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TITLE TESOL Newsletter, Vol. 21, 1987. INSTITUTION Teachers of English to Speakers of Other Languages. PUB DATE 87 NOTE 210p. PUB TYPE Collected Works Serials (022) JOURNAL CIT TESOL Newsletter; v21 n1-6 Feb-Dec 1987

EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Computer Assisted Instruction; Employment Practices; *English (Second Language); Films; Foreign Countries; Foreign Students; Intensive Language Courses; Language Teachers; Literacy; Masters Degrees; Newsletters; Professional Associations; Program Evaluation; Second Language Instruction; Self Evaluation (Groups); Teacher Developed Materials; Teacher Educator Education; Teacher Student Relationship; Teaching (Occupation); Textbooks; *Writing Instruction IDENTIFIERS China; Korea

ABSTRACT The 1987 volume of the Teachers of English to Speakers of Other Languages (TESOL) newsletter includes articles on developing ewarcises for use with films in the classroom; foreign students; professionalism and the master's degree in teaching English as a second language (ESL); international issues; the politics of ESL instruction; teachers in the computer laboratory; connecting with the community in intensive ESL; current directions in ESL; ESL as a profession; composition instruction; the textbook explosion; entering the field of teacher training; computer-mediated communication; teaching non-literate adults; ESL instruction in China; program self-evaluation; the teacher-student relationship; teaching ESL in Korean universities; British versus American 3nglish, and an employment concerns survey. Professional announcements, association notes, books and materials reviews, and notes on successful teaching techniques are also presented. (MSE)

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Vol. XXI No. 1 Teachers of English to Speakers of Other Languages February 1987 Executive Board News Releases: Title of Emeritus to Be Bestowed Richard L. Calkins Appointed on James E. Alatis Full-time Executive Director The title of TESOL's "Exec, Director The Executive Board, at its annual midyearlanguage. In addition, he has had both secon-Emeritus" will be conferred upun James E. meeting held the last week of September indary and college teaching experience in theAlatis at the Presidential Banquet during the Washington, D.C., took actions affectingU.S. and Europe in political science, interna- TESOL Convention in Miami Beach, April 21- TESOL's future administration. tional politics, government, European history 25, 1987. The Board is pleased to announce that it has and psychology. The 1983 Executive Board of TESOL de- appointed Richard L. Calkins to the position of The executive director designate brings tocided to confer this title upon TESOL's first full-time executive director, effective July 1,TESOL excellent professional preparation and executive director (formerly called "executive 1987. e.rience in business administration; he is well secretary") who has held this position since Richard Calkins comes to TESOL's execu-eaucated in management theory and practices, TESOL's inception in 1986. The award has tive directorship with an extensive backgroundand has a strong record in financial planning been confirmed by the present members of the in international education, including seniorand fund raising. Finally, Calkins is a resident Board, and it will take effect on July 1, 1987, administrative positions as well as teachingof Washington, D.C. and has held positions when the newly designated full-time executive posts. He has had direct experience with thethere which have familiarized him with the director takes office. problems of secondary and college students associational resources of the metropolitan Alatis be. une the first appointed chief learning content in English as a foreign area. executive officer of TESOL at the same time It is expected that Mr. Calkins' expertise in that he became associate dean of the School of business administration will serve TESOL well Languages and Linguistics at Georgetown INSIDE at this period in its development. An orientation University in Washington, D.C. In 1973 he program to acquaint him with TESOL'sbecame dean of the School, and continues in TESOL "37 Somettu'ng for everyone, by V. Diaz, T. that position today. For Alatis' services as Medina and M. odriguez, page 11 organizational structures and functions is already underway. executive director, TESOL annually pays one- The June TESOL Newsletter will feature a third of his salary as a dean at Georgetown Devising exercises for use with film, by). Coppock Get, full article by President Joan Morley about not to Alatis, but to the University. Page 4 By naming him "Executive Director Emeri- Comrnurity activities,by S.Sakes and B. Smith, page 29 TESOL's new executive director. In the meantime, TESOL members and colleaguestus," TESOL wishes to honor Alatis for his who attend TESOL '87 in Miami Beach willdedication and indefatigable work, and to Summer Pro. 1987 have an opportunity to meet Richard Calkinsassure the organization of his continued TOOL .na.Institutes, by K. M. Bailey, page 20 there in person. presence and counsel. Summer Institute Scholarships, by P. Pine, page 20 "my Barcelona: PIESOL:IATEFL Institute, page 21 Summer events, page 22 THANK YOU In the April 1985 TESOL Newsletter, the Search Committee for a Full-time Executive Affiliate/IS News ....23 Letters 19 Director invited your views as a member of TESOL concerning the nature of the position tanferences/Calls22 &23 Miniscules 18 of full-time executive director of TESOL. In the April 1986 TESOL Newsletter, the Search Int'L 15 On line 25 Committee for a Full-time Executive Director invited your nominations and applications It Works 17 President's Note 2 for the position in the formal announcement of the position. 27 Job OPenings .30 Reviews Standard E.,..irer 13 It is now our turn as members of the Search Committee to thank the fellow members of TESOL for accepting our invitations for help. We learned a great deal about the strength of the organization through both the suggestions, nominations and applications you sent us. News from the TESOL Publications Committee: Though as of September 1986, we have "stepped dawn" as an official committee, since Call for manuscripts, by D. Larsen-Freeman, page 3 our search was completed, we wanted to take this opportunity to express our gratitude to Interview with Enright and Rigg, by L Winer, page 7 latest hit, by J. McConochle, page 7 fellow members of TESOL, without whom we, of course, could not have done our work. Review of Directory of TESOL prep programs, by Eckard, page 9 John F. Fanselow, chair C4' Reports: Howard Morarie LIE: Foreighstudents in the US., page 9 Elite Olshtain ELT In the Gulf ArabStates, by DAR. Byrd, pare 12 Marsha Robbins Santelli 4...1 Symposium honors Carroll and Lado, by A Cohen, Peter Strevens U. et al, page 12 and Rosemary Kovach Wallace, secretary Summer Institute for S. African teachers, page 29 Briefly noted items, pages 16, 19, and 28 to the Search Committee

BEST COPY AVAILABLE TESOL NEWSLETTER +++++++++++++++++++++++++ ++ + Alice H. Osman, Editor F. H. LaGuardia Community College, CUNY /tote to de Nemived. 31-10 Thomson Avenue Long Island City, New York 11101, USA As president of TESOL during 1936-1987, Irepresented the broad spectrum of TESOL Telephone: (718) 482-5334 or have enjoyed the opportunity to speak directly professional intereststeachers from all levels (212) 663-5819 to the membership through this bi-monthlyand from many different contexts, teacher Editorial Staff and Advisory Board column in the TESOL Newsletter. In the five educators, curriculum developers, program Richard Allwright, University of Lancaster, Lancaster, previous columns I nave reviewed major administrators, researchers, materials writers, England; Chafes H. Llatchford, Fair Oaks, Califor- components and activities of our associationand more. EB members enjoy and get a nia; John Boyd, Illinois State University. Normal, from a 'coming-of-age perspective includingpersonal reward from working on associational Illinois; Mary Ann Boyd, /Ili/lois State University, Normal, Illinois; Mary Ann Christison, Snow College, CONVENTIONS AND ELECTIONS (April), as well as substantive issues. They take pleasure Ephraim, Utah; Andrew D. Cohen, PontificalAFFILIATES (June), STANDING COMMIT- in management and organizational work as Catholic University o/ Sao Paulo. Slio Paulo, Brazil; TEES (August), INTEREST SECTIONSwell as in their professional activities of Cathy Day Eastern Michigan University, Ypsilanti, Irenerene Dutra, Bronx Community College, (October) and SPECIAL BOARDS AND teaching, learning, researching. CUNY, Bronx, New York; Ronald Eckard, Western COMMITTEES (December). In this final The Executive Board meets in multi-day Kentucky University, Bowling Green, Kentucky, column I will turn attention to the TESOLsessions twice a year, at the annual convention Winifred Falcon, American Language Program, Columbia Univeisity, New York, New York; Douglas EXECUTIVE BOARD and OFFICERS and in late winter, and in an early fall midyear Flohive, Colorado State University, Ft. Collins, the EXECUTIVE DIRECTOR and CEN-meeting. In order to make the most efficient Colorado; Sergio Gain, Institute Mexicano-Norte- TRAL OFFICE. use of time at these meetings, however, a good americano de Relaciones Culturales, A.C., Mexico deal of sub-committee and study group work is City, Mexico; Liz Hamp-Lyons, University of The TESOLExecutive Board Michigan, Ann Arbor, Michigan; John Haskell, carried out. These groups do fact-finding, Northeastern Illinois University, Chicago, Illinois; Three special conferences on the Teaching of organize details, and recommend alternatives Mary Hines, City College, CUNY, New York, New English to Speakers of Other Languages were to the EB for action. At the present time two York; Carol J. Kreidler, Georgetown University, Washington, D.C.; Linda Kunz, LaGuardia Commu- held (in Chicago, San Diego, and New York) major sub-committees are in operation as well nity College, CUNY, New York, New York, Darlene before TESOL's formation as an official and as a number of study groups working on special Larson, American Language Institute New York duly constituted association. At the third of assignments. University New York, New York; Jean kfcConochie, these conferences, on March 17, 1966, in New Pace University, New York, New York; Carmen TESOLOfficers Judith Nine-Curt, Universidad de Puerto Rico, Rio York City the conference participants sitting as Piedras, Puerto Rico; Robert Oprandy, Teachers a legislative assembly adopted a proposed The second vice president of TESOL is College, Columbia University, New York, New York; Howard Sage, American Language Institute, New constitution and thereby created a new associa-responsible for planning and developing the York University, New York, New York; Richard tion, TESOL. program of the Annual Meeting, that is, the Schreck, University of Maryland, College Park, At that time a president, a first vice presi- TESOL Convention, which IATEFL Chairman Maryland; Use Winer, Southern Illinois University, dent, and a second vice president were elected Peter Strevens has called, "... the greatest Carbondale, Illinois. together with nine Executive Board (EB) professional event for teachers of ESL/EFL Production Manager members, three for three-year terms, three forthat occurs anywhere in the world." Few jobs Lars LaBounty two -year terms, and three for one-year terms. in TESOL are more demanding or more time- Pantograph Printing Constitutional changes over the years have consuming (or more nerve-racking, from time Bloomingtor., Illinois 61701, USA altered the composition of the EB somewhat. to time), than the work of the second vice Advertising Manager In particular the 1992 (Honolulu) revision president, who does it all as a volunteer service. Aaron Berman provided for direct representation of theDuring the second year on the EB as past TESOL Development and Promotions Affiliate Council and the Interest Sectionsecond vice president, the organizational P.O. Box 14396 Council on the EB. responsibility shifts to that of ex officio San Francisco, California 94114, USA The present TESOL Constitution as revised member of the Coordinating Committee of the Telephone: (415) 697 -5638 in 1986 (Anaheim) provides for the following: Section Council. TheTESOL Newsletter (TN) ispublished six times a year, The first vice president (VP) is responsible February through December It is amiable only through mem- "The Executive Board shall consist of the three b.iplup in TESOL or its affiliates. See back page for member- officers, the last two Pvt Presidents, Cie Past for relationships with other associations and sits ship inTormation. TNwelcomes news items from affiliates, interest sections, Second Vice President, six representatives ofas an ex officio member of any interorganiza- and organizations as well as announcements, calls for papers the Councils, and three members elected at tional liaison committee. The first VP is also ex conference and workshop reports and general information of Interest to TESOLmemberseveryiNhere. A length of approxi- large. The representatives of the Councils shall officio member of the Coordinating Commit- mately 300 words is encouraged for those Items except for serve for three years each, with one representa- tee of the Affiliate Council and has the special conference announcements and calls for papers which should not exceed ISO words. Send two copies of these news items to tive elected from each Council every year. The pleasure of working closely with and visiting the Editor. members-at-large shall serve for three years many TESOL affiliates. Longer!Wickson issues and current concerns are also solicited, and articles on classroom practices at all lea mer levels each, with one member elected each year." It The presidency of TESOL is preceded by and ages are especially encouraged However, four copies of is the responsibility of the Executive Board to the year as first VP which provides a bit of an these are required as they arc sent out for review by members of the Editorial Staff and Advisory Board before publication conduct the business of TESOL under general'easing in' periodeasing in, thatis,to a decisions are made Longer articles ;ire limited to IWO words or policies determined by the Legislative Assem- substantial time commitment (in the magnitude five typed double space pages. In preparing the manuscript, authors are advised to follow the guidelines found in the bly." of two and a half to three months of full-time TESOL Quarterly.(A copy of the guidelines may also be requested from wthisehTtN. Ed.tor.) If indeed it is the 'business' of TESOL to be work) and a fair amount of travel. Some of the cont bute to specs' I sections of theTN an association whose major function is to lead time is devoted to organizational issues, both are advised to send two copies of their it ms directly, to the editors in charge of those pages. Affiliate and Interest Section and give direction to the profession not on the road' and 'at home'; more of the time is News: Mary Ann Christuon SnowCollege, Ephraim Utah simply to followthere must be sustained devoted to substantive issues of the profession. 84627;Book Reviews:Ronald Eckard, Western Kentucky University, Bowlmg Green, Kentucky 42101;International Ex- organizational growth and development. There As has been the pattern with the TESOI. change. Liz Hamp-Lyons, Eng/ish CompositionBoard, must be changing mechanisms over changingpresides who have preceded me, much of my Unkenity of Michigan, 1025 Angell Hall,Ann Arbor,Michigan 48109;It Works: Cathy Day, EasternMichigan University, times to channel energies and harness theyear has been spent a wide variety of Ypsilanti, Michigan 18197,On Line:Richard Schreck, enormous person-power available in11,000 meetings and discussions with TESOL University of Maryland, University College, College Park Maryland 20742,Miniscules:Howard Sage, 720 Greenwich (plus) members. There must be groups consti- members and affiliate members in farflung Street (4 -H) New York NY 10014,Standard Bearer (employ- ment issues)Carol Kreidler, School of Languages and tuted and charged with planning, directing,places. A good portion of this time has been Linguistics, Georgetown University, Washington, D.C. 20057. monitoring and modifying the work of thedevoted to substantive presentations, speaking Advertising ratesandinformationareavailable from Aaron association. to literally thousands at plenary sessions and Berman, TESOL Development and Promotions Seeaddress and telephone number above. For information on submitting Over twenty-one years of TESOL, nearly 200 workshops. The job could be lonely, in the job notices, see job openings page persons have served on tile Executive Boardsense that one comes in as an outsider. In my Deadlines for receiving copy: (called the Executive Committee in earlyexperience, however, cordial greetings and December 15th for the February issue February 20th for the April issue years). These people have volunteered theirabundant hospitality have made me lose my April 20th for the June issue time to help with the work of sustaining sense of being a stranger. I feel that I have been June 206 for the August issue organizational growth and development. They August 20th for the October issue Continued on next page October 20th for the December issue have come from many places; they have Next Deadline: April 15th for the June TN +++++++++++++++++++++++++++++++ 2 TN 2/87 I-JHA A VA Y90;P6451 3 +++++++++++++++++++++++++++++++++++++++++++++++ become our Executive Secretary with the The day-to-day running of the organization is Pledieleat'd Vote exhilarating feeling that TESOL could bedone by the Central Office. In TESOL things Continued from page 2 getting the really unique person ideally quali- get done because there is a dedicated perma- fied to build the organization. I was right, I am nent staff that knows all the details of the warmly welcomed into many circles and manyhappy to say in retrospect, for I knew, and now organization. The Central Office is under the networks during my TESOL travels. know, no one else who could have done what direct supervision of the executive director. he has done so superlatively over the years." The Executive Director A Final Note The original constitution, whose adoption The Central Office It has been an honor to serve TESOL as its created TESOL in March, 1966, included the In August of 1966 a TESOL Central Office twenty-first president. Since TESOL '76 (New following proviso: "The Executive Committeewas established at Georgetown University.York) I have enjoyed eight years as a member is empowered to appoint an Executive Secre-Then, in 1973, Carol LeClair came intoof the Executive Board of TESOL (as second tary-Treasurer, whose salary, duties, andTESOL's life as administrative assistant. In thisvice president and past second vice president, conditions of employment shall be decided by post she has served TESOL as a loyal and1976-1978; as an at-large EB member, 1979- the Executive Committee in the light of thededicated professional. I shall paraphrase 1983, and as first vice president and president, needs and t. -sources of the Association. As a Harold Allen's words to say that no one else1985-1987). And now I look forward to the part of his du, Executive Secretary-could have done what Carol has done sosenior EB posts of past and past past president. Treasurer shall be anlc officio, non-voting excellently and so graciously over the years. I look forwrd to continued work with member of the Executiv, Committee and shall For many years James Alatis and CarolTESOL, where I have found a professional make an annual report on finances and mem-LeClair were 'the Central Office.' Then in thehome and a professional camaraderie; TESOL bership to the members of the Association." last few years due to TESOL's continuing which uniquely provides: 1) a mechanism for On June 30, 1966, TESOL President Harold growth in size and in complexity, the profes-communication of information about language B. Alleninvited.James E. Alatis to becomesional staff has been expanded as has the learning and language teaching, 2) a forum for TESOL's one-third time executive secretary, as support staff. TESOL's many and diverse debate on professional issues, 3) an instrument unanimously approved by the Executive needs today are well-serviced by: Susan Bayley of advocacy on behalf of language learning and Committee. James Alatis has held that post for (field services coordinator), Aaron Bermanteaching, 4) a fellowship of people with a nearly twenty-one years. Many have come to (TESOL development and promotions), Chris- multi-faceted common cause. call him 'Mr. TESOL' over the years for histopher Byrne (convention coordinator), Julia devotion to TESOL and for his indefatigable Frank-McNeil (publications coordinator), and JOAN MORLEY work on behalf of the organization. In HaroldEdmund LaClaire (membership and place- Allen's words, ".. .I invited James Alatis to ment services). ++++++++++44++++++++++44+++44++++++++++++++++++ TESOL Publications Committee Issues Call for Manuscripts by Diane Larsen-Freeman Chair, TESOL Publications Committee The TESOL Publications Committee held a services. In addition, interviews with authors/ dressed in the proposal. All submitters of special mid-year session in Washington, D.C. ineditors will be regularly featured in the TESOLproposals will receive detailed comments and September. The major purpose of the meeting Newsletter. suggestions from the evaluators. Authors and was to conduct a comprehensive review of editors whose proposed or completed manu- TESOL publications policy. At this session a1. Preparation of proposals for publication Authors and editors wishing to publish with scripts are judged appropriate for publication new policy was formulated and proposed to by TESOL will receive further instructions the TESOL Executive Board, which subse-TESOL should prepare an informative pro- posal, which may be for incomplete or for concerning preparation of the final manuscript quently approved it. and TESOL publication policies. The following call was prepared by Commit- completed manuscripts. This proposal must tee members Mary Niebuhr, Julia Frank-include the following: 3. Submission of proposals McNeil and Peter Lowenberg to inform a. A 500-word summary of the entire Send three copies of the informative pro- TESOL members of some of the details of the manuscript, which includes the issues posal (in #1), and a cover letter which includes new policy and to encourage members to addressed, contributions to one or morea full mailing address and both a daytime and submit manuscripts to TESOL. TESOL-related fields, features that make evening telephone number of one author or the volume unique, intended audience and editor, to: Call for Manuscripts potential marketability, and a list of conferences, colloquia, or other profes- Julia Frank-McNeil The TESOL Publications Committee invites Publications Manager submissions of previously unpublished "state of sional meetings at which parts or all of the contents have been presented. TESOL Central Office the art" book-length manuscripts for publica- 1118 22nd Street, N.W., (Suite 205) tion by TESOL. b. An annotated table of contents listing Washington, D.C. 20037, U.S.A. TESOL does not produce classroom or other titles of chapters and a brief description of texts for direct use by ESOL students, but each; if an edited volume, the author(s) of For further information, write to Ms. Frank- rather publishes on a wide range of theoretical each chapter; and the projected length of McNeil or telephone her at (202) 625-4569. and practical topics relevant to TESOL each chapter. members. c. As much of the manuscript as has been INVITATION TO SUBMIT A large variety of publication types are completed at the time of submitting the PROPOSALS FOR TESOL appropriate, including but not limited to, text proposal. At least one complete chapter SUMMER INSTITUTES materials for use in professional training must accompany the proposal. This por- courses, anthologies of scholarly papers and The TESOL Executive Board is invit- tion of the actual text must conform to the ing institutions to submit proposals to articles, bibliographies, and handbooks in such format and stylistic specifications of the areas as administration, curriculum, and conduct Summer Institutes on their Publication Manual of the American campuses. Applications should be sub- testing. Content may pertain to specific Psychological Association (Third Edition), TESOL Interest Sections or to topics of a mitted 2-24 years in advance. For which can be obtained from the TESOL information and Guidelines for Summer broader, more general nature which have not Central Office. yet been widely addressed in other book-length Institute Proposals, write to: James E. publications. 2. Review and evaluation of proposals Alatis, Executive Director TESOL, Suite Authors and editors of volumes published by 205, 1118 22nd Street N.W., Washington, Proposals will be reviewed and evaluated by D.C. 20037, U.S.A. TESOL receive an honorarium of $500 andthe Publications Committee and by external benefit from TESOL's world-wide distributionevaluators knowledgeable on the topics ad-

-TN 2/87 3 off limits. The only link with, survival Devising Exercises for Use with Film passed through timea loophole in time and then, maybe, it would be possible to in the ESL Classroom reach food, medicine, energy. by Judith Coppock Gex Exercise: Match the correct definition with LaGuardia Community College, CUNY the word. Group I Previewing is a very important part of using This, like most of the exercises I prepare, is film in the classroom. By doing it, you give one page long. The students cover this exercise _ 1. fancied a. halls _ 2. network b. had a desire for or an yourself an opportunity to think through all the with another piece of paper. After the exercise _ 3. galleries opinion that something possibilities for classroom use, and, in the is covered, the students move the cover-paper had happened; pic- process, you eliminate a lot of them. The films down to reveal only the following: _ 4. submitted _ 5. outcome tured in the mind listed in the appendix include those I have c. put under the control chosen to use in the classroom. These represent 1. of about one third of the films I have previewed. __probably 50s. d. effect or result of an Short, silent films are good for a beginning class. Examples are A Journey (42), A Boy's event Journey Through A Day (5), The Stringbean The teacher reads the sentence, and the e. complex system of lines that cross (37), and In the Park (33). If there is time, you students try to write it. Then they move the might want to show the whole film first. Then, cove:ing paper down to check their work. go back and add language. When preparing these slotted dictation, I keep the sentence to one line so that, when the Group !I I often stop the film at logical places and let _ 6. select f. condemned, facing the students provide the language for what they sentence is dictated to the students, natural stress and intonation patterns are used. [TN's _ 7. guinea pigcertain death have seen. Then later, for homework, 1 may ask _ 8. doomed g. narrow opening in a them to write about the movie. In later classes, column format could not accommodate one 9. off limits wall I use the vocabulary from the film to make up sentence per line. Readers are asked to 10. loophole h. choose other class exercises. This spiralling of vocabu- visualize a one-sentence-per-line format. Editor] i. animal, a little larger larythat is, bringing it back repeatedlyis than a rat, often used in important to help the students internalize it. B. Read and Look Up. Script from The experiments Another way to use these short films is to j. tritside the line that create an information gap. One half the class Loon's Necklace. sees the first part of the film while the other Shot from the magical bow,/ the arrow cannot be passed half works on something else in another room. could not fail/ to find its mark./ The The idea of this exercise is to allow the The teacher helps the students with the wolves did not come again,/ and there wasstudents to figure out meaning from context. vocabulary so they will be able to tell about peace in the village./ Because the words and definitions are grouped their part of the film. Then the second half of The students read silently to the slash, look so as to give limited choices, the task is easier. the class views the second part of the film while up and say exactly what they have read. The Having all tht definitions mixed from which to the other half of the class does something else. idea is to get them into the habit of reading inchoose would be overwhelming to the students. Finally, the whole class comes together andin meaningful chunks. It is also a way of practic- D. Grammar. small groups containing members from both ing pronunciation. Students usually do this You may also want to use the script to give parts of the classthey tell each other what activity in pairs, taking turns reading to thepractice in the use of various parts of speech. they know about the movie. After discussing it, slash and looking up to recite. The second timeFor example, these parts of the script of the whole class sees the entire short filmthrough, they change turns. I circulate, answer-Lincoln's Last Day are used to practice together. If possible, it is useful to provide ing questions about meaning before I read theprepositions, pronouns and verbs. more opportunities to see the film in the lab or line aloud. the library. Exercise 1: Write the correct preposition in When I use soundtrack films, I tape the C. Vocabulary for high intermediate level. the blank. soundtrack and type up the script. Then I make Script from La Jette. At the theater that night, Stanton pro- exercises from the script to use in class before Many died. Some fancied themselves to :ides little protection him. showing the film. That way, the students see be victors. Others were made prisoners. Wilkes Booth is a hurry now. It is and hear portions of the film before I show it. The survivors settled beneath the Chaillot, already past noon, and there is much to be Depending on the film, I may do one of these in a network of galleries. Above ground, in done. He goes to the Howard Stables and exercises, listen to it on the tape, and watch that Paris, as in most of the world, everything orders his horse delivered to a small shed section of the movie before moving to the next was rotten with radioactivity. The victors behind Ford Theater. The stableman script exercise and part of the film. stood guard over a kingdom of rats. agrees and Booth moves on to Pomphrey's For a 20-minute film, I may divide the script The prisoners were submitted to some stable where he orders a fast horse to be into four or five exercises. After giving the experiments of great concern, apparently, saddled his use later the after- students the opportunity to work together on to those who conducted them. The out- noon. Now Booth goes to the Surratt house these exercises, I go over them making sure that come was disappointment for some, death and delivers a package Mrs. Surratt. students hear me or a tape of the soundtrack for others andfor othersinsanity. read aloud what they are reading to them- One day, they came to select a new Exercise 2: Circle the correct pronoun. selves. If they don't know how to pronounce guinea pig among the prisoners. He was something and arelisteningfortheir the rn.at whose story we are now telling. He she it mispronunciation, they may get lost as they He was frightened. He had heard about Himasks her to take its to watch the movie. Listening to the script the head experimenter, and was prepared His beforehand can clear up some of the misunder- to face the mad scientista Dr. Franken- standing. steininstead of whom he met a reason- he The following are five of the kinds of able man who told him in a relaxed way Surrattsville, Maryland, wherehimwill exercises I use to present film scripts. that the human race was doomed. Space was his A. Slotted dictation. Script from Cave it People of the Philippines. 21st ANNIVERSARY ISSUE pick its up later. Next, Booth finds 1 They are the oldest members of the A, special issue of the TESOL probably 50s. Newsletter, TN reflecting the he tribe in their growth of TESOL since 1966, is in him fellow conspirator, Louis Payne. M2 trihe's his Their, ohyed, oldest son is the preparation by John Haskell, toolmaker. That night, the powerful Payne will knife guest editor. Look for it in April! Secretary of State Seward. The Secretary Be3. era. His wife is will recover. Continued on page 5 4 5 TN 2/87 Film surprise. After seeing it, we either read the rest Appendix of the script or, perhaps, do a doze exercise Films recommended for use in the ESL class- Continued from page 4 with it, thus enabling all of the students to room-with some comments about the filn.s and/or understand the surprise. their recommended use. Exercise 3: Write the correct form of Soundtrack films can also be used effectively 1. AU the Wishes of the World, 1969, silent, Zagreb the-s-verbs in the parentheses in the by giving students a series of questions that will animation. Good to practice. if he's he will blanks. focus their listening as they watch. I wanted to Students could also write the story. 2. Annie, musical by Charnin and Strouse. Available During the afternoon, James Ford has use the film Birth in a class that was ending juston videocassette. (has) - the Presidential Box prepared.a few days after the film was received at 3. Birth, 1968. A film about a young couple going Several flags and a picture of George school. A young woman in the class was having through LaMaze training and the birth of their child. A a baby in a few weeks. She didn't know muchvery human sensitive filnQuestions relating to this Washington decorate it now. film are available. The film is effectively used with an John Wilkes Booth is inside the theater. about the process, and she wanted to see theinformant to give additional information on stages of Rehearsal over, the actors are gone. Booth film. I didn't have time to tape and type the labor, what to expect, and how to help yourself during has no illusions about some of hi' conspira- script and prepare exercises. I listened to the labor. film and made questions which incorporated a 4. Boundary Lines, 1947, International Film Founda- tors. They may (fails) , but he, tion, 11 minutes. John Wilkes Booth, will not. Now helot of the actual vocabulary we would be 5. A Boy's Journey Through a Day, 1970, silent, concentrates on what he must (does) hearing. I typed the questions in groups of ten.Coronet, 16 minutes. Students tell and write the story. It's past 6 o'clock as Booth looks I asked the students to read the group of ten 6. Calder's Circus, 1961, 20 minutes. Alexander down onto the empty stage .:cross whichquestions. Then I showed the part of the filmCalder playing with his circus toys This is a goad film to use to introduce the students to his work ar,d to the he will (escapes) that answered those questions. If they couldn't work of his father. For teachers who live in New York E. Pair Dictation. answer some of them,rewound the film toCity, we suggest a trip to see Calder's "Circus" at the that point and replayed it, stopping at theWhitney Museum of American Art. This activity gives each student the oppor- 7. A Case of Suicide, 1968, Peter H. Robeck and Co., tunity to practice all four skills while doing it. critical word. You can use a good projector like a tape recorder. If, however, yours rebels when33 minutes. Students work in pairs. 8. Cave People of the Philippines, Educational you continuously rewind, make a tape of the Enterprises, 39 minutes. Use with sentence combining Directions: soundtrack to use to rewind and catch specificexercise from The Gentle People," Write Away, Book a. Read these sentences to yourself beforeanswers. II, Gallingane and Byrd, Collier-MacMillan. reading them aloud to your partner. 9. Changing Family, a series of 9-minute films Sometimes, using just a snippet of a film can b. Have your partner write them down. including: Blended Custody, Blended Families, c. Let him/her check the sentences when be very effective in getting across a point- - Divorcing Parents, and Single Parent. clarifying something. For example, you might10. Cheaper by the Dozen with Clifton Webb and s/he finishes writing. Myrna Loy. A film based on the book by the same d. Ask for more sentences. use just that part of From Montgomery toname. Memphis-The Story of Dr. Martin Luther11. David's World, NASA, Goddard Space Center, 1. Alexander Calder, America's mostKing, Jr., that shows the "I Have a Dream" Maryland. A true story of a little boy who had to live famous twentieth century sculptor, wasspeech with the text of tha presented in a in isolation. born July 22, 1898, in Philadelphia, Penn-lesson in Reflections by Suzanne Griffin and 12 Emerging Woman, 1974, Women's Film Project, sylvania. John Dennis. Inc., 40 minutes. History of woman's movement from 2. His father and grandfather were also 1850s to the present. One day, I used a New York Times article 13. Ferdinand the Bull, 1971, Walt Disney, 8 minutes. sculptors. about two astronauts working outside the 14. Fid...lity of Report, 1946, silent, Pennsylvania State 3. His father, Alexander Stirling Calder, University, 6 minutes. A vet)/ short film showing a made the statues of George Washington on shuttle. The article said the astronauts re-holdup used at John Jay College of Criminal Justice, sembled Laurel and Hardy moving a piano. CUNY, to train policemen to note details. The same the Washington Square Arch in Greenwich Showing the piano moving segment of Thescene is repeated twice with a break. I show It the first Village. Music Box made that reference understand-time to get students to write descriptions. The second 4. Alexander Calder iswell known for showing confirms what they noted and gives them a making mobiles (constructions which able. chance to add detail. Musicals are great fun for ESL students. The15. The First Signs of Washoe, about 30 idnutes. move) and stabiles (constructions which About teaching sign language to chimps. Good to use do not move). first one I tried was Annie. There were tenwith other readings about animals learning language. songs for a ten-week course and the finale wasAlso a springboard to discuss various ways humans Cut or fold along the dotted line. seeing the film. Making a doze of a song with learn language. blanks (numbered under the line) is one way of 16. The Carden Party, 1974, Gurian/Sholder Produc- tions, 24 minutes. A beautiful film of Katharine getting the students to listen and re-listen. Mansfield's story. If the activity is for them to do on their own17. Hailstones and Halibut Bones, 1983, Sterling Give sentences 5.9 to a pair of students when to prepare for seeing a movie or a Broadway Educational Films, 12 minutes Use with the children's they ask for more. book of the same name. show, have the doze on one side of the sheet 18. A Half Million Teenagers, 1969, Churchill, 16 5. One of his most famous creations waswith the completed doze on the opposite side minutes. On venereal diseases. his circus. of it. 19. Islam, 1963, McGraw Hill, 19 minutes. A good 6. He gave his first circus performance in composition model. The easy availability of films on videotape in20. La Jetee, 1970, Pyramid, 28 minutes. Gripping 1927. many countries opens up even more possibili- science fiction. 7. He and his wife often gave performan- ties for the classroom. A telecaptioner, a device 21. The lady or The Tiger, Encyclopedia Britannica, ces in America and in Paris. that prints English subtitles on dosed-cap- 15 minutes. Used as followup to the story. 8. The circus eventually grew to fill fivetioned TV shows like "20-20" and does the 22. Lincoln's Last Day, 29 minutes. A static film that comes to life if you add photographs and anecdotes suitcases. same on certain full-length films on videotape,about the main characters. 9. The Calders would send invitations tobecame available to the general public in 1986.23. The Loon's Necklace, a Northwest Indian folktale, friends, set up the circus, and serve First advertised for $199.99 in the spring 19b6 1949, Encyclopedia Britannica, 11 minutes. This peanuts to their guests while they watched. catalogues of Sears Roebuck and J. C. Penneyshows a lot of carved Indian masks and might work well with a field trip to a museum of natural history I used this particular pair dictation after department stores, a telecaptioner may also bethat may have a collection of masks and totem poles. students looked at postcards and pictures ofordered from the National Captioning Insti-24. The Lottery, 1969, Encyclopedia Britannica, 18 stabiles, mobiles and other work by Alexandertute, Bailey's Crossroad, Virginia, U.S.A. by minutes. A dramatization of the Shirley Jackson story calling Sharon Butler at 703-998-2400 for 25. The Miracle Worker. A dramatization on video- Calder. After the dictation, I showed them the tape of the story of Helen Keller and Annie Sullivan. kind of invitation Calder and his wife Sent to ordering information. Used with He'..ln Kel'er's autobiography. people inviting them to a per formanoP. Then, 26. Miss Goodall and the Chimps, about 25 minutes. A after passing out circus napkins and peanuts, Note: The author wishes to thank the followinggood film to use in discussing the importance of we watched the film of Calder's "Circus." persons whose ideas she used in devising someparenting On its own it is a very interesting nature of the exercises: Kathy Durnin, Mary Hines, film. For movies that have surprise endings, like 27. The Music Box, Laurel and Hardy, Blackhawk, 24 La Jetee and The Open Window, I make Bob Oprandy, and Jim Weaver. minutes. previewing exercises for the script up to the 28. Night and Fog, 1955. Used English subtitle script point where the surprise begins. First we work About the author: After receiving an M.A. in TESOL for a reading lesson before showing this Alain Resnais on those exercises. Then we watch the film from Teachers College, Columbia University in 1978, film on concentration camps without the sound Used Judith Coppock Gex joined the faculty of The Englishwith The Diary of Anne Frank. complete with the surprise ending to let those Language Center, LaGuardia Community College, who can understand it enjoy the element of CUNY. Continued on next page TN 2/87 6 5 Film Continued from page 5

