increas- community and are financially stable. Although ingly dismayed by the long-term job prospects tive M.A. candidates and to program adminis- only two sources mentioned pay in their adsof many of our graduates, especially those trators alike,is: Do people really need a(both offering US$20,000 per annum), thededicated to teaching in adult-education and masters degree in TEFL or a related field in known pay scales in the area run from aroundrefugee programs in the U.S. Even with a order to find EFL employment abroad? $12,000 to over $25,000 per year for between graduate degree, most must take part-time In preparing for presentations on World10-25 contact hours weekly. Full benefits,jobspiecing together a minimal salary by Employment Opportunities at the 1985 andincluding housing, paid vacations, insurance, working in twc or three different locations. 1986 TESOL International Conventions, Joe and pension plans are often included. In These jobs are not difficult to find in a large Lieberman and I found that in Latin America, employment terms, these are serious positions. city like Chicago, a fortunate fact since must most of North Africa and Asia, and large parts Although neither secondary schools nor part-time jobs in the Chicago area offer hourly of Europe, M.A.s were not necessary for institutes of higher education are represented in rates in excess of those described by Ms. Smith, obtaining teaching positions. Employers didthe sample, it might be interesting to look at even handsome sounuing t.tes per contact hour not ask for them, nor did teaching staff usually them at least anecdotally as well. In August the often add up to dismal yearly salaries. Even the possess them. Our surveys, however, wereJapanese Ministry of Education announced that best hourly teaching rates for part-timers fall mostly inform::In order to examine the it was going to import 1,000 recent graduates offar below normal full-time salaries. question empirically, therefore, I decided toprestigious American universities to act as Happily, after a few years of part-time conduct a more formal shady in the summer of assistant teachers in public junio and seniorstruggles, some of our graduates manage to get 1986 in Japan, perhaps the current number one high schools. A separate program would recruit a full-time job with a salary decent enough to EFL market in the world. a large number of teachers from universities in sustain life. Others must re-train for ESL jobs in Starting on August 11 and continuing untsthe UK as well. Prospective candidates forhigh school or elementary schools, which September 10, the employment want-ads were these positions are neither required nor encour- provide more dependable salaries. Still others saved from the Mainichi Daily News, a leading aged to undergo training in TEFL. choose to teach abroad to build up a nest egg. English language newspaper in Japan. This College English teaching positions in Japan However, many of us who train ESL teachers time frame was selected because the survey are among the most prestigious and financiallyare aware of equally talented and dedicated covered a prime hiring time for Englishrewarding in all of TEFL. They are certainly former stude. is who have decided to leave the language teachers and the Mainichi, because it the top positions of their kind in Japan. field after four or five years of hand-to-mouth is the major published source for employmentAlthough quite recently a select number ofinsecurity. It is easy to see why. At arcund information in the Kobe-Osaka-Kyoto area. schools have been asking (but not strictly thirty living with no idea of whether you will The results follow. requiring) an M.A. in TEFL, the situation here be paid for fior twenty-five hours of A total of 49 different sources advertised fortoo is not sti,stantially different from that ofteaching next semester and coping with one or teachers during the period. These sources commercial or secondary schools. Perhaps tvo bouts of illness without benefit of medical ranged from private individuals looking forseveral examples will suffice to illustrate the insurance can wear down the most enthusiastic teacher. The loss to the profession of some of "home tutors" (paying US$33 per hour), point. commercial language schools, jobbers in the its best-trained people is extremely damag- In 1984 I began lecturing at a well-known ing. business of supplying teachers to companies, college in Osaka, Baika Women's College, six up to full-fledged in-house company teaching Certainly there are no easy solutions to the foreigners were working in the TEFL program, problem of providing equitable pay and positions. Out of the i19, 41 advertised forthree of them tenured. Not one of them had native speakers. Three required college gradu- working conditions for part-time teachers. ates (in point of fact, Japanese visa require- any formal training whatsoever in TEFL. Kazkaz and Leibman's call for objective ments include a college degree for a teaching In 1986 the Doshisha University System information about part-time working condi- visa). One required previous knowledge of opened up a new two-year division to teachtions throughout the country is at least a Japanese. Morn tc tise point of our discussion, EFL. Although Doshisha is one of the most beginning. Perhaps some true model programs :espected private universities in Japan, they will emerge and TESOL can get behind an decided to fill two tenured positions in TEFLeffort to get others to match the models. with Americans with no previous formal training in the discipline. Myrna Knepler The situations described above are not, I Department of Linguistics submit, atypical of othc colleges or universities Northeastern Illinois Univ. around the country. My point, let me hasten tc Chicago, Illinois 60625 add, is not that the people mentioned above are September 15, 1986 Continued on next page

Ty 12/86 'so 15 The M.A. and TEFL Continued from page 15 are not good teachers. I merely want to show that they did not need the M.A. TEFL in order to secure positions. 50 A final example comes from a recent \EAR.or New in he Pitt Series graduating class of Temple University's M.A. BOOKS TEFL program in japan. Of the four graduates in English as a Second Language known to me personally (the Osaka program is quite so these cases can be taken as CRACKING THE CODE representative, I believe), all long-time resident teachers in the area with the language, culture Learning to Read and Write in English and teaching skills that go along with that, not Mary Newton Bntder and Elaine Williams one of them, despite strenuous effort, has been This book helps the student unfamiliar with the Roman alpha- able to up-grade his or her teaching situation. bet to "crack the code"to decipher the typed, printed, and Their degrees, on an employment level, have hand-written alphabet, and to recognize the various shapes and apparently not been able to help them. sounds of the letters in English. A large variety of exercises and Let me state before concluding that I am an emphasis on word meaning throughout the book help stu- very much in favor of graduate education in dents master this somewhat tedious task as quickly, thoroughly, TEFL. I recommend that anyone serious about and painlessly as possible. 1986 / 242 pp. / $8.95 a career in our profession attend a quality GRAMMAR PRACTICE program. They will become better teachers A Workbook and eventually professional language educa- Revised Edition tors. What the degree will not at this time do, in Dorothea Gottlieb Akhand many parts of the world, is get them a better job. "Integratively" speaking, if I can borrow Designed to reinforce the American English grammatical struc- the term, M.A. TEFL programs are wonderful. tures learned by begirning and intermediate students of English, Instrumentally, that is, for employment pur- this workbook provides a variety of exercises, progressing in poses, they do not seem to be terribly neces- difficulty and inesrporating previously practiced grammar points. sary, at least for those wishing to work in TEFL The original version, Student's Workbook of Gmmmar Erwises, has in a great number of countries in the world. been used successfully in ESL classrooms for ten years. This Given the substantial investment of time and revised edition incorporates improvements suggested and tested money that M.A. programs derend, isn'tit by teachers and students. Spring I tentatively $8.95 about time that program administrators began Catalogues available upon request taking a closer look into the M.A. and TEFL?3 About the author: Michael "Rube" Redfield, M A. Stanford University of Pittsburgh Press University, is assistant professor of EFL and Spanish at Nansan Junior College, Nagoya, Japan. He is international representa Pittsburgh, PA 15260 five for Japan to Teaching English Internationally Interest Section

SOUTHEFtN ILLINOIS UNIVERSITY CENTRAL AMERICAN EDUCATORS PARTICIPATE IN PROGRAM at CARBONDALE by Nancy Clair Offers 'two Graduate Programs Designed For Teaching Five Central American educators nartici- or Related Careers in English as a Second/Foreign Language pated in the "Teaching English as a'reign Language" program designed and arranged by the School for International Training and MASTER OF ARTS MASTER OF ARTS sponsored by the Office of International in in Visitors/USIA. The project was dew:loped to give foreign educators the opportunity to ENGLISH AS APPLIED LINGUISTICS examine various ESL program.+ and meet A FOREIGN LANGUAGE 45 semeaLer hours American colleagues to discuss current trends and share ideas. The professional, geographic, 32 semester hours and ethnic diversity which exists in America served as the sub-theme of the program. A LIMITED NUMBER OF TEACHING AND During their September tour, the educators NON-TEACHING ASSISTANTSHIPS AVAILABLE observed classes and met with teachers and For Information and Applications administrators from various ESL programs. They attended seminars, workshops, and WRITE TO: Chairperson discussions with leading American educators Department of Linguistics focusing on program administration, materials Southern Illinois University SIU development, teaching reading, writing, and Carbondale, Illinois 62901 Telephone: (618) 536.3385 grammar, and teacher training. In addition, "*..... they met with Susan Bayley, field services coordinator at the TESOL Central Office, who shared invaluable information on how to organize a TESOL affiliate. Along with establishing professional contacts and gaining a Training. The School for Interne 'mal Trainingvisitors and discussing issues of mutual interest. broacier understanding of the diversity of theanticipates two more multi-regional projectsThe School for International Training grate- field of ESL, there was timt for the educators this fall. One of the most pleasant discoveries in fully acknowledges all individuals and i, :ctitu- to experience some of the cultural diversity of planning these programs has bean the tremen-tions ,,articipating in this "once in a lifetime" the United Skies as well. dous cooperation and generosity shown byopponunity for our international colleagues. This is the third such program designed and TESOL members and the English Language About the author: Nancy Clair is project director at the School arras ged by the School for International Teaching Division at USIA in welcoming the for International Training, Brattleboro, Vermont.