29. Occurrence at Owl Creek Bridge.A dramatization of the story of Ambrose Bierce. 30. One A.M., silent solo Charlie Chaplin, Blackhawk 13 minutes. Good for encouraging speaking and writing. 31.Oklahoma,Rodgers and Hammerstein on video- tape. Prepare song dozes. 32.The Open Window,The Saki Story, Pyramid, 12 11VI minutes. 33. Inthe Park,Marcel idarceel, Audio-Brandcw Films. 34.Peege,1976, Phoenix Films, 24 minutes. A Tuming..8 wonderful film about an old woman in a nursing home and her grown up grandson. This is a'seven handkerchief job.' Look at it carefully to see ifou want to deal with the emotions it may arouse in a class Communicating in English,S9 Use with the chapter on nursing homes in Pifer and Mutoh,Points of View,Newbury House; also with "Day Care for the Elderly" inPerspectivesby Len Fox, Harcourt, Brace, Jovanovich. 35. Primeof Life,Addiction Research Foundation, 3 minutes. A short film about a man pressured in his job to perform miracles and pressured at home as well. For over a decade, Addison-Wesley has been The film was made to be used as a takeoff for discussionIs it all worth it? committed to innovation and quality in language 36.The Question, 83iminute animated film. A little publishing. This dedication is reflected once man trying to find an answer to the ultimate question. He tried religion, politics, art, science, psychiatry, and again in our new, four-level communicative war and is not satisfied with any of them. Love is his answer. series; Turning Points. 37.TheStringbean, silent, Claudon Capac Produc- tion, 17 minutes. A good story to elicit writing in beginning classes. 38.West Side Story,Leonard Bernstein, videotape. Song dozes. 39.WithoutWords, 1977, Prentice Hall, 23 minutes. Use with Hirasawa and Markstein,Developing Reading Skills,Chapter 9, "How to Read Body Language," Newbury House. 40.Eagle Has Landed,NASA, Goddard Space Center, Maryland. A documentary about the moon landing. 41.Nobody Coes There.The history of Ellis Island. Add good photographs of Ellis Island immigrants. 42. AJourney,silent, Zagreb film. An interesting mystery to discuss and write about.

Note: PublicEbro. ies, Boards of Education or BOCES Boards would be good places to look for films. In addition, the Canadian Film Board, Syracuse Univer- sity, New York, the National Aeronautics and Space Administration, Goddard Space Center, Maryland, maintain good film lending services. Undoubtedly, most librarians would be good sources of information on borrowing films. A true departure in language learning, Turning Points features: high interest topics with a broad appeal to teens and young acults SAINT MICHAEL'S COLLEGE wide variety of listening, speaking, and critical think- Winooski, Vermont 05404 ing skills richly illustrated lessons focusing on real-life storyline MASTER'S IN TESL themes 36credits music, poetry, fiction, and non-fiction for building ADVANCED TESL Certificate Program reading skills and a love of literature 18 credits guided and independent writing for classroom or homework use INSTITUTE IN TESL summers only Each level is complete with a student book, teacher's 9graduate credits guide, workbook and a cassette package.

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Director TESL Program Boo II The Source of Innovative Language Materials St. Mchaere Code. %mad,Vermont 05104 USA An Interview with D. Scott Enright and Pat Rigg, Editors of Children and ESL: Integrating Perspectives by Lise Winer Southern Illinois University at Carbondale Winer: How did this book come about? Winer: Why did you see a need for this book Rigg: It came out of a colloquium that all of us aren't the integrated approaches you talk about did at TESOL '85 on "Children and ESL: Whatand advocate already 1-ommon knowledge? Cr4 We've Learned, What We're Learning.' S. itWhat about the attitude that children "just pick started with a "researchy" perspective. Because up a language" and you don't have to teach Pat Rigg D. Scott Enright them in any special way? Sarah Hudelson, Carole Urztla and I were all thing. They're only asked to fill in words, to working with data from the same group ofRigg: I wish that were true! copy things. The girls in the study were in children, it became easy for us to see how we Enright: Kids can do things, just as we can, but different classes, and they had a better could divide up the specialties. Then, because opportunity. we were very concerned that we not fall into we do know there are lots of things we can do the traditional trap of slicing up the language to make their task easier, and to make it more efficient. That's one of the main area we were Winer: Isn't that what happens to native aspects into listening, speaking, reading, and English'speaking children too? writing, and that we not slice up research asstudying in the book. How can we create different from teaching, we asked Carole to do environments that make it easier for children to Rigg: Yes, and it's rotten for them too. But it's a "children's story" about doing research. Then learn a second language? Even good language worse for ESL kids because they're being the TESOL organization asked all the collo-learners, without the correct motivation and the evaluated by the same standards as first quium people if they wanted to try to turn their correct input, stop at a certain poir.t, whetherlanguage kids, and yet they're being thrown colloquium into a volume, and of course wethey're young or old. You have to create into situations where they are given tasks that said "Yes!" We included Courtney Cazden'ssituations and given them input that will allow are twice as difficult to do. They can and do plenary, because its point was that we should them to continue to move into higher andwrite to a variety of audiences, on a variety of be advocates for second language children. higher levels of fluency. topics, and therefore use a variety of formats From there on, it was really rist a matter of Rigg. Let's look at some of the classes the kids they pick the appropriate form. But if they're editing each other's articles and putting them are in. In this study, the tw:, boys, in theirnever allowed to do that, if they are only together. Julia Frank-McNeil, who does regular classesnot ESL onesare never in therequired to do the kinds of "schooly" things TESOL publications, was a jewel to work with. whole year asked to write any real authentic that those boys had to do in their regular classes, then they aren't going to learn to use Latest Hit from TESOL Publications Committee those other forms. by Jean McConochie Winer: Do you think that most ESL teachers Pace University are helpful to these children? How often have you remembered a stimulat- spent 'line months teaching in the Temple Rigg: Yes, I think there's a lot of very good ing TESOL Newsletter article and wondered University-Japan program. Back in the U.S., he teaching going on. There's also a lot of how to find it again? How many times haveadded several scenes (i.e., articles) in response mediocre teaching going on, and there's some you wished for a concise collection of TN bad teaching. Often teachers come out of articles to share with a methods class? teacher education programs without having Selected Papers from the TESOL Newslet- had extensive field teaching experiences, and ter, 1975.82, now available from the TESOL usually the first year on the job they learn from Central Office, is your answer. Its 288 pages scratch. So, many feel unprepared, and then include representative contributions from the they are put in very bad situations where hundreds of TESOL members who have been legislators or other people who are not profes- willing to share their ideas in formative stages, sionals demand that the students and teachers offering ideas that help others get ideas. What take "minimal competency" tests and require could be better as a spring tonic and profes- that the teacher use "teacher-proof materials," sional pick-me-up? and require that the teacher spend a great deal This article is, however, not a review but of time administering tests which can never rather a story of how TESOLers interact to A' aita. indicate what " kid can do, but only suggest stimulate professional development by getting John Haskell, editor of the 77V what a kid cannot do. All that is very discourag- a good show on the road. Like any good from 1975 to 1982 ing. production, Selected Papers represents the to what the Japanese audience of teachers-in- work of countless people, some of them with training had applauded. Winer: One of the striking points in the book is their names up in lights, others working quietly During the summer and fall of 1985, the final the participation by teachers; the researchers behind the scenes. script was typeset by Pantagraph Press, which really listened to them. How do researchers The idea for the showthe new publica- has for many years produced the TN. Acting as learn from classroom teachers? tionoriginated in the late 1970s with Donnaboth production manager and "angel," LarsRigg: The first thing is just thatthey listen. Ilyin, who proposed it during her time in the LaBounty of Pantagraph not only oversaw the The majority of researchers I know are cast of the TESOL Executive Board. When book's printing at Pantagraph but also donated John liaskell left his long-running role as TN his personal time and professional expertise in university teachers and the first thing we do editor to become first vice president of laying out the book. when we get close to a bunch of teachers is to TESOL, he offered to edit such a volume, The book's coverthe curtain for this TN open our mouths and start to tell them things. feelini, that the project would usefully fill his We don't put ourselves in the position of Theater productionwas drawn by an artist in learnins usually, but we'd be better off if we time as an understudy for the role of president. Palau. It came to director Haskell some timedir:. One way to listen is to do what Carole H. Douglas Brown, chair of the TESOLago via prop man Tom Hale, who had been a Publications Committee at that time, provided Peace Corps volunteer in that South Pacific 1,rztla does, which is to go sit in classes with her critical support and encouragement. Commit- trust territory. The curtain art is a Palauan mouth closed. She's there consistently, too, tee Member Virginia French Allen offered to every week; she doesn't just go there for 15 "storyboard"a cartoon-like series of draw- m;nutes or an hour and then they see her next serve as dramaturge, reading the first draft ofingsshowing a class of ESL students and their the manuscript and suggesting practical ways teacher. year. The teachers and the principal and the students recognize that commitment, and begin to make it publishable. Thanks to her, director The ultimate success of any new play to trust you. Bit by bit we become just two Haskell notes, the project "really got off the depends how much the audience remembers of ground." it after the curtain has come down. Given the professionals talking together, sharing ideas. For an out -of -town tryout, Haskell took a responsivehess of the TESOL audience, Se- The researcher can sat "Cosh, I loved the way second draft of the script to Tokyo, where he lected Papers seems assured of a long fin. e Continued on page 9 '414 2/87 7 (---) PEC_T'RLi NA It gets people talking. \ And listening. And reading. And writing. SPECTRUM provides six levels of ESL/EFL instruction in communication skills and grammar for adults and young adults. Students learn language they can immediately use in both Now all six levels complete! speaking and writing! SPECTRUM Tests Now Available Diatmosnc and Placement --ln Illackline Masters $REGENTS PUBLISHING COMPANY Two Park Avenue New York, NY 10016 (212) 889-2780 (800) 822-8202

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TN 2/87 interview Directory of Professional Preparation Continued from page7 Programs in TESOL in the United States you handled that situation.I wouldn't have known what to do." And the classroom teacher edited by Julia Frank-McNcil. 1986. TESOL, Georgetown University, Suite 205, 1118 22nd Street, says, "Well that is easy but I can't figure out N W., Washington, D.C. 20037 U.S.A. (187 pp., $13.00 for members, $15.00 for non-members). what to do with this." Good shop talk! Reviewed by Ronald D. Eckard Winer: What did this mode of research give Western Kentucky University you that you otherwise wouldn't have? Over the years TESOLers and even many duction of pages is that bilingual education and Enright When you put all of these papers non-TESOL members have come to depend onCanadian TESL programs are not included this together, you get a "thick description." Taking the "Blatchford Directory" for up-to-date time. The preface of this edition refers us to a into account the context, the other people information on the number and kinds of ESLCanadian publication for descriptions of TESL present, the history of the people, the complex. and bilingual education teacher training programs in Canada; nevertheless, there is no ity in which the students and teachers are programs in North American universities. With explanation for the omission of bilingl operating. If the teachers and the students are each new edition we proudly read descriptionseducation program listings. your colleaguesbeyond subjects, beyondof new programs and notice increasing informantsyou can examine the meanings of Despite the omissions and the fewer pages, numbers of educational institutions with this edition actually lists more programs than situations for the participants in these situa-courses and degree programs in our chosen tions. For example, in one case a teacher wasfield. The Directory has been, in a way, a ever before. While the sixth edition listed 110 using the same types of language patterns in chronicle of the growth of TESL (the profes- institutions, this one lists 143. Furthermore, this different settings. I could see that these same sion) and TESOL (the organization). edition describes one more doctoral program,. patterns were app..aring over a series of And because we have come to expect every fifteen more master's programs, and five more occasions, but it was only by consulting with edition of this Directory to be bigger andcertificate programs than in the sixth edition. her that I find she was deliberately setting up bolder than the previous edition, many of usAnd this is just for TESL programs in the and looking for opportunities to use this were shocked when we first saw the latestthe United States. Also of interest in this volume, as language so the aids could practice that. seventhedition. before, is a summary of the various state Rigg: We strongly think that the best research The first shocker was the size. Although thecertification requirements for TESL and the from now on is not goinz to be a one-shot- does- 9" x 6" format remains the same, the latest indication that at least 25 states now have some it business. Many many observations of kids in edition is obviously lighter and contains fewer type of certification in the field. New in this various situations is the best way to inform pages than the sixth edition. Does this mean, we edition is the inclusion of TESOL's Statement teaching. asked ourselves, that there has been a decline in of Core Standards for Language and Profes- Winer: What relevance does this have forthe number of TESL programs? sional Preparation Programs. Those programs teachers of adults? The second shock came as we read the title which have endorsed the Statement are indi- of the book and the name of the editor. The cated with an asterisk after the name of their Enright: I think we are more likely to givetitle is a bit different, but it has always been institution. credence to factors affect for children;long and cumbersome; that's why most of us All told, we have nothing to worry about, no whereas we expect adults to have emotions and simply call it "the Blatchford," for Charles H. need to be shocked. The seventh edition of the motivation under control, and I think that'sBlatchford, the past president of TESOL who Directory, like its predecessors, chronicles the nonsense. Even if adults have more abstract painstakingly edited the first six editions. But growth of the TESOL profession, both in operations, we should still pay attention to what's this? Blatchford's name is not even on what they are interested in, their reasons for quantity (listing an ever growing number of the front of this volume. Now what are weprograms) and quality (including the profes- using language and providing a more contextu- going to call it? alized environment. An integrated approach is sional standards statement and the certification something that teachers of adults could defi- Those who were able to overcome theirguidelines). We owe a debt of gratitude to nitely use; rather than the behavorist-based,initial shock and go on to peruse this neweditor Julia Frank-McNeil, whose work con- atomistic, skill-them-anddrill-them-to-death edition carefully had some pleasant surprisestinues the fine tradition of research and approach still prevalent inthe majority ofwaiting for them. Yes, this book is indeedreportage established six editions ago by schools in the United States. lighter and shorter than the previous edition. Charley Blatchford. We welcome the Frank- That's mainly due to the use of lightweight McNeil Directory. It is a volume which belongs Winer: What would you like to have happen aspaper and the wiser use of space. Whereas the a result of people reading this book? on the reference shelf of every professional in sixth edition described only one program per the field of TESL. Rigg: The primary audience that we wrote for page and left a lot of blank spaces, the seventh edition has o tighter, and really more eye About the reviewer: Ronald Eckard is the director of the ESL, was classroom teachersboth of ESL and and TESL, programs at Western Kentucky University m mainstream classes. I'd like them to get out of itpleasing format. Another reason for the re- Bowling Green. Kentucky. first a sense of pride, because I think many of them can identify with the "Wise Teacher" in the study, and with the ESL teachers who are HE Report: ment was 343,777, up just 0.5 percent from doing such good jobs. Second, an understand- 1985. ing that they themselves are researchersnot in Foreign Students IIE surveys indicated that two-thirds of all a university "publish or perish" sense, but in, foreign students (230,640) relied upon family frankly, a more important sense.I'd like in U.S. in 1986 and personal funds for their chief source of teachers to say, "I can start moving to do this support. The percentage of students who too." I also hope that TESOL members at Students from economically expanding Asian reported their U.S. college or university or a universities recognize the "Wise Teacher" as nations are the largest and fastest-growing U.S. private organization as their primary somebody from whom we can all learn, and see group in the U.S foreign student population,funding resource increased, while numbers that quick in-and-out research is not going toaccording to figures released recently the assisted by the U.S. Government, foreign tell tts as much as many observations over many Institute of International Education (IIE) the governments and foreign organizations de- settings, with collegial, not hierarchical,largest U.S. higher educational exchange creased from the previous year. relationships among all the different partici-agency. IIE conducts the annual census of Science, technology and management-related pants. foreign students in the United States, published fields attracted 60 percent of all foreign stu- as Open Doors. dents. Engineering was the lealing field of Winer: Why is the TESOL connection signifi- The People's Republic of China showed the cant for the book? study (22 percent of total enrollment), followed largest percentage increaseup 38.4 percent to by business and management (19 percent), Enright: It was wonderful to have TESOL 13,980 students. Taiwan continued to send the mathematics and computer sciences (10 per- support a very considerable part of their largest number of students, with 23,770. cent), and physical and life sciences (8 percent). membership of the field, a group which has The 9 percent growth in enrollment from Copies of Open Doors are now available. A been somewhat neglected in previous years; itSouth and East Asia to 156,830 students is in check or money order for $29.95 in U.S. dollars was fun and an honor to be able to address thesharp contrast to declines in virtually all other should be sent with your order to the Institute needs of teachers of second language children,major world regions, notably the developing of International Education, Publications Ser- within our organization. This is a strong signalnations of Africa, Latin America and the vice, 809 United Nations Plaza, New York, NY of support for members in this area. 3 Middle East. Overall foreign student enroll- 10017, U.S.A. TN 2/87 10 9 ESL Methods forMastery

NEW GRAMMAR IN CONTEXT FROM READING TO WRITING Books I and II A Rhetoric and Reader Sandra N. Elbaum Second Edition To ease the transition to American life both Judith Oster linguistically and culturally, short nonfiction Non-native students need an intellectually readings teach grammar while they provide stimulating reading and writing text, just as practical information for non-natives. Abun- native students do. Oster answers their needs dant exercises elicit factual responses and with challenging professional and realistic stu- encourage peer interaction. dent models combined with writing instruc- Book 1: paperl350 pages' #23137111986 tion that emphasizes decision making and Book 11: paper1350 pages1#23139811986 organizational skills. Progressing from expres- sive journal writing through io the more INDEPENDENT WRITING focused and disciplined methods of analytical Teresa D. O'Donnell and Judith L. Paiva writing, Oster's sophisticated approach stimu- ESL learners attain college-level writingpro- lates ESL students to improve their compo- ficiency through this text's process approach sition and writing skills. to writingfrom prewriting strategies, revis- paperlc. 400 pages/ #66,7838/ ing, multiple drafting, and independent edit- Instructor. Manual ing through to the final draft. paper1220 pages1#63001211986 NEW! ENGLISH INTEGRATED ENGLISH SYNTAX An Advanced Reader/Grammar Marjolyn Stevenson for Learners of English Stevenson's grammar text helps advanced Henrietta C. Dunham ESL students improve their writing and read- and Catherine Summers ing skills at sentence. paragraph, and essay Here, advanced grammatical structures are levels. The supportive text organization relates taught by using examples of fine readings by structures learned in earlier chapters to sub- such notables as W H. Auden, Susan Sontag, sequent chapters for learning continuity; and Henry Fairlie. Each chapter uses a reading explains key rules with examples, exercises, that includes vocabulary, prereading questions, and short assignments; reviews common author biographies, and discussion questions, trouble spots; and then provides brief arti- which serves to introduce a grammar topic cles, anecdotes, and advertisements to serve supported by a variety of exercise work as springboards for student writing. in context. paperlc. 348 pages/ #814277 paper1320 pages1#19712211986 THE ENGLISH CONNECTION NEW! A 'kxt for Speakers of English as a Second Language MILESTONES: An Intermediate Reader/Workbook in English Gail Fingado, Leslie Freeman, Mary R. Jerome, and Catherine Summers Robert L. Saitz and John M. Kopec This lively book uses such controversial Like the other texts in Saitz's successful subjects as civil rights, test-tube babies, and series, this intermediate readerAvorkbook UFOs to clarify grammatical structures for contains readings from newspapers, maga- studentsand give them needed practice zines, and books, reflecting a wide range of opportunities in contexts that interest them. contemporary discourse at just the right level paper1475pages1#28312611981 for students to acquire confidence in language comprehension and use. Thirty-six readings clustered thematically into nine units allow ENGLISH ALIVE: Grammar, flexibility and focused, intensive work. Each Function, and Setting 1-\ Little, Brown reading is accompanied by a variety of inno- Gail Fingado and Mary Reinbold Jerome vative exercises and discussion questions. In this presentation of basic grammar and paperlc. 288 pages' #767034 guide to "survival English," practical exer- l.Band Company cisescontrolled fill-ins, role plays, and College Division class presentationsprovide grammar practice and help build vocabulary as stu- 1837 34 Beacon Street dents explore relevant issues. Boston, MA 02108.1493 paper1320 pages' #28311811982

10 1l TN 2/87 TESOL '87Something for Everyone 17 by Vilma Diaz, Teresa Medina and Madeleine Rodriguez 471 Whether you are planning for and anticipat- University and executive director of TESOL; professionals the opportunity to ..review the ing your first or your twenty-first convention, Judith Langer, associate professor in the School latest tnateriAls and publications in the field. you will find something of interest at TESOL of Education at Stanford University; and Peter '87. The Program Committee and the Local Strevens, director of the Bell Educational Trust Committee have put together a program that and John Smith Distinguished Fellow, Ful. 6 reflects the diversity of interwts and concerns bright 40th Anniversary Year. A special plena& y of the organization's membership. on Wednesday, April 22nd, will feature a Convention sessions begin at 2:00 pm on repeat pc:formance of the multmedia presen- Tuesday, April 21st and run through 6:00 pm tation "A celebration of 100 years of English Saturday, April 25th. Conventiongoers may language teaching" by Peter Thomas and Tracy choose from a selection of several hundred Forrest of Hunter College, City University of colloquia, workshops, papers and demonstra- New 'York. tions. In addition, each of TESOL's Interest Other features of many TESOL Conventions Sections has organized an academic session and have been educational visits, the employment several discussion sessions, bei designed to be Clearinghouse and publisher's exhibits. This of particular relevance to Interest Section year's meeting is no exception. On Wednesday, photo by A. Berman members. Interest Section activities are con- April 22nd and Thursday, April 23rd visits have A light moment in the planning committee's tour centrated on Wednesday, Thursday and Fri. been planned to public schools involved in of the newly remodeled Fontainebleau ballroom. day, with the exception of the El_ rnentary and bilingual and ESOL education and to commun LFt: Rein* Welch, Rosemarie Lytton, Mercedes Secondary Education Swap Shops which will ity college and university ESL programs. The Toural. Sarah Hudclson and Lydia Stack be held ou Saturday. Employment Clearinghouse will operate from There will also be multiple opportunities for The plenary speakers that have been con- Wednesday, April 9.2nd through Friday, April attendees to gather socially. Several ethnic firmed for TESOL 17 also exemplify the 24th. Conventioneers seeking employment are restaurants have been chosen for escorted breadth and the quality of the profession. They encourager:, to bring copies of resumes and to dinners. Receptions will be held after the include: James E. Alatis, dean of the School of take r.dvantage of this opportunity to inter,'iew opening session and after the Wednesday Languages and Linguistics at Georgetown for positions. And this year's exhibits provide evening special plenary and to celebrate TESOL's twenty-first birthday, a special banquet and birthday party dance will be held Convention Sessions Begin on April 21 on Friday, April 24th. Please plan to come and In order to accommodate more presentations, the TESOL '87 Planning Committee has celebrate TESOL's coming of age. scheduled some colloquia on the afternoon of Tuesday, April 21st from 2:00 to 4:45 in the afternoon. The colloquia have been chosen so that members of all Interest Sections will find FONTAINEBLEAU HILTON something of interest to them. As you make your final arrangements to attend TESOL, plan to arrive in time to attend the Tuesday afternoon colloquia before the Opening General The Fontainebleau Hilton is located directly on Miami Beach at Collins Avenue & 44th fit. Session on Tuesday night. Registration Hours for TESOL '87 TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES For the convenience of conventioneers, AN INTERNATIONAL PROFESSIONAL ORGANIZATION FOR THOSE CONCERNED WITH THE TCACHNG OF ENGLISH AS A SECOND OR FORCIGN LANGUAGE trF STANDARD ENGUSH AS A SECOND(Julia. :...11)OIUNCUAL EDUCATION, AND TESOL's Registration area will hk: open WITH RESEARCH INTO LANGUAGE ACQUISITION. LANGUAGE THEORY. AND LANGUAGE TEACHiNC. PEDAGOGY. the following times: INVITES YOU TO PARTICIPATE IN ITS Tuesday, April 21, 9:00 ant:30 pm Wednesday, April 22, 7:30 ant-8:00 pm 21ST ANNUAL CONVENTION Thursday, April 23, 7:30 ant5:00 pm TO TAKE PLACE AT THE FONTAINEBLEAU HILTOM, MIAMI REACH, FLORIDAU.S.A. Friday, April 24.7:30 am5:00 pm 21-25 At' AL 1987 Saturday, April 25, 7:30 am-12:00 noon

Travel to Miami Just a reminder to make your travel plans to Miami as soon as possible. Miami is a favorite spring vacation destination for many tourists. and TF,SOL '87 falls at the end of the tourist season. Make your airline reservations immediately, so that we will see you at THE CONVENTION PROGRAM WILL INCLUDE PLENARY SESSIONS BY TF,SOL17. INTERNATIONALLY -KNOWN SPEAKERS. PAPERS. WORKSHOPS. AND COLLOQUIA BY TESOL TEACHERS AND THEIR COLLEAGUES IN RELATED DISCIPLINES. TESOL '87 Banquet EDUCATIONAL VISITS. EXHIBITS AND SOCIAL EVENTS. and Dance LYDIA STACK SARAH HUDELSON NEWCOMER HIGH SCHOOL CORAL GABLES This is a reminder that the special SAN FRANCISCO, CALIFORNIA FLORIDA twenty-first birthday celebratory ban- r2OGRAM CHAIR ASSOCIATE CHAIR quet and dance will be held on Friday, April 24th at the Fontainebleau Hilton. NON-TESOL MEMBERS MAY OBTAIN DETAILED INFORMATION The narrative in the preregistration 8Y WRITING TO material mailed to TESOL members gave the date as Thursday, April 23rd. TESOL. 1118-22nd STREET,N.W., SUITE 205 TESOL.. The correct date is Friday, April 24th. GEORGETOWN UNIVERSITY, WASHINGTON, D.C. 20037 U.S.A. TELEPHONE 202 625-4569

TN 2/87 12 11 Report Gulf states by (1) examining the structures of schools of the Arab Gulf states are pursuing the English programs; (?,)looking at curricula, study of English, a lar.guage that to them is syllabi, and learning materials; (3) observingwritten backwards, pronounced through the ELT in the Gulf teachers and teaching procedures; and (4) nose, and spelled unpredictably. That language projecting a profile of students. The report may represent a conduit to an additional world Arab States concludes with 10 recommendations. of business, travel, and perhaps pleasure. The by Donald R. IL Byrd study of English is not seen as an intrusion onto The Structure of English Programs Over two and a quarter million children the native language but as a supplement to it, are studying English 1.. the public schools of the Most educational systems in the area intro- offering an additional communicative system Gulf Arab States (Bahrain, Iraq, Kuwait, Oman, duce English into the curriculum in the laterused on an international scale. In no state is Qatar, Saudi Arabia, and the United Arab years of primary education or the early years of English an elective. There are more boys than Emirates) intermediate school and continue for eight or girls in public schools, and the number of girls These children study English for an nine years of study. (Saudi Arabia, with six drops off oriarkedly as the years progress. In the average of 8.14 years years of English study, is the only exception.) Krashen sense, female students in the Gulf area The seven states in the Arab Gulf areThe weekly exposure to English instruction seem to be better "learners" of English while cooperating in their efforts to improve Englishvaries from year to year and from county i to males are better "acquirers.' Girls received language instruction in the public schools country, but on the average students attendhigher grades and were more correct in their English classes about six 45-minute periods ausage, while boys seemed more experimenting These previously unproclaimed facts areweek. A revealing figure when ccmparing and more fluent. Drawing distinctions between available in .a recently completed study co-instruction within various curricula isthe different nationalities of students has its risks, sponsored by the Arab Bureau of Educatiou in intensity, that is, the number of instructional but it was supported in a previous study that in the Gulf States (ABEGS),and the United States periods in a given time spanan "intensity Kuwait, for example, non-nationals (children of Information Agency (USIA). As the academicquotient?' Clearly the greatest intensity ofguest workers) were more serious about specialist dispatched by USIA in Washington to instruction is within the Kuwaiti school system handing in written work on time than nationals investigate English Language Teaching (ELT) (21.2); Saudi Arabia's quotient was about half (ethnic Kuwaitis). in the Arab Gulf States, I was apprehensive. that (10.8), the least intensive. Generally, However, after spending four weeks last spring syllabuses and materials were specially written Recommendations of the Report on ELT in the Arab Gulf area reading numerous (and in some cases locally published). Few reports, talking to ELT teachers and adminis- school systems adopted or used materials Ten recommendatio:.s were made: (1) trators, and observing classes, the report took commercially available outside the area. As a conduct a more complete survey of ELT in the shape. result, the quality of textbooks varied and the area; (2) standardize the credentials for Indeed by the end of the consultancy, the 75- choice of content was assured to be acceptable teachers; (3) standardize curricula, materials, page opus (with nine tables) was ready for the according to local mores. and program structures; (4) intensify and scrutiny of the officials and educators at combine teacher training programs; (5) work ABEGS and its research arm, The Gulf Arab Teachers and Teaching Procedures more closely with sources of support like States Educational Research Center (GA- How do English teachers in the Gulf Arab International TESOL, USIA, and the British SERC), as well as the interested parties in states measure up? Four criteria were positedCouncil; (6) affiliate with professional ELT USIA. in the report: (1) knowledge of subject matter organizations and hold conferences; (7) revise The report gleans information from a (rules, structures, etc.); (2) competence to use or develop learning materials to harmonize number of sources and brings it together under the language in social settings; (3) ability to form, function, and content; (8) improve one title. The sources included various publica- implement learning in the classroom; and (4) testing procedures; (9) incorporate more tions (1) from the Ministries of Educath n inattitudes toward work. Few public scI'ol reading and writing into the curriculum; (10) each of the seven states, (2) from ABEGS- teachers of English have been trained in TEFL meet to discuss this report. GASERC, and (3) from international education methodology or in any other kind of pedagogy; Although the published report is to be made groups. Thus, the report is noteworthy for themost have degrees in English literature. These available in the Gulf Arab states, there were no information that it successfully incorporates; it teachers, however, demonstrate a wide knowl- plans for a wider distribution. Enquiries may also points up the poignant need for muchedge of the rules of Eng:ish bu', lack equalbe addressed to Mr. Mohei Hak, Head, more information that was not available. That fluency in all skills and fall short in social Dacumentations,,Gulf Arab States Educational deficiency represents an area for future functionability. According to a previous study Research Center, Kuwait City, Kuwait. The ABEGS-GASERC efforts. More current infor- of teacher attitudes, they self-rated their complete title: English Language Instruction in mation is needed, for example, on the prepara- language skills higher than their actual scores the Gulf Arab States: A Report on Programs, tion of teacherstheir university and in-service on tests yet overwhelmingly expressed support Curricula, Teachers and Teaching Procedures, training and their professional growthas well for additional language and pedagogical and Students by Donald R H Byrd. as more information on students. training. Insofar as it was possible to gather material in About the author: Donal,. 9 II Byrd is a professor in the City so short a time, the report analyzes the various Some Observations about the Students University of Ne% York, ht teaches at the Graduate Center, aspects that influence the teaching/leaming of On the average, 53% (range: 69% in Bahrain; Hunter College, and LaGuardia Community College English in the public school setting of the Arab 28% in Saudi Arabia) of all students in the public

Report test being developed for placing foreign Language Testing Symposium students in Canadian ESL classes. Issues in the practice and theory of measure- Honors Carroll and Lado ment were next discussed in papers by Grant by Andrew Cohen, Elana Shohamy, and Bernard Spolsky Henning (U.S.A.) and Harold Madsen (U.S.A.) who each considered various aspects of latent In 1961, two major publications appeared: Council, Educational Testing Service and trait models for language testing. Robert Lado's book Language Testing andTOEFL, CITO, and the Federal German Cognitive aspects of language testing were John B. Carroll's paper "Fundamental consid- Embassy. The symposium took place May 11- the topic of the next set of papers. Peter Skehan erations in language testing." In May 1986, a 13, 1986 at Qiryat Anavim, Israel. (Great Britain) reported research showing symposium to mark 25 years of progress in the John B. Carroll and Robert Lado were both correlations among first language develop- field of language testing and to recognize the present at the symposium and gave papers. ment, intelligence, and second language There were over seventy scholars in attend-achievement. Helmut Vollmer (Federal Re- contributions of Carroll and Lado was organ- ance, including thirty from overseas. ized by four national and international testing public of Germany) summarized research on The opening paper by Bernard Spolsky the influence of second language abilities on groupsACROLT (Academic Committee for (Israel) argued against the rigidity of ap-various skills. Rudiger Grotjahn (Federal Research on Language Testing), IUS (Interuni- proaches to functional testing that assumed theRepublic of Germany) described a cognitive versitare Sprachtestgruppe), AILA Scientificpossibility of a singit set of guidelines. In theapproach totest validation using verbal Commission of Language Testing and Evalua- first session, Marie Wesche (Canada) also reports. tion, and the journal Language Testing withpresented a paper, setting out principles of A paper by Gregory James (Great Britain) sponsorship and support from the British performance testing and describing in detail a Continued on page 14

12 13 TN 2/87 Why Self-Study? No that more than 175 programs have endorsed TESOL's Statement of Core Stand- Professionalism is our main theme for the S:andairl Bearer this month. Replies to previous ards for Language and Professional Preparation columns and more information on self-study comprise the column. C.J.K. Programs, there is increased interest in learning more about program regulation through the Professionalism and The M.A. in TEFL process of self-study. Many programs have requested TESOL's Self-Study Manual and by John J. Staczek accompanying Standards and Self-Study Ques- Georgetown University tions for their particular program level (ele- "The M. A. and TEFL" in the Decembermaster's-qualified teacher, by preparation andmentary and secondary; adult education; 1986 issue of The Standard Bearer, while it experience, is the professional. The advanced postsecondrry; professional preparation) be- illustrates a perspective on the "consumption" preparation of the professional, though not all cause they wish to learn more about the process of graduate professional training in the over- sectors of the employing economy recognize it,of self-study or undergo self-study. They have seas private sector, overlooks the more impor- comes with a premium, its professional recog-often requested these materials in their letters tant perspective, namely, the professional nizability among practitioners. It is these same of endorsement, a prerequisite for obtaining character of the degree and the advantages it practitioners who move within the domestic the self-study materials. confers on its holders. Our profession, noU. S. market and international markets, carry- Other programs that have already endorsed matter what the paying consumer, i.e., em- ing with them experience and salary histories. the Core Standards may not know whether ployer, is willing to purchase, recognizesIn the U. S., European, and Middle Easternthey are ready to commit themselves to the masters level training in TESOL a, a profes- markets, professionals compete for college or process of self-study, but are interested in sional credential. The degree carries with it the university positions, not to mention many learning what TESOL has contributed to the understanding that (1) the holder has mastered private contract positions, on the basis of theprofession's efforts at program regulation concepts of theory and application, and (2) is recognized terminal master's degree in TEFL.through the process of self-study. If yours is prepared to engage in instruction, curriculum In these three markets there exist master's level such a program, you may purchase these design, materials development, testing andtraining programs through local universities materials, a good introduction to the process of assessment, and some level of program admin- and through joint ventures with an Americanself-study, for you and your colleagues. istration such as coordination of skills, levels, partner. As the author of "The M. A. and If your program has not yet received these materials, and testing. TEFL" article points out, there are several such materials, you May want to know why a There are areas in an EFL program that programs in Japan. However, in addition to the program would choose to undergo self-study. require the analytical and practical skills, thesources surveyed by Mr. Redfield"homeThere are, of course, a number of reasons, outlined in the Self-Study Manual. Here are initiative, and the ability to articulate questions tutors...co mmercialanguage sc:iools, and solutions to problems that only a qualifiedjobbers in the business of supplying teachers to some of them: practitioner can provide. From my perspectivecompanies, . full-fledged in-house company as an applied linguist who advises graduateteaching positions"college teaching positions 1.Self-study processes precede and pro- students and as a former director of an EFLseem to require the masters- prepared teacher vide the firm foundation for program program, the master's degree in TEFL is thebecause of the prestige and financial benefits planning efforts. "degree of choice" for ittells me that an that accrue to these positions. In Latin America, 2.Self-study processes are intended to help individual has made a commitment to aon the other hand, there are no masters level programs improve by clarifying goals, profession and is willing to work with a cadretraining programs except for an occasional joint identifying problems, reviewing programs, of other professionals toward a common"export" program. In my mind, the issue in procedures and resources, and by identify- purpose. It is a degree that provides the holderJapan, Latin America, North Africa and Asia is ing and introducing needed changes. with the versatility to specialize in any number not related to the M. A. and TEFL but to a of aspects of an EFL program. Its rewards,segment of the sources of potential employers, 3.Self-study processes result in ongoing, after the valuable experiences of the usual including the entrepreneurial "jobber." useful research and self-analysis which can apprenticeship (yes, part-time and full-time It strikes me that with recognized guidelines be incorporated into the life of the program. employment, and combinations thereof), are and criteria established by professionals, with 4.Self-study stimulates the often long- career advancement in teaching, leadership, instructional programs taught by professionals, and administration. These steps, we all recog- neglected review of policies, practices, and with EFL programs implemented by procedures and records. nize, take time to accomplish. Itis ourprofessionals, many with the master's creden- responsibility to behave as professionals in our tial and even the doctoral degree, ours is a 5.Involvement in self-study processes is an quests for employment in the U. S. andprofession. And, who but the professional, effective orientation for administration, overseas. This means that professionals have to acting in the interests of the profession and the faculty and staff members. market themselves as professionals to prospec- student-consumers of EFL, is in a better tive employers who, in turn, need to be made position to raise the level of awareness of 6.Self-study enhances openness, improves aware of the value of professionals in an EFLprospective employers? EFL is our pi wession, communication patterns and heightens program. and its standards and practices our responsibil- group functioning. The history of our profession is replete with ity. 7.Self-study provides useful reports for the anecdotes cf employers, domestic and About the author:John Staczek is a professor of linguistics and evaluation teams, institutions, departments overseas, who consume the products of our assistant dean for Graduate Studies in the School of Languages of education and accrediting agencies. programs at minimal, and even substandard, and Linguistics at Georgetown University. salaries. To take the economic analogy a step 8.Self-study provides programs with the further, it is somewhat akin to a manufacturer CORE STANDARDS opportunity for thoroughly assessing the buying materials at the lowest possible price to If you have questions about TESOL's extent to which they meet TESOL's Core keep production costs down. Quality may not Core Standards, its program regulation Standards and Specific Standards. be among the highest of considerations. efforts or the process of self-study, 9.Self-study provides recognition of the Because TEFL is not a common undergradu- contact Susan Bayley, TESOL, Suite ate specialty and because recent baccalaureate ESOL program within the institution or the 205, 1118 22nd Street, N.W., Washing- community. graduates can hardly expect to have more than ton, D.C. 20037, U.S.A. Telephone: occasional experiences teaching EFL, the (202) 625-4569. Multiple copies of the 10. Results of the self-study processes help Core Standards may be purchased at to improve organizational or programmatic $1.00 each while the self-study materials health. (the manual and accompanying stand- Note: The itemabove is adapted from H R. Kells,Self- ards and questions) may be purchased Study Processes. A Guide for Postsecondary Instttuttons, for $10.00 US per set, the complete set Second Edition New York. Macmillan, 1983, and, for $30.00 US (the manual and accom- NAFSA's Self-Study GladeWashington, D.C.. National panying standards and questions for the Association for Foreign Student Affairs, 1983. four program levels). Continued on next page TN 2/87 14 13 Standard Bearer Continued from page 13 Dictionaries To Help Teach REPORTING OF PERSONNEL BENEFITS PACKAGES AND WORKING English Language Usage To Beginners CONDITIONS URGED

October 28, 1986 Dear Ms. Kreidler: Myrna Knepler brings up several important points in her letter (December 1986) about the problems facing part:time ESL teachers in adult education programs. An equitable pay scale for all teachers, indeed, does not necessar- ily mean that all teachers receive professional salaries; a policy of pro-rated health benefits for part-timers does not imply medical secur- ity. Many ESL teachers have a difficult time finding positions that pay a decent wage or can offer any long-term job security at all. Despite the less than desirable wages and benefits of ESL part-time teachers, there is, I feel, reason to be optimistic. Programs every- where are becoming more and more aware that teaching staff is their most valuable resource. Everyday American Beginner's English Information (i.e., data on the working condi- English Dictionary Dictionary Workbook tions of ESL part-time professionals across the The FIRST American English learner's Practical source for English-language country) is being `sought to present funders dictionarysimplified to integrate non- learners to build dictionary skills. better with a clear picture of part-time personnel native speakers learning English into com- understand how the dictionary works needs to be addressed. Our own professional munity "survival" vocabularies. Brief. and what kind of information it gives on organization, TESOL, has launched a program clear definitions of 5.500 core English language. Maximizes learning potential of self-study for ESOL and TESOL programs words with examples of usage. Pronuncia- of Beginners Dietionary of American tionkeybased on International Phonetic English Usage throughexercisesfor skill and has established its Core Standards for Alphabet. building in major linguistic areas Language and Prof essiona! Preparation Pro- ISBN 110-8325-0337-I. Paperback. $4.95 spelling. pronunciation and grammar grams. ISBN #0.8325-0339-8: Hardbound. $7.95 usage. For use as a tool by classroom Hopefully, as Ms. Knepler suggests, the teachers or. with the answer key.as self- identification of model adult ESL programs Building Dictionary help study guide. will result from TESOL efforts and from the Skills In English ISBN #0. 8442.0441 -6: $3.95 efforts of special projects like that of Peggy Outstanding activity book teaches and Workbook Answer Key: Kazkaz and Suzanne Leibman of Illinois. This provides practice in language mechanics ISBN #0-8442-0442-4: No charge can best be achieved by encouraging programs through reference to Everyday American Dictionary of to self-report on the state of their personnel English Diaionar.v benefits packages and working conditions, ISBN #0-8442-0336-3: $3.95 American Idioms whatever they may be. Editorial statements Workbook Answer Key: NEW! Most up-to-date hook of American such as Ms. Knepler's can serve as testimony to ISBN #0-8442. 0335-5: No charge idioms available in one volume. Contains approximately 5.000 current idiomatic the need for improved working conditions, but Beginner's Dictionary of words and phrases. Simple. organized for hard data will provide the truest assessment of American English Usage complete access to definitions with a key the current state of conditions for part-time Ideal beginner's dictionary for people featurethe KWIC Index. enabling users teachers and the strongest ammunition to unfamiliar with spoken American to find idioms quickly and easily even improve those conditions. English. Combines 4.000 ward references when only parts of an expression are Sara Smith with example sentences and illustrations known. For native speakers and advanced International Institute of Rhode Island depicting everyday vocabulary use. Easy- learners of English. Providence, Rhode Island to-use. complete reference for under- ISBN #0.8442-5450-9: Paperback. $9.95 standing conversational American English. National Textbook Company Carroll and Lado ISBN #0-8325-0440.8: Hardbound. $7.95 4255 West Touhy Avenue ISBN #0-8325-0439--.: Paperback. $4.95 p Continued from page 12 MELincolnwood, IL 60646-1975 reviewed oral tests and testing over the last TOLL-FREE 1-800-323-4900 (In Illinois 1-312-679-5500) twenty-five years. In another historical paper. Charles James (U.S.A.) surveyed the develop- ment of listening comprehension tests. Jan van n an aft...moon poster session, Israeli schol- verbal and non-verbal testing presented by Weeran (Netherlands) presented a paper on ars reported on their work. Topics included in Moshe Zeidner. testing pronunciation, and John Read (Newthis session included Isabel Berman on the An evening v.asdevoted to formal tributes to Zealand) described new tests of vocabularylarge-scale English testing program of the Carroll and Lado, Bernard Spolsky introduced knowledge. National Institute of Testing and Evaluation; the speakers and described their contributions, The development and the present form ofthe army test of functional literacy developed and Charles Stansfield reported on memories the new TOEFL writing test were described in by Robert Cooper, Raphael Nir, and Bernard he had collected from their students and a paper by Charles Stansfield (U.S.A.), a paper Spolsky. tests of speech act performance colleagues. In his own presentation, John that stimulated active debate. Viljo Kohonen studieci by Andrew Cohen, Shoshana Blum-Carroll discussed a number of measurement (Finland) presented a whole person approach Kulka am. Elite Olshtain; analysis of mis- issues, such as item response theory and factor to testing commmicative skills at the elemen-translation as cues to reading comprehension analysis, just as language is multidimensional, tary school le. el; Peter Hargreaves (Greatdifficulties by Joan Abarbanel and Marsha so must more than one test be giv en to obtain a Britain) discussed the predictive validity of aBensoussan; a study of test taking strategies complete assessment picture. Robert Lado test of English for Academic Purposes, and conducted by Claire Cordon; the assessment of reported on a study he had recently completed Margaret Des Brissay (Canada) spoke of thewriting by elementary school pupils described of the doze test, and showed how his data problems of developing ESL tests for China. by David Nevo, Liora Weinbach, and Mark; a supported Carroll's published misgivings about Brendan Carroll (Great Britain) presented anew matriculation oral English test describe( the technique. model for testing receptive and productiveby Elana Shohamy, Thea Reyes and Yael Selected papers from the meeting are in oracy and literacy. Bejerano; and research on students' attitudes to Language Testing, December 1986. 14 15 Chamorro a similar situation may be occurring in certain North American contexts with , 7. avax.,A1W-. respect to the indigenous Native American wse,,,,51, -.7_ 4-, , k,,:,7,"wir..".64,-.."_-::,-,7fIrTwialli, languages Should we be concerned about this state of affairs? As TESOL comes of age in 1987, it seems appropriate to circulate to a wider audience this Questions of language change and language shorter version of an article originally published in On TESOL '83, in which Elliot Judd exploresdemise also occur in English-as-a-foreign- some of the serious political and moral issues which we as mature professionals in a maturelanguage contexts. With the use of local "Third profession must face in our daily lives. L.H.-L. World Englishes" (see, for example, Kachru, 1982a; Pride, 1982), complete indigenous language and culture abandonment is unlikely. Teaching English to Speakers of Other Languages: In fact, new English forms are becoming more A Political Act and a Moral Question widespread. In some contexts, however, such as the South Pacific, English is replacing other by Elliot Judd languages (Moag, 1982). Are we contributing to University of Illinois this language shift, or accelerating its pace? Introduction The answers to these questions are far from Teaching English to speakers of other The implications of this are perhaps obvious: simple, in':olving basic conflicting concepts of languages (hereafter, ESOL teaching) is a ESOL teaching and teachers are not onlyphilosophical and moral approaches to the political act. Those of us who are engaged in affected by the political process; we are alsoissues. One view is that language shift is a the teaching of English to non- or limited- part of that process. We receive funds from natural sociolinguistic process; ihat we should English speakers are, in addition to teaching, existing political institutions; our very existencetake a descriptive approach and accept the also directly or indirectly implementing a is invariably linked to those institutions and the reality. Another view is that although language stated or implied language policy as well as political climate in which they function. In change is natural, it is not inevitable; and that as actively promoting a form of language change short, whether we like it or not, we are political professionals we must play an active part, in our students. Because we are engaged in all creatures. We may choose on an individualvoicing our concerns when our teaching these activities simultaneously, we are involved level to remain apart from partisan politics, but produces consequences of which we do not in a political process. we cannot claim that we are above politics or approve. In this view, we as teachers involved Because we are immersed in such a process, beyond its grasp. As educators implementingin the political process are responsible for the we must realize that we are faced with certain approved governmental policies, we are part of political and social effects that our instruction moral dilemmas, the solutions to which, if they that system. causes. exist, may be complicated and painful. I would The conflicting opinions we are faced with like to explore both the nature of ESOL The Moral Dilemma depend on personal viewpoint and represent teaching as a political activity and some of the Establishing language policy in general and philosophical positions. On one hand we have moml questions that arise from this situation. ESOL policy in particular involves making the "majority-rules" position, which maintains My intention is to raise questions and stimulate decisions. One variable which often affects thethat decisions should be made in terms of the debate, rather than provide definitive answers. choices that are made is the relative status of abenefit that will be derived by the larger particular language in a specific society at asociety. In second-language instruction, we A Political Act particular point in time. When we discuss thejustify our teaching on the basis of the political, The roots of education in any society must fit notion of the status of languages, we, of course, economic and social benefits to be gained by with the overall political goals of that society. It are making relative, comparative judgmentsthose who receive instruction. But of equal is political authorities, for example, who decidewhich elude exact measurement. Attitudinal importance from the collective point of view of what subjects are permitted or encouraged in factors influence perceptions of languagethe majority-rules position are the advantages schools. This is especially true in the case ofstatus, and relative status relationships between to be accrued by the wider society from such second language instruction, both in terms of languages change over time. As a result, choices instruction. If, in the process, certain languages the decisions about which language(s) areare made which involve the teaching profes- or certain cultures diminish or even disappear, chosen for instruction and which language(s) sion. When we are involved in teaching ESOL, the loss is small when compared to the overall are not permitted to be taught. Further, the we hope to promote the use of English in thebenefits for the majority. This same position degree of emphasis to be placed on eachtarget population. Of course, the degree ofwould be applied in the case of multidialectal language and the level of proficiency desired English language use and the domains in which education. On the other hand we have an for each language taught are often politicalit functions vary from situation to situation"individual-liberty" position: such a position questions. Public education is funded through (Judd, 1981). But we are always agents ofmaintains that every group, and every individ- taxation or through other political avenues, and language change: if we did not expect ourual, has the right to maintain linguistic and choices made in the disbursement of such funds. students to learn English and change theircultural autonomy. In this view, society reflect political philosophies. If money is spent English language use, why would we beultimately gains through individual freedom on ESOL teachers, materiaN, specialists, and teaching atall? These decisions can forceand diversity, and larger groups should not tests, other priorities, educational or otherwise, ESOL professionals to confront serious moralimpose their will on smaller ones. It is the right are not funded to the degree that would have dilemmas. of every individual or group to decide whether been possible had the ESOL allocations not Are we, for example, contributing to the they want second language instruction, bilin- been made. Ultimately, all of the decisionsdemise of certain languages or linguistic gual education, or multidialectal education. It is made about ESOL teaching must be justified in communities? Do we have the right to do so?further implied that those in power should aid terms of the political benefits to be derived. The answer to the first question can depend on diverse groups in implementing their own A related point is that ESOL instruction, the context of ESOL instruction. Generally, in educational destiny. alone or as part of bilingual education, is part of English-as-a-second-language environments, When we link these two positions to the a country's general language policy. Given that such as Canada or the U.S.A., we are not questions raised earlier, we can better under- the determination of that language policy is in contributing to global language loss since the stand how moral issues arise in ESOL teaching. the political arena, ESOL decisions are political languages our students speak will be spoken byThose advocating the individual-liberty stance decisions. Languages are chosen for their util- others in the students' home countries. How- would decry the fact that, as ESOL profession- ity, not for their linguistic aesthetics or overall ever, in some situations which are often als, we run the risk of changing certain groups' structural properties. The status and function of classified as 'ESL' contexts this may not be true. linguistic pattern, and would challenge our English and its relation to other languages in a Day (1981) speculated that ESL teaching inright to do so. Conversely, the majority-rules particular society is determined deliberately by Guam may be leading to the 'genocide' ofposition ultimately asks questions about who those in power. Those in power must continu- benefits from ESOL instruction and may ask ally evaluate English language use and decide if educators to demonstrate how their work changes are to be made. Such decisions are benefits society as a whoie. It further as:gimes based on the political usefulness of English and that those in power can decide fairly what is its effects on other parts of the political arena. good for society and then implement those Such decisions also affect the form and model decisions equitably. of English chosen for instruction in any given Continued on next page country. TN 2/87 16 15 ment may be determined by political connec- investigate this situation more thoroughly. I Teaching ESOL tions rather than English language ability.further hope that we will begin to recognize Continued from page 15 Should we as ESOL professionals inform our and discuss the moral issues that we all face Additional Dilemmas students that their dreams may not be realized without taking absolutist positions and failing because of these realities? Should we partici- to hear what those who challenge ti.em have to Political decisions about second language usepate in an educational process which nurtures say. Finally, I hope this article has provided are, by nature, group-directed. Yet there are illusion? Again, moral issues enter the discus- also problems on the individual level since some controversy so that we can get issues out sion. in the open and begin honest discussions. ESOL students and instructors are often placed in situations which are at odds with group Conclusion. Is One Possible? References decisions. Thus ESOL practitioners often face It is probably not really possible to offer a Britton, II L 1976 Political science. language and politics In W O'Barr & j F O'Barr (Eds ),Language and PoliticsThe interesting moral questions of how and when conclusion to this article. I cannot offer any liague: Mouton. individuals are obliged to follow society's definite solutions to the problems I have raised Day. R R 1981 ESL. a factor in luiguistic genocide? In J.C. general principles and when they should Fisher, M A Clarke & j Schachter (Ed OnTESOL '80 for several reasons. One is that the answers to Budding 13.:47sWashington. D.C. .. TE.1)L. deviate from them. questions of morality are not absolute. Both Jemudd. B.H. 1982. Language planning as a focus for language For example, consider who is allowed to sides have strong positions with some validity. correction Language Planning Newsletter 8,4:1-3. study English. hi parts of the world formal In fact, the positions may be irreconcilable. Judd, E L. 1981 Language policy, curriculum development and TESOL instruction: a search for compatibility TESOL education is accessible only to the elite, and Second, for me to suggest any solutions would Quarterly15 59.66. owing to the current high prestige status ofin effect be to impose my own moral assump- Kachru, B B1982aThe Other Tongue. English Across English as an international language ourtions, which would be contradictory to the Cultures,Urbana, II. University of Illinois Press. Kachru, B B 1982b Introduction the other side of English. In classrooms may be full of the most privileged purpose of this article. Finally, ESOL teaching Kachru 1982a. of the population. Does our ESOL instruction professionals who have already established Moag, B.F. 1982. The life cycle of non-native English. a case result in the continued dominance of these their own points of view are probably strongly study. In Kachru 1982a Pride, J (ed ) 1982.New EnglishesRowley, Mass Newbury selected few and perpetuate the status quo?entrenched in their beliefs, so concluding House. Will those we instruct share their knowledgearguments would not convince them otherwise. Strevens. P. 1980. The expansion of English and the emergence and their power with the society as a whole orWhat I can propose is that we all begin to of localized forms of English In Strevens (Ed.),Teaching Englishas anInternational LanguageOxford. Pergamon use it only to aid a certain segment of the realize that ESOL teaching is a political act and Press. society? (Jernudd, 1982; Britton, 1976) Should we question the motives of our students or accept unquestiohingly the determination of who is to study English and who is not? A second, related, example also shows the moral dilemmas that arise from the political ESL LITERACY BULLETIN A NEW NEWSLETTER aspects of ESOL teaching. In many parts of the world English is a vehicle for personal ad- The first issue of a new newsletter for ESL The editors invite ideas dealing with the vancement: it is the language of scientific and literacy teachers is now available. Send a 44e following: strategies learners use; techniques technological information, and it serves as an stamped self-addressed legal sized envelope to. teachers use; new materials, reviews of books; international status marker (Kachru, 19826; Susan Lawson and abstracts of published and on-going Strevens, 1980). Yet in many parts of the world ESL Literacy Newsletter research. They are also interested in literacy the actual number of positions open for those Alemany Community College Center classes available for observation and in possible with such skills is severely limited and compe- 750 Eddy Street research questions arising from classroom tition for them is very keen: entry and advance- San Francisco, CA 94109, U.S.A. experience.

Festivities for Reading An Action-Based Reading Program for Secondary and Adult Beginning Readers by Wayne W. Haverson and Susan Haverson A classroom-tested reading program,Celebration!uses inter- active group experiences to engage secondary and adult ESL and special needs studentsin developmental reading aelvities.UsingNaturalApproach andTotalPhysical Response principles (TPR), Language Experience Approach (LEA) stories, and directed reading exercises, the program gradually leads students from action to print. Central toCelebration!are eight activities arranged under four themes: Cooking, Gardening, Arts & Crafts, and Special Days. Following each full class 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 .Alemany Press The complete program features: 800/227.2375 ."a division of 1 special get-started activity or collect (CA, AK) 8 theme related reading development activities 415/887.7070 Janus Book Publishers. Inc. 340 duplicatable Exercise Sheets, with teacher's notes, in or send $169.00 2501 Industrial Pkwy., W. Dept. CT2 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 beginne, s *(Manual, Exercise Sheets, Binder, Poster Set, and 10 Reader Student Progress Sheets 32-page Orientation Manual Sets)plus $13.52shipp.ng. (Calif. orders add sales tax).