16 18.1 TN 12/86 effortlessly, as if fulfilling an unspoken desire. Communicative Writing Methods In couples, then, each person explained to the other the paper he or she was about to write. as Culture Barrier-Breakers This oral explanatory pre-writing communication was a vital step. It allowed authors to feel by Betsy Harrell their listening, thinking, questioning audience, Aegean University and it encouraged the writers to state their points clearly and logically. As the individuals The following classroom activities, wh:ch involve student communication before, during and generally represented different cultures, both after the composing process, could be useful in any writing class. They were found particularly were forced into awareness that extra clarity valuable in a class, described below, that contained a heterogeneous mix of students F ich a mix was necessary for effective communication. generated col :viral barriers that .eeded breaking down in order for effective learning to occur. The How intent the students became as they bent class posed an unusual problem: the necessity for teaching ESL, EFL, and Enesh-for-native-their heads together, gesticulated and ex- speakers all at once. plained. Other class-sharing opportunities occurred My English 101 composition class,' spon-speaking, each other's nair, fingernails, clothes, when students read their first drafts aloud to sored ny the well-known overseas program of etc., and to imagine what might be the partner'seach other before handing them in'.o me. an American university, took place in Bahrain, name, country, profession, marital status, Though these papers were often horrifyingly a small cosmopolitan land in the Arabian Gulf. hobby, and so on. Still without speaking, each imperfect, it seemed important to give their The lingua franca of the many nationalitiesstudent then had to write down his or her creators a chance to air them freely with peers, inhabiting Bahrain is various brands of English imaginary portrait of the partner. During this before my red pen marred their efforts. This (e.g., Indian, Thai and British English). Thus time of concentration there reigned a silentreading aloud of the first drafts was done in the Bahraini students in my writing class had intensity, with only now and then a pealing groups of five persons. After listening to all its grown up in a near-ESL situation. Others in the giggle. At last the pairs were allowed to speak members read, each group chose a paper that it class, such as the Malaysian and the Italian, and inquire the true facts which they then considered very interesting. needed EFL instruction. The third group, a wrote down. Now there was noise of conversa- Later after the drafts had been carefully contingent of United States Navy men, mostly tion, and laughter over revelation, as partici- rewritten, the authors of the five chosen papers with limited educations, had English as theirpants compared imagined and real portraits. read them aloud to all the class. These times mother tongue. Finally the pairs stood before the class and lead were interludes of relaxation and enjoyment. Further factors complicating the teaching of their double portraits. Of course, the realEvery personeven the shyesthad at least this class were its large size, long evening hours, sketches provided real introductions whichone chance to read aloud to everybody. several k eels of writing competence, and wide everyone absorbed. Occasionally it happened that the peers had range of unrealistic expectations among the Thus we set the tone of our course and began selected papers which subsequently had participants. to know each other. The next time that thereceived very poor grades. Then the authors At the outset, as anticipated, all the Arabs could take comfort and courage from the fact found seats together, all the Americans did that at least the'r friends, if not their teacher, likewise, and the others filled the interstices. had liked their writing. Often it happened that Through use of the communicative method I the authors read their ricc with such soft, aimed to dissolve the boundaries that isolated hurried or accented .., much of the my students from each other; to employ their audience lost much of we content. Even so, the cultural differences as a positive resource; and class always listened politely. to foster a friendly learning-working atmos- As everyone drew closer together, the phere. sharing of papers, by readingoud in small In Lesson One, I employed two separate groups whose membership was i ever the same projects that combined writing with commu- twice, seemed to become u lengthier, more nicative opportunities. pleasurable and more serious activity. The For the first project the students wrote their simple reading sessions had evolved into object' ves in enrolling in the course. This was workshops where the students discussed each pure and valuable communication. They wrote other's ideas, questioned murky passages, and earnestly, and I, who read their words later, mutually corrected gtaininar. The weaker found the compositions disturbingly revela- students, who by and large were the non-native tory, for it was only then that the depth of the speakers of English, leaned easily on the diffcrences dividing this class became appar- stronger for help, while the latter struggled proudly in their tough new roles of advising on ent. students were called upon to shift seats, the The second introductory project was aBahraini banker sat with the long-'mired grammar, cohesion and coherence. student-to-student encounter, and more crea- American teenager, the black Navy electrician This class harmony ultimately helped save tively communicative. Each was told to pair with the suave Lebanese. the Irishman with the what had by midterm developed into a with a person of another culture; surprisingly, Indian, and so on. difficult situation. I chasm which! could never the pairing process occurred with fluidity. An important benefit of cc.nmunicative much diminish sphc (with a few exceptions) Then the couples were told to observe, without barrier-breaking was 'he way that it helped thethose non-native and native speaker groups. students find subjects for their colapositions.The two blocks displayed phenomenal dispar- The class was composed of 28 adults: 5 women and ,.41 The subject-matter for the six required compo-ity in writing competence. The poorer ones men Nationalities represented were 10 American, 8 Bahraini, 1 sitions was each individual's choice. It wasneeded more attention than a single instructor Bntish, 1 Irish, 1 Italian, 1 Lebanese, 1 Pakistani, 2 Indian and could deliver and the better ones were bored. 1 Ma layslan. hoped that, when the students became truly aware of each other's identity and diversity, As a result, a further communicative tech- they would mere easily find purposeful, nique was considered: the good write-would meaningful subjects to direct toward their peer have to tutor the poor ones. In class, with good audience. irequently this hope materialized, as seated beside poor, each would rewrite his or when, for instance, one student explained her own composition, but the poor could ask Hinduism, another the differences between an advice as he or she wrote, while the good Arab market and an American shopping center, would pause to deliver it. With care I matched and another Bahrain's offshore banking indus-names, giving thought to questions of individual maturity and insecurity, of accord of trY. In subsequent lessons students were giveninterests, and of man-woman relationships chances for oral, pre-wilting communication. (trickyin an Arab country); with care I They always were required to pair off afterbroached the plan in class, striving to avoid they had finished outlining their chosen topics.stirring Third World sensibilities toward It was important that always the pairs wereperceived Western superiorities (very tricky). different; and it was noted that always, after When the plan was tried, the tutors had a initial prodding, this pairing seemed to occur Continued on next page

TN 12/86 1R2 17 Culture-Barrier-Break--./ Continued from page 17 challenging experience wrestling with other ESL Teachers...Let the Computer Help people's persuasions, topi, sentences, vocabu- Your Students Build lary and syntax. The tutors eyes were doubtless much c2ened to the frightful problems that Skill and Confidence... Help your students learn English as a second language with thenew COMPress ESL Course. Designed for the ISMPC* and compatiblemicros, it puts the computer's power and patience to work foryou.

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Class Tested Developed at Brigham Young University. Extensively class tested. Originally designed as prep for the TOEFL exam. non-native speakers of English have when composing in it. The latter, as they edited and TRY A LESSON FOR $10.00!! rewrote, seemed thankful for the proximity of friends s ho could supply answers and sugges- Because we want you to see this new courseware, we're makinga special tionswhich came mostly from their native- Introductory Offer - a complete Lesson diskette for only $10.00. Not speaker intuitions, it is true, but which were a demo, but a complete ESL Course diskette. For details anda free brochure call nonetheless valid. or write today! The first tutoring session proved so pleasant 1-800-221-0419 and productive that the method was used or subsequently with good results. Some of the 'IBM PC Pqr AT XTcompatible micros...nth l281i memory. 005 ZO- 3.1. and singleaskdove.Colormorutotpreferred. pressure had been lifted from the instructor. Bonds of respect and trust between tutors and ler COMPre'ssv charges had been formed. Sometimes unregu- Li] A DivisionofWadsworth,Inc. lated contacts even developed: sometimes P.O. Box 102 during a class break a Audent with a writing problem would seek out a specific classmate, eAlEMXWentworth, NK-03282 and the two would sit down and become deeply involved. 3 Real Life About the author: Betsy Harrell (M.A., The American University) isa Fulbright grantee helping to develop a new EFL programfor engineering students at Aegean University, Spoken English Izmir, Turkey. It's the real thing! The raw voices of life itself. No frills! For anyone who wants to understand and speak naturally like Americans do. Good for tiny tots, illiterates, migrant farm laborers, factory workers, students at any level, businessmen, even for sophisticated professionals to lose a 'foreign accent'..but it's best to learn to speak naturally from the start. 'Introduction to Spoken English A ouick overall concept what it really is and how it works. Practical 'survival' (you can go around alone) English in only a few hours (1 cassette, 1 text sheet), or for a lifetime pattern of speaking naturally, go on up to 200 words a minute like you hear ttnative The School for speakers say naturally in an easily learned logical series..the vowels in :11e:ir International natural order, where things are and the most-used actions (2-part verbs, Say what you hear-see-do....no oral explanations. 0 Training *Basic Course - Slow to Fast Forms An extension of the Introduction. It's all you need to know about spoken English, in some 50 hours (23 cassettes/ text sheets, 1 all-English textbook). Over 600 'groupings (of the much-used little words that get together to tie the language together!) in all of their variant forms from slow formal, step by step to 200 words a minute asyou -se 1=`..u;.- ' mwil hear said by the native speakers of all ages. ..fmow , -.-, er -Imilem 44.. *ReLl Life Selections 1.41 125 voices, 9.8 phonemes (3 words) a second .-ZIIMIN ll AIMEMS.411M11 average, 94% of the 14,000 are in the 3,000 most-used words. Nursery kids to presidential speechesthe real life habitat in which you find whatis a. learnc iin the Basic Course..so choose a suitable Selection to study along with it. (1 book, 4 ,:assettes). Get a better job *Common Expressions 76 voices (1 book, 1cassette). 1,100 well-used Do a better job 'groupirgs'..the keys to understand natural speech- frog TV, talk shows, Mas.er of Arts in Teaching for comedians, meetings, telephone, street, home and job talk. Complete sen- certification and effective tences in almost unbroken conversations. career preparation ni *Translations, explanations inmanylanguages. Pauses after eath tom English as a Second plete thought utterence. Ideal for self studyTea chorsGuides Any Language untrained adult (knowing little or.10 English) canget effective re. French. Spanish suits (a mother can teach her children laturally spoken English). rs Bilingual/Multicultural Listeners Digest, monthly (1 book, 1 cassette), of what is currently heard education said in the US. Keep up your fluency and up to date. (No translations). in two consecutive summers or All materials are written by sounds (simple IPA) and in usual spelling one academic year Also. 421 Master's in Intercultural Human (TO), explanations in simple English of things not easily found in diet- tionaries. Books are paper-back, pot.ket size. US suggested retail (1986)- -rs Service Management book $5, cassette $10, text sheet 5t (or make your own). The School ' los InternationalTraining You have 'hear-say' troubles?! Ask for our problem-solver + catalog booklet. aJ 11) 3212211ng Road, Brattleboro VT05301 15'00451.4465 Spoken English 212. 989-2719 210 West 21St.,New York,N.Y.loon

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About the pictures: Weex- tend our warm appreciation .4 to the Peace Corps Head- quarters in Washington, D.C. for these photographs, which sinclude classroom scenes from Afghanistan, Iran, Ja- maica, Kenya, Korea, Liberia, Senegal and Thailand from 1£38-76 We also wish to express our thanks to Susan Bay(ey, field r services coordinator at the TESOL Central Office, who made tne initial selection of over three dozen photographs from among the thousands in the Peace Corps archives We also thank hcr for being on hand with a camera at the Peace Corps' anniversary celebration to record the happy group of TESOL representatives there (see below) Editor Nt. ...cued 73504 eelduieeide' Peace 25ererafteavacytel TESOL congratulated the Peace Corps on its 25th Peace Corps assignment in the past twenty-five years. anniversary at a cee.mony on the Mall in Washington, Many TESOLcrs attended the weekend conference D.C. on Saturday, September 20, 1986. Joan Morley, for returned Peace Corps volunteers. Country president, anu James Alatis, executive director, of reunions brought old friends together, many of whom TESOL honored the Peace Corps and recognized the are stillin our profession. Nancy Dunetz, John organization's contributions to the development of the Fansciow, Stephen Krashen and Penny Larson all profession of English as a foreign or second language were the.e and we.e pleased that TESOL thought to in the United States, and through its efforts, to the participate in the program JoAnn Crandall, first vice development of the profession the world over. Joan president of TESOL, whose husbard was also in the Morley handed a plaque to Loket Miller Ruppe, Peace Corps, noted that TEST v. as the only current director of the Peace Corps on behalf of professional organization to cor gratulate the Peace TESOL. Ruppe thanked TESOL and expressed Corps and participate in the term ony tat day. heartfelt appreciation to volunteers in TEFL, a major TESOLrepo:tentative:I' all .jodin Motley, johnFans .5..,.tames AiatkNtneyDunetzand Stephen Krashat TN 12/86 184 19 Krashen was used to bolster your argument. If gotten such an impression? If anything, one of "one-theory, one-method" was a conceivable the very first principles we try to get across in characteristic of American ESL/EFL in the 50s teacher-training programs is to dispel the and 60s (and I'm not convinced that it was), novice teacher's notion that there is cue solution nothing could be further from the truth for the to the n yriad contexts and purposes of English A PRACTICAL APPROACH TO THE 70s and 80s. A casual glance through Americanlanguage teaching. MANY VARIETIES OF ENGLISH "theory and method" textbooks of the last two In singling out Krashen as your stereotypical decades (Allen & Campbell 1965 and 1972,American, I believe you have done us all a August 7,1986 Finocchiaro 1969, Croft 1972 and 1980, Browndisservice. If anything, Krashenwith his one- 1930, Bowen, Madsen & Hilferty 1985, Ri-sided view of what works and doesn't work To the Editor: chards & Rodgers 1988, to cite a few) reveals and his black-and-white view of second I read Valerie Whiteson's "The Case for an unmistakeable eclectic trend. During my language learning and teachingis the antithe- International English" (TESOL Newsletter, graduate school days at UCLA in the late 60ssis of American theory and practice. We have Vol. XX No. 3) with interest, but found he- list and early 70s, one of the most profound lessonsonly to consult a random handful of leading of varit. sentencesand more specifically, I learned from my American professors and scholars in the field (John Fanselow, John her judge s on their correctnesssurprising. from my comprehensive reading of the field Schumann, Tom Scovel, Kathleen Bailey, "I ain't got no idea," the only one of the not-was the importance of not looking for all the James Alatis, Michael Long, Sandra Savignon, standard-in-American-English sentences she answers in one method and for one theory that Wilga Rivers, Merrill Swain, Diane Larsen- would correct, is in commoL use in many will provide ultimate answers. Ever since Wilga Freeman, and the list go.s on) to discover a dialects of American English. I find it startlingRivers (1964) published her seminal criticism of predominant theme: no single theory and no that "Turn right at the robot" (where "robot" the Andiolingual Method, American ESL/EFL single method will ever provide all the answers. means "traffic light"), a sentence whkh would has been soundly open-minded in what I have Krashen stands alone in his dogmatism. have very little communicative value in the called "cautiets, enlightened eclecticism" in Would you please help me to understand United States, strikes Ms. Whiteson as more my own book (1990). That book incidentally, how you came to the conclusion you did? I appropriate than "I ain't got no idea." The onlywhich is a reflection of the research and know that TESOLers around the world would conceivable basis on which such a judgmentpractice of the 70s, is, as you know virtually appreciate some clarification from you on what would be sensible would be a desire to havededicated to the principle of open-mindedness I see as rather brash assertions. Unfortunately, I students avoid low-prestige dialects, in which and to what you unfortunately attribute only to think such assertions could serve to drive a case "I haven't got a bloody clue" might be Europea tradition: ". .no theory Ina w :ge betwee professional colleagues on avoided as well. monopoly of the truth, arid... one seeks both side.-i the Atlantic..just when we most A more practical and consistent approach aspects of the truth wherever one can, building need understanding and communication. I'm might be to recognise and discussapprecia- a synthesis of theoretical understanding as one sure that your purpose in the TN article was, in tively, I would suggestthe many varieties of matures." fact, not to destroy our bridges of understand- English, while at the same time making clear I see no evidenceand I am familiar with ing. ',me further thoughts from you would be what version is most acceptable in the area many MA-TEFL programs in the USAthat welcomed! where the learner lives, and on the exams the we instruct our teacher-traineesto seek the H. Douglas Brown learner will have to take. one theory which is currently accepted and Professor of English dominant, and to fend r ff any seduction from Rebecca E. Haden San Francisco State University other theories." Where could you possibly have Director San Francisco, California American Language & Culture Institute University of Arkansas Fayetteville, Arkansas 72701 Valerie tVhiteson's reply: -rd hke t., thank Rebecca Haden for The complete English the final paragraph of her letter. rat n exactly the message I was hoping to convey." 41programthat teaches BROWN TO STREVENS: PLEASE CLARIFY YOUR DEFINITION OF ECLECTICISM 11-1 students how touse The following letter was sent to TN for inclusion on this page. Editor the languageand October 9,1986 Dr. Peter Strevens Bell Educational Trust One Red Cross Lane how the language Cambridge, CB2 2QX England works Dear Peter: I read with great interest your article on ogo British and American aifferences in approaches to ESL/EFL in the latest TESOL Newsletter ("The EFL' in IATEFL: A Distinctive Iden- tity", August 1986). Since I've always admired your work and appreciated the sense of perspective you have, I want to ask you about one claim in that article that seems so outland- ishif you'll forgive methat I can hardly sit still! On page 19 you commented on eclecticism, and asserted thr.: the tem* is pejorative in the American trcition and laudatory in the riLlWrite for information on St ident Texts, Workbooks, European. As your only direct reference you Teacher's Editions, Cassettes, and Placement Tests. quote perhaps the most unlikely "representative" of the American tradition, Stephen Krashen: "eclecticism is intellectual obscenity." Houghton MifflinOne Beacon St., Boston, Massachusetts 02108 I believe that your claim about American 4 tradition is quite incorrect and regret that