18 17 TN 2/87 progressing story. 2. Pass to the Left. (Groups of 4-6) Each student is dealt five cards. Each student places the card that is easiest to use face down on the table. Then, the students pass their most Two colleagues from the University of Pittsburgh ELI -Japan Program have contributeddifficult card to the student on their left. The teaching ideas for this issue. They both acknowledge each other's help as well as help from otherteacher places a card face up on the table. By colleagues. It must be a good place 11..creative teaching! You may enjoy trying their ideas. C. D. turns, students try to construct sentences containing both the word in the center (the Card Tricks: Games for Vocabulary Building center card) and the word they have placed face down. When a student is able to do so, her by Marc Helgeson face down word is placed on top of the original University of Pittsburgh ELI -Japan Program, Tokyo center word. The next student must use her own face down word with that word. If unable When new words come up in class, writeforeheads. All students move about the room to do so, she may pass. After each round (once them on index cards.' Begin each vocabulary giving each other hints. If a person cannot guess around the table) each student again passes her session with a quick "receptive review." Thea word from a given hint, that student moves most difficult card to the student on her left. receptive review is simply quickly showing theon to another partner. When a student guesses a The game continues until one student has used words to the students; if they have forgotten -ord, that student receives a point (poker chips all of her cards. the meaning of any, they can ask you or another make good counters) and another word card student. If they know the word, they do notfrom the teacher. The student who gets the Note: It may be useful to forbid the use of need to say anything. Initially, you may need to most points wins. conjunctions. If students take too much time thinking about their sentences, consider impos- encourage the students to ask about words they have forgotten. Once they get used to theFluency games ing a 15-20 second time limit for responses. vocabulary game process, they will be more1. Add a Word (Groups of 4-6). Each student is 3. Attack! (Whole group) Students each re- willing to ask. The receptive review serves notdealt five cards, face down. One card is placed ceive two cards which they may look at. They only to remind the students of the words but face up in the middle of the group. The first then hold the cards, face-out, in front of them. also to set the parameters for the game. It will student to construct a sentence using a word All the students move about the room, looking make the game run more smoothly. from his stack and the face up card, places the at the other students cards. When a student can Periodically you and/or the students should d from his hand in the middle. The othermake a sentence using one of his own words go through the cards and get rid of those wordsstudents then try to construct a sentence withand one word that another student is holding, that have become very easy to use. Those cards that word and one from their own hands. Thehe receives two points and both students can be returned to the active-use stack for first student to use all his cards wins. receive new cards. The student with the most recycling and review later. Note: Student.: may not follow themselves points at the end of the time period wilts. In the small group games below, you can (play two consecutive cards). You may wish to Variation: Cards are spread face up on a table. make multiple sets of about 20 words each. forbid the use of conjunctions if the sentencesStudents work in pairs to create as many get too absurd (My friend likes tenderloin steak sentences containing any two of the words as Vocabulary Games and he is wearing a plaid suit.) Continued on page 19 Single word games Variation: All sentences must be part of a 1. Slap. (Groups of 2-6) The vocabulary cards are placed face up on a desk or table. Students Teaching Academic Skills Through Folk Tales take turns thinking of a word and giving a hint such as a synonym or an incomplete phrase. by Steve Brown The first student to slap the card and say the University of Pittsburgh ELI -Japan Program, Tokyo word, collects it. The student with the most Most texts and programs recognize the need what they have written to retell the story to cards at the end of the game is the winner. to integrate the four skills, but the material we their partner. Note: Since the students can see all the words, work with is often too thin to sustain student The next day, the students pair up. "A" tells this game is particularily useful when there are interest through any recycling. Folk tales offer her story from notes while "B" listens. B takes many new words which the students do notuniversal truths through often fascinatingnotes on the similarities and differences know well. particulars. Since the same basic story is often between his version and A's. B can ask as many Variation 1: The teacher gives the first hint. expressed in several ways, very natural infor-clarification questions as he likes. Once he Thereafter, the student who collects a card mation gaps are created. My version of a tale is understands A's tale, B tells his while A takes gives the next hint. This prevents a single likely to be different from yours, and knowing notes and asks questions. They may not look at student from dominating the game. that makes me want to hear your story. In each other's notes. listening and retelling, we are likely to disagree, Once A understands, together they make a Variation 2: The students play in groups ofinterrupt, ask for clarification, and so on, list of the similarities and differences, trying to three (tip to three groups can use the same set without realizing we are "speaking prose." sort out any differences of opinion or misun- of cards). They give the hints in turns. The derstandings. They then either write a compar- team that collects the most cards is the winner. The Activity ison/contrast essay for homework or simply 2. Antler Dance. (Whole group) Students each The teacher prepares two versions of a folk report results to the class orally. receive one card which they may not look at.tale. The differences should be global rather Thus, in one hour-long activity, it is possible They hold the cards, face-out, against theirthan word-level in order to discourage students to have intensive practice with main ideas, from simply reading the text to each other. For note-taking, listening, summarizing, comparing 1 The cards you make for these games should have nothing example, the Italian and French versions of and contrasting. All this, and a little fun and else written on them. Buying large quantities of index cards quickly becomes an expensive proposition. Wholesale "Little Red Riding Hood" would be approp- culture too. stationery suppliers have large sheets of card stock (approx. riate. Another folktale with two versions, both 1090 by 790 mm) which they can custom cut. This lowers the Magoshiro's Hand Mill price dramatically. Teachers wishing to make multiple sets of told in two different regions in northern Japan, cards for use in large classes may wish to have the paper cut appears below.' (Version One) into the largest size that their photocopiers will accept. That way the sets can be copied and cut into cards on a paper cutter. Assign the folk tale as homework. The Once upon a time, there lived a farmer students' task is to write down the main ideas named Magoshiro. He loved to pick wild and words they feel they will need to retell the flowers. One morning, he was picking flowers story. The teacher can either ask for an outline near the shore of a lake when he heard his or a series of notes,2 but it should be empha- name. sized that the students will be able to use only He !ooked up and saw a beautiful woman. ' The tales are adapted from Masa Ohta1983.Japanese She said, "I want to ask you for your help. I Folktales in inglLth. Vol.5 Tokyo Asahi Publishers They have been rewritten, but Ohta's translations could be used with heard the villagers are going to visit the Grand an advanced class. Shrine at Ise soon. Are you going with them?" See John Morgan and Mano Flinvolucn. 1983Once Upon a "I'd like to," he answered, "but I have no Time.Cambridge: Cambridge University Press for ideas on making "story skeletons- and for other ideas on using stories in money." the classroom. Continued on page 19 TN 2/87 18 17 ESL Teachers...Let the Computer Help Your Students Build Writing with a Word Processor by William Skill and Confidence... Zinsser. 1983. Harper and Row, Inc., 10 East 53rd. Street, New York, NY 10022. 128 pp., Help your students learn English as a second language with the new $12.95 hardcover, $5.72 paper. COMPress ESL Course. Designed for the IBM-PC and compatible micros, it puts the computer's power and patience to work for you. If you are new to word processing and hesitant about learning it, then read this book! LeamerControlled Lessons - Students set the pace and path they want. Easy lesson Zinsser describes his passage from neophyte to exit. Help always available.Ideal for selfstudy. review, enrichment. master of word processing. He details every- thing from the arrival of his new machine, his NoSpecial Skills Required -Typing is kept to a minimum. Active function keys always tentative first efforts, mechanical breakeowns, displayed. No previous computer knowledge needed. a reversion back to the typewriter, and finally his submission of the manuscript for his book Comprehensive Coverage Upper beginning to advanced level. 228 Lesson segments. on a floppy disk. 30 disks. 3 distinct packages. Teaches and reviews grammar, sentence sense and Reading this book is like being an armchair much more. Hundreds of practice problems. traveler. You share in the author's experiences ClassTested Developed at Brigham YoungUniversity. Extensively class tested. before you start out yourself. Zinssers sympa- Originally designed as prep for the TOEFL exam. thetic style makes the reader feel that if Zinsser can learn word processing, then so can he or she. Writing with a Word Processor is generic; it does not teach or endorse a particular type of TRY A LESSON FOR $10.00!! word processor. This book is funny and Because we want you to see this new courseware, were making a special encouraging; it is a quick read. Introductory Offer a complete Lesson diskette for only $10.00. Not a demo, Roberta Lynch but a complete ESL Course diskette. For details and a free brochure call Baruch CoUege, CONY or write today! 1-800-221-0419 Asian American Literature: An Introduction to 'IBM PC PCir AT XT or compatible micros with 128K memory. DOS 20 3.I.and single disk dove. Color monitor preferred the Writings and Their Social Context by Elaine H. 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1 ; The title, Asian American Literature, is rather misleading for this extensively researched study of the portrayal of AsiansChinese, Japanese, and Filipinosfirst by Western Pitt WRITING A RESEARCH PAPER authors and then by Asian authors. Elaine H. LIONEL MENASCHE Kim studies these literary works from a This is a step by step guide to the complex process of writing a research paper, sociological point of view, basing their literary Series for the ESL student unfamiliar with English languageconventions of research merits on their authors* ability to portray Asians writing Writing A Research Popis designed to put the student at ease by in breaking the research and writing process into a series of manageable activities accurately. with appropriate exercises By means of very specific assignment instructions. Early "Anglo-American" authors present writers arc guided through selection and narrowing of a topic, library use, Asians as faceless hordes and sly villains, but English note taking, writing drafts, and following bibliographic formats Special also as shrewd intellectuals. Early Asian features c/ Writing a Research Paper include the use of ESL peer writing as as a examples, attention to potential cross cultural problems such as plagiarism immigrant writers between 1840 and 1924 and audience. simple explanatory language that does not oversimplify topics. wrote mostly autobiographical accounts of and a specialized glossary of almost 300 terms difficult, lonely, alienated lives. In later Second 144pages/ S6 95 generations, however, Asians are portrayed in divergent ways, from the stereotypical quaint, Language exotic, and somewhat bizarre Chinese to the Now available with new, completely reproduced audiocassettes cruel, warlike Japanese and the rather primitive Filipino. There are the self-conscious introspec- PRONUNCIATION EXERCISES tions from the whoam-I, caught-betweentwo- FOR ADVANCED LEARNERS worlds, second and third generations wonder- ing about their identities. There are the angry OF ENGLISH AS A young men, and a few women, decrying racial SECOND LANGUAGE discrimination and inequality. And finally there are the authors trying both to keep an Asian GARY ESAREY identity and to assimilate. Advanced learners still make errors on certain English sounds and on stress and intonation patterns This text contains 30 lessons of exercises and dialogues designed to present and practice these areas of difficulty The Kitty Chen Dean dialogues involve graduate students coping with family and academic prob- Nassau Community CoUege lems and provide examples of many types of language styles They also on phasize stress and intonation in expressing affective meanings such as anger humor, surprise, and disappthatment 132 pages/ SS 95 Audiocassettes, so of four. S45 00

Catalogues available upon request Pittsburgh University of Pittsburgh Press Pittsburgh, PA 15260 18 I 9 TN 2/87 Card Tricks Folk Tales Continued from page 17 Continued from page 17 possible within a three minute time limit. Each 711 pay your expenses if you do me a favor. pair then joins with another pair and reads or You see, I'm the spirit of this lake. I have a sister says its sentences. The other pair listens, and who lives near Ise. We haven't seen each otherA READER'S RESPONSE TO accepts or challenges (with a correction) the since we were children. I'd like you to take a"EXPECTATIONS AND REALITY: grammar or usage of the target words in each letter to her. Would you?" TEACHING ESL INTERNATIONALLY" sentence. Magoshiro wanted to go to Ise, so he agreed 4. Building a Story/Skit (Groups of 3-5). Each at once. The woman took out a letter and a bag June 9, 1986 group receives 20-30 cards. They must create a and said, "Here are 100 coins. Don't use all the story and include as many of the words as money. Leave one coin in the bag at night and To the Editor: possible. They then create a skit to dramatize you will find 100 coins the next morning." their story. The skit is performed for the other Then, she told him how to find her sister and I am an associate professor of English at students. The group using the most targetshe disappeared. Shanghai Jiao Tong University, Shanghai, the words is the winner. S At the end of the month, the villagers visited People's Republic of China. At present, I am Ise. After seeing the Shrine, Magoshiro hurried Note: Theauthor wishes to thank the following people for their doing research and further study as a visiting suggestions: Steve Brown, Julian Bamford. Michael Evans, to the lake. When he reached it, a light rose scholar at Graduate School of Education, Sharon Howard, Mario Rinvolucri, Carol Romett, and Joanne from the water and a beautiful woman ap- University of Pennsylvania. Sauber. peared on shore. About the authors:SteveBrownis an instructor at the I read the article "Expectations and Reality: University of Pittsburgh English Language Institute Japan The woman was very happy to get the letter.Teaching ESL Internationally" in the April '86 Program in Tokyo. He has taught ESL/EFL in California, and She asked Magoshiro to take her answer to herIssue of TESOL Newsletter with mixed for the past six years, in Japan.MarcHelgesen also teaches at sister. feelings. I was happy because I could read the University of Pittsburgh English Language Institute Japan When Magoshiro returned, he went straight Program in Tokyo. He ts the principal author of English something here concerning my own field, Firsthand(LingualHouse/Lateral Communications) and ts the to the lake, gave the spirit the letter and told her teaching English in my home country. editor of the Japan Association of Language Teachers (JALT) all about his trip. She was very happy and gave I don't know which university was involved Language Teacher "MyShare- activities column. him a small hand mill. She told him to grind one Editor'snote:Mr. Helgesen sent many more games than we in the article, except that it was a technological have room to print. Let me know if you'd like others pnnted in grain of rice a day. She said he would get a university in Northeast China. I agree with the a future issue. C.D. grain of gold in return. She also warned him not author's comment that it is "an area which may to grind more than one grain, then disappeared. not be typical of China." From my own Magoshiro followed her instructions andexperience as an Figlish instructor for more grew to be a rich man, but one day, when hethan twenty-five years, a cooperator with was away, his younger brother put one grain of American teachers at my home university and a rice in the mill, and a grain of gold came out.member of Shanghai Association of Foreign MEXICAN IMMIGRATION Then he put a bowl of rice in the mill and theLanguages where EFL teachers of different IN CALIFORNIA mill tipped over and rolled into the pool in the universities often meet, I would like to provide yard and disappeared forever. R-3365-CR,Current and Future Effects of some additional information in a separate Mexican ImmigrationinCalifornia,by Devin article. Here I would just like to make a few F. McCarthy and R. Burciaga Valdez, May comments on the above-mentioned paper. Zempei of Kirikiri In the area of Northeast China, books may 1986, ISBN 0-48330-0742-4, 104 pp., $10.00 (Version Two) R-3365, the report of a study sponsored by not be so available as in such cities as Nanjing, The California Roundtable, an organization of Once upon a time, there lived a farmer Wuhan, Guangzhou, let alone Beijing and the state's 90 largest businesses, examines the named Zempei. One year, the villagers plannedShanghai. Teaching facilities might not be so impact of Mexican immigrants on California. to visit the Grand Shrine at Ise. He was a poorhandy there either. But as far as I know, there R-3365 is a larger and more detailed version farmer, so at first he didn't join the group.are respective national syllabi of English of an earlier summary volume, R-3365/1-CR Soon, he was sorry and decided to join them.teaching for both English majors and non- (47 pp., $4.00), which was produced in fall, He hurried to catch up, but soon got lost, and English majors. For non-English majors, whose 1985. Both volumes are available directly from found himself at a large lake. English proficiency usually varies greatly, six RAND. Write to: Publications Department, As he rested on the shore, he heard a voice levels are set for regular students. Most The RAND Corporation, 1700 Main Street, call his name. A young woman with a baby in universities run a placement test right after P.O. Box 2138, Santa Monica, California 90406. her arms rose from the water. "I am the spirit of freshmen enter the college and classes of this lake," she said. "I came here three yearsdifferent levels are formed according to ago, when I got married. I have never returned students' proficiency. A national examination is The School for to my parents, who live in a lake near Ise.administered once a year to check whether International Would you please take them a message?" each individual university or college has met Zempei agreed to take her message, and shethe requirements. Training handed him a small bag of money. "Don't use The normal size of an English class for all the moncy," she said. "If you leave one coin English majors is about 20 students, and 30 for 111C-Pi 'IR...11""W.- mn.. ASA...et ...i in the bag at night, you'll find 100 coins in the classes of non-English majors. Usually there are mg= .c.mm- 1,111I morning." some Chinese English instructors working as ' Alit 44.m..- %7 MI .5111 After visiting Ise, Zempei hurried to meet her cooperators with foreign teachers, providing MM.:114MM , ' -MISC.& parents. When he got near the lake, he saw an them with information about students' ability MIMS../it"NM old man in a boat. "You're Zempei, aren't you?" and needs, and giving them help and support he said. "We've been waiting for ;Tu." when they meet with difficulties. They can sit He took Zempei to the middle of the lake. in each other's class at an advance notice (many Geta better job Zempei blinked his eyes and was amazed to a time foreign teachers and visitors have sat in Do a better Job find himself in a beautiful room under water. my classes). So even though facilities are not so Master of Ms in Teaching for certification and effective An old woman brought many kinds of delicious handy as in the U.S. teaching could still be career preparation in food. The old man and woman were very going on smoothly. English as a Secord happy to get news of their daughter and What I have stated above does not mean Language French. Spanish grandchild. what was written in that article was not true. Bilingual/Multicultural The next morning, they gave Zempei a purse But I am afraid it was not typical and neither education in two consecutive summers or full of gold and the old man took him to shore. should it be generalized. one academic year Also. With the purse and the bag from :le lake spirit, Master's in Intercultural Human Zempei became the richest man in his district. Su-ying Yang Service Management . Every year, he visited the Shrine and gave me School Note: Sincewriting this letter, Professor Soli, s; Yang has For International Tracing thanks for his good luck. For many years, his 32 Wing Road, Brattleboro VT05301 children did too, but one year they forgot. The returned home. Interested readers may address letters to 1400451446B Professor Suling Yang, Department of Foreign Languages for money in the bag disappeared and the family Science and Technology, Shanghai Pao Fong University, was poor again. 15 Shanghai, People's Republic of China. TN 2/87 20 19 SUMMER PROGRAMS 1987 * SUMMER PROGRAMS 1987

Teachers of ESOL frequently plan their summers arounda teaching assignment or conference away from home, combining one or both with travel. This is TN's first attempt to focuson summer events of interest to ESOL professionals in a single section of the newsletter. In addition, this feature makesit possible for institutions and associations offering summer programs to get notice of these toan interested audience.TN is interested in hearing from you, the readers, about how you see this feature being expanded(or eliminated) next February. Editor TESOL Su, arner Institutes: Professional Growth, Personal Enrichment by Kathleen M. Bailey Monterey Institute of International Studies

In 1979, following the tradition of theCreoles, a weekend conference chaired by Dr. The participants came from a total of 32 Summer Linguistics Institute, internationalCraig Chaudron. The colloquium was sup-nationsan illustration of TESOL's richness TESOL sponsored the first TESOL Summerported by grants from the Hawaii Committee and professional scope. Institute, which was hosted by UCLA. I had the for the Humanities and the University of At the end of such a program, suitcases are good fortune to work as the assistant director inHawaii Foundation. Workshops for teachersstuffed with lasting memories, as well as new that program, but I also took two classes as awere combined with scholarly presentations by skills, knowledge, souvenirs, and "a ton" of graduate student. One was a discourse analysis researchers from Britain, Germany, the West books. In our Hawaiian summer, there were seminar taught by Dr. Evelyn Hatch. While Dr.Indies and the U.S.A., among others. Themany special moments: a lei-making hike Hatch was one of my professors during theprogram was highlighted by an evening of through the hills above Honolulu; three slightly regular academic year, this was a new course entertainment, including work by Hawaiiandamp outdoor parties; tennis and volleyball which she had not taught before. The otherpoets and comedians whose presentations ingames and beer in the patio with favorite class was a seminar on teacher observationHawaii Creole English dramatically demon-professors; a trip to a hula festival and a flea taught by Dr. John Fanselow, of Teachers strated the expressive power of the languagemarket (now that's culture!); a tea ceremony Colkle, Columbia Universitya professor and its rich intercultural heritage. sponsored by the visiting scholars from JACET with whom I did not have the opportunity to But the official, structured events are only(Japan Association of College English study during the school year. In his course I met part of what is accomplished at TESOL Teachers); snorkeling, surfing and sunburns; people who have profoundly influenced my summer institutes. It is the human connection and dancing to Reggae music 'til the wee hours career, and the material we studied together among committed professionals that adds a of the morning before that final paper was due. has had a direct impact on my research. special spark to these learning experiences. Many of these social events were arranged by Since that time I have had the pleasure to beSince everyone who attends these programs members of HATESL (Hawaii Association of a faculty member in the 1985 program at chooses to do so, the motivation to learn is Teachers of English as a Second Language), the Georgetown University, and more recently thetremendous and the concentrated time spanlocal graduate students' organization. Others director of the 1986 TESOL Summer Institute generates incredible energy and intensity ofjust happened spontaneouslylike the almost at the University of Hawaii at Manoa. Thus I purpose. The quality of instruction is very high, daily rainbows. have seen the workings of such programs inside and students and teachers typically become I appreciate the work of all the instructors, and outfrom the perspectives of student, close rather quickly. staff members, volunteers, and advisory board teacher, and administrator. Because of these The diversity of people attending summermembers who helped make the 1986 TESOL combined experiences, itis my feeling that institutes is incredible. In the 1986 program, a Summer Institute possible, and the enthusiasm sponsoring the summer institutes is one of theheritage language teacher from the Yukon of the participants. The excitement and energy most worthwhile projects TESOL undertakes. discovered how much she had in common with of the learning we did together is with me still. Such institutes accomplish many goals.an aboriginal teacher from Australia, as they (But if anyone out there is interested in advice, Because the program moves each summer from took a class together. A Japanese-Americannever offer such a program without a fulhtime one host institution to the next, maximum teacher from Hawaii established a computer secretary and your own photocopier!) If you access to instructors and courses is provided to composition link-up for his junior high school have the opportunity to participate in a TESOL teachers and graduate students around the students with the students of an ESL teachersummer institute, or one of the many other fine world. First, the summer institutes provide from Alaska as a direct result of their participa- professional programs described in this news- access to hand-picked faculty members who tion in the Bilingual Education seminar. In a letter, I urge you to go. are known as outstanding teachers and experts single seminar, several Egyptian EFL teachers in their specializations. Second, they provide an shared ideas with teachers and graduate About the author: Kathleen NI Bailey is an associate professor inroad to specialized courses which may not be and the director of the TESOL M A Program at the Monterey students from Spain, Uruguay, Argentina, Institute of International Studies. 425 Van Buren Street, available at a student's home campus. Third,Japan, Indonesia, Australia, Canada, Thailand, Monterey, California 93940. U.S.A. they offer advanced professional courses onthe People's Republic of China, and the U.S.A. teaching methods, materials, and research for practicing professionals whose busy schedules Summer Institute Scholarships: A TESOL Tradition wont allow them to upgrade their skills during the school year. Finally, and perhaps most by Pamela Pine importantly, they serve as an introduction to University of Hawaii at Manoa TESOL for local area teachers who choose to take workshops or introductory courses. Each year TESOL offers its summer institute ship between applicants' goals and their plans The 1986 program drew 490 students,at a different university campus. The 1986for the Institute. Special thanks go to Ted teachers and visiting scholars to its credit-TESOL Summer Institute, cosponsored by the Plaister and Kathy Rulon for their help and bearing courses. Another 70 people partici-University of Hawaii Department of ESL, patience in screening the applications. pated in the week-long practical workshops, or drew more than 490 participants from the The awards, which ranged from $i,00 to $500 in the extracurricular activities. These included United States and 31 other countries. Following each, allowed outstanding TESOLers to cover weekly Forum Lectures by faculty membersthe tradition of previous institutes, funds for the costs of their course tuition and institute and invited speakers, Friday Sessions (three- last year's TESOL summer institute scholar- fees. The backgrounds of the recipients reflect hour workshops with either a teaching or aships were derived from fees paid by visiting the diverse nature of the international TESOL research focus), and the Occasional Papers scholars. membership. The 13 winners of the 1986 seriespresentations of institute participants, The TSI Scholarship Committee, headed by TESOL Summer Institute scholarships were: visiting scholars, and faculty from the East- Fred Genesee, used the following criteria in Matilde Arciniega: (Virginia), Susan Carkin West Center and the University of Hawaii. selecting 13 recipients from a pool of more than (Utah), Chiou-lan Chern (Taiwan), Mohamed One of the most exciting events of the65 applicants: academic background, teaching El-Komi (Egypt/South Carolina), Milagros summer was the Colloquium on Pidgins and and professional experience, and the relation- Continued on next page

20. 21 TN 2/87 BARCELONA: TESOL-IATEFL SUMMER INSTITUTE New Horizons in Language Teaching The 1987 1 r.SOL-IATEFL Summer Institute The Discourse of the Spoken Language clearly opens up new possibilities within the Written Discourse and Reading English language teaching world. It will be the first occasion on which such a concentration ofThe General Programme consists of twenty- rrspected scholars from different academicfour separate courses: traditions have come together with the com- Contemporary trends in English Language mon aim of increasing the effectiveness of Teaching English teaching in all parts of the world. We New Media in ELT are certain that the international cooperation Language Testing which has made the Summer Institute possible Language Teache. Education will not end with the Institute's closing The Comprehension-Communication ceremony. The future offers many possibilities CycleA Practicum of further events and projects as well as further An Integrative Approach to Materials Design interaction between scholars from the two The Language Leaming/Teaching Process traditions here represented. Five hundred years Stylistics and Poetry Teaching ago, Columbus indicated a horizon of possibil- Observation ities to the people of Barcelona. His silhouette Grammatical Concepts for Language has been chosen as the symbol of the Barcelona Teachers Institute and once again points towards a new Language and the Professions horizon. English for Specific Purposes .= Language, Culture and Curriculum As mentioned in the December TN the Options and Consequences in Tsching ESL TESOL Summer Institute is offering two Instructed Second Language Acquisition The news from Barcelona is that enquiries are separate programmes of courses. The Teaching of Literature to Non-Native coming in from ell over the world, and that The Special Programme includes courses on: Speakers of English enrolments have' already started. If you are Classroom Observation Reading interested in attending, then write to the Second Language Acquisition A Writing Practicum following address, and request information Communicative Language Teaching brochure. Classroom Research Mr. A.D. Reeves Scholarships Testing and Evaluation Assistant Director, 1987 Summer Institute Continued from page 20 Computer Assisted Language Learning ESADE Idiomas Actor's Studio, er Reading Aloud Revisited Av. de Pedralbes 60.62 Cavieres (Hawaii), Lora Glaser (California), Culture and Language 08034 Barcelona, Spain Taro Hirowatari (japan/Arizona), Beth Losie- wicz (Colorado), Kazuko Matsumoto (Japan), William Savage (Hawaii), Joan Skinner (Mon- tana), Donna Stripling (Hawaii), and Seiko Yamaguchi (Japan). Persons interested in scholarships for future summer institutes TESOL-IATEFL should consult the general TESOL Summer Mediterranean Institute Summer 1987 Institute bulletin or the Summer Institute Vg.A director. A unique opportunity for learning and exchange The TESOL organization each year offers of ideas for teachers of English to be held in summer institute scholarships from the Ruth BARCELONA Crymes Memorial Fund. The 106 winners SUMMER' 87 were Dr. Rosa lina Ora'a-Barrameda (a visiting BARCELONA scholar from the Philippines), and Lakshmie July 6-31 Cumaranatunge (a University of Hawaii graduate from Sri Lanka). TESOL members Two Options: who are interested in future Ruth Crymes Abroad range of courses of interest to all practising teachers of English awards should contact the central TESOL as a foreign or second language around 'he world. office in Washington, D.C. or Scholarships for the 1986 TESOL Summer Institute were also offered by the following Aspecially-designed plan for those involved in teaching in Spain. TESOL affiliates: CATESOL, Illinois TESOL/ BE, Oklahoma TESOL, TEXTESOL, and COLLABORATING INSTITUTIONS: WATESOL (Washington, D.C.). HATESL, the ESADE(Barcelona)Teachers College Columbia University (N.Y.) University of Hawaii ESL graduate student University of London Institute of Education organization, offered tuition scholarships to six of its members. Future summer institute COURSE DIRECTORS: participants should also consider outside J. Fanselow, P. Strevens, H. Widdowson agencies for financial support. Educational and FACULTY INCLUDES: cultural foundatims, professional associations, and government ministries may be able to G. Brookes, C. Brumfit, C. Candlin, M. Clarke, K. Cripwell, A. Davies, R. Ellis, ). Fanselow, provide partial or full sponsorships to their R. Flavell, C. Hill A. Howatt, T. Johns, D. larsenFreeman, R. Mitchell, R. Oprandy, L. Pantaleoni, constituents. G. Pozzo, T. Pica, P. Skehan, P. Strevens, ). Swales, ). Valds, H. Widdowson, N. Whitney The staff and advisory committee of the 1988 TESOL Summer Institute extend our warmest INFORMATION FROM: congratulations tolast year's scholarship E.P. Mills winners, and our most sincere thanks to the ESADE visiting scholars who make the summer insti- Av. de Pedralbes, 60 tute scholarship program possible. 08034 Barcelona About i author:Pamela Pine teaches in the Department of Spain English as a Second Language at the University of Hawaii at (Tel. 93-203 64 04) Manoa, Honolulu, Hawaii. She was the assistant director of the 1986 TESOL Summer Institutes.

TN 2/87 22 21 Teachers College RS C Columbia University TESL CANADA SUMMER INSTITUTE Offerings for M.A. AND FORUM IN MONTREAL Credit or non-credit The theme of the 1987 TESL Canada In Tokyo u to Summer Institute is Language Education in Canada: Exploring Common Ground. The six- August 3 to 27 week institute, sponsored by Concordia Uni- Generating and exploring alternatives in language teaching: J. Fanselow and V. LoCastro versity and TESL Canada, is divided into two Comparing the dynamics of Japanese and Ame-ican family interactions. R. McDermott three-week terms (July 2-July 22 and July 27- August 14) with a fourday TESOL Canada Culture for English teachers: V. LoCastro sad R. McDermott Summer Forum taking place from July 23 to Interpreting skills for language teachers: J. Fanselow and T. Komatsu July 26. To receive more information, please fu, .her information or registration: Teachers College write to or call:B. Barclay, TESL Centre, MA Program Concordia University, 1455 de Maisonneuve Simul Academy Blvd. West, Montreal, Quebec H3C 1M8, 3-17-42 Shimoochiai Canada. Telephone: (514) 848-2449. Shinguktl-lzu Tokyo 161 JAPAN tel: (03) Q53-8701 1987 ANNUAL CONFERENCE In New York OF UKRA IN EDINBURGH May 18 to June 28 The annual conference of the United King- Testing language skills: S. Ray and C. Crimley dom Reading Association will be held July 27- Specialized methodslistening: R. Oprandy 31, 1987 in Edinburgh, United Kingdom. The drills and "communicative" activities: J. Fanselow theme is Reading: The ABC and Beyond. More information from: Christine Anderson, Dean Reading and writing practica: C. Brookes and J. Fanselow Education Centre, Belford Road, Edinburgh July 6 to August 14 EH4 3DS, United Kingdom. Socio Political Concerns in TESOL: D. Larson SIXTH EUROPEAN LSP SYMPOSIUM Technologies Practica: P. Arcario The Sixth European Symposium on LSP Topics in SLA: R. UllissWeltz (Languages for Specific Purposes) will be held further information or registration: TESOL Program August 3-7, 1987 at the University of Vaasa. Box 66 This symposium is organized by the School of Teachers College Modern Languages at the University of Vaasa Columbia University and its Research Croup for LSP and the Theory New York, NY 10027, USA tel: (212) 698-3936 of Translation, under the auspices of the AILA Commission on LSP. For further information, fr,iptp.rap,4p4P4P1P4r4,4Pq.1414:4ripirpop-opt contact: Dr. Christer Lauren, LSP Symposium 1987, School of Modern Languages, University 4 of Vaasa, Raastuvankam 31, SF65100 Vaasa, 2411.02114JAPAV Finland. AILA 1987 IN SYDNEY, AUSTRALIA The 8th World Congress of the International Mt. Fuji Campus-Showa University Association of Applied Linguistics (AILA) will take place August 16.21, 1987 at the University July 20-August 17, 1987 of Sydney in Australia. Plenary speakers Showa University will host a four week study-travelprogram on include Wilga Rivers, Michael Clyne, Braj its campus located in the resort town of Fujiyoshida,at the foot Kachru, and Chris Candlin. For more Mforma- of magnificent Mt.Fuji. tion write to AILA 1987, University of Sydney, Department of Linguistics, Sydney, N.S.W. * Emphasis on conversational Japanese and Japanese culture 20006 Australia. * Activities in traditional culturalareas (tea ceremony, flower CONFERENCE ON LITERACY arrangement, etc.) AND LANGUAGES IN THAILAND * Visits to local vacation sites The Second International Conference on * Information/assistance for travel to other areas of Japan Literacy and Languages will be held August 20- * Optional tour to Shanghai, China available after August 17 22, 1987 in Bangkok, Thailand. The theme is Literacy and Technological Development, and Tuition: the speakers include specialists in reading, *48,000 (*US$300-based on V160 per US$ 1.) language, education and technology from the Room & Board: *72,000 (US$ 450) United States, Australia and Asian nations. For Plus Air Fare more information write to: Dr. Tuanchai Tan. ngarmtrong, NIDA Language Center, National Institute of Development Administration, For more information, contact: Klong.jan, Bangkapi, Bangkok 10240, Thailand.

Summer Program '87 s., THIRD FINNISH CONFERENCE SHOWA UNIVERSITY ON NEUROLINGUISTICS College of Arts & Sciences The Third Finnish Conference on Neurolin. guistics will be held August 28-29, 1987 in I 5 '8 Hatanodai, Shinagawa-ku t',.". Joensuu, Finland. The official conference Tokyo I42,JAPAN language is English. For more information, write to: Third Finnish Conference of Neuro- (03) 784-8267 :1111612rg::::::: *US dollar quote is subject to variation according linguistics, Department of Phonetics and rate. General Linguistics, University of Joensuu, 4.4.4.44441.44.4.444404-4444.4,40-44.10-4.444 P.O. Box 111, SF-80101 Joensuu, Finland.

22 23 TN 2/87 .

'.'"FOR, PAPERS;

IATEFL CONFERENCE IN BELGIUM tee's decision by March 31, 1987. More infor- Intensive English Program, Drawer A/UT The twenty-first international conference of mation from: Venezuela TESOL, Apartado Station, Austin, Texas 78713 U.S.A. the International Association of Teachers of 61,931, Chac'ao, Caracas 1060, Venezuela. English as a Foreign Language will be held jointly with Vereniging Vlaamse Leerkrachten JALT CALL FOR PAPERS Engels, at Westends, Belgium from April 12th CALL FOR PAPERS FOR CONFERENCE IN TOi

New I.S. Proposed Upcoming 1987 TESOL Meetings After .a year of preparation and (Meetings are in the U.S.A. unless otherwise indicated.) TEDSgathering signatures, the petition to form a new Interest Section, Teaching English March 7 Texas TESOL III, San Antonio, Texas to Deaf Students (TEDS), is ready. Signatories March 7 Connecticut TESOL, Meriden, Connecticut of the petition (those who wish to affiliate with March 27-28 Washington State TESOL, Spokane, Washington TEDS) include long standing TESOL members and professionals in Deaf Education who have March 27-28 Alabama-Mississippi TESOL, Oxford, Mississippi heard about TEDS and recently joined March 27-29 California TESOL State Conference, Pasadena, California TESOL. EApressions of support have come April 3.4 Intermountain TESOL, Oreni, Utah from Executive Board members aware of the significant portion of the membership inter- April 3-4 Wisconsin TESOL, Madison, Wisconsin ested in TEDS and of the linguistic and cultural April 3-4 Massachusetts TESOL, Boston, Massachusetts reasons Cor including TEDS in TESOL. April 4 Ohio TESOL, Columbus, Ohio Important Meeting April 3.5 TESOL Greece, Athens, Greece for TEDS Supporters April 4.5 TESOL France, Paris, France The petition will be presented to the Interest April 10.11 Kansas TESOL, Lawrence, Kansas Section Council at TESOL '87 in Miami. The day before the Council convenes, there will be April 11 Kentucky TESOL, Pleasant 11111, Kentucky an important meeting of TEDS supporters on May 7.8 New Jersey TESOL/BE, Inc., Union. New Jersey Thursday, April 23, from 8:30.9:30 a.m. in May 7.9 APPI, Lisbon, Portugal Parlor 17F. More than ten TEDS presentations have May 8.10 TESOL Spain, Zaragoza, Spain been scheduled for TESOL '87. A partial listing May 29.31 Venezuela TESOL, Caracas, Venezuela of titles includes. "Evaluation of an experimen- June 10.13 SPEAQ Conference, Montreal, Quebec tal bilingual/ESL syllabus for deaf children," "Survival English for deaf refugees," "Real- July 14.16 New Jersey TESOL/BE, Inc. Summer Institute time interactive writing on computer net- More information on these meetings from: Susan Bayley, Field Services Coordinator, works," "Improving on the job communica- TESOL, Suite 205, 1118 22nd Street, N.W., Washington, D.C. 20037, U.S.A. tion," "Visual attention of deaf children to signed input,' and "Vocabulary and compre- hension gains through captioned entertainment films." Fundraising Idea: and receive such benefits as 50% off a second meal when the first is purchased at the regular For further information, please contact John Albertini, National Technical Institute for the Gourmet Dining Club price, $20 off the total dinner, and a free lunch when you buy a lunch. The invitations re Deaf, 1 Lomb Memorial Drive, Rochester, NY Puerto Rico TE- 14623, U.S.A. Telephone: (716) 475.6276 PUERTO RICO worth more than $200 to members. The best SOL members Continued on next page TESOL like to dine out, part isthat not only do the members get frequently entertain friends from the mainland, discounts for trying new restaurants, but Puerto and like to save money. For this reason, and to Rico TESOL receives $5 for each membership raise additional funds, the PR TESOL Execu- itsells. The money is for the Nen., Rico tive Board has decided to join the Gourmet TESOL scholarship fund. Dining Club. Here is how it works. For a $15 If your affiliate would like more information membership fee, members receive engravedon this fundraising project, please contact: invitations to 20 of the best restaurants in San Puerto Rico TESOL President, Ylda Farre- Juan at exclusive discounts. Members simply Rigau, c/o Box 22795 University Station at Rio present the invitations when they pay the bill Piedras, Puerto Rico 00931. 24 TN 2/87 23 Affiliate/I.S. News Continued from page23 Real Life 66th Affiliate Joins TESOL Spoken English Thereaaffilnow PANAMA TESOL sixty-sxireiates It's the real thing! The raw voices of life itself. No frills! in TESOL. Panama TESOL joined interna- For anyone who wants to understand and speak naturally like Americans tional TESOL in November 1986. This new do. Good for tiny tots, illiterates, migrant farm laborers, factory workers. students at any level, businessmen, even for sophisticated professionals to organization of about 100 members held an lose a 'foreign accenr..but it's best to learn to speak naturally from the start. inaugural meeting in September 1986 and Introduction to Spoken English A quick overall concept of what it really is voted to establish an official relationship with and how it works. Practical 'survival' (you can go around alone) English in international TESOL. At a general assembly in only a few hours (1 cassette. 1 text sheet), or for a lifetime pattern of November 1986, the group approved its speaking naturally, go on up to 200 words a minute like you hear the native constitution and set up various working speakers say naturally in an easily learned logical series..the vowels in their natural order, where things are and the most-used actions (2-part verbs). committees. It has already produced its first Say what you hearseedo....no oral explanations. newsletter. Basic CourseSlow to Fast Forms An extension of the Introduction. It's Should you wish to make contact with this all you need to know about spoken English. in some 50 hours (23 cassettes/ affiliate, you may get in touch with the new text sheets, 1 all-English textbook). Over 600 'groupings' (of the muchused president of Panama TESOL, Melva Lowe de little words that get together to tie the language together!) in all of their Goodin. Her address is P.O. Box 1388, Panama variant forms from slow formal, step by step to 200 words a minu!- you 9A, Republic of Panama, and her telephone hear said by the native speakers of all ages. Real Life Selections 1.41 125 voices, 9.8 phonemes (3 words) a second number is 507-286-4470/3638. And, if you average, 94% of the 14,000 are in the 3,000 mostused words. Nursery kids happen to be in Panama, why not get to know to presidential speeches..the real life habitat in which you find what is more about TESOL's newest affiliate? learned in the Basic Course..so choose a suitable Selection to study along Members of the new organization would be with it. (1 book, 4 cassettes). pleased to meet youl The president will Common Expressions 76 voiccs (1 book. 1cassette), 1.100 wellused introduce you to other TESOLers as well as to 'groupings'..the keys to understand natural speech- from TV, talk shows, comedians, meetings, telephone. street, home and job talk. Complete sen- the activities and events being planned by tences in almost unbroken conversations. Panama TESOL. Translations, explanationS inmanylanguages. Pauses after each cons plete thought utterence. Ideal for selfstudy. TeaCherS Guides Any AFFILIATE AND INTEREST untrained adult (knowing little or n0 English) on get effective re. ca suits (a mother Can teach her children naturally spoken English). et SECTION EDITORS' MEETINGS Listeners Digest, monthly (1 book, 1 cassette), of what is currently heard AT TESOL '87 said in the US. Keep up your fluency and up to date. (No translations). A meeting for Affiliate editors is All materials are written by sounds (simple IPA) and in usual spelling scheduled for Wednesday, April 22nd (TO), explanations in simple English of things not easily found in diet. from 11:30 am to 12:30 pm in the tionaries. Books are paperback, pocket size. US suggested retail (1986) Affiliate Hospitality Room. Interest book $5. cassette $10, text sheet 5A (or make your own). Section editors will meet on Thursday, You have 'hear-say' troubles?! Mk for our problem-solver + catalog booklet. April 23rd from 11:30 am to 12:30 pm in Spoken English 212.989-2719 the Committee Hospitality Roam (Suite 17C). 210West 21St..New

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Return coupon to: Longman Inc. Dept. P 95 Church Street White Plains, NY 10601 Longman L J 24 25 TN 2/87 questions. We first created a game as a class so that everyone would get the idea, and then the students worked in groups to produce lacir own games Groups that finished early traded game sheets and disks and played each others' games. In this article, Dank! Horowitz focuses on, to use his own words, the "essential contribution of the teacher to the learning process"in CALL.This article dots much to give perspective to the place ofCALL inTESL. R.S. Simple Changes Make Programs More Useble Finally, there are cases where a few very The Teacher Makes the Difference simple changes in PRINT or DATA statements can make a program more usable. Even if a in the Computer Lab teacher does not have the skills needed to make such changes, the chances are good that a by Daniel Horowitz colleague or friend does and would be glad to Western Illinois University help. For example, I once found a program called "Life Etpectancy," which asks questions about When computer assisted language learning of public domain programs. Most will not be the lifestyle of the player and ends up predict- (CALL) first became popular, there was a lot useful for ESL classrooms, but there are always ing how long he or she will live. It was very of talk about computers replacing teachers. For a few on each disk that seem to have potential. easy to change the "you" questions toie.;.the" those of us who now work actively in CALL, Some can be used as is. For example, I once questions and to create worksheets with the irony of this early misconception hits hard; found aprogrunthat tests . "tra smory paragraphs describing imaginary people. The if anything, our workload has increased, not perception (ESP) through simulated card-students' goal was to find out how long each only because of our need to become familiarguessing. This fit in perfectly with a unit on person would live by scanning the text for the with a new and somewhat perverse machine ESP and probability I was doing at the time, information needed to answer the computer's and an ever - increasing variety of software, but giving the students a much more interesting questions. This proved to be a popular and even more because of the realization that and dramatic demonstration than I could have pe.nless reading activity. computer programs are just one more form of provided by myself. media, which, like video tapes, audio tapes, Other programs benefit from the addition of Customization and others, cannot simply be placed in front ofteacher-made materials. I have used several "20 a student with the instruction "Do this!" Questions" programs, the main characteristic of One way to make the computer lab tie in Imaginative preparation and follow-up are the which is that they become "smarter" as one better with classwork is to use programs with keys to making the computer lab a successful plays. They work like this: text editors. These programs allow teachers to learning tool, and this means time and thought enter their own texts and have students "play on the part of a living, breathing teacher. In the Computer: Are you thinking of an animal? the game" or "do the exercise" on that text. following, I've tried to outline a few areas Player: yes Typical texts might be somethi; the class has where that time and thought might be well C: Does it have four legs? just read, something on a topic !ust studied, a spent. passage that highlights a grammar point, a P: yes student composition, etc. Text reconstruction Student/User Preparedness C: Is it a dog? games, where the player must reconstruct a To begin with, we must help our students P: no scrambled or clozed text, certain reading gain the basic skills they need to get the most C: I give up. What were you thinking of? development programs, and programs such as The Cranunar Examiner," in which students out of their time with computers. These basic P: a cat. skills include typing and what I call "computer earn raises in salary by editing "newspaper C: Please enter a yes/no question that articles," all allow the teacher to customize savvy." distinguishes between a cat and a dol. Typing: Fortunately, there are a number of students' work in this way. good typing tutorial programs on the market, P: Does it say woof? ...nd these can be made available to students C: For a cat the answer would be.. . Spin-Offs during open (free) lab time. P: no Teachers can use programs as jumping-off Computer savvy: We should not assume that points for other activities. Sonic examples are: those who are not familiar with computers will At this point. the computer "knows" two 1. For text adventure games, students can automatically understand how to navigate animals, and the process begins again, repeat.keep "adventure journals" which summarize through the multiple layers of most programs. ing itself as many times as the player wishes. where they has..., been and what they have Careful choice of programs, class demonstra-After each round, the computer has added onelearned. These could be shared with other tions, group c:k at terminals, and afterclass more animal (or ear, fruit, country, etc.) to its members of the class, who might be quite eager debriefings are al! effective ways to fosterrepertoire. to benefit from their fellow students' explora- development of these skills. Clearly, this has great potential in a unit on tions. yes/no questions, but students might find the Teacher Preparedness 2. For programs with text editors, students lack of a clear goal in the game format can enter their own texts. This would require just as we would not show a videotape unmotivating. I made the task more focused bythem to read and understand the instructions without fir.-.2 having previewed it, we should creating several game sheets with pictures offor using the editor and would result in the not ask our students to use a program that we eight animals, eight cars, and so on. The satisfaction of seeing one's work "published" have not spteu some time with. Almost every students' job was to "smarten up" the computer and enjoyed by others. A good candidate for a program has as tricky spots, where an ill- so that it could guess which of these pictures a first attempt at this is "Square Pairs," a kind of advised choice cat. lead to big problems down person had chosen. I also gave students a list of "concentration" game in which it is fairly easy the road. The documentation often fails toyes/no question forms to help them compose to create new game boards. mention these pitfalls; only experience can Its obvious that these ideas spell more, not teach where they arc. After previewing the less work for the teacher involved in CALL. program and wading through the documenta- However, the inherent attractivenr of the tion, teachers can prepare "cheat sheets" which medium, the new possibilities for inginative tell students the main objectives of the pro- tic-ins with other class activities, and the gram, what they will b'' asked to do, how they potential for useful group interactions at can get started easily, what the options are, terminals all make the results well worth the what pitfalls to avoid, and so on. At. effort. ..ty Adapting Non-ESL Programs About the Author: Daniel Horowitz is a teacher at the Through user group; computing magazines, WESL Institute at Western Illinois University in Macomb, and non-profit educational software clearing Illinois. His classroom expenences form a basis for this houses, it is often possible to obtain disks full article.

TN 2/87 26 25 NEWBURY HOUSE PRESENTS

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27 TN 2/87 constrained by the straightjacket of some mythical, man 'story Writing Process.

Fri One concern 1 must mention is the Varying quality of the projects. I've used a number of them with great success and others with less my students have learned firsthand how success. Cramer has designed the book for The Writing Process: 20powerful such an approach can be. I'm maximum flexibility, though, and teachers can Projects for Group Work convinced that part of the reason they eagerly pick and choose and order the projects as they completed multiple revisions of all their paper- liketaking as much or as little time as they by Nancy Arapoff Cramer. 1985. Newburylength writing was the sense of investment and need and then adding other aspects of writing House: 54 Church Street, Cambridge, Massa- ownership they gained from this group work. instruction as they see fit (such as writing chusetts 02138. (vii + 331 pp. $14.95). The Projects I have chosen from this text answers to essay examination questions). However teachers use it, The Writing Process Reviewed by C' ,.ryl Lynn Mason have been just one component of my writing courses (one for students in an intensive English deserves careful attention, if for no other Univere.g of Iowa program, one for regularly enrolled foreignreason than it is a totally uniqueand by virtue graduate students). Still, even with such of that fact alone, importantaddition to the Both first and second language researchers crowded field of ESL writing textbooks. and teachers are beginning to question teaching dissimilar groups of students, I have found the practices which are based on "the writingrange of suggested topics in the Quick-Writes About the reviewer: Cheryl Mason recently completed her process." Of particular concern to many is the at the Drafting stage sufficient to meet their M A at Stanford University and is now an instructor in the fact that not all writing tasks require thevarying needs and interests for extended Intensive English Program at the University of Iona. elaborate support of a multi-step process of writing. For example, of the 20 suggested ideas pre-writing, rough drafting, revising and for "The Personals" project, my students chose editinga fact that prompts some students toto write on everything from "Write your own circumvent process instruction by finessing250 word personals ad" to "Write a short story those steps which they deem to be unnecessary. about someone who put a personals ad in the Despite these questions, process writing New York Review" to "Betrothal and wedding instruction has many adherents and a growingrites in two countries: A comparison." Students research base to support it. Until a year ago, have participated in every step of the projects however, net a single ESL writing textbook had we have done, and I don't think that any of really taken a process approach to writing them have felt that their writing has been instruction. There are, of course, many texts on the market today with "process" in their title or in their subtitle. (Indeed, inclusion of this word seems almost mandatory.) However, most of Computers: Two Recent Texts these texts have attempted to adapt aspects of COMPUTERS IN LANGUAGE LEARNING by John Higgins and Tim Johns. 1984. Addison- process writing (e.g., "pre-writing") to more Wesley, World Language Division, Reading, M.A. 01867 U.S.A. (192 pp.). traditional methodswithout addressing the more substantial changes in thinking about the COMPUTER NOTIONS by Lee Rossi, Gladys Garcia, and Susan Mulvaney. 1985. Prentice-Hall, nature of writing instruction that process Inc. Englewood Cliffs, N.J. 07632, U.S.A. (v + 158 pp.). writing instruction actually requires. Into this vacuum, then, came Nancy Arapoff Reviewed by Diana Dreyer Cramer's The Writing Process: 20 Projects for Slippery Rock University Group Work, a self-described workbook which Ever-increasing complexities of this century against too-early judgments on their values, the does indeed remain true to the complexities of require an increased number of coping strate- authors admonishing that "valuable programs process writing instruction. Geared to ad- gies, strategies often enhanced by the acquisi- may fail because they are unfamiliar, just as vanced students of ESL (as well as basic tion of computer literacy. Computers in meretricious ones may succeed in the short writers), it features 20 projects which proN.,,:e Language Learning and Computer Notions can term thanks to the glamour of the machin- opportunities to write on a wide variety ofenhance such acquisition for two groupsery"a valid reminder. The abbreviated topics (from "personals" columns in newspap- teachers and students, respectivelyeach text fourth chapter touches upon the computer in ers and magazines to college students' opinions informing readers on various aspects oflinguistic research, artificial intelligence, about cheating and euthanasia) and in a computers. storage of materials, and language testing. number of forms (free-writing, proposals, Computers in Language Learning primarily These four chapters fulfill the intent of the notes, reports, fe -,sal compositions). addresses teachers of English to speakers of authors: to enhance language teachers' knowl- Each of the 2t., projects is divided into six other languages, although its content could be edge of the wide range of uses of computer- steps: Getting Ideas (featuring "Quick-Writes" useful for any second language teacher. The assisted learning (CAL). and innovative "Tasks" which generate further authors further direct their text to a reader who Higgins and Johns' fifth and final chapter ideas and provide a wide variety of experiences is at least a computer noviceone having basicfails tofulfill their introductory hope; this in data collection), Putting Ideas Together knowledge of computer form and function, as lengthy section is not "fully intelligible to those (sharing ideas from their "Quick-Writes" and well as access to a machine, its instruction readers who count themselves as computer "Tasks" with a small group), Draftin3 (com- manual and/or introductory texts on compu- novices". Rather, it swiftly confounds readers pleting another "Quick-Write" on one of a large ters. even beyond the novice stage, presenting a number of possible related topics and then Higgins and Johns, both EFL teachers, bewildering array of terms and illustrations using it to "Focus" on an idea for a rough draft), divide their text into five chapters. Chapter demanding expertise yet to be acquired by a Getting Feedback (in pairs, in small groups, One, "Underlying Assumptions," deals with genuine novice, frustrating readers whose from the teacher), Revising (based on feed- three areas. teachers, learners, and computers; expectations have been heightened by the backwith purpose, audience and voice in language and learning, and computer-based preceding well-constructed chapters. mind) and Editing (students are encouraged to learninga helpful compilation, especially in Computer Notions authors Rossi, Garcia, work with a partner, using a checklist to terms of encouraging use of computers in theand Mulvaney do not specify tha skill level of identify a limited number of errors that ESL class, de-mystifying and justifying such the ESL students to which their text is directed, resulted from having focused on ideas rather use, particularly for acquisition (as opposed to noting that it is intended "primarily for students than from a lack of knowledge). learning) of .t second language. Chapter Two whose first language is not English," yet that Perhaps the major strength of Cramer's describes the machine and available equipment native speakers might find its basic approach to textbook is the fact that group collaboration is options, concluding with quite practical advicecomputers interesting. Its content is compara- central to each of the 20 projects. One of regarding purchase, placement, and mainte-ble to some college-entry-level writing texts, Cramer's premises is that "students who learn nance of an in-school system. Chapter Threethus restricting it to advanced ESL students. to depend on themselves and their peers will moves the machine into the classroom, relatingTeachers hoping to find a guide for their ESL write more honestly and expressively, and thus an extensive number of computer activitiesstudents to experience hands-on computer more effectively, than those who tty only to drills, demonstrations, games, simulations,literacy acquisition will be disappointed. What please the teacher". Working together in small etc.recommending experimentation with a groups at every step throughout the semester, variety of modes and material, cautioning Continued on next page TN 2/87 28 will inform U.S. organizations about new Computers projectsand ways to participate in them. It Continued from page 27 will seek to bring together concerned organiza- is provided is six chapters of reading and tions to assist in the development of project writing activitiesall based on computers: an HE CLEARINGHOUSE ESTABLISHED ideas for better education 3f black South introduction to computers and programming, TO ASSIST BLACK SOUTH AFRICANS Africans. components of computer systems, hardware, Richard Krasno, president and chief execu- USAID grants are matched by private software, computer users, and communications tive ohicer of the Institute of Internationalsupport in the form of scholarships from networks. Education (HE), has announced the establish- admitting U.S. universities and colleges, and Each of the six chapters is laid out in seven ment of a national clearinghouse to advise on contributions from 75 U.S. multinational sections, beginning with prereading activities, educational initiatives for black South Afri- corporations, the Ford Foundation and the including a lengthy, rather foreboding list of cansand the appointment of a distinguished Carnegie Corporation. Policyiidance comes compter terms appearing in each chapter's lawyer, Sheila Avrin McLean, as executive from a national council chaired by Harvard reading passageall based on computers. director, South African Programs. President Derek Bok. The liaison organization Students are urged to note the terms in context, The new clearinghouse will play an innova- in South Africa is the Educational Oppor- guessing at meanings before more careful tive role in coordinating U.S. efforts to assist tunities Council, chaired by Nobel Laureate reading. Consciousness-raising questions fol-black South Africans and Namibians. The Archbishop Desmond Tutu. low, ones addressing both students' personal clearinghouse will develop ideas for new From a news release. 12 /1/86, provided by the 11E. 809 United experiences and their knowledge. Descriptions programs in response to educational needs. It Nations adze. New York. NY 10017. S A of different reading skills conclude this section, including an exercise providing practice for a Cambridge ESL particular skill. The chapter reading comes next: a several- page passage providing information on the chapter heading, succeeded by comprehension questions: true-false, multiple choice, and/or short answer. Language-use description and How effectively doyour exercises are next, a category covering such areas as time order and narration (including students communicate? diagrams perhaps confusing to even a native speaker), classification, comparison and con- Writing ListeningSpeaking trast, and cause/effect cohesive devices. A post-reading vocabulary review occurs, where- in chapter vocabulary terms are to be used to fill in a passage's blanks. The final two sections of each chapter move Effective Writing into the communicative notion; students are Writing skills for intermediate students of American English given either a role-play situation or a case study on typical problems that computers can present Jean Withrow it. both family and business situations, includ- ing discussion questions and an essay assign- A practice book designed to develop the writing skills of ESL ment. Particularly useful is an appendix section students through problem-solving activities. Students are exposed providing additional background information to a wide range of writing texts including letters, stories, reports, on the characters in these situations, informa- articles, business letters and memos, and opinion essays. An tion that is appealing and full of opportunity excellent source of preparation for standard writing examinations for rather full development of such activity. such as the Test of Written English. Each chapter's concluding section allows further opportunity for expanding language via Student's Book: 31608-1 Teacher's Manual: 31609 -X writing, calling for various written forms, usually based on the topi. in the preceding language use section. Students base these essays on factual data displayed in the text. Great Ideas This text's focus on providing information on Listening and speaking activities for students of technology that has become so prominent will American English appeal to students wanting to become knowl- edgeable about such equipment and will Leo Jones and Victoria Kimbrough perhaps accommodate those anxious and mystified by it. Both groups might be frus- A textbook of fluency practice activities in which students must trated finishing it, knowing "about" perhaps solve problems, exchange information, describe experiences, beii.g less satisfying than knowing "how." and participate in role plays and discussions. Photograph: Nevertheless, the wealth of language activities advertisements, maps, and drawings, accompanied by lively and practice gained therein should result in recordings, encourage expression of ideas in English and increased reading, writing, and speaking skills. generate authentic communication above and beyond mere Teachers reading Computers in Language Learning will become more informed about the language practice. myriad opportunities for enhancing language Student's Book: 31242-6Teacher's Manual: 31243-4 acquisition available in the computerized Cassette: 32052-6 classroom. They will have to look elsewhere for substantial aid in converting existing practices or creating new ones to aid such acquisition. V Students using Computer Notions will enhance their English language learning and acquisition. They too will have to look elsewhere in order to be able to use the computer to further enable learning and acquisition. 8 CAMBRIDGE UNIVERSITY PRESS About the reviewer.Diana Dreyer. a computer novice. teaches 32 EAST 57TH STREET/NEW YORK, NY 10022/212 688-8885 ESL and freshman wnting at Slippery Rock University in Outside the U.S.A. and Canada order from yourusual ESL suppher, or directly Slippery Rock. Pennsylvania. from Cambridge University Press. The Edinburgh Building.Shaftesbury Road, Cambridge, CB2 2RU, England.

29 TN 2/87 introduced each other in small groups. A tour Connecting with the Community: of the elementary school was a thrill for most of our students, both as an informative compari- Activities for Intensive English Students son with their schools and as a reminder of their by Stephanie Sesker and Beth Smith own (now idyllic) school days. A soccer game University of Iowa in which all admired each others' skills, ice Many ESL students in intensive English three semesters, there has been ample oppor- cream, and a big group picture ended the programs perceive increased social contact tunity for our students to practice listening and afternoon. An exchange of thank you letters with native speakers of English as an important speaking as well as to feel as if they have completed a program which successfully means of improving their language skills (Cf. contributed to the community, a significant by- brought all our students in touch with Ameri- Christison and Krahnke, TESOL Quarterly, product. The sessions have consisted of one-to- cans. March '88). But finding native speakers willing one conversation, with board games as a A weekly English conversation hour, which to give of their time and energy is not an easy standby when necessary. In student discussionsinvolved a wide range of age groups, was our task for foreign students who are not soafter these meetings, there have been variedmost ambitious attempt to provide our students fortunate as to live with a host family. Teachers reactions, but all seem to have a betterwith interactive opportunities. These semi- can give suggestions to individuals as to how to understanding of the elderly in this country. Astructured sessions included our intensive go about making those contacts. Pamela letter from the Senior Citizens Center stated students, other foreign students on campus and Sharpe's book, Talking with Americans, pres- that the exchange with our students had been a variety of Americans from the university and ents a wealth of ideas about using community voted their favorite activity. the community in general. resources f61 establishing relationships. Two Another group in our society with time is Each session was preceded by a short meeting problems with relying on individuals to do this, children. In addition, children have a natural of a few intensive students and one teacher. In however, are that they may be shy or hesitant curiosity about other people and places. Foreach meeting three topics were chosen for about taking the necessary steps and/or it mayour program, an exchange with a 3rd and 4th discussion and lists of possible guide questions take the length of the course before thegrade classroom has yielded a number of were written. Typically, one topic dealt with a involvement actually begins to happen. significant opportunities. current political issue such as one of the ''hot An alternative isfor whole classes or a Over a period of about ten weeks, both setsspots" of the world or a more universal prob- program to establish methods of contact. We of students exchanged letters, pictures, stamps,lemfor example terrorism, discrimination, or have experimented successfully with three baseball cards, and school newspapers. Thus all world hunger. Another topic centered on social possible courses of action, all of which haveof the writers had a real audience for theiror student problems such as drug and alcohol proved popular with our students, that being writing. Towards the end of the semester, theabuse or AIDS. The third topic was directed the measure of their success at this point. elementary students chose one of their favoritetoward the beginning level student and tended Who does have extra time in this busy library books to send to their pen pals for a few to be more superficial. Some successful topics in society? Older people often do, so they havedays. Perhaps other teachers have wished for a this area have been foods of the various coun- been one significant resource for us. Older face-saving way for their adult students to read tries represented, wedding ceremonies and people also have patience. They have a desire books for young children. This was it! The family structure. Board games and card games to tell their stories to someone. Often they need jokes of Beverly Cleary's Ramona, the Pest were also popular. companionship, and youthful companionship were just right fol upper intermediate students, Participants chose a topic of interest to them may be especially welcome. Our intensiveand Level I asked their teacher to readand the instructors guided them into small English program has taken advantage of these Alexander and the Terrible, Horrible, No Good groups. The Americans were dispersed as characteristics for the benefit of both our Very Bad Day aloud twice. evenly as possible throughout the groups. students and a group of senior citizens at a The culminating activity of this exchange Groups were encouraged to use the questions community center. was the visit by the intensive students andprovided in any way they deemed appro- In the regular meetings which have taken teachers to the elementary school. The pen palspriateor not use them at all if they preferred place between the two groups over the lastmet for the first time, talked in pairs, andto approach the subject from a different perspective. Although this project was intended to be Report student-directed, we found that the presence of teachers was essential. Our most difficult job was finding Americans to participate. We were TESL Summer Institute for South African Teachers fortunate to have a few dedicated community by Roberta J. Vann, Iowa State University members and the support of the university. Last summer a multiracial group of 25 South English instead of an indigenous language or In spite of the problems and time commit- African teachers and teacher-trainers spent five who believe that liberation must precede ment involved, everyone felt confident that the weeks at Iowa State University developing education. effort paid off. Our intensive students looked their English language teaching skillsin a Institute participants shared problems andforward to the weekly sessions, lasting friend- project to alleviate language barriers in South helped seek their solutions with help fromships developed, some foreign residents of the Africa. The project, funded by USIA, was TESOL president Joan Morley (University of community who otherwise might not have had designed to support and encourage the upgrad- Michigan), TESOL Quarterly editor, Stephen an opportunity to practice their English ing of secondary education for blacks in the Gaies (University of Northern Iowa) andexpressed their gratitude, and we felt that we field of teaching English. TESOLers Charles Blatchford (San Jose State), helped make the intensive English program The complicated sociolinguistic situation in Elliot Judd (University of Illinois, Chicago), more visible to the university and community. South Africa made for a stimulating profes- and Carolyn Shields (University of Northern While there are probably many other ways of sional experience for staff as well as partici Iowa). Iowa State University TESL staff providing all students in an intensive program pants. While English and Afrikaans are the included Roberta Abraham, Carol Chapelle, with opportunities for conversation with native official languages of South Africa, they are Dan Douglas, Barbara Mat thies, Katharinespeakers, we feel that the three described here spoken by only about 20 percent of the Moulton, and Barbara Schwarte. are accessible to most teachers and programs. populationmostly the ruling white minority. The daily program included a plenaryOnce contacts are made for the first two Movements to establish Afrikaans as the only session, follow-up discussion and activities,described, there is a minimal amoutit of official language in South Africa have been met afternoon curriculum and materials develop- organizational time for teachers. The conversa- with fierce resistance, primarily among blacks, ment. Evenings and weekends were packed tion hour requires much more time but brings a who view such actions as further strengtheningwith a full array of special and cultural events, greater potential for contacts outside of the white dominance in the country. An attempt toincluding one weekend spent on Iowa farms. event itself. viP force blacks to study only Afrikaans in schoolThe institute culminated with a mini-TESOL, a About the authors: Stephanie Sesker and Beth Smith teach in led to the Soweto riots 10 years ago. Today,simulation of a TESOL convention, with many the Iowa Intensive English Program at the University of Iowa, according to the Institute participants, EnglishSouth African names on the program. All 25 Iowa City, Iowa. is the key to higher education for blacks in South African participants are now TESOL References South Africa and to contact with the outsidemembers. Christison. Mary Ann and Krahnke, Karl "Student Percep world. On the other hand, teachers in South About the author: Roberta Vann is associate professor of tions of AcademiclanguageStudy," TES01, ( larterly, 20, English and director of the Intensive English and Orientation 84.81. Africa must deal with a growing number of Program at Iowa State University. She was the coordinator for Sharpe, Pamela JTalking with Americans. Boston' Little, students who rebel against the idea of learning the South African Teacher Training Project. Brown, and Co., 1984.