20 F'? 5 TN /2/86 APPLIED LINGUISTICS CONFERENCE many international scholars and educators who CALL FOR PROPOSALS: COLLEGE have long been influential in the description LEARNING ASSISTANCE CENTERS The ninth annual Applied Linguistics W.,. ;r and teaching of English. Topics will also Conference of the New York City Specialinclude: the impact of language contact on The ninth annual national Conference on Interest Group of New York State TESOL will language change; language maintenance andCollege Learning Assistance Centers will take take place on January 31, 1987, at Teachersattrition in multilingual speech communitiesplace on May 14-16, 1987 on the Brooklyn College, Columbia University, New York, NY, and language planning and policy considera-Campus of Long Island University. The from 8:30 a.m. to 6 p.m. tions in various domains of language use. conference is sponsored by the Office of T:keynote speaker will be Dr. Ellen Block In a special pre-session on English as THE Special Academic Services of L.I.U. of Baruch College, CUIIY, ipient of theOfficial Language? Language Policy in the Proposals should be practical in nature, Newbury House/TESOL Distinguished Re- United States, a panel of prominent linguists,about 200.250 words in lsngth, and include searcher Award for her paper The Compre-educators, and government officials will topics such as: Computer-Assisted Instruction, Lnsion Strategies of Second Language Read- debase the issues underlying the current Program Evaluation, Critical Thinking Skills, ers movement to make English the sole officialBasic Skills, English as a Second Language, F or more information: Dr. Elaine Brooks, language of the United States. Cognitive Skills and Materials Development. 216-55 Sawyer Avenue, Queens Village, NY To receive a program announcement and Workshops should be planned for 75-minute 11427. Telephone: (718) 217-6065. further information, contact: Peter H. Lowen- sessions. berg, Chair, CURT 1987, Department of Guidelines for proposals:1. Submit five NTH ANNUAL CONFERENCE Linguistics, Georgetown University, Washing-copies; 2. Include your title, department, office ON INTERNATIONAL EDUCATION ton, DC 20057, U.S.A. Telephone: (2024 625- and home telephone numbers; 3. State equip- 8130 or (202) 625-8165. ment needs; 4. Attach a brief biography or The Community Colleges for International resume. Development, Inc. (CCID) will present its Please submit all proposals by February 1, tenth annual Con fe.once on International CATESOL 1987 1982 to: Elaine A. Caputo, Conference Chair- Education, February 9-12, 1987 in Newport "COMING UP ROSES" person, Special Academic Services, Long Beach, California. The conference theme is Island University, Brooklyn, NY 11201. Tele- Pasadena, the "Crown of the Valley," is site Opportunities in International Education. phone: (718) 403-102b. nP conference will focus on ways in which of the 1987 CATESOL Conference. March 27- community colleges can add international 29, 1987, to explore workshops and colloquia dimensions through cooperative efforts with focusing on the theme Teaching the Future. CALL FOR PAPERS foreign governments, international and domes- Featured speakers are Earl Stevick, Lily CONFERENCE ON APPLIED tic businesses, other parts of U.S. higherWong-Fillmore of UC Berkeley, Spencer LINGUISTICS education, and with its own students andKagan of UC Riverside, Marianne Celce- communities. Opportunities will be provided Murcia of UCLA, and Michael O'Malley and The English Language Institute of the to hear presentations by and to meet withAnna Chamot of Inter-America Research University of Michigan will sponsor the 11th representatives of national and international Associates, Inc. On Saturday evening theUniversity of Michigan Conference on Applied associations and organizations, fuundations, the conference will offer a showing of A Celebra- Linguistics, October 9-11, 1987. The conference federal government, foreign embassies, inter- tion of One Hundred Years of English Lan- title is Variation in Second Language Acquisi- national and local businesses, and world trade guage Teaching by Tracey Forrest and Peter tion. The purpose of the conference is to associations plus leading educators. Thomas of Hunter College, New York, a consider relationships between language varia- Detailed information about the conference is multimedia presentation which won acclaim at tion and second langt, ge acquisition studies available from: Community Colleges for the TESOL '86 Convention in Anaheim. from the perspectives of both fields. We International Development, Inc., Brevard For more information about the conference, welcome abstracts which not only deal with the Community College, 1518 Clearlake Road,contact: Rick Sullivan, Alhambra Schoolapplication of variationist thought to second Cocoa, Florida 32922, U.S.A. District, 15 West Alhambra Road, Alhambra, languageeta, but which also serve to expand California 91801, U.S.A. Telephone: (818) 308- the data-base of language variation studies in 7TH ANNUAL SLRF CONFERENCE 2495. general. We are particularly interested in papers that develop new perspectives on and The University of Southern California will understandings of this relationship. Topics host the Seventh Los Angeles Second Language include, but are not limited to: Psycholinguistic Research Forum (SLRF) on February 20.22, SAINT MICHAEL'S COLLEGEperspectives on variation and acquisition; 1987. Data-based second language research in a Winooski, Vermont 05404 discourse, text and conversational analysis; variety of areas such as Classroom Methodol- variable rule analysis; language attitude studies; ogy, Discourse Analysis, Interlanguage, Bilin- MASTER'S INTESL .. pidgin and creole studies. Please submit 4 gus:m, Psycholinguistics, Language Univer- 36 credits copies of a one-page abstract and a 3 x 5 card sals,Transfer, Sociolinguistics, and Second with name, affiliztion, address, phone number Language Acquisition will be presented. ADVANCED TESL Certificate Program and paper title by January 16, 1986 to: Susan Plenary speakers will include Michael Long 18 credits Gass, Dennis Preston, Larry Selinker, English (University of Hawaii at Manoe), William Language Institute, University of Michigan, Rutherford (University of Southern Califor- INSTITUT1 TES summers only Ann Arbor, Michigan 48109. Invited speakers nia), and Lydia White (McGill University). For 9 graduatecredits are: Roger Andersen, Leslie 9eebe, Rod Ellis, registration information write to either Bei nard Claus Faerch, Howard Giles, John J. Gumperz, Seal or Miria.n Espeseth, SLRF '87, American INTENSIVE ENGLISH TRAINING PROGRAMGabriele Kasper, Loraine Oble:, Elaine Tarone, Languzge Instit..Ze, JEF-141, USC, Los An- Intensive English courses for foreign sty:lents Peter Trudgill, Albert Valdman. geles, CA 90089-1294, U.S.A. conducted on a year-round basis

1987 GEORGETOWN UNIVERSITY St. McIver* also oasts Master's degrees in A.LA 1987 IN SYDNEY, AUSTRALIA ROUND TABLE ON LANGUAGES Educator. Thilobsw. adninntranon and Orscal Psychology AND LINGUISTICS Also evadable M Ed. with concentration In The 8th World Congress of the International TESL, Scecol Educaeon, Schwa/seat/on. Curt ,.urn. Association of Applied Linguistics (AILA) will The 3Sth annual Georgetown University Rewire and Corroder Education take place August 16. 21,1987 at the University Rouod Table on Languages and Linguistics write. Director of Sydney in Australia. Plenary speakers March 1144, 1987 will focus on the topic TESLProwler. include Wilga Rivers, ,,fichael Clyne, Braj Box 11 Language Spread amr Ltirmage Policy: Issues, St. Mehmrs Cdsge Ka^Iru, and Chris Candlin. For more informa- Implications and Case '..,udies. Though not Winoodd. Vermont MN tion write to AILA 1987, Unive- "7 of Sydney, restricted in scope to the spas :ad of English, the USA. Department of Linguistics, Sydney, .4.S.W. conference will include as plen iry speakers 20009 Australia. TN 12/86 186 21 -1021=1/1 "First Intermediate Listening Comprehension arl hol. II04 "Furthermore..." uFinally"On the other hand. ...r ....., - . Intermediate Listening Advanced Listening ...... ;- - , sk,414 ;..-z -r Comprehension, by Patricia Comprehension Dunkel and Phylli. Lim, teaches notIveng Aral on.1.1."4Taloc SUN it IL.gilirSC !. students to distinguish between rt;) ..":1 ,$)tt! r. standard rhetorical patterns of . spoken discourse. t'A % V [LC is the companion and

Patricia Dunkel intermediate level lead-in to the Phyllis'. Lim highly acclaimed note-taking and outlining text, Advanced Listening Comprehension. [LC develops listening comprehension in: Process, To request an examination Classification, Definition, copy, please contact us. Chronology/Narrative, Dep. 42003 Comparison/Contrast and Cause and Effect. Newbury House Publishers, Inc. A Harper& Row Company 54 Church St,. Cambriclgo. MA 02138