TN 2/87 29 30 International Education Sim/ices. Japan. Americans with a degree. or two or more years fob experience in such fields as advertising, public relations, engineering, business administration, pharmacology, linguistics and language are needed to teach English to Japanese adults for one or two years in Tokyo and other parts of Japan. Instructors employed University of California. Loe Angeles, California. The University of Arizona. Tucson. The Department o by I E.S will teach Japanese businessmen and engineers TESL/Applied Linguistics Department at UCLA announces a English, Graduate Program in ESL University of Arizona ESL and the terminology in their own field of study or Job- probable temporary one-year appointment at the lecturer seeks an adjunct associate professor (non-tenure track) fo experience in Japan No Japanese language is required for rank for a position in TESL/Applied Linguistics for the 1987- academic year 1987.88. Teaching responsibilities. ESL in classroom instruction. Prefer persons with Job or teaching 88 academic year. Salary: $27.984.00. Applicants must have bilingual education. methods course emphasizing teaching experience, or master's degrees An orientation and training completed an M.A. in applied Linguistics or a related field and learning strategies for elementary and secondary ESL are given in Tokyo Write to Personnel Manager. Interna- and have primary teaching interest in ESL pronunciation and learners and teachers; ESL practicum or composition for tional Education Services. Shin Taiso Building, 10.7 oral communication. Preference will be given to applicants international students. Teaching load, two or three courses Dogenzaka 2-chome. Shibuya.ku, Tokyo 150. Japan. with experience in teacher training and supervision, each semester. Other responsibilities include some advising curriculum and materials development. cross-cultural and committee work. Send letter of application, vita, and International University of Japan. Graduate School of communication and university-level ESL teaching. Letters of three letters of recommendation by 1 April 1987 to: Gerald interest and curriculum vitae should be sent to: Chair. Monsman, Head, Department of English, University of International Relations. Opening for one tenure track Lecturer Search Committee. TESL/Applied Linguistics, 3300 Arizona, Tucson, AZ 85721, Tel (602) 721-7396. AA/EOE lecturer/assistant professor and two nontenure track %Aft Hall, UCLA, 405 Hilgard Avenue. Los Angeles, lecturers of ESL to begin August. 1987. Duties: teach 9 California 90024, U.S.A. Deadline for applications is April 15, hours/week, develop curriculum and share in faculty Western Illinois University, Macomb. Illinois. Western committee work. Salary: commensurate with qualifications 1987. AA/EOE Illinois University invites applications for Foreign Student and experience, full benefits Recp ,rements M A or Ph.D. in Affairs Director. beginning July 1, 1987. Primary responsibil- ESL or Applied Linguistics, substantial experience with Columbia University. American Language Program. ities are supervision of Foreign Student Affairs staff and New York City. Possible full-time associate positions in ESL advanced students and teaching academic writing. adaptabil- administration of international student activities. Position ity to a rural environment. interest in politics, economics available September 1, 1987. Po Bible part-time positions provides cultural, social. and personal counseling for available late June. 1987. Requirements: MA. in TESOL. and/or management. Conditions: I.0 J is English- medium; international population, interprets Immigration regulations, students. both Japanese and foreign. are mature. proficient applied linguistics or related field and three years prior and visa information. processes INS documents for students. teaching in university level ESL programs. Send letter of in English (+ 500 TOEFL) and highly motivated. Interviews Qualifications are MA /M E.D in College Student Person- will be held at TESOL '87 Send vita to Mark Sawyer, application, vita, and three recommendations to Mary nel, International Education, or related area, 3.5 years of Rembold Jerome. Chair, American Language Program, 505 Director, English Program, IUJ, Yamato.machi, Minami international student advising and/or international educa- Uonuma-gun. Niigata -ken. 94.972. Lewisohn Hall, Columbia University. New York, N.Y. 10027 tion administrative experience. Forward letter of application, by March 31. 1987. Telephone: 212-280-3584. Columbia vita, and three letters of recommendation by March 15, 1987 University is an equal opportunity/affirmative action to Marilyn Nasser, Memorial Hall. Western Illinois University, Mangilao, Guam. The University of Guam Invites employer. We are particularly interested in applications from applications for three tenure -track positions in the Division of Macomb, IL 61455. EOE /AA minorities. English and Applied Linguistics commencing August, 1987. Duties: teaching ESL and/or Freshman composition. Queens College. CUNY. Queens College expects to have Embry-Riddle Aeronautical University, Daytona Beach. Doctorate preferred. Salary commensurate with education an opening for a tenure-track position in the Linguistics Florida. One tenure track position available August 1987 and experience. The University of Guam is a U.S. Land Grant Department foi an Assistant or Associate Professor, starting Rank and salary dependent on qualifications and experience. Institution accredited by the Western Association of Schools in September, 1987. contingent on final budgetary alloca- Ph.D in ESL or related field required. Candidates must have and Colleges and is an equal opportunity employer. tion Duties include teaching courses at the undergraduate a stong background in college-level writing, additional Application forms are available from. Personnel Department, and masters levels in TESOL and Applied Linguistics and background in literature and/or reading preferred Duties University of Guam, UOG Station, Mangilao, Guam 96923. supervising student teachers who are receiving field include testing for. placement in, and coordination of experience in a variety of settings and with students of all program with foreign student sections of college credit writing courses. from advanced ESL writing/reading to Institute of Public Administration. Saudi Arabia. EFL ages. A serious commitment to research is essential, as is Instructors needed for governmentsponsored training experience and commitment to the practical areas of teacher literary term papers and technical reports. Also expected are academic advisement. research activities, and campus institute with branches in Riyadh. Jeddah, and Dammam. training. An interest and background in adult literacy is a MA in Applied Linguistics/TEFL required; experience involvement. Interviewing in Miami. Send letter and vita to highly desirable characteristic. Doctorate in hand is required. preferred, especially in English for Special Purposes Full- Please send letter of application and CV only by May 15, Professor Debra Denzer, c/o Personnel Office. Embry-Riddle time is 18 contact hours per week. plus office and Aeronautical University. Daytona Beach. FL 32014. AA/EOE 1987 to: Prof. Robert Vago, Acting Chair, Dept. of Linguistics, preparation time up to 35 hours Students are government Queens College, CUNY, Flushing, NY 11367. AA/EOE workers. Salary commensurate with experience; No local Lohman College, CUNY. Department of Puerto Rican taxes. One-year renewable contract provides instructor and Studios. Assistant or Associate Professor of English as a family with housing, air-tickets, 45 days paid leave, and Second Language to teach ESL at all levels, to help medical and education benefits. Teaching couples welcome. coordinate instruction and testing and to assist in academic Send resume and meet representatives at Conference in advisement and registration of ESL students. Doctorate in FIELD SERVICE Miami. Director, English Language Center, Institute of Public TESOL. Applied Linguistics or related discipline must be Administration, P.0 Box 205, Riyadh. Saudi Arabia, 11141. completed by September 1,1987. Other requirements REPRESENTATIVE include extensive ESL teaching experience at the college Human Resources Development Institute, Yanbu, Saudi level, preferably in an urban setting. and demonstrated Help Administer Arabia. Openings for ESL instructors in the Institute's interest in research in second language acquisition and/or vocational-technical program Duties include teaching and ESL materials development. Knowledge of Spanish is EDUCATION TESTING SERVICE'S some curriculum development. Qualifications: M.A. in desirable. Salary commensurate with experience. Please Test of English for International TESOL or equivalent, and two years experience as a send a letter of application, complete curriculum vitae and Communication (IDEIC) Program language teacher Salary competitive, depending on three letters of reference to: Chair, Department of Puerto qualifications and experience. Overseas experience pre- Rican Studies. Lehman College, CUNY, Bronx, New York Amenca's leading testing and evaluation ferred Two-year contractIndividual furnished housing 10468 by March 15, 1987. AA/EOE service is seeking an individual to assist the provided, married or single. Yearly paid vacation of 30 days Program Director with management, with round -trip ticket to point of origin. Medical care. York College, CUNY. Assistant professor for college ESL transportation allowance. Send resume and photo to M. program. Tenure track beginning 9/87. Duties include 9.12 operations and promotion of English testing Helmi Kutbi, HRDO, P.O. Box 30031, Yanbu hours/week teaching; administration; teacher training; programfornon-nativespeakers Saudi Arabia. program & materials development. Qualifications: Doctorate worldwide. Position is based in Princeton, in TESL, Applied Linguistics or related field with specializa- New Jersey; some travel is involved. Continued on next page tion in ESL; teaching experience in ESL program with You should possess a Master's degree, academic orientation; research interests in pedagogical demonstrable Spanish proficiency at a areas related to second language learning & teaching Send resume, names of references, sample publications &/or minimum of LPI 2.0, and at least 4 years of Free Job Listings materials by 4/15/87 to Dr. Anita Wenden, Coordinator of related experience in administration, ESL York College, Jamaica, NY 11451. AA/EOE teaching or technical activities. language in Opportunity Bulletin teaching background, experience and train- City College of Now York. Senior faculty appointment in ing in measurement and ESL, adult work or TheESLOpportunityBulletin,issued newly created Department of ESL. Associate or full study ex penence in a non-English speak- bimonthly by the TESOL Central Office, Professor. Doctorate in TESOL or Applied Linguistics publishes noticesof jobs, teachers exchanges required. We are looking for an accomplished teacher and ing culture and knowledge of personal com- and grants at no cost to employers. scholar who has experience and interest in program puters are highly desirable. Well-developed Employers should submit notices on a development and leadership. Undergraduate and graduate communication skills, especially public standard form available from the TESOL teaching with opportunities for research in an urban setting. speaking and wnting. are essential. Central Office as announcements in other Salary from $38,812 to $58,167 depending upon qualifica ETS offers a competitive salary/benefits formats may be subject to editing for length. tions and experience. CUNY benefits. Send vita and dossier package and a stimulating professional en- The Bulletinis circulated to all subscribers by March 2, 1987 to Professor Nancy Lay. Department of vironment. For prompt, confidential con- ESL City College of New York. Convent Avenue and 138th to the Employment Information Service ($7 St.. New York, NY 10031. Tel.: (212) 690.6674. AA/EOE sideration, please send resume and salary per year for members in the U.S.A., Canada requirements to: MS. SANDY DeANGELO and Mexico and $9.50 for members residing Queens .College, C.U.N.Y., Flushing. New York. Four elsewhere; $15 for non-members in the openings for individuals to teach applied linguistics courses EDUCATIONAL U.S.A.,Canada and Mexico and $17.50 for in MA. TESL Program in China for 1987.1988 academic non-members residing elsewhere). year, September-June. Teaching load is two courses per TESTING SERVICE For more information about either service semester totaling eight hours per week. MA. required. Rosedale Road mentioned above, please write to: Employ- Salary: 1080 Yuan per month plus vacation allowance. ment Information Service,TESOL, 1118 Roundtrlp air transportation, housing, and health care Princton, NJ 08541 22nd Street, N.W. (#205), Washington, D.C. provided for staff and spouses. Send resume by April 30 to: Equal Opportunity Employer MIF Howard Kleinmenn, CESL. Queens College, Flushing. N.Y. 20037, U.S.A. 11367, U.SA. Telephone: (718) 520.7754. 31 TN 2/87 Jobs Continued from page 30 TM Graduate School of International Relations and Pacific Studies at the University of California, San Diego invites applications for a faculty position teaching, doing research, and coordinating the Language Program (to begin on July 1.1987). Position will be at the Assistant. Associate, or Full Professor level depending upon experience and march record. The Graduate School is an interdisciplinary program, focusing on the Pacific region, which draws on such fields as management, economics, political science, international relations, public policy, and other related areas. The School will provide professional training for students wishing careers in international affairs and to carry out research on issues confronting nations in the Pacific Rim. The School plans to offer a professional master's program (Master's in Pacific International Affairs), a small doctoral program. and a mid-career training program. The first class of master's level students will be admitted for the Fall of 1987. The School seeks an expert in foreign language instruction to design, coordinate. supervise, and implement the language component of the School. Requirements include a Ph D. in linguistics, language or another closely related area. experience with language instruction and training of language instructors, and a proven commitment to research and teaching. Preference will be given to experts in East Asian languages, especially in Japanese and Chinese. Salary and appointment level dependent on experience and research record. Please send vitae, referee names and other relevant materials to Language Search Committee (TESOU. Graduate School of International Relations and Pacific Studies 0-062, UCSD, La Jolla, CA 92093. Closing date for Boston thivsnrAty To: Dr. Steven J. Molinsky. Director. Graduate TESO L Programs. applications April 1, 1987. An AA/EO employer. Boston University. School of Education. Institut° de Estudios Norteemerkanos, Barcelona, School of Education 605 Commonwealth Avenue. Boston. MA 02215 Spain. Openings for full-time ER. instructors for the 1987/ Please send further information about your graduate 88 academic year. Qualifications: native speaker with MA. TESOL programs. ESL or related field and two years of classroom teaching experience. Previous overseas experience desirable. Duties: teach 21 hours per week, help with student registration/ placement, attend in-house meetings and seminars. Required: transcripts, three lettere of recommendation and sitar an interview. Salary and benefits: 1,400,000 puss. ($10,500 Nov. 1986), paid health and life insurance, resettlement Boston University is an equal allowance, opportunity to study Spanish/Catalan. For opportunity institution. sirs crest tartmot information and application, write: James E. Purpura. Director of Courses, IEN, Via Augusta 123, 00006Barcelona, Spain. Application deadline: April 26. 1987. University of Arizona, Tucson. The Department of Shim Cun Foreign Language Institute, Dusan, Korea. English, Graduate Program in ESL University of Arizona Immediate openings for EFL instructors with B.A. or COMPETITION OPEN FOR seeks a visiting assistant/associats professor to teach a core minimum of 2 years college education (community college FULBRIGHT SCHOLAR AWARDS course in ESL methodology, summer session II of 1987, July graduates with its certification also eligible). Instructors will 13August 12. Please send letter of application, vita, and teach English conversation for 5.6 hours a day Mon.Fri. FOR 1988-89 three letters of recommendation by 1 April 1987 to: Roseann Salary: $11,000 plus medicare and a room. With twoyear D. Gonzalez, Director, ESL Program, Department of English, contract, a roundtrip ticket available. 1988 Olympic Games The Council for International Exchange of University of Arizona, Tucson, Arizona, 85721 Tel.: will be held in Korea. Send your resume and a photo with (602) 621-7216. AA/EOE your copy of BA. or graduate's certificate to: Director, Shim Scholars has announced the opening of compe- Bun Foreign Language Institute, 416.5, JangJun 3 Dong, tition for the 1988.89 Fulbright grants in Susan, Korea 607. research and university lecturing abroad. The Job Notices Information International Language Programs, Jakarta, Indonesia. awards for 1988-89 include more than 300 Institutional and commercial members of Positions for language instructors starting April/May Must grants in research and 700 grants in university TESOL may place 100-word notices of job be single or teaching couple with no children. have training lecturing for periods ranging from three openings, assistantships or fellowships with- in TESL/TEFL and a minimum of one year's experience, months to a full academic year. There are out charge. For all others, the rate is $50 per preferably overseas. TOEFL experience would be very 100 words. For institutional, commercial and helpful. Will work in program preparing private and openings in over 100 countries. non-institutional members, the 100-word government employees for study in America. Renewable contracts include salary, increments, transportation, housing Eligibility limit is exclusive of the contact address and and medical. Please send letter of application, recent photo equal opportunity employer/affirmative and resume to: Jim Wrightsman, Coordinator of Operations. The basic eligibility requirements for a action designation (EOE/AA) where appli- ILP, J1. S. Parman 68, Slipi, Jakarta Beret. Indonesia. Fulbright Award are U.S. citizenship; Ph.D. or cable. Words in excess of 100 are charged at the rate of $1.00 US per word. Language Department of University in Southeastern comparable professional qualifications; univer- Type ads double space: first list institution Mexico. Several openings now and in September for sity or college teaching experience; and, for experienced ESL teachers. or with MA. Three hours of class and location (city and/or state/province and plus five hours of material development daily. Courses selected assignments, proficiency in a foreign country); title and/or position; qualifications include basic English and reading comprehension. for which language. It should be noted that a new policy sought; responsibilities; salary/benefits; aknowledge of Spanish is preferred Salary compatible to resume, references, etc.; application dead- removes the limit of two Fulbright grants to a living exigencies in this interesting, tropical and scenic area. single scholar. line; contact address and telephone if Please send resume, application letter and inquiries to Ann desired; and EOE/AA (where applicable). Barker, Apdo. 933, 29000 Tuxtla Gutierrez. Chiapas, Mexico. Do not underline words or phrases; avoid Telephone: (961) 2.27.01. Benefits abbreviations. Send three copies five to six Benefits include round-trip travel for the months in advance of application deadline' JOB OPPORTUNITIES FAIR grantee and, for most full academic year to TESOL Publications, 1118 22nd Street, A FEATURE AT CATESOL '87 N.W. (Suite 11205), Washinga9D.C. 20037, awards, one dependent; maintenance allow- U.S.A. Telephone: (202) 6 The California Teachers of English to ance to cover living costs of grantee and family; Late job notices accepted provided there is Speakers of Other Languages (CATESOL) will tuition allowance, in many countries, for space. Call TN Editor: (212) 663-5819 or hold its 1987 state conference in Pasadena,school-age children; and book and baggage (718) 626-5450. California, March 27-29. The Job Opportunitiesallowances. Breaded 'Submit ad To appear in splctn date Fair takes place Friday and Saturday, March 27 Application deadlines for the awards range by this date this Issue not earlier than and 28, from 8:00 a.m. to 5:00 p.m. from June 15, 1987 to February 1, 1988 December 15 February April 30 Job announcements will be compiled anddepending on the countries and programs for February 20 April June 30 distributed in a booklet at the Job Fair. which one applies. For more information and April 20 June August 30 Interested employers should send job descrip- applications, call or write Council for Interna- June 20 August October 30 August 20 October December 30 tions by March 15 to: Pam Vasquez, Alhambra tional Exchange of Scholars, Eleven Dupont October 20 December February 28 School District, 15 West Alhambra Road, Circle N.W., Washington, D.C. 20036, U.S.A. Alhambra, California 91801. Telephone: (212) 939-5401. TN 2/87 32 31 COLLIER MACMILLAN SPAGHETTI, AGAIN? Jean Rodman and Judy McKoy a well-illustrated beginning reader with a variety of language development exercises students develop higher order thinking skills by questioning what they read a touching yet humorous story written in natural En:lsh with controlled grammar and vocabulary dramatic recording of the story available on an optional cassette

EXPLORATIONS: An Interactive Approach to Reading Alison Rice and Susan 6templeski designed for high beginning ESL reading courses

Tfa introduces students to a variety of topics adapted from newspaper and magazine articles combines reading skills exercises with guided con- versation activities

Both Readers are Suitable for High School and Adult Students To Order Call Toll Free 800-223-3215 ESL Dept.,866 Third Ave., New York, N' 10022

Teachers of English to Speakers of Other Languages An International Professional Organization for Those Concerned with the Teaching of English a a Second or Foreign Language and of Standard English a a SecondDialect Of f kers 1988-87 President First Vice President Second Vice President Joan Morley JoAnn Crandall Lydia Stack The University of Michigan Center for Applied Linguistics Newcomer High School Ann Arbor, Michigan 48109, U S A. 1118 22nd Street. N.W. noJackson Street Washington, D.C. 20037, U.S.A. San Francisco, California 94110, USA. Executive Board Members: Richard Allwright, University of Lancaster, Lancaster, England; Mary Ashworth, University of British Columbia, Vancouver, British Columbia, Canada, Charles H. Blatchford, Fair Oaks, California, USA , 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 , Flab. Dubin, University of Southern California, 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, Ontario, Canada, Elliot L Judd, University of Illinois at Chicago, Chicago, Illinois, USA., Michele Sabin% Houeon Police Academy, Houston, Texas, U S.A , Carole Um* University of the Pacific, Stockton, California, U.S.A., Shirley M. Wright, George Washington University, Washington, D.C., U.S.A. Executive Directon James E. Alatis, Georgetown University, Washington, D.C. U.S.A. Editor, TESOL Quarterly Editor, TESOL Newsletter Stephen J. Caies Alice H. Osman University of Northern Iowa F. H. LaGuardia Community College, CUNY Cedar Falls, Iowa 50814, U.S.A. Long Island City, New York 11101, U.S.A. TESOL Central Office Staff Executive Director. James E. Alatis Executive Assistant: Carol LeClair Convention Coordinator. Christopher B. Byrne Membership & Placement Services: Edmund LaClaire Field Services Coordinator: Susan Bayley Publications Coordinator: Julia FrankMcNed TESOL Development & Promotions: Aaron Berman, Box 14398, San Francisco, California 94119, U.S.A. TESOLmembership 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), $60; Institution/Library membership, $75; Commercial membership,$200;Paraprofessional, Retired, Unemployed or Volunteer membership, $20. (For additional outside the U.S., contactTESOL for amount of additional mailing fee.) Please make check in U.S. funds drawn on a U.S. bank payable toTESOL. Mailto:TESOL, 111822nd Street, N.W. (Suite 205), Washington,D.C.20037, U.S.A. Telephone: (202) 625-4569. For change of address or other information, write toTESOL.

TESOL,1118 22nd Street, N.W. (Suite 205), Georgetown University, Washington, D.C. 20037 U S A TESOL NEWSLETTER VOL. XX I, NO. 1, FEBRUARY 1987 NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID Bloomington, Ill. 7? Permit No.18

April 21 25 Fontainebleau Hilton Miami Beach, Florida Lydia Stack, Program Chair Newcomer High School 3 San Francisco, California 94115, U.SA. Celebrating TESOL's 21st Anniversary

Volume XXI Number 2 April 1987 THIRTEENTH ANNUAL:

4t, 0 CONVENTION e 1979 2- TWELFTH ANNUAL CONVENT; N 1978

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James E. Alatis Executive Director 1966-1987

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Return coupon to: Longman Inc. Dept. P 95 Church Street White Plains. NY 10601 Longman L litIP TESOL NEWSLETTER Alice H. Osman, Editor F. H. LaGuardia Community College, CUNY 31-10 Thomson Avenue Long Island City, New York 11101, USA Telephone: (718) 482-5334 or (212) 663-5819 Editorial Staff and Advisory Board Richard APwright, University of Lancaster, Lancaster, England; Charles H. Blatchforcl, Fair Oaks, Califor- nia; John Boyd, Illinois State University, Normal, Illinois; Mary Ann Bcyd, Illinois State University, Normal, Illinois; Mary Ann Christison, Snow College, Ephraim, Utah; Andrew D. Cohen, Pontifical Catholic University of Sao Paulo,SAoPaulo, Brazil; Cathy Day Eastern Michigan University, Ypsilanti, Irenerene Dutra, Bronx Community College, CUNY, Bronx, New York; Ronald Eekard, Western VOL. XXI NO. 2 Teachers of English to Speakers of Other Languages April 1987 KentuckyUniversity, Bowling Green, Kentucky; Winifred Falcon, American Language Program, Columbia University, New York, New York; Douglas Twenty-First Anniversary Issue Flahive, Colorado State University, Ft. Collins, Colorado; Sergio Caitin, Institute lUexicanoNorte Table of Contents americano de Relaciones Culturales, A.C., Mexico City, Mexico; Liz Hamp-Lyons, University Afichigln, Ann Arbor, Michigan, John HasIcell, Facts and Faces: TESOL 1966-1987A Quiz.Tracey Forrest and Peter Thomas 2 Northeastern Illinois University, Chicago, Illinois; Mary Hines, City College, CUNY, New York, New The Early History of TESOL. James E. Alatis York;Carol J. Kreidler, Georgetown University, 4 Washington, D.0 Linda Kunz, LaGuardia Commit. nity College, CUNY, New York, New York; Darlene Messages from the Presidents of TESOL 7 Larson, American Language Institute, New York University, New York, New York; JeanMcConochie, Pace University, New York, New York; Carmen May TESOL Flourish!Peter Strevens 13 Judith Nine-Curt, Univcrsidad de Puerto Rico, Rio Piedras, Puerto Rico; Robert Oprandy, Teachers TESOL Organizational Chart 1966-1987 College, Columbia University, New York, New York; 15 Howard Sage, American Language Institute, New York University, New York, New York; Richard Current Directions in Second Language Learning and Teaching: A State-of-the-Art Schreck, University of Maryland, College Park, Synopsis.Joan Morley Maryland; Lise Winer, Southern Illinois University, 16 Carbondale, Illinois. Research in TESOL: Romance, Precision and Reality. Production Manager Stephen Oaks 21 Lars LaBounty It Works and Works and Works!NitaLandis Pantagraph Printing and Cathy Day 24 Bloomington, Illinois 81701, USA It Doesn't Work.Darlene Larson Advertising Manager 27 Aaron Berman English Language Teaching "Out There": the World of the TESOL Professional. TESOL Development and Promotions I oAnn Crandall 29 P.O. Box 14396 San Francisco, California 94114, USA Teaching ESL to Professionals.Sylvia Aruffo Telephone: (415) 697.5638 31 The TESOI. Newsletter (ON) is published six times a year, February through December. It is available only through men:. Standards for a Living Wage: A Guide to Working Abroad.Melanie Butler 33 bership in TESOL or its affiliates. See back page for member- ship information. TN welcomes news items from affiliates, interest sections. ESL Composition: The Expectations of the Academic Audience.JoyReid 34 and organizations as well as announcements. calls for papers, conference and workshop reports and general information of interest to TESOL members everywhere. A length of approxi TESL Versus TEFL: What's the Difference?RobertMaple 35 matdy 300 words is encouraged for those :terns except for conference announcements and calls for papers which should not exceed 150 words. Send two copies of these news items to A Bare-Bones Bibliography Bookshelf. John F. Haskell 37 the Editor. Longer articles on issues and current concerns are also solicited, and articles on classroom practices at all learner levels A Bare-Bones Bibliographyand a Bit More. James E. Alatis 47 and ages are especially encouraged. However, four copies of these are required as they are sent out for review by members of the Editorial Staff and Advisory Board before publication The ESL Textbook Explosion: A Publisher Profile.Pearl Goodman and SatomtTakahashi....49 decisions are made. Longer articles are limited to IWO words or five typed double space pages. In preparing the manuscript, authors are advised to follow the guidelines found in the Jou Announcements 32,36 TESOL Quarterly. IA copy of the guidelines may also be requested from the TN Editor.) Anthers who wish to contnbute to special sections of the TN Quiz Answers arc advised to send two copies of their items directly to the 52 editors in charge of those pages. Affiliate and Interest Section News: Mary Ann Christison Snow College, Ephraim. Utah 84627; Book Reviews: Bonald Eckard, Western Kentucky Cover Photo: Cigi Dorn-Verdin University, Bowling Green. Kentucky 42101; International Ex- change: Liz Hampl.yons. English Composition Board, Cover Design: Alice H. Osman University ofkhigan. 1025 Angell Hall. Ann Arbor, Michigan 43109. It Works: Cathy Day, Eastern Michigan University, Ypsilanti, Michigan 48197, On Line: Richard Schreck. University of AI aryland, University College, College Park, . _ Maryland 20742. Mini:cults: Howard Sage, 720 Greenwich Street (4 11), New York, NY i0014, Standard Bearer (employ f ent issues)Carol Kreidler Schoot of Languages and editor : c f aueitEditor Linguist:a, Georgetown University, Washington, D C 20057 ; Advertising rates and information are available from Aaron t104f,,,,eT,.1t:ilatiipr,_d,trSore Berman, TESOL Development and Promotions See address .k7I4; 2i#(0963AtitbiiikitiitedwelioperFy. and telephone number above For information on submitting iifdiehoppetieat ii,l li OaC Iiiiiiiiliq#nik.iiia*012i,t lob notices, see rob ot.ellings Page. eiitsIuyIrf4'A'W*- Iiidyiim : . Deadlines for receiving copy: :: iaa December 15th for the February issue mViiiigi,:edie-th;"`afIv'Biatdi..thi1i914eIesY-TP4'bii4 February 20th for the April issue "kotti"r, -:fditoi; Apra 200, for the June issue June 20th for the August Issue August 20th Tor the October issue October 20th for the December issue Next Deadline: Apra 40th for the June TN TESOL '88 Chicago Abstracts Due July 1987 36 TN 4/87 1 C Facts and Faces: TESOL 1966-1987 A Quiz

by Tracey Forrest and Peter Thomas International English Language Institute, Hunter College, City University of New York

1. Who founded the first English Language Institute at an American University?

Charles FriesRobert ladoKer.neth Pike

2. Which was the first university to award a graduate degree in TESL?

a. University . :Michigan at Ann Arbor b. Teachers College, Columbia University c. University College, London

3. TESOL was founded with the support of five professional organizations. Three of themwere the National Council of Teachers of English (NCTE), the National Association for Foreign Student Affairs (NAFSA), and the Speech Association of America (SAA). What were the other two? a. National Association for Bilingual Education (NABE) b. American Council on the Teaching of Foreign Languages (ACTFL) c. International Association of Teachers of English as a Foreign Language (I.TEFL) d. Center for Applied linguistics (CAL) e. Modem language Association (MIA)

4. These five people, among others, played central roles in the founding of TESOL. Whichone became the first president?

Harold B. Allen Mary James IL Squire Sharp' Robert L Allen Finocchiaro Ohannessian

5. When and where was the first TESOL Conference or Convention?

a. Tucson (May 8.9, 1964) b. New York City (March 17-19, 1966) c. Miami Beach (April 1315, 1967)

6. Which group was designated the primary int,rest of the greatest number of participantsat TESOL's founding conference?

a. Elementary Education b. Adult Education c. Secondary Education

7. Who was the first editor of the TESOL Quarterly?

Betty Virginia FrenchCarol Kreidler Robinett Allen

2 8. Which was the first organization to becomean affiliate of TESOL?

9. On the birthdate of TESOL, in March, 1966, therewere 337 members. By 1976 there were over 6000 members. How many were there at the end of our twentieth year?

10. What do these cub reporters have in common?

11. Approximately how many school-age limited English proficient studentsare there in the United States now? a. I million b. 5 million c. 8 million

12. Which was the first state to legislate certification in ESL for kindergarten through12th grade teachers?

13. When was the first TOEFL (Test of Englishas a Foreign Language) administered? .-il41110 C7:1"7":11 ILLI1=.11,1; I I RIA

14. How many TESOL conventions have been held outside the continental United States?

15. Which TESOL presidents were not, during their presidencies, citizens of the UnitedStates?

16. 1111117 TESOL has recently established closer links with its British-based counterpart, IATEFL (the Interna- tional Association of Teachers of Englishas a Foreign Language). When was IATEFL founded?

W.R. Lee Peter Strcvens

17. When and where was the first TESOL Summer Institute?

18. Which seasoned TESOLer (a.k.a. Salty) is this?

Editor's note: The answers to the Quiz appear on page 52, but if you read this issue carefully, most of the questions will be answered before you get there.