012/86 the main reading selection from Shirley Jack -on, short pieces of one or two paragraphs from uthrr authors follow The passages contain excellent examples of how writers use adjectives in descriptions of people and places. Three Grammar Books Brief exei eises follow the readings. GRAMMAR IN CONTEXT, BOOK I by Sandra N. Elbaum with Marjorie Hardison. IJ86. Little, English Integrated does an admirable job of Brown and Company, 34 Beacon Street, Boston, Massachusetts 02106, U.S.A. (v + 364 pp.). guiding ESL students through some good $13.95. contemporary American writing. The selec- GRAMMAR IN CONTEXT, BOOK 2 by Sandra N. Elbaum. 1986. Little Brown and Company, tions are neither abridged nor simplified. Works include Shirley Jackson's "Charles," 34 Beacon Street, Boston, Massachusetts 02106, U.S.A. (v + 317 pp.). $13.95. John Cheever's "The Angel of the Bridge," ENGLISH INTEGRATED by Henrietta C. Dunham and Catherine Vaden Summers. 1986. Little, William Saroyan's "Going Home," and Bruno Brown and Company, 34 Beacon Street, Boston, Massachusetts 02106, U.S.A. (vii + 433 pp.).Bettelheim's "Some Comments on Privacy." $14.95. The writings are interesting and appropriate, Reviewed by Nancy Hayward skillfully crafted slices of American life. Indiana University of Pennsylvania Students should find them hellectually stimu- For many years, ESL grammar texts wereinAmerican culture and geography, customs lating. The book is well organized and attrac- composed of a series of unrelated sentencesand practical information to help the newcom- tively printed with careful placement of bold, used to illustrate a particular point of grammar er live in the U.S., as well as formal, informal or semi-bold, and italicized words, however, the or syntax. But research has shown the impor- slang word usage and their contexts. Many of spaces allowed for some of the exercises are too tance of learning grammatical structures in a the readings show a social conscience and deal cramped for the tasks. Although there are some contextualized setting. Two texts have beenwith such topics as services for the handi- charts and graphs, there are no illustrations. recently published which attempt to answer the capped, alcoholism, and the dangers of air The inductive nature of English Integrated need for learning grammar in truly meaningful pollution. Some readings are concerned with allows the student to discover or reinforce the contexts. As we shall see, however, the context consumer education, warning the newcomercorrect tormation of grammatical structures. for each of these books is different, aiming the away from products or services of dubiousPre- and post-reading questions steer the t,xt toward a specific audience. merit such as fatty fast-food hamburgers or student toward competence in intensive re, d- As the name implies, Grammar in Context by artificial sweeteners. These readings provideing, a skill many university students, whether Albaum and Hardison aims to present grammar valuable information for the non-native Ameri- native or foreign. need to sharpen. The lessons through a series of short, non-fiction can; they could well act as springboards for exercises and discussion questions are varied, readings which, hopefully, are interesting and interesting, communicative class discussions. including fill-in-the-blanks, sentence diagrams, provide useful, practical information to the Although Grammar in Context is a highly open-ended discussion questions, and more ESL student. Grammar in Context is a twostructured grammar book with a deductive creative topics for writing assignments. There book series aimed at the high-beginner to low- ; pproach, the abundant exercises give teachers are no hard and fast rules for the teacher to advanced student. The readings cover topics of and students the choice of many activities, follow in implementing the activities; most can interest to the mature learner of non-academic including small group work, pair work, wholebe varied to accommodate small groups, pairs, orientation. Book ' consists of twelve lessons; class work or individual work. If the teacher's whole class, or individual work. The organiza- Book 2 has ten. The lessons are organized goal is communicative, real-language profi- tion of English Integrated is tight enough that around individual points of grammar, begin- ciency, the text could easily be used in adjunctstudents could work at their own speed. ning in Book 1 with the simple present tense with materials and exercises aimed at that goal. The main problem with English Integrated is and increasing in difficulty, so that Book 2 ends However, the book is tightly organized and that it fails to provide students with contempor- with what the autaor calls "two-word verbs."self-explanatory enough that the stident could ary, informal language used in true communic- Each lesson includes first an explanation and/ work independently. ative situations. Instead, it follows the more or charts highlighting the grammar point in English Integrated is also a reader/grammar traditional reading/grammar approach to question, then the reading, then exercises, book in which the grammar lessons are second language learning. Its strength lies in the discussion questions and writing ideas, and presented in a meaningful context. Here, opportunity it gives for contextualized vocabu- finally a summary and a test or review. however, the context is literary rather than reallary building, for work on specific grammatical Perhaps one of the most appealing features life. A'so the book is aimed at a higher levelstructures which may be troubling the student, of Grammar in Context is its visual attractive- than Grammar in Context, the high-interme- and for sharpening intensive reading skills. If ness. The text is in an 8' x 11" workbook diate to low-advanced ESL student who isnothing else, this text is valuable as a reader, format with over 300 pages in each volume; it is university-oriented. exposing students to well-written, thought- fairly bulky. However, with its oversized The twelve chapters of English Integrated provoking selections of contemporary litera- pages, ease of opening, large print and ample are each divided into two parts. The first partture. spaLe for fill-in-the-blank or short answer consists of a fairly long reading drawn from an In summary, both Grammar in Context and questions, the format is easy to work with. The essay or short story, followed by exercises,English Integrated accomplish their goals. headings and sub-headings are clear, as are theincluding discussion questions and vocabulary They are both structurally-based grammar numerous illustrations and charts. The book reviews, based on the selected reading. The texts centered on particular contexts to which contains several appendices with grammatical second part of each lesson highlights grammat- students can relate; this justifies the claim of the charts and verb tense lists and an ample index; ical issues for which the reading has been texts that they are truly meaningful. Grammar unfortunately there is no glossary. selected. Also included in the second part are in Context maintains its appeal to the adult ES:, Grammar in Context does indeed fulfill its shorter reading selections focussing on those audience concerned with day-to-day activities stated purpose of giving students a real-lifespecific points of grammar. For example, in a general way. English Integrated is geared context for topics ESL learners are interested Chapter 1 deals with adjective formation; after more toward the academically oriented. Each text provides a level of guidance necessary for WORDPLAY eliciting the structures to be practiced. But the by Wilbert J. Levy. 1984. Amsco School Pub li'ions, Inc. texts also allow learners to express their own 315 Hudson Street, New York, New York 10013. (117 pp.). $5.33. ideas; hopefully this will help the students move toward authentic communication. Gram- Reviewed by Ruthellen M. Corbett mar in Context structures the student's activi- Central Connecticut State University ties to a large degree, leading the learner What is Wordplay? A pun? A clever use ofencourages an enthusiastic desire to read and carefully alor g the path of increasing difficulty. words? A story about words? A recollection of write, to think and feel. And it aims to do all of English Ink. ..teal shifts the focus to the more meanings? A book of games or puzzles these in a fun-filled manner. It is rigorous and challenging patterns needed by intermediate concerneu with words? Wordplay is all of these suitable for advanced ESL classes only, not and advanced learners i, they are to succeed in and more. It is basically a vocabulary develop- only are the words difficult, but the manner in a university where English is the medium of ment-enrichment text.Its narrow goal is to which they are presented is too. instruction. teach 100 vocabulary words; its wider goal is to Wordplay is divided into ten lessons, each of encourage a variety of related skills, such as which presents ten words, all classified accord- About the reviewer: Nancy Ila), ward is a graduate student and learning the use of synonyms, antonyms, word an instructor at Indiana University of !Pennsylvania in Indiana, forms and origins, and the dictionary. It Continued on next page Pennsylvania. She has taught EFL in Cairo, Egypt. 1R8 .4..T14;1E/86 23 WORDPLAY conjecture a conclusion or consequence. The exercise, asking the studer,t to find the newly goal of the textis not primarily to teach Continued from page 23 acquired words in newspapers, magazines, and speaking; it is unfortunate that a good oppor- other sources. This type of assignment is ing to a central idea. Those ten topics are work, tunity for discussion is missed here. repeated in all ten lessons, and is one of the entertainment, feelings, home, occupations, Wordlore follows Reading. In one way or major disappointments in the book. Instead of health, money, seeing and hearing, character another, the history, the form, the contexts, the encouraging verbal intercultural exchanges, and personality, time and space. Levy success- innuendo, the ambiance of the words are instead of presenting exciting relevant topics fully incorp "rates all areas of vocabulary examined. It is fun; it is work; it is growth. for discussion, it suggests cut and paste learning into his text: lexical or dictionary The Writing section simply offers the activities. meaning: contextual relevance and grammati- opportunity to write a paragraph on a number In the final analysis, Wordplay does an cal meaning. of topics related to the words. It does not teach excellrnt job of setting the 100 words in As with many texts, each unit follows awriting skills or punctuation; it affords the American society, history, and culture. It definite and repeated pattern. Each unit is chance to use the words and associated skills in effectively presents American English in all its preceded by a quotation from a writer or written form. complexity and richnessItis a text that I statesman whose words are related to the A Review section recaps both meaning and recommend. theme. Some are humorous and others are knowledge of the words. There are exercises in About the revi.:wer:Ruthellen M Corbett received her Master poetic; some are poignant and others are synonym and/or ar:onym selection, analogous of Science in TESOL from Central Connecticut State philosophical. These introductions offer fine relationships, and unscrambling. University She is presently teaching ESL m the New Britain opportunities to discuss English-speaking The final Assignment is an enrichment Adult Education Program. writers and to interpret their works. The words are first presented in written and Cambridge FSL- phonetic form. The latter is not IPA form; however, there is 1 key to the symbols, and it is easy to follow. After the first presentation, there are ten sentences which give the partially spelled words in semi-context. This is intended as a spelling exercise. My method of introduc- How effectively doyour tion has been somewhat different: after having written the words on the board, I use each one in full context and have my students practice students communicate? pronunciation. Then I use the text's spelling exercise as a dictation, providing my students Writing ListeningSpeaking with more contextual usage in the form ofa listening/writing/spelling exercise. A page of pictures follows, depicting five scenes descriptive of five of the words. From pictures to words, the next exercise is one of five context Effective Writing clue fill-ins. They are complete and give the Writing skills for intermediate students of American English words valuable depth. Finally, the students are given dictionary definitions. Jean Withrow The next section is titled Thinking. Several A practice book designed to develop the writing skills of ESL games or activities are used to promote students through problem-solving activities. Studentsare exposed thinking about the new words. Word quizzes to a wide range of writing texts including letters, stories, reports, ask questions such as: Which word is the opposite of .. .? What word refers to. ..? articles, business letters and memos, and opinionessays. An Some .'e more interesting and present mini- excellent source of preparation for standard wiiting examinations situations with questions or sayings such as: such as the Test of Written English. "Let the buyer beware." Other exercises Student's Book: 31608-1 Teacher's Manual: 31609-X encourage the students to think by associa- tionfinding four synonyms out of a group of five words, or grouping three words out of four with a lead word. These exercises require a lot of time because, to be effective, many of the Great Ideas synonymc must be presented in .itexts of Listening and speaking activities for students of their own. However, it is worth the time; to American English teach a word, it is often necessary to teach a whole family of words. Sometimes the student Leo Jones and Victoria Kimbrcugh is asked to order the words, in sequence or A textbook of fluency practice activities in which studentsmust from the specific to the general. Matching :solve problems, exchange information, describe experiences, exercises, analogies, and sentence sense (cross. and participate in role plays and discussions. Photographs, ing out the word that does not belong) activities are also used. The Thinking section is very advertisements, maps, and drawings, accompanied by lively valuable not only for learning the words but recordings, encourage expression of ideas in English and also for learnii.o express vognitive processes. generate authentic communication above and beyond mere The Reading section, intended to test language practice. comprehension, offers a short selection using Student's Book: 31242-6Teacher's Manual: 31243-4 the vocabulary words. Some of the passages Cassette: 32052-6 are informative paragraphs; some are historical narratives; some are fictional. Questions follow, and then another related paragraph with fill-ins is presented. The questions are basically plot- ,..... related, and do not explore themes. They do ..to...mp....mw not ask the student to find the main idea or immismio CAMBRIDGE UNIVERSITY PRESS 32 EAST 57TH STREET/NEW YORK, NY 10022/212 688.8885 Outside the U.S.A. and Canada order from your usual ESI. supplier, or directly from Cambridge University Press. The Edinburgh Building. Shaftesbury Road, Cambridge. CB2 2RU, England.

A 189 TN 12/86 Duke City Draws 300 Wes Eby evaluations by students and administrators and for her professional background. She has Most Honored of the 300 taught ESL in Utah School Districts for the past ROCKY-MOUNTAINparticipants whoas Educator 13 years. Along with her teaching responsibili- TESOL attended the of the Year ties, Ms. Jckowski administers Central Com- fourth Rocky Mountain TESOL Regional munity School's ESL program as well as other Wes Eby's contributions to Conference, October 16-18, 1986, came fromAZ-TESOL similar programs in Granite School District's the seven states comprising the region. Albu- AZ-TESOL (Arizona) have community schools. querque, New Mexico (Duke City) was the site been continuous and unflagging. AZ-TESOL that drew audiences to hear Lily Wong- honored Wes as Educator of the Year because Fillmore (UC Berkeley) who delivered ahe has been so closely identified with theResource Handbook moving and insightful plenary address entitled organization's growth in size, scope, and The SPEAQ organization re- ultural Factors in Seesnd Language Acquisi- impact within the state. His colleagues honored SPEAO.cently published a resource hand- tion." Joan Morley (TESOL president), gave ahim as a diligent student, knowledgeablebook for distribution to the members of brief, but comprehensive, overview and history teacher, supportive administrator, and devoted SPEAQ and to various organizations who are of the TESOL organizations at the close of the friend. For more than a decade he served as a seeking professionalhelp in the field of English conference. During luncheon addresses, Mark member of the Executive Board and served asas a second language. The names and informa- :Arlie (U. of Colorado at Denver) talked on AZ-TESOL president in 1080-84. As AZ-tion were compiled from forms that were the vagaries of common sense in ESL and Mary TESOL historian he ties the affiliate together incompleted by individual SPEAQ members. Ann Christison (Snow College) took a humor- a continuous past, present, and future. Congrat- The list will be updated by the SPEAQ office ous look at student perceptions of language ulations Wes! regularly. In addition to the standard informa- learning. Other presenters talked on a variety tion of name, address, and phone numbers, of topics highly relevant to the work of teachers Cora Lee each entry includes such important information of second language learners including the- Jcleowsld, as areas of expertise, levels taught, and relationships between ESL .,nd bilingual availability. An index is included in the front, so education, the functions of lite Icy, metliodsUtah ESL users of the handbook can find the information and materials in language devek 3ment in the Teacher, ; they want quickly and effiziently. classroom, theoretical issues in sea TA language If your organization is looking for additional acquisition, ESL teaching abroad, he teaching Awarded ways to serve the needs of the profession in of reading and writing in ESL ano the use of Cora Lee Jckow- your arca, you might consider a resource book video and computers in the ESL classroom.INTERMOUNTAINski, who teaches as well. If you want more information about Luncheons, dinners, publisher review sessions TESOL English as a sec- compiling the book, please contact the SPEAQ and folkloric dance of *he Southwest punctu- ond language in the Granite School District, office, 3660 Durocher, Suite1, Montreal, ated the conference activities during those was named ESL Teacher of the Year during the Quebec H2X 2E8, Canada. beautif.31 autumn days. There are plans to recent Utah Education Association convention publish a proceedings of the conference and to in Salt Lake City. TESOL in Action: distribute videotapes of various presentations. The award was presented jointly by the For more information about this write to: Intermountain Teachers of English to Speakers Papers for Classroom Henry Shonerd, Multicultural Education Cen of Other Languages and the Utah ForeignTeachers ter, College of Education, University of New Language Association. Mexico, Albuquerque, New Mexico 87'31, Ms. Jckowski was selected on the basis of TSLE O in Action U.S.A. GEORGIA TESOLis a series of papers specifically designed for ESL classroom teachers. The series, produced by Georgia Upcoming Z ESOL TESOL, focuses on instructional ideas which teachers can implement in their classrooms on Affiliate Meetings Monday morning. (Mathis ere is the U.S.A. ohne otherwise Wielded.) Volume 1, No. 1, "Wn:ing to Policy/Decision 1987 Makers," gives direction to teachers in how to January 19-23 A.T.E.S.O.L., Sydney, Australia conduct a letter-writing activity with ESL students. The unit show, how social studies and February 5-7 Arizona TESOL, Phoenix, Arizona cultural objectives can be integrated with February 19-21 Gulf Area TESOL, Tampa, Florida language objectives for a lesson that promotes "real communication." The letter writing February 20-21 Illinois TESOL/BE, Champaign, Illinois activity is an excellent way to involve ESL March 6-7 Texas TESOI, II, San Antonio, Texas students in the political processes which directly affect their lives. Extension activities, March 27-29 California TESOL, Pasadena, California such as research, sending telegrams, and "adopt-a-legislator" are also outlined. April 34 Wisconsin TESOL, Madison, Wisconsin Volume 1, No. 2, "Games in the ESL April 4.5 TESOL France, Paris, France Classroom: More than just playing around," shows the many ways that games can bt, used April 21-25 21st TESOL Convention, Miami Beach, Florida for communication activities. It gives hints for April 25-27 TESOL Spain, Site to be Announced, Spain including students of various proficiency and age levels, and suggests the role of the teacher May 7-8 New Jersey TESOL/BE, Inc., Union, New Jersey as a facilitator. Even the least "artistic" teacher May 7-9 Associaco Portuguese de Profesores de Ingles, Lisbon, Portugal can copy the game board directions which are given. May 29.31 Venezuela TESOL, Caracas, Venezuela Both issues can be ordered from Beatrice June 10.13 Societe pour la promotion de l'enseignement de l'anglais langue Divine, Marketing Editor, TESOL in Action, seconde au Quebec:Montreal, Quebec ESL Dept., Georgia State University, Univer- sity Plaza, Atlanta, Georgia 30303, U.S.A. The For more information on these retings contact Susan Bayley, TESOL, Suite 20o, 1118 price of $1.25 per issue includes postage. 22nd Street, N.W., Washington, D.L. 20037, U.S.A. (telephone: 202:625-4569). Continued on page 31

TN 12/06, Around the same time, America saw the arrival of Chinese laborers in California. Though uprooted in almost every way, these Chinese continued to worship in temples and joss houses they erected wherever they could. By The Callby join Hersey. 1985. Alfred A. friction bezwerii.tbe two planets; the antipathy is long-standing, as the original settlers of the end of the 1800's, enough enthusiasm for Knopf, 201 East 50th Street, New York, New Buddhism had been generated in America by York 10022. 701 pp., $19.95. Anarres had been forced to flee from Urras. Reading this book, I was continually reminded the "White Buddhists" that the World Parlia- Time usually prevents me from selectinga 'f the disquiet that frequently occurs whenwe ment of Religions took place in Chicago in sevenhundred-page book to read for relaxa- Lave our relatively safe native lands, townsor 1893. From that time on, Buddhism continued tion. Happily, there are exceptions; otherwise, I villages which we always encounter whenwe to interest Americans to the present day. would have missed John Hersey's compelling return to the places that were once homes. Kitty Chen Dean novel,The Call,the story of a Protestant Where do we 1,ioi.3? What does it mean to Nassau Community College missionary, David Treadup, in China in the belong? These are questions I asked myself early 1900's through the Second World War. repeatedly, and, I suspect, questions we ask Besides prdviding a vivid description ofa ourselves whenever we come in contact with rapidly changing China, Hersey's novel dra- people from different backgrounds. matizes the pain and excitement of committing oneself to a new country. Its central character Katharine Samway struggles with a language that frequently eludes him; he also struggle.; in his ambiguous roleas How the Swans Came to the Lake by helper to people who had not asked for his Rick Fields. 1988. Shambhala Publications, 314 help. Whether or not you have experiencedorDartmouth Street, Boston, Massachusetts are experiencing the trauma of adjusting to life 02116. 445 pp., $14.95 paperback. in an environment very different fromyour own, this portrayal of a man whose vision put One may think Buddhism was introduced in INVITATION TO SUBMIT him ahead of his time and ultimately destroyed America in the 1950's by Allen Ginsberg, Jack PROPOSALS FOR TESOL him will enrich you. Kerouac, and Gary Snyder. These poets did SUMMER INSTITUTES popularize Buddhism at the time, but the The.TESOL Executive Board is invit- Katharine Samway interest in kaian religions goes farther back. ing institutions to submit proposals to University of Rochester Rick Field's lively, thorough, and entertaining conduct Summer Institutes on their book, campuses. Applications should be sub- The Dispossessed byUrsula K. Le Guist. 1974. How the Swans Came to the Lake,starts with some background about Buddhism and mitted 2.2% years in advance. For Avon Books, 1790 Broadway, New York, New information York 10019. 311 pp. $2.95 paperback. then gives a detailed account of the early and Guidelines for Summer inroads of Buddhism in America beginning in Institute Proposals, write to: James E. In The Dispossessid,Shevek, the scientist the early 1800's. The Transcendentalists, Ralph Alatis, Executive Director TESOL, Suite hero from the desolate, "utopian" planet of Waldo Emerson and Henry David Thoreau 205, 1118 22nd 5; et N.W., Washington, Anarres, dares to visit the decadent and class- particularly, but also Walt Whitman, main- D.C. 20037, U.S.A. ridden planet, Urras. He makes his visit in tained a long and deep interest in Asian order to build understanding and reduce religions, learned mostly from British sources.

"IT'SA WINNER" Beginner's Workbook by Patricia E. Zevin written especially to accompany the Oxford Picture Dictionary ,;. of American English 74 Students with no prior knowledge of English canuse the Beginner's Workbook successfully.

Through motivating illustratexercises your beginning students will learn: Essential vocabulary for real life activities Basic learning skills such as --alphabetizing, labeling and categorizing