TN 4/87 38 3 The Early History of TESOL by James E. Alatis Georgetown University Teachers of English to Speakers of Other the foreign student. The National Council of representatives from the Bureau of Indian Languages (TESOL, is an independent profes- Teachers of English encompasses all of English Affairs, the state educational systems of sional organization established in 1966. Thepedagogy almost from the cradle to the grave, California, Michigan, Florida, Arizona, New organization was created out of pramional of which English as a second language is a part. Mexico, the city of New York, and Canada. concern over the lack of a single, all-inclusiveThe Speech Association of America has had an The formation of a comprehensive professional professional organization that might bring obvious concern in thousands of classrooms organization was discussed at length. together teachers and administrators at all and through its research with the speaker Although the group decided to leave open educational levels with an interest in English to whose English is not idiomatic. The Steering the question of the eventual formation of a speakers of other languages (ESOL). The formation of the organization was a sign of TESOL's maturity as a profession. It is worth Someplacesound the 506 yls.4life, looking back to where TESOL has been in theitii of t7404. English order to understand where TESOL, both the .,ofaoiitscerl, profession and the organization, s today and dos ;. where it is likely to go in the future. qiiiliortantsubfecti The creation of the TESOL was the culmina- out; tion of more than four years of organizational groundwork and discussions centering around aikiniteal of TeaCheii-of Eilltsh extend:, three issues. (1) The need for a professional organization that would be permanently devoted to the problems of teaching English tc . speakers of other languages, at all levels. (2) The need for a pedagogical journal to serve the national organization, the following decisions entire profession. (3) The need for a register of Committee which planned the first TESOL were made at this meeting: specialists which might be helpful to founda- Conferenc in Tucson in 1964 and the second in San Diego ire 1965, as well as the New York A national conference on the teaching of tions, government agencies, and universities in their attempt to cope with the ever-growing convention in 1968, was made up of the English to speakers of other languages should need for qualified personnel in the area of representatives of these five interested organi- be held in Arizona on May 8.9, 1964 under the joint auspices of NAFSA, CAL, NcTE, MLA ESOL. zations." and SAA. This conference would become an The question of an association for teachers of The following is a brief summary of develop- annual event, on the model of the Northeast English to speakers of other languages, and the ments in the progress toward the increasing Conference, for the purposes of establishing related questions of a journal and a roster ofprofessionalism that was emerging in 1966. lines of communication and disseminating ESOL specialists, had been matters of concern for sonic time not only to the people in Pilot Meeting, September 12, 1963 professional information among the various interested groups represented in a number of universities and professional associations, but At the April 1963 annual conference of the associations, and considering a professional to government agencies and foundations with National Association for Foreign Student status for those who teach ESOL. interests and activities in ESOL. Affairs (NAFSA) held in Pasadena, California, "Five organizations gave birth to TESOL, the suggestion was made that Charles A. The need for a professional journal asso- each one vitally concerned with second Ferguson of the Center for Applied Linguistics ciated with the conference was established. language problems, yet no one organization (CAL) call a small conference of representa- A program and planning committee was tives from various kinds of ESOL programs to appointed under the chair of James Squire exclusively concerned with them. The Center (Executive Secretary of NCTE) to make for Applied Linguistics has us its interests thedetermine the advisability of a unique, more entire area of applied linguistics, inclusive organization for teachers of English to preparations fcr this first national conference includes a program in English as a second speakers of languages. devoted to the teaching of English to speakers of other languages. l.a- nguage. The Modern Language Association A pilot meeting was held in Washington, of America has concentrated on the teaching of D.C. on September 12, 1963 with representa- ATESL of NAFSA English and foreign languages to native tives from NAFSA, CAL, Natienal Council of speakers and on literary scholarship. TheTeachers of English (NcrEi, Modern Lan- Late in April 1964, at the annual NAFSA conference in Minneapolis, Minnesota, the National Association of Foreign Student Affairs guage Association (MLA), and the Speech English Language Section renamed itself the has borne a good deal of the burden of all Association of America (SAA), now The problemsnot only language problemsof Speech Communication Association, as well as"Association of Teachers of English as a Second Language, a section of NAFSA," after discus- sion of whether the Section should remain part of NAFSA Itas felt that members wished to remain in close touch with NAFSA for the foreseeable future. In addition, a motion was passed to explore the possibility of develuping a registry of ESOL personnel, perhaps in cooperation with CAL. In October 1964, an informal meeting of CAL and NAFSA representatives in Washing- ton D.C. recommended that a register be formed with interassociational backing and be N4:71- housed at CAL (for the time being), but that its eventual home be an inclusive organization of is..:, teachers of English to speakers of other languages, when such an organization was established. , First National Conference on the Teaching of English to Speakers of Other Languages Tucson, Arizona, May 6-9, 1964 On May 6- 9,1964, the first conference on the teaching of ESOL took place in Tucson, Arizona attracting mule than 700 participants, 39 TN 4/87 far more than expected. of ESOL, helped coordinate activities andrepresenting professional organizations, state At a meetingm on May 9 of representatives of made recuxmcndations to those agencies. educational systems and individuals concerned the sponsoring organizations, it was agreed that Some of the distingLished members of the with the teaching of English to speakers of although the conference had been timely, any 1984 Council included: Harold B. Allen, other languages met on January 30, 1965, at the move toward the establishment of an inde-University of Minnesota; J Milton. Cowan, Palmer House Hotel in Chicago. The meeting pendent association would be premature.Cornell University; John H. Fisher, Modem had been called by Harold B. Allen, Robert Further, the agreement to call a similarLanguage Association; Robert Lado, George- Lado and Sirarpi Ohannessian in response to a conference in 1965, cosponsored by the sametown University; and Albert H. Marckwardt, recommendation made in October 1964 by organizations, was confirmed. Princeton University. Consultants and guest NACTEFL that: At the general business sessicm on that same participants included: James R. Basche, Jr., day, one of the first questions asked by a The Asia Foundation; 0. L. Chavarria-Aguilar, "Immediate steps be taken by appropriate participant was about the possibility of anThe University of Michigan; Cordon II. indi ,duals within the profession toward the association for teachers of English as a second Fa'rbanks, Cornell University; Melvin J. Fox, formation of an independent national associa- language. The chair gave a brief account of theThe Ford Foundatim David P. Harris, Test oftion of teachers of English to speakers of other agreements reached by the representatives ofEnglish as a Foreigh Language (TOEFL); languages .. .which can give recognized the sponsoring organizations. Similarly, the Sirarpi Ohannessian, Center for Applied professional status to teachers of English as a question of a journal and other publicationsLinguistics; and Henry C. Russell, Education second or foreign language and maintain lines aroused considerable interest and discussion at and World Affairs. Representatives from the of communication among them:1 this general meeting. The publication OnU.S. Government Agencies were: Harry The ntceting was chaired by Robert Lado, Teaching English to Speakers of Other Lan- Freeman and Myron H. Vent, Agency for with Virginia French Allen and Betty Wallace guages (Series I), edited by Virginia FrenchInternational Development; Richard Beym, Robinett acting as .ceorders. The following is a Allen and containing papers read at the TucsonDefense Language Institute; Sydney Sako,list of people invited to the conference. The conference, was a result of the conference. Lackiand AFB; James E. Alatis, James M. names of those who were unable to attend are Spillane and William Shamblifi, U.S. Office ofmarked with an asterisk: James E. Alatis, Conference Meeting in Chicago, August 6, 1964 Education; R. Ethelyn Miller, Bureau of Indian Harold B. Allen, Virginia French Allen, George The next official meeting on the TESOLAffairs, Department of Interior; Marie Cadsen, L. Anderson, Edward M. Anthony, Leroy conference took place in Chicago on August 6, Peace Corps; Jane Alden and Howard Backus,...:ondie, Charles A. Ferguson, 'Mary Finocchi- 1964. Agreements at this meeting included: Bureau of Educational and Cultural Affairs,aro, John Hurt Fisher, Sheila M. Coff, Mary J. A steering committee for the conference be appointed to guide overall affairspubliea oultissv tion, site selection, finances This committee was to include one permanent staff member of each of the associations, plus an extra member who might or might not rotate during the next three years. A three-year program of spring TESOL t conferences be announced with the under- -`lases. standing that at the end of three years (1967), the future of the conference as a co-sponsored venture or as an independent conference be reonsidered Each association was asked to approve this plan with the understanding that each would appropriate a maximum $200 toward at-. conference, and that, only if necessary. Strong interest in a TESOL journal, as Department of State; and Richard M. Kay, U.S.Cospodarie, 'David P. Harris, 'Helen Heffer- reflected on questionnaires filled out at the Information Agency. nan, Robert Hogan, 'Edith C. Kirk, Robert Tucson conference, led to careful consideration The possibility of establishing a register ofLado, Mary McDonald, 'Albert II. Marck- of the many facets of journal production; a ESOL specialists from which to draw forwardt, Sirarpi Ohannessian, Clifford II. Prator, study committee to consider all facets of the programs in teaching, teacher training, andBetty Wallace Robinett, Mamie Sizemore, problems and alternative solutions was ap- administration had been suggested at the May 'James Squire, 'Hildegard Thompson, 'F. C. pointed with Betty Wallace Robinett as Chair. 1964 meeting of the Council. In October 1964Tompkins, 'Donald D. Walsh, William Work. the feeling was that without an association the The following agreements were reached: NACTEFL Decisions maintenance of a register was not feasible. The Steps would be taken during 1965 for the The National Advisory Council on TeachingCouncil felt that only through an association with a permanent office and a membership list formation of a separate and independent of English as a Foreign Language (NACTEFL) organization for persons professionally con- had been concerned with the question ofcould information about personnel be kept accurate. In view of this and the long-range cerned with the teaching of ESOL. available ESOL personnel for some time. A A brief report of the Chicago meeting, non-governmental body comprised of leading needs of the profession, the Council recoil) mended that steps be taken towards theaccompanied by a questionnaire, would be authorities in the field of teaching English as a prepared and distributed widely C'N Irder to foreign language, NACTEFL represented the formation of an independent association of American academic community and otherteachers of English to speakers of other enable any and all members of ti. ,ofession related interest groups to the national effort in languages. to express their views concernhg the proposed teaching of English to speakers of otherAd Hoe Committee, Chicago, January 30, 1965association. The report and questionnaires languages. The Council gathered reports from As a result of the NACTEFL decisions of would be distributed at the San Diego confer- government agencies engaged in the teachingMay and October 1964, an ad hoc committee ence and subsequently at meetings of inter- ested professional organizations such as the Association of Teachers of English as a Second Language of NAFSA. through individuals in key positions in public educational systems, and through other appropriate channels. A committee to study such matters as constitution, bylaws, officers, funding, Ion- tion, meetings, etc of the proposed association, to draw up concretproposals and to take whatever steps may be necessarl during 1965 was formed The following were nominated to serve on the committee Harold BAllen, Continued on next page

TN 4/87 40 5 without dissent, the words and research" were It was a source of deep gratification to History of TESOL inserted in Article II. Upon motion, a sentence everyone in the field that there developed Continued from page 5 in Article V stipulating the succession of theamong the fly,- aforementioned groups, the vice president to the presidency was deleted. full-hearted and harmonious joint action that University of Minnesota; Charles A. Ferguson, The conference participants adopted the led to the significant action taken at the Third Center for Applied Linguistics; Robert Hogan, constitution by unanimous vote and therebyAnnual TESOL Conference in the Statler- National Council of Teachers of English; Mary Hilton Hotel in New York, March 17, 1966, created a new association! when the conference adopted a constitution McDonald, Board of Education of the City of The ensuing election of officers resulted as and bylaws by unanimous vote and thus New York; Clifford H. Prator, University of follows: PresidentHarold B. Allen, Universitycreated Teachers of English to Speakers of Other Languages (TESOL)- A Professional Association for Those Concerned with the Teaching of English as a Second or Foreign Language. The name of the organization deliberately avoided such terms as "American" or "National" because its founders wished it to be an international organization which wel- 7,45.114,4AlitV comed membership from individuals and groups all over the world. Here was an organization with central concern for professional competence among all who teach English to speakers of other 7.r languages, which would create a structure of professional integrity upon which ESOL professionals could base their insistence for professional recognition. The creation of TESOL provided ESOL professionals, at last, with an independent, individual membership organization in which all persons and groups interested in the quality of English as a second language teaching might participate directly Coupled with Harold B.Allen's "A Look Back to a Look Ahead" (See his President's Message California, Los Angeles; Mamie Sizemore,of Minnesota; First Vice PresidentRobert on page 7 of this issue), this abbreviated version State of Arizona, Division of Indian Education; Lado, Georgetown University; Second Viceof the organizational groundwork forms the and Sirarpi Ohannessian, Center for AppliedPresident and Program ChairDavid P. foundation for an early history of TESOL. The Linguistics. Harris, Georgetown University; Additionalmore complete history of TESOL, that I have This Committee would submit concrete members of the executive committee were been asked by the Executive Board to prepare, proposals for the creation of the new associa- elected also: for three-year termsVirginiawill be undertaken in the next year or so, and tion to the participants at the Spring 1966French Allen, Teachers College, Columbia will bring together information presently held TESOL conference to be held in New York. University; Edward M. Anthony, University of for our archives by Harold B. Allen, the Central Specifically, the committee would submit a Pittsburgh; and Betty W. Robinett, Ball StateOffice archival material, minutes of the draft constitution, bylaws, a slate of officers,University: for two-year termsPaul D. Executive Board meetings, etc., and a number Holtzman, The Pennsylvania State University; of articles already in print which have docu- etc., for the new association, as well as 41% proposals for the creation and maintenance of a Mary McDonald, New York City Board of mented our growth.' new journal, and a register of personnel withinEducation: Adela Mendez, Puerto Rico Depart- Footnotes the framework of the association. Furthermore,ment of Education; for one-year termsJohn 1 Anderson, C (1967) In B 11Rohinett (Ed ). On teaching the proposed association would cooperate with B. King, New York City Board of Education; English to speakers of other languages (Senes III) (pp. 175- Afton Dill Nance, California State Department 176) Washington, DC. Teachers of English to Speakers of the TESOL Steering Committee in prepara- Other Languages. of Education; Hildegard Thompson, Bureau of tions for the fourth TESOL Conference, Indian Affairs, Department of the Interio.. And 2. The National Advisory Council on the Teaching of English scheduled to be held in Miami in 1967. to Speakers of English as a Foreign Language (1964. the following were appointed: TESOL Quar- October 30-31). Decisions of meeting Warrenton, VA. Second Annual Conference on the terly Editor, B. W. Robinett; and local chair for 3 For details regarding the results of this survey. the Fourth Annual Conference in Miami, Paul Sirarpi Ohannessian (1966) The TESOL conference at San Teaching of English to Speakers of Other Diego. In C. J. Kreidler (Ed ), On teaching English to Languages Bell, Dade County Public Schools. speakers of other languages (Series II) (pp. 158.159). in San Diego, California, March 12-13, 1965 James E. Alatis became executive secretary Champaign, IL National Council of Teachers of English. by invitation of Harold B. Allen with unani- 4 These materials include the articles and books referenced in The first item on the agenda at a special mous approval of the Executive Committee for this paper in addition to the following business meeting held at the conference was a Alatis, JE(198.1 The growth of professionalism in the period from August 1, 1966 through July 31, TESOL Challenges and prospects for the future TESOL report by Harold B. Allen of the needs of 1967. In February 1967, TESOL Executive Quarterly, 21, teachers as reflected in the replies to the Secretary Alatis invited Alfred Aarons of the J E (1983) The evolving definition of TESOL The "Survey of the Teaching of English to Non- organization and the profession JALT Newsletter, 7(7), 5- Florida FL Reporter to assume the responsibil- 10. English Speakers in the United States," con- ity of editing the TESOL Newsletter. Alai's, J E. (1976). Past as prologue TESOL Quarterly, 10, ducted by Allen under a grant from the U.S. 7.18 Office of Education on the Teaching of English to Non-English Speakers (TENES) in the United States,3 In addition, Robert La io reported the agreements of the Chicago meeting and asked for the endorsement of the planning committee appointed in Chicago to study such matters as a draft constitution, bylaws, etc. It was moved and seconded that the committee be endorsed as recommended. Third Annual Conference on the Teaching of English to Speakers of Other Languages New York City, March 1 &19,1966 During the business meeting of the Third Annual Conference at the Statler-Hilton Hotel in New York in March 1966, the proposed constitution was presented to the conference participants. At the suggestion . .e chair, and

TN 4/87 MESSAGES. FROM THE PRESIDENTS OFTESOL named an ad hoc committee which was to draw up a concrete proposal for a national organization and present it to the New York TESOL conference in 1966. On October 30 it selected Teachers of English to Speakers of Other Languages (TESOL) as the name, and asked a member, Robert Hogan, the new NCTE executive secretary, to draft a constitu- tion. Several of us who were members of both this committee and also the conference plan- ning committee feltit was time for mutual consultation; accordingly on January 20, 1966 H. B. Allen Edward Anthony Paul Bell David Harris the two committees met in Washington to agree 1966-67 1967-68 196849 1969.70 upon procedures for the New York conference, and the planning committee met there on March 3 to decide final details. A Look Back to a Look Ahead Without dissent the 300 participants in the Harold B. Allen business session of the New York conference twice amended and then adopted the proposed These notes indicate steps in my involvement in the growth and realizationo, ouch a concept of the professionalization of the teaching of English to speakers of other languages constitution on March 18, 1966. TESOL was as would lead toborn! But there was yet much to be doneand the creation of an all-inclusive organization of such teachers. Increasinglymany others became involved as well; they will have their own significant steps to be described. immediately. As thefirst president I was charged by the new Executive Board that Dec. 1, 1957. Sensitized to ESL problems by (CCCC), and said that since the NAFSA evening to (1) continue search for an executive recent Fulbright lectureship in Egypt and then section had considered moving from under secretary, (2) ask Betty Jane Robinett of Ball to the extent of those problems in our Spanish- NAFSA's wing it might well consider becomingState University whether she retained the speaking population, I persuaded the NCTEthe nucleus of such a conference. He alsointerest in journal editorship that she had executive committee to charge the Elementary approved Albert Marckwardt's suggestion, expressed in January to Sirarpi Ohanessian, the Section Chair to study the situation in thelater accepted by Bob Allen, that the need for aad hoc committee's secretary, and (3) prepare Southwest and report next year. journal might be met by taking over Languageand distribute a newsletter. Nov. 23, 1959. Upon returning from a second Learning, a publication of Michigan's English At the NAFSA convention in Chicago, May year in Egypt, learned that the ElementaryLanguage Institute. 18, 1966, six members of the TESOL Executive Section had not fulfilled its charge. NCTE took Feb. 10, 1963. To make specific progress ICommittee agreed upon several matters later the first step in a parallel direction by receiving met Allen in New York to ask whether, since he an invitation from the U.S. Information Agency approved by mail ballot of the absent was active in both NAFSA and NCTE, hemembers. (1) During NCTE business with the to develop a series of ESL textbooks, ultimately would accept a charge to present to the NAFSA appearing as English for Today. U.S. Office of Education several years earlier I English section a proposal for a joint springhad become acquainted with James Alatis, who Oct. 19, 1960. With the idea of starting big, conference to discuss ESL issues and problems. met with Ford Foundation's Melvin Fox to He would. aroused my admiration of his outgoing nature propose funding of world trip to meet English Feb. 16, 1963. NCTE's executive committee and his dynamic but highly disciplined activity. teacher associations for purpose of forming an approved my motion to authorize Allen to Some preliminary communication with Robert international organization of teachers ofmake that proposal and to contribute $100Lado, dean of the School of Languages and English. Fox agreeable, but said that Clarence toward Allen's travel expense to Pasadena. Linguistics at Georgetown University, had Faust, the Foundation's president, opposes To summarize the increasingly complicated apprised me of a likely opportunity not to be grants for organizing. steps of the next three years I note that in April,missed. At this meeting Lado officially an- Nov. 12, 1960. As liaison officer for NCTE's1963, the NCTE proposal at Pasadena resultednounced that Jim was leaving the USOE to committee on English as a second language, I in the willingness of Charles Ferguson, director become his associate dean at Georgetown and wrote to its chair, Gerald Dykstra: "I shouldof the Center for Applied Linguistics, to have that he thought Georgetown would accede to like to suggest in addition (to its overseasthe Center serve as a neutral agent in arranging releasing him for part-time service with commitment) that the committee devotefor such a conference, which subsequently TESOL. I was authorized to move at once. On conside:ation to the area of teaching English to drew 50 participants to Washington on Sep-June 30 I invited Jim Alatis to become our non-native speakers in the United States." tember 12. The conference authorized executive secretary with the exhilarating Nov. 24, 1960.I met in Chicago with committee to plan a series of five annual ESL feeling that TESOL could be getting the really Dykstra's committee to ask that it undertake aconferences, each of which would be spon-unique person ideally qualified to build the study of the ESL situation in the United States. sored by a member of a coalition of the Centerorganization. (I was right, I am happy to say in A month later James Squire, NCTE's executiveand four membership organizations: Modemretrospect, for I knew and now know no one secretary, followed with a letter to Dykstra Language Association, National Association ofelse who could have done what Jim has done so declaring that the Council would look to theTeachers of Speech, National Council ofsuperlatively over the years.) On August 6 committee for leadership as "concern about theTeachers of English, and National Association Father Dinneen of Georgetown phoned with teaching of English as a second language in this of Foreign Student Advisers. It considered thethe news that Jim's release for one-third time country and abroad continues to increase." need for a permanent ESL organization but Dec. 26, 1961. Robert Allen of Teachers had been approved by the university, and he took no action. Participants in the first confer=confirmed this with a letter August 8. (2) Bob College, acting chairman of Dykstra's commit- ence, in Tucson in May, 1964, also considered tee, wrote me: "I feel that more members of the Allen reported that Betty Robinett was willing the need but decided that formation of such an to become editor of the new TESOL journal. English language section of NAFSA (Nationalorganization would be premature. Association of Foreign Student Advisers) But there was unanticipated pressure for (3) I was asked to ge' a newsletter out in June should belong to NCTE." Allen was a member action. The National Advisory Council on with the proceedings of the New York confer- of the section's executive committee. Teaching English as a Foreign Language ence, plans for the 1967 meeting in Miami, and Jan. 15, 1962. To follow through I called (NACTEFL), a nine-member group sponsored the constitution. I should add that in Miami a upon David Harris in Washington as he was not by CAL to serve as a non-governmental conversation with Alfred Aarons, who had only a member of that committee but also the informational liaison among the federal agen- been editing a good newsletter for foreign founder and first chair of the Sei...tion. Harris cies concerned with EFL, was acutely aware of language teachers, led to his willingness to approved my suggestion that NCTE might set an urgent need to develop a list of trained EFL become editor of the TESOL Newsletter as up within its structure a semi-autonomous ESLteachers to accept EFL positions abroad, such a well So at last TESOL was in business. And the conference parallel with the Conference iv. list as could emerge from the membership of a rest is history. College Composition and Communication national organization. On January 30, 1965, it 3

42 7 4) Moreover, we now receive too much ImpressionsPast and Presentof TESOL correspondence which is largely irrelevant to the real, every-day problems which face Mary Finocchiaro classroom teachers. 5) The TESOL Quarterly is While I am thrilled at the numerical growth university professors will go out of the univer-not read by the majority of teachers. 6) We of TESOL, I cannot help looking back with sity to observe actual classroom teachers. Ifneed a journal for classroom teachers at all nostalgia at our first meeting held in New Yorkthey do, itis only to write a research study !evels as well as one for researchers. City, organized by Prator, Ohannessian, Ladowhich is incomprehensible to 90% of the And now, despite some reservations which I and Finocchiaro. The talks and ensuing discus- teachers. Only people with a Ph.D. or Ed.D.have expressed, let me say that the phenomenal sions were good and relevant to the needs and in statistics can decode the messages and theirgrowth of TESOL and the world-wide reputa- aspirations of teachers. There can be no doubt implications *Web teachers need desperately. tion which it enjoys is due to the formidable that the professionalism of teachers in the interest, energy and motivation of Dr. James audience was formed that night as we dis- Alatis, our present executive director, aided by cussed not only differences between ESL and his beloved wife Penny and his long term EFL but also the similarities that are found in assistant, Carol Le Clair. the most far-flung places where English is Dr. Alatis has been indefatigable in promot- taught. Many teachers in the audience primar- ing the best interests of ESL-EFL teachers ily from New York City had thought their throughout the world. The attendance at problemwith the massive immigration of Conventions, the articles in the TESOL Quar- Puerto Ricanswas unique. Many of those in terly and the Newsletter are and will remain a the audience were too young to remember the living testimony to the efforts expended by early 1900's with immigrants from many parts Dean James Alatis during the last twenty-one of the world flooding Ellis Island. years. He has more than earned his retirement. It was not an easy time for teachers. Children --- The legacy he leaves will never be forgotten or spoke in many languages and never had the May Finocchiaro Russell Campbell lost. opportunity to hear English outside the class- 197041 1971-72 room. The approach used was "sink or swim." There were no special classes, no immersion programs, no curriculum designs for immigrant children, but most of us learned to speak Englishour own variety because the districts where immigrants lived were clearly divided the Sicilians had their "turf," the Irish the one next to it, the Jews, the one next to that. Inter- racial warfare was the order of the day but, let me repeat, we learned English. None of the teachers could speak any foreign language except for French but there were no French immigrants at that time so we learned to listen carefully to the teacher in order to get a passing grade. Alfonse Ramirez Betty W. Robinett Muriel Saville-Troike Mary Galvan All might still have gone well except for the 1972.73 1973.74 1974.75 1975.76 fact that political powers among the ethnic groups insisted on special classes for their children but there were no plans, no curricula, no books. The problem of evaluation became a disastrous one. There were no tests especially On Our Twenty-first Birthday. designed for migrant children who had come Bernard Spolsky with no school records. School systems made many mistakes at that time, e.g., no foreign Writing this to appear in the year proclaimed staff to shape TESOL asitis today. As lan:,,uage could be spoken not even in the lunch to mark TESOL's formal coming of agesecretary-treasurer (and most recently with the room or playground. Children stayed in thereminds me that in my presidential addresstitle of executive director), he has made special classes too long. It was people likeeight years ago, I was able to refer to the enormous sacrifices, emotional and profes- Virginia French Allen, B.J. Robinett, Adelaspecial pleasure I felt to be serving as president sional and ix ..onal, to help buila a strong and Mendez, Pauline Rojas who set up courses and during TESOL's bar-mitzvah year, the year stable association, holding withinitall the conducted seminars which would help not only which in Jewish tradition generally marks competing tensions of practitioners and theor- youngsters learn English but hopefully would maturity. For all its attractiveness, however, theists, scholars and teachers, idealists and bring about a mutually accepting relationship image of TESOL as a growing youth is notadministrators, activists and ivory tower between newcomers and a rather hostileparticularly apt for it suggests a period of dwellers, ESLers and EFLers and BEers and community group. For four years, I served ascallousness or helplessness. Those of us who ESDers. The officers of the organization over the liaison person between the mainland and remember the earliest meetings know thatthe next few years will have to learn the Puerto Rico. I set up a certificate programTESOL has from its very first days been a freedom and the fear of being left to make their (toward an M.A.) for teachers of Puerto Rican mature organization ready to act independ-own decisions. With the firm base that Jim children and soon after a master's program inently and responsibly. In this there has been Alatis has set, their task will be easier. ESL and EFL. and will be no change. I hope the officers in the coming years will Let me say that it took me nine years to The thirteenth year was marked by the start concentrate a good deal of effort on what I see persuade my university that we needed aof a process of re-evaluation, a long-termas the most critical task facing TESOL today: Master's program. The Departments all wanted planning committee set up that year presentedwhether it can in fact find ways to be a fully to run it (Education, English, Foreign Lan- a number of structural proposals that have now international organization. In its meetings and guage, Graduate Division) I was heartsick at been implemented, showing evidence ofr. its publications, TESOL has already done an the in-fighting that was taking place at the cautious but steady process of modifying ourexcellent job of integrating the many and University while teachers and youngsters were institutional pattern to reflect changes in thevaried approaches we have to the field. the hungering for a program. profession. trans-Atlantic academic base has always been While I am discussing early negative aspects, The twenty-first year will also have its ownstrong, and over the years the international allow me to continue with other present-day special feature, as TESOL prepares itself to beprofessional membership has continued to disappointments which I deplore: 1) Despite without the personal leadership of Jim Alatis.grow. How to reflect this institutionally (and the Special Interest Sections in our organiza- Since the beginning of the organization, Jim has even constitutionally) is the next challenge to tions, there are too many splinter groups; 2) worked with the help (and occasional hin-be met, so that TESOL's place will be clear as The plenary speakers are usually from universi- drance) of a score of presidents and hundreds the international association of all those who ties-completely unfamiliar with the classroom of volunteer officers and with the support of ateach any variety of English to speakers of any teachers every day problems. 3) Very fewtiny but enormously dedicated professional other language.