OXFORD UNIVERSITY PRESS EnglishlanguageTeaching Division oxford 200 Madison Avenue New York, New York 10016 A'aisT (212) 679-7300 191 much more, interpreting instructions on for- Teaching at an Open University eign -made products, reading and writing telex messages, business letters, and the like. by RichardItzen In other courses, teachers may empky audio- Ranikhamhaeng University lingual methods, doing mass repetitionand- When most ESL teachers think of college or mind that it will net only be used in their response drills. Individual practice is near impossible because of cultural inhibitions and university, they think; of one particular type of classrooms, but will also serve as the sole source class size. le a class of 200, 500, or 2,000 one education institution. quite often a "closed" of ihstruction for many students who do not or cannot Attend. This prompts many teachers, cannot ask for individual responses wq' out university. In contrast many of us teachers wasting valuable time. Once in a while gto,,,) carry on our ESL teaching careers in "open" even in language skills course, to choose aor pair activities can be used successfully universities. traditional, explanatory text or, in an attempt to although, of course, it takes a while to get the The open university is a staterun university, involve students more, a self-contained teach students used to such exercises. Perhaps mt re depending primarily on tax revenues. This yourself type book which includes self-correc- can be done with this in the future. Sometimes often makes for limited funding especially table exercises and tests. In Italy, wt. osed the the basics are dealt with in class and students because income from tuition payment does not Strategies series (B. Abbs) which is designed develop their oral skills in a language lab, if one amount to much. To allow all to enroll, tuition strictly for classroom ,use. This was seen as is available, or in organizations like an English fees are extremely low. In the Italian university unfair by some student-. studying on their own. Club. system, where I taught for four years, students Class size varies tremerdously depending on Of course, in the smaller classes real student pay about US $40.00 per year, while here at the university and the course. At the University involvement can be expected. Presentation of Ramkhamhaeng University in Bangkotc, Thai- of Turin we man, ed to keep classes under new material cc» be followed by communica- land, where I am currently teaching, they pay a 100, and one year I W2S lucky enough to h -de tive activities and even open discussions. In this mere US 60e per credit hour. only 30 in an elementary level course. At environment, students can also be encouraged An open university is open to all. The Ramkhamhaeng, class attendance can be as to ask questions and to develop a more university admits for er-ollment everyone who high as 5,000 students with most of them personal relationship with the instructor. wants to study ,at theaversity leVel regardless watching on closed - circuit T.V. The open university is definitely not the perfect teaching environment, but it is never- of age, socio-economic status, intelligence, or Class attendance is not required, so instructors need not worry about keeping ^lass theless interesting and aiways challenging. It is academic promise. The sole requirement is the also definitely different from the closed possession of a high school diploma. Students registers. More important, however, is the fact university that muny teachers are accustomed are completely free to choose their department that the students who do attend do so irregu- larly. Looking around the room at the second to. Many, many open universities exist all over and area of concentration. No selection is done the world and P.;Zey are impor ant because they meeting of one of my courses, I noticed that I at either the department or university adminis- welcome all. trative level. Because of the open glature of the had almost all new faces before me! And so university, a strict prerequisite system cannot went the third meeting. I soon learned that About the author: Richard Itzen teaches ESL In the Depart there was a small core of students who ment of English and Linguistic-, at Ramkhamhaeng University be maintained and students can register for any in Bangkok. Thailand. He has also tai. ht ESL In Italy and in course that interests them, and/or is required attended regularly and I natf;rally began Chicago. Illinois. U.S.A. for their major, without following any specific directing my teaching to thut. On the other order. hand, there are students who attend the same course term after term, year after year, hoping ENGLISH ROUND THE WORLD The open door policy often b.comes educa- EXCHANGE: A UNESCO PROJECT tion for the masses. Ramkhamhaeng University that ti:is time they will finally get it. may well be one of the largest open universities TeacFers also come to not expect many in the world with its current enrollment of responses to their requests for hrmework. The English is for communication. It is one means approximately 700,000 students. This term students in the open university situation seem to of making our world smaller. It is a bridge 60,000 are enrolled for one first year-English be used to sitting back and listening to the tween nations. lectures, taking notes, and then studying these We have been using English for just that. course! dFLRound the World Activities for Socially The basic organi., ation of the open university on their own. In many countries they are not expected to be active participants; therefore, Disadvantaged Learners" is more than a revolves around the examinatums which are languag' program for young high se' no! offered two, three, or more times per year. they often do not take homework assignments seriously. Class lessons based even partly on ponls. It aims to enrich the learners' knowl- These exams are all-important as they are the eug. about their own homeland and about only way that a student progresses toward a something that the students must have prepared for at home are not usually successful other countries, emphasizing understanding degree. Each exam is open to all those who and tolerante among peoples, while teaching have registered for that course. Furthermore, The lack of a strict prerequisite system encourages attendance by students of many the basics of English. there is no limit to the number of times an exam The children nut the language to use through can be attempted. Students can continue to different proficiency levels. This can make things especially difficult for the ESL instruc- the exchange of letters and albums with classes take th, same exam until they achieve a pass in other countries. In the letters and albums the mark. I know of many Italian and Thai students tor. In an advanced English course, for mmple, I may have, along with those who learners tell about thmselves, their school and who hate been taking the same English exam home lives, the places and customs of their have reached that level, many students who are twice a year for the past five or six years. homeland in other words, whatever is t1 to To prepare for the exams, a variety of study only just beginning their English studies. There their hearts. They are highly inotivr may even be some people who are not enrolled methods exists. Most students rely on one or a prepare their material because there i.. in the university at all. They, too, are welcome. combination of the following: studying the purpose, and they are very excited wl, What does the teacher do in this situation? A textbook on their own, attending classes at the packages from other counties arrive! university, studying in student organized variety of teaching approaches are used, but The exchange is run through UNESCCJ groups, and following T.V. and radio progrer- he more traditional ones are most common. Associated Schools Project for Education in produced by the university. Most instructors stick to lecturing and using a International Co-operation and Peace. In the As one can imagine, all aspects of the 51., basic grammar-translation approach in the ESL past year we have exchanged letters with pupils teaching situation are greatly affected by the classes. They concentrate on making the from Gelsenkirchen, West Germany, from factthat a university is an open one. In content of the textbook more understandable Hawaii, and with Navaho Indian pupils from choosing a textbook, teacl.zrs must keep in for the students. Some encourage their students New Mexico. We hope our contacts will grow to submit wi tten questions and then respond to next year. English trnchers around the world, them in class, thus ke. ling in touch to a limited who wish to join in with us for idealistic degree with students' needs. In this way, of reasons, or just to add wire sugar and spice to course, students only develop reading/writing their English classes, please contact: skills (and listening, if the teacher speaks English in class). It is limited, but most of these Judy Yaron students, if they get jobs where they need Ben Zvi Hid School English, will in fa& use reading/writing sl Kfar S-Ja, Israel

27 TN12/88 1.92 CALL-IS HOSPITALITY ROOM PRESIDENTIAL BANQUETAND DANCE FOR CALL USERS FOR TESOL'S 21ST BIRTHDAY The Computer Assisted Language Learning Interest Section will again welcome TESOLers In 1987 TESOL celebrates its twenty-first birthday. TESOLcomes of age. 'co mark this to its Hospitality Room, where they will be able important occasion, there will be a celebratory banquet and danceon the night of Friday, to see programs that CALL users have found April 24th. TESOL members in many parts of the world already useful in ESL Those who have such software are planning the evening's to share for IBM, or Apple are urged to bring festivities. The guest of honor will be Dr. James E. Alatisiwho has beenexecutive director of TESOL since its founding. copies. Watch the convention bulletin board for announcements. Direct your ideas or ques- Your preregistration packet will provide you information about reservinga place at the tions to: Macey B. Taylor, Chair, CALL-IS, banquet. But regardless of whether you attend the dinner, please planto come to the 2634 East Malvern Street, Tucson, Arizona birthday party and dance. The celebration will begin immediately after dinner.Come and 85716, U.S.A. Tel.: (602) 326-7265. join in the festivities. It won't be the same without you.

FONTAINEBLEAU HILTON "..'RAVEL TO MIAMIPLAN AHEAD The Fontainebleau Hilton is located directly Because TESOL '87 falls during spring break for many schools, Miami Beach will bean on Miami Beach at Collins Avenue and 44th Street. especially busy place. Make your airline reservations early for the best choice oftravel dates and for the best prices. Need help in making your travel arrangements? For travel within thecontinental United States, Eastern Airlines has joined with TESOL to offer special round-trip air fares to TRANSPORTATION FROM MIAMI conventioneers. Eastern is offering special fares of 50% off the regular coach price for round INTERNATIONAL AIRPORT TO trip travel hi.ginning on or after April 16th and concludingon or before April 30th. To take THE CONVENTION HOTEL advantage of these fares, call Eastern toll-free, at (800) 488-7622 (in Florida thenumber is Taxi: 24 hrs. a day, door-to-door, $10.00 to 800-282-0244), Monday through Friday, 8 a.m. to 9 p.m., Eastern Standard Time.Give the $20.00, travel time 30 to 40 min. TESOL account number: EZ-4P87. Eastern agents will be happyto help you with your Limousine (Red Top Sedan Service): 24 hrs. a flight plans. Eastern agents will also be able to provideyou with information about special day, minibus service, doorto-door, $8.00 per rates on Hertz rental cars. person, travel time 45-60 min.

ELEMENTARY AND SECONDARY SWAP SHOPSAT TESOL '87 The. ESOL in Elementary Education Interest Section and the (no alcohol dittos) bound with string or postal weight rubber bands. Secondary School Interest Section are each sponsoring a Swap Shop 4. Submit the copies at the Elementary and Secondary Hospitality at TESOL '87, on Saturday, April 25th, 1987. In order to participate: Room, located in Suite Parlor 16E on the 16th floor of the North 1. Write a description of a favorite classroom activity that has Tower (accessible by taking the North Tower elevators) and worked well for you. Include in the upper-right-handcorner the exchange them for a ticket to the Swap Shop. Copiesmay be approximate age and proficiency level of the students, and the ESL submitted on Friday, April 2Ith between 4:15 and 6:00p.m. and on area(s) covered by the activity (listening, speaking, reading, Saturday, April 25th between 8:30 and 10:00 a.m. Whenyou submit writing). In the upper-left-hand corner, write yourname and your copies you will receive a ticket to the Saturday Swap Shop. complete mailing address. Also include a) student objectives(s), b) On Saturday, the Swap Shop will be open between the hours of 3 materials needed, c) lesson sequence, and d) variations/extensions, and 5 p.m. Please check the Convention Program for location. Turn evaluations. in your ticket ar.d pick up all participant ideas. 2. Write (or preferably, type) the description on a single sheet of Swap Shop participants must be present or send a proxy. No x 11" (21.5 x 27.5 cm) paper. The second side of the same sheet materials will be accepted by mail nor will materials be sent out after may be used as well. Do not use a second sheet of paper. the convention. 3. Bring 2C3 xeroxed or stencilled (mimeographed) copies For additional information, please get in touch with: ESOL in Elementary Education Interest Section Secondary School Interest Section Judy Meyer Florence Decker 8111 Manderville Apt. 211 8111 Manderville Apt. 211 Dallas, Texas 75231, U.S.A. J93 Dallas, Tins 75231, U.S.A. Telephone: (214) 891-2778

TN 12/86 while these vehicles are readily available every International Spectrum 20 to 30 minutes in the lower level of :the Content Resolutions airport, reservations must be made 24 hours in Continued from page 1 for TESOL '87 advance for the return trip. 300 N.E. 2nd Avenue. Area restaurants will We know that your attendance at the TESOL Needed by March 21st prepare and sell special dishes made up of'87 Convention will be an invigorating (if exhausting) professional experience. And we Any TESOL members who wish to present ingredients and ,flavors indigenous to South a content resolution to the Legislative Assem- Florida and incorporating ideas and conceptsanticipate that your visit to Miami will be an exciting cultural experience. We hope that you bly at TESOL '87 in Miami are requested to representing South Florida's diverSified ethnic send a copy of the resolution which bears the communities. You may .want to plan to attend enjoy your stay in our multicultural environment. signatures of at least five members of the the festival before leaving Miami. organization to Rick Jenks, Chair, Rules and The weather in Miami is perfect (well, most Bienvenidosl of the time)! It. is usually sunny, warm and Resolutions Committee by March 21, 1987. breezy. Spring temperatures stay idthe 70's and Address them to: Dr. Frederick Jenks, 406 80's. When the humidity gets high, the rain TWO MEETINGS FOR EDITORS Audubon Drive, Tallahassee, Florida 32312, comesin thundershowers that stop as quickly OF NEWSLETTERS AT TESOL'87 U.S.A. All resolutions shall begin: "Be it resolved as they start, leaving behind a feeling of There will be meetings for editors of freshness in the air. An umbrella may come in both Affiliate and Interest Section by the Legislative Assembly of TESOI. handy for these times. newsletters at TESOL '87. The one for that. ..' "Anything goes" is the dress code in South Affiliate editors is on Wednesday, April Content resolutions may originate in either Florida. There are those who dress with a bit '.22nd from 11:30 am to 12:30 p.m. in the of two ways: more sophistication and flair, and them. there Affiliate Hospitality Room. 1. From the general membership. A resolu- are those who dress in a comfortable, casual The Interest Section editors will meet tion bearing the signatures of at least five Manner. Let comfort and personal taste be your on Thursday, April 23rd from 11:30 a.m. members of the organization must be re- guide. But, whatever your style, don't forget to 12:30 p.m., room to be announced. ceived by the Committee Chair at least thirty your bathing suit.. Also; make sure that you There are similarities and differences days before the beginning of the Annual have a sweater or jacket for the air conditioning in the agendas of these two meeting's/ Meeting. in the hotel and most other plic.s. workshops as the focus of Affiliate and Getting to the Beach from the Miami 2. From either the Affiliate Conseil or the Interest Section newsletters is somewhat Section Council. A resolution f either the International Airport should not be a problem. different. If an editor cannot attend the There are private limousines, rental cars, taxis, Affiliate or the Section Council .st bear the meeting designated, s/he is encouraged signature of the Council's presiding officer and airport limousines. You will find that the to send a representative. rates for rental cars in South Florida are among affirming that the resolution has been Editors having questions or sugges- adopted by at least a majority vote of the the lowest in the United States. Reservations tions for either of these meetings are are highly recommended. A taxi trip from the requested to contact Susan Bayley, Council. It should be forwarded to the Chair airport to Miami Beach usually runs $16.00 to TESOL Field Services Co ordinato 0118 of the Rules and Resolutions Committee prior $20.00. Airport limousines (Red Top Sedan 22nd Street, N.W., (#205), Washington, to the meeting of the Legislative Assembly. Service) provide 2A-hour service aboard mini- 1.C.20037,U.S.A.Telephone: Courtesy resolutions thanking convention buses. From the airport to Miami Beach the (202) 625-4569 officials and others shall be drafted by the rate per person is about $8.00. Be warned that Committee.

TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES AN INTERNATIONAL PROFESSIONAL ORGANIZATION FOR THOSE CONCERNED WITH THE TEACHING OF ENGLISH A_ S A SECOND OR FOREIGN LANGUAGE. OF STANDARD ENGUSH AS A SECOND DIALECT. AND BIUNGUAL EDUCATION. AND WITH RESEARCH INTO LANGUAGE ACQUISITION. LANGUAGE THEORY. AND LANGUAGE TEACHING PEDAGOGY. INVITES YOU TO PARTICIPATE IN ITS 21st ANNUAL CONVENTION 21-25 APRIL 1987 TO TAKE PLACE AT THE FONTAINEBLEAU HILTON, MIAMI BEACH, FLORIDA U.S.A.

LYDIA STACK SARAH HUDELSON NEWCOMER HIGH SCHOOL SAN FRANCISCO, CALIFORNIA CORAL GABLES, FLORIDA PROGRAM CHAIR ASSOCIATE CHAIR

NON-TESOL MEMBERS MAY OBTAIN DETAILED INFORMATION BY WRITING TO TESOL,11113-224d STREET, N.W., SUITE 205 GEORGETOWN UNIVERSITY, WASHINGTON, D.C. 20037 U.S.A. TELEPHONE 202 625-4569 TN 12/86 I94 29 currently authorized to recruit a linguist/sociolinguist on a single line. howevsr, the possibility exists that we may be able to hire a second specialist in the area. Please send appcations, with 'Attn Linguist/Sociolinguisr indicated on the outside of the envelope, to Gerald Monsman. Head. Department of English. Modern Languages 445. University of Adult literacy Resource Institute. Boston. Massechu- HarverriUniversity Summer School. A few openings fo Arizona, Tucson, Arizona 85721. deadline is 1 December setts. Immediate calming for ESL Literary Resource experienced ESL instructors. June 24August 21, 1987 1986, or until position is filled. AA/EOE Specialist to provide technical assistance and training foi Requirements: graduate degree in TESL cr applied linguistics Washington State University. Pullman. Washington. c,tywide literacy programs in, Instructional methods. and extensive - postmasters degree teaching experience Teaching assistantships available for students enrolled in the curriculum development and teaching strategies. Minority Special areas of expertise welcomed for broad variety of MA. Program in TESOL Duties include teaching various and bilingual candidates urged to apply. Qualifications: MA elective courses. Duties for these full -time, 8week positions levels of university ESL courses and freshman composition (9 in ESL or related field; 4.5 years ESL teaching experience:, ircludi: teaching 15 hours per week, preparation, and semester hours/year). In addition to gaining experience in teacher training and/or consulting experience; familiarity student conferences; participation in staff development teaching collegelevel ESL our students do observation and with a variety of approaches to adult literacy ir eluding workshops and seminars, and support work with teachers. practice teaching at the university's Intensive English competency-based models. Salary: 820.000-$26.000. Send ontraining. Salary: 54700-5000. Send letter of application Institute where there are also possibilities for employment. resume and cover letter to: David Rosen., ALRI, c/o Roxbury and resume by March 1 to Anne R. Dow. Director, English as For infornation write. Roy C. Major, Department of English Community College. 625 Huntington Ave.. Boston, MA a Second Language. 301 Sever Hall. Harvard University, (TESOL). Washington State University, Pullman, WA 99164- 02115. USA Cambridge, MA 02138. AA/EOE 5020. EOE/AA Four Seasons Language School and Cultural Center. Harvard University Summer School. June 24August 21, University of California. Santa Barbara. Vacancies Hamamatsu. Japan. invites applications for 2year contracts anticipated at the rank of Lecturer, to teach ESL courses at as ESL instructors, starting in April 1987. Duties include: 1986 A paid apprenticeship for. ESP teathersintratning who have good writing skills, some background in business, the graduate and undergraduatelevels.Effective 1987-88. teaching community, business and children's classes; Oneyoar appointments with possibility of renewal. Base student placement and counseling; planning social func- marketing. or economics, and a strong interest in learning eoout the case study approach to teaching. This is a paid salary 825.560. Qualifications: a minimum of two years of tions. Requirements: MA or certificate in TESL/TEFL or ESL teaching oxperience at the university level. Terms and related degree; minimum one year teaching experience ESL/ training opportunity. Apprent.ce teachers normally take an associated 4und seminar in theory and practice of foreign conditions of employment are subject to UC policy and any EFL Salary: 818.000 per year. Benefits: round-trip air fare, appropriate collective bargaining agreement. Prefer candi- furnished apartment, complete medical and dental coverage. language teaching and receive four units of graduate credit for the teaching practicum as well. Interested applicants dates with Ph D. degree in TESL or Applied Linguistics, or For further information send resume and recent photograph equivalent professional accomplishment. Ability to teach to: William S. Anton. Curriculum Director. Four Seasons contact William Biddle, Associate Director, English as a Second Language. 301 Sever Hall. Harvard University, both composition and oral skills within a range of proficiency Language School, 4.32-8 Sanarudai, Hamamatsu 432. levels. Knowledge of ESL materials and 'approaches, and Japan. Cambridge, MA 02138 by March 1. AA/EOE knowledge of Computer Assisted Language Learning (CALL) The University of Michigan. Ann Arbor. invites applica- preferred. Send letter of applicition by February 15. 1987, tions for a full-time position as Dire=v of the newly Chicago. Illinois. Possible opening for an Assistant Professor of Linguistics beginning in fall term of 1987, and arrange to have three letters of recommendation sent to: restructured English Language Institute. Required Qualifica- Sandra A. Thompson, ESL Search Committee Chair. tions: Car didate must be an Associate or Full Professor with Teaching duties include general linguistics courses at all levels. Specialization in sociolinguistics and bilingual Linguistics Program. University of California at Santa publications In language studies and demonstrated expertise Barbara. Santa Barbara, CA 93106. U SA AA/EOE in both poetical and theoretical areas of applied language education or TESL Ever iente teaching at the Master's level studies. Past and continuing scholarly productivity in both is also helpful. Tenure track position. Ph D. required. Send San Francisco Stat. University. Two tenuretrack teaching and research. Demonstrated leadership in program your letter of interest and curriculum vita to the Search positions in the English Department to teach in the ESL and design and implementation in English for academic Committee, Department of Linguistics. Northeastern Illinois MA/TEFL programs. Positions begin August 1987. Minimum purposes. Administrative experience. Duties besin fall 1987. University, 5500 N. St. Louis. Chicago. IL 60625. qualifications inelude:'doctorate in TESL/TEFL or related Applications will be accepted until February. 1987 - Applica- field; experience in teaching ESL/EFL at the university level; tions along with resume should be sent to: ELI Director University of Arizona, Tucson. Arizona. Linguist/ academic preparation to teeth TESL/TEFL training courses Search. Office of the Dean, College of Literature, Science, Sociolinguist. rank open. We would prefer either a linguist, at the graduate level. Special emphasis is being placed for and the Ans. 2522 LS&A Building, The University of full professor, with interests in theories of linguistic structure these positions on: affirmative action candidates. The Michigan, Ann Arbor, MI 48109. AA/EOE (and/or the study of language in literature, discourse anticipated deadline'for applications is March 31, 1987. For Inter American University. San Germen, Puerto Riro, analysis. theoretical and applied topics bearing upon ESL) complete descriptiOns of the two positions write to: Dr. English Department opening for full-time position for with responsibilities to include ESL graduate courses; or a Stephen Arkin. Chair, English Department. San Francisco teaching mainly ESL courses and occasional courses in snciolinginst, assistant professor (tenure track), teaching State University, 1600 Holloway Avenue. San Francisco, CA responsiblities to include second language acquisition theory 94132, U.SA. AA/EOE composition or linguistics. clank: Assistant Professo:; Salary: S20-21.000 and fringe benefits. Minimum qualification: and methods, modem grammar mid language use. We are Doctorate completed in TESL and/or Linguistics: fluency in English and, good command of Spanish and two years experience in teaching ESL Load is 15 credits per semester. OVERSEAS EMPLOYMENT OPPORTUNITIES Summer teaching receives additional recompense. Send resume, three references and official transcript to Dr. Paul Livoti. Inter American University. San German, PR 00753 . Deadline: February 18,1987. Job Notices Information Institutional and commercial members of TESOL may place 100-word notices of job openings, assistantships or fellowships without charge. For all others, the rate is $50 per ESL 100 words. For institutional, commercial and non-institutional members, the 100-word limit is exclusive of the contact address and TEACHERS equal opportunity employer/affirmative action designation (EOE /AA) where applicable. Words in excess of 100 are charged at The Department of Defense the rate of $1.00 US per word. Dependents Schools is re- Type ads double space: first list institution and location (city and/or state/province and cruiting for qualified teachers For additional information re- country); title and/or position; qualifications sought;responsibilities;salary/benefits; of English as a Second Lan- garding qualification require- resume, references, etc.; application dead- guage. The positions are in ments, salary, benefits and a line; contact address and telephone if desired; and EOE /AA (where applicable). 20 countries throughout the current application brochure, Do not underline words or phrases; avoid world. One year of full-time send a postcard to: abbreviations. Send three copies five to six months in advance of application deadline' professional experience is a Department yr Defense tc TESOL Publications, 1118 22nd Street, selection factor. If you wish N.W. (Suite #205), Washington, 20037, Dependents Schools U.S.A. Telephone: (202) 8 initial consideration for the 2461 Eisenhower Avenue Late job notices accepted provided there is space. Call TN Editor: (212) 883-5819 or following school year, your Alexandria, Virginia 22331 (718) 626 -5450. application must be post- Rean'ded Attn: Teacher Recruitment, 'Submit ad To appear in apletn date marked by January 15th. Dept. 1J by this date this issue not earlier than December 15 February Apnl 30 February 20 April June 30 April 20 June August 30 June 20 August October 30 AN EQUAL OPPORTUNITY EMPLOYER August 20 October December 30 October 20 December February 28 BELGIUM BERfilleAmCANADA (Newfoundland)CUBAENGLAND ICELAND NETHERLANDS J7-7-7 LI TN 12/86 second language teaching. and core courses in linguistics The State University of New York. Stony Brook. New curriculum. Supervise graduate students. Administrative York. The Department of Linguistics at SUNY Stony Brook Free job Listings duties in the American English Institute. Send CV. publica- has a possttle tenuretrack opening at the assistant tions, and three letters of reference by January 15. 1987 to: professor level beginning Fall 1987. Candidates should have in Opportunity Bulletin Russell S. Tomlin, AL Search Committee. Department of a Ph.D. in linguistics, specialization or substantial experience Linguistics. University of Oregon, Eugene. Oregon 97403. in TESOL, and a demonstrated interest in linguistic theory as The ESL Opportunity Bulletin; , issued U.SA.AA/E0E it relates to issues in TESOL and second language bimonthly by the TESOL Central Office, Georgia Mats University. Atlanta. Georgia. Assistant acquisition. Teaching duties will include supervision of -publishes notices of jobs, teachers exchanges Professor, tenure-track position, ESL Department, beginning teaching assistants M the university ESL program. Prelimi- and grants at no cost to employers. September. 1987. Ph.D. required along with experience in nary interviews will be conducted at the LSA meeting in New Employers should submit notices on a teaching ESL and TESL graduate courses. Specialization in York. Send cv, names of three referees, and representative standard form available from the TESOL the teaching of spoken English desired, Evidence of scholarly publications to Professor Ellen Broselow, Chair. Search Central Office:as announcements in other achievement and active professional involvement expected. Committee. Department of Linguistics, SUNY Stony Brook. :formats may be Subject to editing for length. Background in computer-assisted language learning helpful. New York 11794.4376. AA/EOE The Bulletin is circulated to all subscribers Salary commensurate with experience and qualifications; New Day School, Tokyo. Japan. Fulttimo English to the Employment Information Service ($7 possibility of summer teaching. Send letter of spoliation. teacher for adults and children. Energetic. positive, native per year for members in the U.S.A., Canada resume, and three letters of reference to: Becky Bodnar. speaker with university degree (ESL/EFL or related Chair, Screening Committee. ESL Department. Georgia State preferred), teaching experience, and a strong interest in and Mexico and $9.50 for members residing University; University Plaza. Atlanta. Georgia 30303.3083. teaching and learning necessary. Familiarity with "new** elsewhere; $15:,for non-members in the Application deedline:yeburary 27. 1987. AA/F.OE 'U.S.A., Caniid(iind Mexico and $17.50 for trends and approaches (e g. TPR, CLL. Notional/Functional Queens College. C.U.N.Y.. Flushing. New York. Four Syllabi. acquisition. etc.) extremely useful. Two-year nonmerrhersiesid:ng elsewhere).. openings for individuals to teach applied linguistics courses contract. Visa sponsorship. paid training, and competitive For mo corination about either Service in MA TESL Program in China for 1987-1988 academic salary provided. For more information. send resume and mentioned au- ',lime write to(-Einploy- year. September-June. Teaching load is two courses per letter of reference to: New Day School. 2.3-14 Tamagawa- ment Infonnath, vice, TESOL, 1118 semester totaling eight hours per week. MA required. Gakuen. Machida-shi, Tokyo 154, Japan. 22nd Street, N.W. (#2. 1, Washington,D.C. Salary: 1060 Yuen per month plus vaation allowance. The Technntal Training Institute. Dhahran. Saudi Arabia. 20037, U.S.A. Roundtrip 'airAransporiation, housing, and health, care seeks ESL instructors for its civil aviation electronics training provided for staff and spouses. Send resume by April 30 to: program. Duties include teaching and some program devel- Illinois Institute of Technology. Chicago. Assistant Howard Kleinmann, CESL, Queens College. Flushing. N.Y. opment. Qualifications: MA. in TESOL or equivalent sub- Professor, ESL, tenure track. beginning August 17, 1987. 11367, U.SA Telephone: (718) 520-7754. stantial (2-3 years) overseas experience (preferably in Saudi Duties: to redesign, supervise, and teach in ESL program for Queens College. C.U.N.Y.. Rushing. New York. Four Arabia): ESP for math and electronics highly desirable. undergraduate and graduate students in professional openings for individuals to teach theory and methodology Competitive salary and benefits. Two-year contract. Send programs. Secondary teaching areas: undergraduate courses in MA. TESL Program in Chins. June 15-August 14. resume to Mr. Peter W. Woolley, Senior English Instructor, -linguistics, intercultural communication, or English and 1987. One opening is intended for a specialist in ESP. one for Training Department. Saudi Services and Operating Com- American literature. acidifications: Ph.D. in English. a specialist in composition/rhetoric, and two for generalists pany. Ltd.. P.O. Box 753. Dhahran Airport. Saudi Arabia linguistics or related field preferred; minimum of three years in the field. Teaching load is two courses totaling twelve 31932. Telephone: 966-3-879-2323. Telex. 801926 SSOC teaching experience in acedemicalhi or scientifically oriented - hours per week Ph.D. required. Salary 1500 Yuan per month SJ. programs, with emphasis on composition; administrative and plus vacation allowance. Roundtrip air transportation, The Language Centre. Kuwait University. Kuwait. overseas experienci desirable. Salary ;in mid twenties housing, and health care provided for staff and spouses. Currently accepting applications for the positions: Assistant depending on qualifications; full benefits. Interviewing at Send resume by February 28th to: Howard Kleinman n. CESL. Director for Curricula and Programmes: Tests and Measure- MLA. New York. December, and in Chicago. Deadline Queens College. Flushing, N.Y. 11367, U.SA. Telephone: ment Specialist. Qualifications: Doctoral degree plus January 15. 1987. Letters and resumes to Professor Henry (718)520-7754. extensive supervisory experience in related field. Salary Knepler, Dripaitment Huderiities, Illinoii Institute of Centro Colombo Americana, Cali, Colombia. Five commensurate with qualifications and experience. Benefits: Teehnology, Chicago, IL 60616. (312) 567-3470. AA/EC/E. positions as EFL teacher opening immediately Require. One year contract. renewable, free furnished housing. University of Oregon. Eugene. Oregon. Tenure position moms. BA/MA in TES/FL or related field. Job description. annual roundtrip airfare for the candidate. his spouse and available at assistant or associate professor level. Linguistics Teach EFL to adolescents and adults six hours a day in three children, medical and dental coverage, paid summer Department. Required: Ph D. in hand, record of pt dication pleasarit upbeat environment. Benefits: Roundtrip airfare, vacations and end of contract gratuity. Write to: Dr. Balkees and scholarly activity, teaching experience. Qualifications: paid vacation and holidays 'totaling 38 days in 1987, 1 Al-Naiiar. Director, Language Centre, Kuwait University. P.O. Primary area of research in applied linguistics and second month's salary bonus per year, 1 month's salary severance Box 5486 Safat. 13055 Safat, Kuwait. language acquisition. Strong background in general linguis- pay per year. and medical coverage. Salary: adequate for living graduate-student style. Call: 68. 59.60. Write: Estreltita University of Alabama. Tuscaloosa. Teaching assistant- tics and a second area of strength. Administrative experience ships at the English Language Institute and for English and English tampons institute experience helpful. Responsi- de Mesta& Academic Director, Centro Colombo American, A. A.4575. Cali, Colombia. Department freshman composition courses for nonnative bilities: Teach second language acqUisition. methods of speakers Must be admitted to MA -TESL program Positions available August 1987. For information on MA. program and presented the award at the International assistantships contact. Director of Graduate Studies. English Department, The University of Alabama, Drawer AL. Awards Banquet on Monday, June 2, 1986 at Tuscaloosa, Alabama 35487, USA Telephone: (205) 348- Georgia State University. The banquet was 5065. AA/EOE sponsored by GTESOL. Stanford University, California. Director of the Bechtel GTESOL recognized Rep. Sinkfield for her International Center at Stanford University, Salary range: Continued from page 25leadership role in insuring that a provision for $50.55,000 per year (depending on qualifications and ESL instruction be included in the Quality experience). Applications must be postmarked by Feb. 10. 1987. For further information contact: Kathy DeMoulin, Basic Education Act. The draft version of the Stanford University, Personnel Department. Stanford, CA QBE Act did not mandate this provision. 94305. Telephone: (415) 723.0918. AA/EOE Georgia Rep. Sinkfield Through Rep. Sinkfield's efforts, the draft Receives Honors 1988.89 FULBRIGHT GRANT version was changed from, "The State Board of INFORMATION AVAILABLE SOON Education is authorized to create a program for Ste Rep. Geor- The Council for International Exchange of Scholars (CIES) GEORGIA TESOLgatannaSinkfieldlimited English proficient students," to "The is in the process of compiling information about 1988.89 was recently honored for her contributions toState Board of Education shall create .. ." This Fulbright Lecturing Grants open to U.S. faculty in the field of English as a second language in Georgia Public change is critical to serving limited English TEFL/applied linguistics. To receive information packets as proficient students in Georgia's public schools. soon as they are available, send requests to: CIES, Eleven Education. D. Scott Enright, associate profes- Dupont Circle N.W , Suite 300, Washington. D.C. 20036. sor of Early Childhood Education at. Georgia Rep. Sinkfield is serving her fourth year in State University and-President of GTESOL,the Georgia House of Representatives. Her tf- v legislative area includes portions of Atlanta city PLEASE NOTE schools and Fulton County schools where the JANUARY31st impact of this provision will be immediately is the (early) deadline for felt. JOB NOTICES by Mary Lou McCloskey, GTESOL Publicity Liaison and Editor's note: If your affiliate is interested in hosting an awards banquet as a fundraiser, contact CTESOL for suggestions and OTHER ANNOUNCEMENTS ideas. Please write to Mary Lou McCloskey, CTESOL Publicity Liaison, 1058 Starfire Drive N.E., Atlanta, Georgia for the April '117TN 30345, U.S.A. We are planning an early March mailing of this issue so that it will reach readers prior to the TESOL '87 conven- -...., P'SP:-.zrKi2._ _ -..7P,P., tion in Miami. If you are planning an 74-Zir,,, announcement for this issue, send A in _ P 111---;:k- ,, ,-. :: .,.. time to reach the editor by January 31st. Address it to: Alice H. Osman, Editor, _.,___. _ , TESOL Newsletter, 370 Riverside Drive Geotgainia Sinictleld and D. Scott Enright, , c... .= (1-C), New York, NY 10025, U.S.A. Ocsident of GIESOL'

714'12/86, 31 REFINING 'COMPOSITION SKILLS Rhetoric and Grammar for ESL Students Regina Smalley and Mary Ruetten Refining Composition Skills offers studentsan integrated program of writing by combining practice in rhetorical techniques with a review of grammar. This intermediate text progresses from paragraph writing to multi-paragraph essays. Other features: reading selections by professional writers discussion questions following the reading passages extensive appendices Suitable for high school, college and adult students

To Order Call Toll Free (800) 428-3750

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Teachers of English to Speakers of Other Languages An International Professional Organization for Those Concerned will, the Teaching of Englishas a Second or Foreign Language end of Shit:dare Englah as a Second Dialect Officers 198887 President FirstVice President Joan Morley Second Vice Presider.t JoAnn Crandall Lydia Stack The University of Michigan Center for Applied Linguistics Ann Arbor, Michigan 48109, US.A. Newcomer High School 1118 22nd Street, N.W. 2340 Jackson Street Washington, D.C. 20037, U.S.A. San Francisco, California 91110 US A. Executive Board MembernRichard Allwrir,Iit, University of Lancaster. Lancaster, England; Mary Ashworth, University of British Columbia,Vancouver, British Columbia, Canada, Charles H. Blatchforcl, Fair Oaks, California; US A, Jeffrey P. Bright, City Colleges of Chicago, Chicago, Illinois, U S.A . Marianne Celce-Murcia, University of California at Los Angeles, Los Angeles, California, U.S.A.; Freida Dubin, University of Southern California, Los Angeles, California,U.S.A., Donald Freeman, School of International Training, Brattleboro, Vermont, US.A , Jean Handscombe, North York Board of Education, Toronto, Ontario, Canada, Elliot L Judd,University of Illinois at Chicago, Chicago, Illinois, US.A Michele Sabi Houston Police Academy, Houston, Texas, U.S A., Carole Ursula, University of the Pacific, Stockton, Califenua, , University, Washington, D.C., U.S.A. US.A.;Shirley M. Wright, George Washington ExecutiveDirector: James E. Alatis, Georgetown University, Washington, D.C., U S A. Editor, TESOLQuarterly Editor, TESOLNewsletter Stephen J. Caies Alice H. Osman University of Northern Iowa F. H. LaGuardia Community College, CUNY Cedar Falls, Iowa 50814, US A. Long Island Cty, New York 11101, U.S.A. TESOL Central Of fice Staf f Executive Director.James E. Alatis Executive Assistant:Carol LeClair Convention Coordinator:Rosemarie Lytton Membership & Placement Services:Edmund LaClaire Field Services Coordinator. SusanBayley Publications Coordinator:Julia FrankMcNeil TESOL Development & Promotions:Aaron Berman, Box 14398, San Francisco, California 94119, US.A. TESOL membership includes a subscription to the TESOL Quarterly and the TESOL Newsletter. Annualmembership rates: Regular membership, $40; Student membership (for those engaged at least half-time study), $20; Joint membership (twomember household), $60; Institution/Library membership, $75; Commercial membership, $200; Paraprofessional, Retired, Unemployedor Volunteermembership,$20. (For additional outside the U.S., contact TESOL for amount of additional mailing fee.) Please make check in U.S. funds drawnon a U.S. bank payable to TESOL. Mail to: TESOL, 1118 22nd Street, N.W. (Suite 205), Washington, D.C. 20037, U.S.A. Telephone: (202) 825.4569. For change of addressor other information, write to TESOL.

TESOL, 111822nd Street, N.W. (Suite 205), Georgetown University, Washington, D.C. 20037 U S A TESOL NEWSLETTER VOL. XX, NO. 6, DECEMBER 1986 NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID nrESOL Bloomington, Ill. Permit No.16

April 21 25 Fontainebleau Hilton Miami Beach, Florida Lydia Stack, Program Chair Newcomer High School _197 San Francisco, California 94115, U.S.A.