TN 4/87 43 In 1987 we have begun a technological revolution that enables us to think about individualization. The advent of the computer age has opened up new vistas that we could never have imagined before. In the year 2006 our technology will be remarkably improved. Interactive (computerized) video programs will be commonplace. Learners will not only be presented with countless multisensory commu- nicative contexts, but they will also be able to respond in spoken language which will be decoded by the computer program. The language labs of the twenty-first centuty will not even compare to their audio counterparts of the 1950s! In 1987 we are still struggling with language policy and planning issues in an every-shrinking TESOL 2.006 globe that cries out for channels of communica- H. Douglas Brown tion from nation to nation. We can only fervently hope that in 2006 all countries will be TESOL turns 21 this year, a symbol ofincorporate those strategies into their lessons. more closely allied through common lan- adulthood, of independence, and of facing the Individualization of language learning willguages. English will be a key. Numerous world in a responsible fashion. While somebecome increasingly effective as we under- "varieties" of English will be commonly professional and organizational growing painsstand differences among learners, and as weaccepted international norms. We will at last are still with us, we have come a long way in pinpoint the many tracks learners can follow to see some global unanimity in the importance of those 21 years. We have survived the early successful acquisition. language for our survival. Government; t; 111 years of dependence and then of some profes- fund foreign language programs of all kindsas sional rebellion. We have learned, I think, to NAt) our global awareness is heightened. ask some of the right questions, to be comfort- It is easy to see here how our twenty-first able in our inability to discover ultimate year is really just the beginning of l'ESCL's theoretical or methodological answers, and to "adulthood." Our fortieth year will find us in an be inquisitive and optimistic about the many era of having experienced some incredible possibilities available to us in this language accomplishments, but at the same time we will teaching business. But like many human 21- be facing continued challenges. When we think year -olds in our society, we still have some of how fulfilling the next twenty years will be growing and discovering ahead of us. What will for the TESOL profession, we can hardly those years be like? Where will we be on our predict a mid-life crisis in 2006. Instead, we will fortieth birthday? Will there be a mid-life crisis possess an exciting awareness of our potential for TESOL? t and of our humanity. Let's turn our clocks ahead and imagine H. D. Brown ourselves in another twenty years or so. The John Fanselow year is 2006. Cod willing, the world will still 1979 -81 1981.82 exist. And we can safely predict that we will still be using a language called English to TESOL and the FWure communicate across international boundaries. By then we will have far exceeded a billion John Fanselow speakers of English in the world (right now No more huge mailing costs! No more huge rating, in reconstructing and constructing their experts estimate there are some 750 million printing costs! More and more people reading own knowledge. More, smaller meetings might English speakers across this planet), and the TES();articles and news items! Why not? well emerge rather than fewer, larger and larger demand for ESL/EFL will be as intense as Though five years may be too short a span for meetings. People want to have a hand in things, ever. What will we have accomplished in our such a transformation to take place wouldn't itwant to see people they know and want to be research on second language acquisition? How be exciting if we could all get discs with articles close. So, along with more cold electronic innovative will our teaching methodology be? on them rather than printed pages? Wouldn't it exchange of information will come more warm, How successfully will our ESL/EFL materials be exciting if we could all get materials personal collaboration on a smaller scale. electronically? We could all print out what we Job-wise, our members will have to continue and programs be adding millions of Englishwanted to read in the normal way, of course. speakers to the world every year? There are to struggle and take some consolation in the And why limit TESOI. "publications" to print, enrichment of their life on a personal level from some signals today that enable us to do a littleeither the ink kind or the electronic kind? crystal ball gazing into our future. the growth they achieve rather than from the Video tapes of Japanese teachers for teachersmoney they receive. Most of those we teach In 1987 we look back on a twenty-yearin the U.S. working with Japanese students. and learn from will continue to be poor, many tradition of research and teaching which has Video tapes of American teachers for Japanese will be jobless and the need for English will made us fully aware of how important commu- teachers wondering how English is taught in, become more and more a political issue. We nicative language teaching is If the last twenty say, New York City. As an organization we can hope that as we become closer in our own years are any indication, by the year 2006 we seem to be always on the cutting edge idea- collaboration in the substance of our work and will have a tremendous storehouse of commu- wise and methods-wise. Maybe we will enterwe can also become closer in the requests we nicative techniques and procedures for multi- the electronic age before most other profes- make for job security, in demands for minimal ple contexts. We will be doing a much better sional organizations. professional qualifications. job of teaching sociolinguistic, discourse, and At the same time that we contemplate And how will our minimal professional strategic competence. The cultural and nonver-electronic communicationsconsidered im- qualifications be met and how will we continue bal aspects of language will be stressed morepersonal by some and .iut as warm as journals to grow as individuals in the profession as well effectively. Learners will be immersed inand newsletters which we can hold in our as how will the professional organization grow? meaningful communication within the class-handswe will be in fact having more andWe will be more involved with schools, with room itself. And we will at last be able to offer more personal relationships developing be-actual teaching, relating ideas to practice, valid and reliable tests of communicative tween people from all over the world through expecting more of ourselves and our students. competence. closer linking of affiliates and through jointCrowing, feeling uneasyrealizing our former In 1987 we are just beginning to discover the sponsorship of institutes, conferences and practices were not congruent with our beliefs myriad strategies and styles available to workshops all over the world taught by people and not producing the consequences anyone from all over the world and attended by people wanted or neededquestioning, exploring, learners to become successful in a second from all over the world. But people will not goand relishing the process of discovery, redis- language. In 2006 we will have rich reserves of as experts to teach others but as experts to learn covery and construction and reconstruction of research data available that clearly identifyfrom others. People will be less interested in our views of realitythis is TESOL in the successful learning strategies and materials willsimply transferring knowledge than in collabo- future, as it has been until now. 3 TN'4/87 44 9 A Past President's Notes Darlene Larson TESOL.Teachers of English to Speakers of chart our progress from their points of view. Other Languages. An organization for teachersLet's stay for eight weeks and gain a language and all those whose work supports the processproficiency instead of a mark. Who would host of learning. Teachers and hnw they help us? Who would design the experience? Would students learn. Students and how they learn only an insufficient number be interested? languages. These are central to why we join Well, then... together as an organization. Then why isit, Could we persuade a number of scholars when we describe programs, that we describe who have specialized in the writing process to the administration first? One wish I have for spend a summer together? Bring along those the next twenty years is that we will learn towho have developed means of holistic scoring keep what iS central, teaching and learning, in and others who have recommended other the spotlight. forms of evaluation of writing. Don't forget an TESOLPublications. Books about languageadequate group of genuine students who want learning, about proficiency, about measuring to improve their writing. Provide the students proficiency, about culture, about culture and with a program of writing tasks, peer discus- language, about language and society, aboutsions, revision opportunities .. . whatever the language and politics, about bilingual educa- several specialists believe should be included. Observe, evaluate, discuss, adjust, report. What tion, about dialects of English, about the spread an experience! Do the same the next summerDarlene Larson Charles Blztchford John Haskell of English, about language classrooms around for the reading experts. Include materials 198243 1984.85 1983.84 the world. Why aren't TESOL publications on designers, doze testers, .. . Why not? the best seller lists? (Why don't our members TESOLStandards Committee Initiative on places for educating TESOL specialists. Of use them in their methods classes?) Another Program Self Study. Hats off to the program at course, we are looking for the same kind of wish I have for the next twenty years is thatTeachers College, Columbia University, Newresponse From TESOL programs and institutes, fESOL publications will become the mostYork City, the first to file a report of its but it is heartening to see our teacher education widely-used publications because they will be program self-study in TESOL's new effort programs leading the way. the best in the field. inaugurated and coordinated by our Commit- I am afraid that I have used up all of the TESOLScholarships and Fellowships. Until tee on Professional Standards. Perhaps inwords that you have allotted me, and I've only just a few years ago, there weren't any. Now twenty years we will have reports on file from there are a few. It's nice to have others donateprograms of teacher education on everyjust begun. TESOL's just begun. Twenty-one funds to be used for awards, but in the next continent that want to be recognized as quality years. Such a short time. Still so much to do. twenty years, TESOL needs to establish many 3 study awards of significant amounts. No matter where you look, tuition is a significant amount. We must have awards available for promising scholars which will cover the costs they have to pay. TESOLSummer Institutes. Its frustrating to Birthday Greetings travel half way around the world to sit in traditional classrooms studying traditional Jean Handscombe subjects. One hope early in the evolution of For many individuals, their early twenties is which of TESOL's many constituenciesother TESOL Summer Institutes was that a network the time when they go exploring the world. My Board members did it before me. And the U.S. of scholars, known to each other because they term as President of TESOL coincided with the members of the Board quickly decided that the had met and listened to each other at TESOL beginning of the organization's 20th year. As adistinction between "U.S." awl "International" onferences and workshops and colloquia, Canadian of British background, I was the first members was an unacceptable one given that could come together again for an extended non-U.S. citizen to be elected President and, as they, too, considered themselves "international- period to study and share views that wouldn't such, I represented in some way a trip abroad ists." Then again, much of my time was spent be possible while working in their individual for TESOL. attending to matters such as internal organiza- institutions. We hoped that teachers and Did I appreciate the fact that TESOL made tional structure and the effective operation of prospective teachers would be willing to pay the Board, to say nothing of the work around tuition to spend a few weeks with these the trip? Most certainly. In order for me to deal professionally and politically with the concerns public school issues which were another focus scholars, investigating an area together. (Our of my year given my professional background TSI's must pay for themselves. We can't of the majority of the membershipi.e. U.S. membersI had a lot of fast learning to do. For and current position. sponsor an institute and leave TESOL or the What, therefore, did my personal occupation institution in the red.) Thus far, we've had me, the highlight of my term revolved around that learning which took place during visits to of the presidency contribute to the definition of wonderful summer institutes in traditional what it means to be a TESOL member? Con- formats, sharing information, forming friend- (mostly U.S.) Affiliates and in conversations with my colleagues on the Board and Central trary to rumour, I had no plans to move TESOL ships and networks, enjoying city and country headquarters to Geneva (or Glasgow!); nor did I landscapes. But where are the innovative Office staff. propose that Canadian spelling be adopted as plans? Some tell us that creative programming But did the trp have any effectpositive orthe accepted form in all TESOL publications! won't pay for itself. Is that true? Do we value negativeon the organization? That's a moreSeveral times, however, particularly in U.S. only courses and credits? Do we want only difficult question to settings, I noticed individuals being momentar- those formats that we have known before?answer. For a start, I ily taken aback as they tried to reconcile their Should we seek outside contributions to was not the only person notion of TESOL as a "national" (i.e., U.S.) support summer institutes? dealing with "interna- organization with the fact of this TESOL presi- Why not go somewhere to learn a language tional issues" during my dent who sounded like a Brit., lived and worked together, taking along our measurement spe- year as president. The in Toronto and talked about U.S. ESOL con- cialists, observation scholars, and acquisition Ad Hoc Committee cerns yet placed them in a wider perspective. researchers to chart our learning process was hard at work (see Perhaps for those members I was a foretaste of according to whatever designs they decide?TN October '88 for a what TESOL as an international organization Let's keep a group journal in addition to brief summary). Within might be. participating in all classes and activities of the Executive Board As TESOL celebrates its 21st birthday and various methods and techniques that somebody itself, I had no need to continues into its third decade, one of several wants to design, observe or measure. We'llremind members that developments which I will be watching with record their effects from our student point ofthey should specify Jean Handscombe interest will be this question of international- view in our journals, and our colleagues willwhich items affected 1985436 ism. In the meantime, Bonne Fete, TESOL! 9 10 45 TN 4/87 hoc committees, (c) the occasional Organiza- Coming of Age tional Committees, (d) The TESOL Quarterly Editorial Staff and Editorial Advisory Board, Joan Morley (e) The TESOLNewsletterEditorial Staff and It has been a privilege to be TESOL's 21st teaches standard English to speakers of other Editorial Advisory Board, and (f) the Executive president ... and it has been a special pleasure languages or dialects as well as to any person Board Sub-committees and Study Groups. to serve TESOL in this capacity during our preparing such teachers or otherwise con- A Final Note historic coming of ageyear. cerned with such teaching.. .". The spirit that From the beginning, TESOL's visionary For two decades members of TESOL unites our efforts and transcends our differen- founders, in the mid-sixties, established around the world have shared their work with a ces is our common purpose ... to enhance the mission and set in motion the machinery for the colleagues, freely and willingly, for the benefit quality of the professional work in English development of an organization with a unity of of the profession.. . and have taken justifiable language learning/teaching/testing/research,purpose but adiversityof perspectives. In the pride in TESOL's emergence as a dynamic, wherever we can be of assistance. words of first TESOL president, Harold B. creative and influential force in the field today. Allen (1966-1967) "... the central and basic tie TESOL has become one of the most highly Future that binds us all in TESOL is our concern with respected professional associations in the the teaching of English to people who do not world. Our TESOL goal is to provide leadership and to give direction, specifically, ". .to have English as their first language, butwe do Past promote scholarship, to disseminate informa- not all approach this concern from the same The worldclass status of the TESOL oftion, to strengthen at all levels instruction and direction nor with the same focus." today did not happen by magic, nor was it an research in the teaching of English to speakers Thus, TESOL was conceived of as encom- overnight phenomenon. (Unlike Athena, of other languages and dialects, and to cooper- passing a broad spectrum of domains where TESOL did riot spring full-blown from the ate in appropriate ways with other groups many could find a professional home and a forehead of Zeus.) It came about through having similar concerns." professional camaraderie. Today, at 20 (and gradual considered shaping... in a variety of As we look to the future, we can continue tocounting), TESOL is uniquely multi-dimen- dimensions ... by untold numbers of con- refine and to integrate the collaborative work sional. It provides: cerned members. It came about because of five TESOL components. Two of these are 1.) .a mechanism for communicationof TESOLers worked to create and to nurture the Officersandthe Executive Board(the all- practical pedagogical ideas and theoretical organizational,components apace with chang- volunteer elected body which serves leader- notions about language learning and teaching ing needs, but always in tandem wit., the ship, policy-making, and support functions)and for reports on research in the field, establishment of appropriate standards. andthe Executive DirectorandProfessional 2.) a forum for debateabout theoretical TESOL's history reflects organizational Central Office Staff(the appointed bodyand pedagogical issues in language learning, flexibility, not rigidity, but with carefullywhich serves management, advisory and teaching, and testing, studied, not precipitous, change. Our history implementational functions). 3.) .. aninstrument of advocacyon behalf of reflects openness to the development of new The remaining three components, in my language learning and teaching and language patterns of internal structure to accommodate view, form the working heart of TESOL. Two learners and teachers in educational and to changing times and to growth in size and in of these components call for the continuing all- governmental arenas and as a public awareness diversity. It reflects ever-increasing qualityvolunteer work of hundreds of TESOL and information service, control...in convention programming, in members and hundreds of affiliate members, 4.) ..a fellowship of people witha common publications, in professional standards, in the world over. These componentsare The cause who have formed a network of commun- educational socio-political advocacy positions. Interest Section Counciland each of the fifteen ication and friendship. Now, 'coming of ,age,' it is a time in our individual Interest Sections, (with its pror-ams history for satisfied reflection on past achieve- and publications), and the Affiliate Councuand ments, but only if accompanied by honest each of the 66 individual affiliated associations, assessment of current conditions, and thought- (with its programs and publications). ful contemplation of future directions. It is a Finally, the fifth component of the working time for taking stock... and, as expressed by heart of TESOL, and perhaps the least 'visible,' two plenary speakers at the Sixth Midwest is composed of an all-volunteer corps of Regional TESOL Conference, Ann Arbor, "... dedicated TESOLers who are often the unsung a time for retrospection and introspection ..." heroes of our association. This component is (Betty W. Robinett, past TESOL president and comprised of the TESOLCommittees, the first TESOLQuarterlyeditor) and "... a time TESOL Editorial and Advisory Boards,and for evaluation and consolidation.- ." (Steven J. TESOL Study Groups,including: (a) nine Gaies, currentTESOLQuarterly editor). Standing Committees, (b) the occasional ad Joan Morley Present 1988 87 What is TESOL today... 20 years after? 1.TESOL's membership is large.Our member- shipexplosionover the past 20 years hasbeen strong and steady .. . from 337 in 1967 to over TESOL at 21: Looking Back and into ItsFuture 11,000 in 114 countries in 1987. JeA-- ;J:.rdi) Crandall 2.TESOL's affiliate network is extensive.In Ifindit 1969-1970 nine autonomous ESOL associations especially fitting as a division international research institutes, and a variety made the decision to participate in a newly director at the Center for Applied Linguistics of other international or national organizations. (CAL) tobelooking back to TESOL's birth createdaffiliate statusoffered by TESOL. A look at the names of the 15 Interest and ahead to the challenges of TESOL on itsSections attests to the diversity of TESOL's Today the associations who have chosen to coming of age. CAL was one of five cooperat- become affiliates of one another and TESOL membership and provides a glimpse into the ing organizations who met to help in thecontexts and content of TESOL growth as well. number 66 in 21 countries. birthing process of TESOL, having served as 3.TESOL's concerns spread across a wide Our members are involved in education at all the nexus of the National Adviso:y Council on levels: elementary, secondary, tertiary, and spectrum of diversity.In 1975 when a structur- the Teaching of English as a Foreign Language al provision for Special Interest Groups within adult; they are engaged in research, teacher when it was a vital force for the improvement education, program administration, and curric- TESOL was established, there were seven of English teaching in the United States. Since SIGs; today there are fifteen interest sections, ulum development, some utilizing the latest in that time, 21 years ago, TESOL has expe- computer technology. Many of us work in each with its own governance and its ownrienced phenomenal growthfrom 337 agenda of activities. countries in which English is a primary, official, members in March 1966 to over 11,000 today, or national language. Others of us work in 4.TESOL members have a solid and enduring and from a few early affiliates to the current 66. unity of purpose. countries where little English is spoken, but TESOL today, in its 20th Today, TESOI. professionals are working inmuch of it is read, in technical or scientific or year, as in its first year, opens its membership refugee camps, village schools, university other professional texts. Our Interest Sections to ". .. any person who at any educational level programs, business offices, technical sc'-iols, Continued on next page TN.4/67 11 TESOL MIIIMMEMNI Continued from page 11 TESOL- 1 ATEFL area tribute to our flexibilitywe can add Interest Sections as we need them and let them Mediterranean Institute Summer 1987 go when they are no longer useful. A unique opportunity for learning and exchange The 65 TESOL Affiliates reflect the geogra- of ideas for teachers of English to be held in phical breadth of interest in TESOL. Our members belong to TESOL Affiliates in 22 countries, with, a combined affiliate member- BARCELONA ship of over 25,000, and our numbers are July 6-31 growing. In the past, year we have welcomed three new affiliates: New South Wales (Austra- Two Options: lia), TESOL- Honduras and BRAZ-TESOL A broad range of courses of interest to all practising teachers of English (Brazil). We can expect this growth of interna- as a foreign or second language around the world. tional affiliates to continue, given the increasing interest in TESOL and the dedication of our Of field to increasing the professionalization of A specially-designed plan for those involved in teaching in Spain. English language teaching around the world. As the role of TESOL expands internation- COLLABORATING INSTITUTIONS: ally, we are faced with two quite different, ESADE (Barcelona)Teachers College Columbia University (N.Y.) though potentially daunting, challenges. On the University of London Institute of Education one hand, we must be responsive to an ever- widening role for TESOL and be prepared to COURSE DIRECTORS: provide relevant, appropriate English pro- ). Fanselow, P. Strevens, H. Widdowson grams to diverse groups of potential learners throughout the world. To do this successfully, FACULTY INCLUDES: we may find that we will need to reach out G. Brookes, C. Brunk C. Candlin, M. Clarke, K. CripwA, A. Davies, R. Ellis, ). Fanselow, even further to other professions or disciplines: R. Ravel C. Hill, A. Howatt, T.Johns, D. Larsen-Freeman, R. Mitchell, R. Oprandy, L. Pantaleoni, to teach English language skills for algebra or G. Pozzo, T. Pica, P. Skehan, P. Strevens, ). Swales, ). Valdes, H. Widdowson, N. Whitney physics or engineering or medicine requires knowing at least something about the skills, INFORMATION FROM requirements, and settings that these disciplines E.P. Mills entail. And yet, as we respond to the needs of ESADE these diverse groups of students around the Av. de Pedralbes, 60 4N% world, we must guard against being perceived 08034 Barcelona TrSOL as "promoters" of English or a vanguard of Spain cultural-linguistic imperialism. The "interna- (Tel. 93-203 64 04) \tte tional role" of English should not overshadow the more culturally important role that other languages may playeven in countries in which English is widely or predominantly spoken. TESOL can provide a standard to ensure that English language education re- Pitt WRITING A RESEARCH PAPER quests are met professionally; but we must also LIONEL MENASCHE ensure that those who would restrict language Series This is a step by step guide to the complex process of w rating a research palm', use to predominantly English or "English-only" for the ESL Auden! unfamiliar with English language conventions of research writingWriting A Research Paperis designed to put the student at ease by are defeated. TESOL will need to reach out to in breaking the research and writing process into a series of manageable activities new students and new disciplines, but in a with appropriate exercises, By means of very specific assignment Instructions, manner which respects other languages and writers are guided through selection and narrowing of a topic, library use, English note taking, writing drafts, and following bibliographic formats, Special understands the sometimes very limited role features ofWriting a Research Paperinclude the use of ESL peer writing as that English has to play. examples, attention to potential cross cultural problems such as plagiarism as a and audience, simple explanatory language that does not oversimplify topics. and a specialized glossal y of almost 300 terms SAINT MICHAEL'S COLLEGE Second 144 pages / S6 95 Winooski, Vermont 05104 Language Now available with new, completely reproduced audiocassettes MASTER'S IN TESL 36 credits PRONUNCIATION EXERCISES ADVANCED TESL Certificate Program FOR ADVANCED LEARNERS 18 credits OF ENGLISH AS A INSTITUTE IN TESL SECOND LANGUAGE summers only 9graduate credits GARY ESAREY Advanced learners still make errors on certain En, ish sounds and on stress and intonation patterns This text contains 30 lessons of exorcises and INTENSIVE ENGLISH TRAINING PROGRAM dialogues designed to present and practice these areas of difficulty. The Intensive English courses for foreign students dialogues involve graduate students coping with family and academic prob conducted on * yeauround basis lens and provide examples of many types of language styles They also em. phasize stress and Intonation in expressing affective meanings such as anger. St. Melts& also Oats Measer's deems In humor, surprise, and disappointment Educatton. Thaolow, Administration and Chicat Niehaus/ 132 pages / 85 95 Also raisbk,M Ed. with in Audiocassettes, set of four, 845 00 Education; Administration, CurricAm Roam arid COMPISIN Education Catalogues avai:able upon request

wens. Mum TESL Program Bon II St. Michael.coiset Weald. Vermont 01404 U.S.A. Pittsburgh University of Pittsburgh Press PlItsbursh, PA 15260 47 TN 4/87 May TESOL Flourish! A,FersOnal Note fromthe Chairman of IATEFL, Peter Strevens

From the British-based EFL/ESL teachers'teach' is an 'education year' spent learningof Affiliates, being existing teachers' associa- association .to the other, US -based counter-about being a teacher, about educational tions in various countries that affiliate to us. part =warm anhiversary greetings! As our twodevelopment, about the organization of educa-Some of these are affiliated both to TESOL great professional bodies were approaching tion, and about classroom methodology and and to IATEFL. In one case TESOL Scotland their 21st birthdays, John Haskell suggested management, with a minimum period of and IATEFL are affiliated to each other. that it might be helpful to write a piece for thesupervised classroom teaching. (Of course Newsletter about the similarities and differen- there are many exceptions to these thumbnail GOVERNANCE ces that unite and differentiate us. It turned outsketches, and I apologise to those, in TESOL to be a hard task. I have been involved withand in IATEFL, who do not illustrate the IATEFL runs its affairs differently, too, with both TESOL and IATEFL for many years and differences I have mentioned.) a simple structure. Where TESOL has an I expected to find the differences few, straight- elected president and vice-presidents, and a forward and simple. In fact, they are many, Morale, Confidence and Courage: Teaching islarge Executive Board elected from different subtle and complex. And yet the two really do hard on the r,notions. Dealing for months and constituencies, plus a Legislateve Assembly, overlap in a host of ways. Judge for yourself. years ana decades with human beings in the IATEFL has four elected officers (chairman, relationship between teacher and learnervice-chairman, secretary and treasurer) and an AIMS imposes special strains that non-teachers know elected Committee of a dozen Members. A Co- IATEFL serves four principal aims: nothing of. IATEFL, like TESOL, exists in part ordinator of Branches and Affiliates (Ray as a morale-raiser for teachers, as a framework (1)the creation of a profession of teaching Tongue, who is also the treasurer) keeps in for mutual support, for exchanging ideas about touch with our global membership. IATEFL EFL/ESL, as distinct from simply an occupa- tion; our failures and sharing knowledge of our has a full-time executive secretary, Mrs. Brenda successes. It provides a cross-check on stand- Thomas, who runs the central office yery much (2) the creative development of effectiveards; it encourages the individual in his/heras Ms. Carol Leclair does far TESOL: both teaching techniques, methods and materials; professional development; it permits and these women are quite indispensable to their (3) the exchange and dissemination of ideas, encourages the individual teacher to make hisrespective organisations. But there is no principles and concepts; or her c-vn contribution to the development ofequivalent in IATEFL to TESOL's executive director. No paid senior officer of IATEFL (4) boosting teachers' morale, confidence and techniques and ideasin short, it believes in coverage. more informed teaching as a basis for more embodies .tontinuity, implements policy, assists effective learning. the elected members with decision-making, A Profession of EFL: What makes a profes- and represents TESOL to officialdom at home sion? Essentially, at least the following: MEMBERSHIP and abroad; only the elected Chairman can do selective entry, extensive 'training which this during his/her two-year term of office, embodies ideas as well as techniques, a IATEFL is small compared with TESOL: assisted by the other officers. commitment to the career-long maintenance some 2,000 members as against 11,000. And as In a sense, my predecessor, the Founding and improvement of standards, and an element the membership dues of IATEFL are currently Chairman of IATEFL, Dr. W. R. Lee, repre- of social conscience. These characteristics,k10ZO (about $15 US) compared with TES- sented continr!ty and carried out duties of applied to the teaching of EFL/ESL, have been OL's $40, IATEFL is financially much poorer in these kinds through having been chairman for sudported and encouraged through the activi-terms of income. But there are other, moreas long as 18 years. IATEFL is a splendid ties and the publications of IATEFL since its important, perhaps compensating, differences. monument to Bill Lee's devotion and commit- founding in 1967. In TESOL, some 80% of the members live in ment, just as TESOL is a marvellous monument North America, working preponderantly into the drive, the administrative vision, and the Methodology: Regardless of changes of doc- ESL in the United States. In IATEFL, only personal commitment of Jim Alatis. And trine or fashion in matters of linguistic theory,about 30% live in Britain: they mostly work in TESOL has benefited greatly from the fact net IATEFL has always emphasized the centralEFL (not ESL, which in Britain is on a small only that Dr. Alatis has been employed for part role of practical classroom teaching methodol- scale and much more closely related to English of his time over these many years but also that ogy. It has not only encouraged teachers tomother-tongue teaching),while 70% ofhe has brought with him the strength and become aware of the great range of techniques IATEFL's members live in countries other than prestige of his position as delm of Georgetown and methods available to them but has actively Britain. What is more, most of these 70% are not University. The greater sophistication and pressed EFL teachers- to become willing native speakers of English, but are teachers of complexity of TESOL compared with IATEFL themselves to contribute to the profession, for English in their own national school reflects this long-term support. example by trying out new ways of teaching, systems or teacher training institutions, in But small can be beautiful, tool TESOL and by becoming able to produce their ownGermany, Cyprus, Iceland, Belgium, Holland, Board members may be surprised to learn that materials rather than relying solely on pub-Sri Lanka, Spain, Pwitzerland, Japan, etc.IATEFL Committee meetings (half a day, lished books. Unlike many TESOL members outside the US, three times a year) are run with little formality,, only a small proportion of IATEFL's membersand that decisionsAre virtually never taken to a Principles and Concepts: 1ATEFL and its among the far-flung 70% are expatriates from vote. And what is a parliamentarian, please? members exist squarely within the discipline ofBritain. Of course IATEFL does have expat-IATEFL doesn't eve' haye a lawyer! More education and of language teaching. Compared riate British (and American and Canadian and seriously, the greater size of TESOL requires with TESOL, IATEFL has been influenced far Australian) teachers among its membership, less by linguistics. There are many reasons why greater formality, while IATEFL can still and they are just as welcome as teachers from function in a more simple and informal style. this is so, including IATEFL's roots in Britishthe country where they work. But the propor- EFL, the rarity outside the United States of tions of such members to teachers from the ACTIVITIES academic training at MA or PhD level as a country concerned are roughly the converse of preliminary to teaching; and by contrast the those in TESOL. In that sense IATEFL really IATEFL has an international conference preponderance outside the US of a normal style is, and is proud of being, international. But of each year. Traditionally this has been held for of teacher preparation that emphasizes metho- the twelve elected members of the IATEFL two successive years in Britain followed by one dology and insists on periods of supervisedCommittee (roughly equivalent to TESOL'syear outside. In 1985 and 1986 the conference practice teaching. Consequently thereisa Executive Board) five are from outside Britain: was held in Brighton, England: in 1987 it will be major difference between, on the one handone each from Belgium, Holland, Spain, in Westende, in Belgium; in 1988 in Edinburgh, those American ESL/EFL teachers whose Iceland and the United States. And the nextScotland, and in 1989 in Warwick, Ehgland. 'license to teach' is an MA with courses inChairman, already elected to succeed me inThe most recent Conference was the biggest theoretical linguistics and SLA research accom- 1987, is Dr. Arthur Van Essen, the distinguished ever, with just over 1000 participantsnot bad, panied by their own personal piece of research Dutch specialist in English Studies. So the mix on a total membership of barely 2000. For the work, but with relatively less training inof membership of IATEFL isdifferent in future, IATEFL hopes in addition to support methodology; and on the other hand, the important ways from that of TESOL. We also and encourage regional and local conferences, typical IATEFL member whose 'license tohave, in 1ATEFL; a large and growing number Continued on next page A Note from IATEFL Continued from page 13' seminars and workshops. We wish also to engage in as many joint activities with TESOL as can be arranged, starting in 1987 with the a a summer course and institute in Barcelona, fi sponsored jointly by IATEFL and TESOL. As in TESOL, so IATEFL has Special Interest Groups, though these are fewer in iM number as yet. But IATEFL has a smaller range of publications. We have a Newsletter, though it is not es elegant and newsworthy as TESOL's urnin. g.8 Neivsletter ASbeeothe under the editorship of Alice OsMan. IATEFL does not publish its own jountal. lf,yve did, it would not be as strongly Communicating in English rekiich-celtereil as is the TESOL 'Quarterly. IATEFL is, in fact at' the time of writing considering associating: with the English 'Language Teaching.] °wind ..(ELTJ), whose 'blend of concern for classroom practice as well as theory and principle seems to our ethos. For over a decade, Addison-Wesley has been We publish rio booksbut with our relatively committed to innovation and quality in language itriall 'membership and given the access we have to the poweiful British EFL publishers, publishing. This dedication is reflected once IATEFL meinbeis normally farm out their again in our new, four-level communicative publishing. . series, Turning Points. THE FUTURE Where dy wetgo from here, in IATEFL? Probably to get.more members outside Britain, to greater internationalism, to the support of more activities 'and a greater range of them based in various countries, to the continued professionalisation of EFL/ESL teachingand to more collaboration with TESOL. We do not think that a merger between us is:desirable, since our two greater orgmisations evolved out of different traditions anti offer to teachers of English different aspects of quality. But we do hope for increased mutual support, for events organised in a given country by the one being automatically open to members 'of the other, for joint activities such as conferences and workshops. So, once again, anniversary congruzulations and good wishes to TESOL from IATEFL. May we both flourish in the next two decades! A true departure in language learning, Turning Points features: high interest topics with a broad appeal to teens and young adults The School for wide variety of listening, speaking, and critical think- International ing skills 'Training richly illustrated lessons focusing on real-life storyline themes -,,...... music, poetry, fiction, and non-fiction for building .31111k AUMia 5..L q reading skills and a love of literature guided and independent writing for classroorl or ,.. -IllansIS 4MIZMS.4 homework use Each level is complete with a student book, teacher's guide, workbook and a cassette package. Get a better lob. Do a better lob Masterot Ms in Teaching for certification and effective career preparation in For more information, contact your local representative or call . English as a Secor .1 Language Addison-Wesley Publishing Company French. Spanish Fillingual/Multicultural Reading, Massachusetts 01867 education' In two consecutive summers or (617) 944-3700 4 one academic year. Also. , 'Masters In Intercultural Human Service Management. 119 felted The Source of Innovative Language Materials -,, tot blernalional Training w 32 Kipling Road. Brattleboro VT05301 1-8004514465

49 TN 4/87 191147 1967.18 1968.19 1909-70 1410.71 1471.72 1472-73 1473-74 1474-75 President H B Allen E Anthony 1475.7C 147677 P Bell D ilarris 14 Finocchiaro 11 Campbell IVP/PresElect R Lado A Ramirez B J Robinett M SavilleIronic I11 Calvan P Bell D Harris IM Finocchiaro R Campbell C B Paulston A Ramirez Prator/Robinett IMSaville-Troike IVP/ProgClw D Harris R Campbell W Norris NI Calvan C B Paulston I) Knapp J Upshur A Tucker C B Paulston L Palmer A Baca M Burt J Fanselow J Morley Past President II B Allen E Anthony P Bell P Bell M Finocchiaro M Finocchiaro Past President A Ramirez A Ramirez M Sal/ilk-Troika hf Saville-Troika .) Harris 0 Mirk R Campbell Past 2nd VP ft Campbell B J Robinett B J Robinett 14 Calvan A Baca Executive Bd J B King M Burt J Fanselow II Freeman II Freeman II ireeman C Prator CPrator A D Nance T Hopkins T Hopkins A Tucker J D Bowen I D Bowen D Bowen T Hopkins B Bailey B Bailey B Bailey E Hines II Thompson M Finocchiaro M Finocchiaro W Norris 0 Larson D Larson I) Larson A Martinez M McDonald M McDonald Burks 1 Burks A Mendez J Burks B Estrada B Estrada B Estrada A Mendez P Rojas P Rojas P Rojas I) Brown II D Brown 11 D Brown P Holtzman M Calvan M Calvan M Calvan V F Allen P Holtzman R Trodce R Troika R Troake V F Allen V F Allen V F Allen V F Allen V F Allen A Ramirez II Pascual II Pascual B J Robinett B J Robinett B J Robinett Ch Kreidler Ch Kreidier Ch Kreidler C Blatchford R %Vardaugh Wardaugh C B Paulston C Blatchford E Anthony K Croft K Croft C Lt Paulston C B Paulston 3 011er 011er Exec Sec/Dir J E Alatis J E Alatis 1 E Mails 1 E Alatis I E Mans TO Editor 1 E Alatis J E Alatis 3 E Alatis J E Alatis J E Alatis B J Robinett B J Robinett B J Robinett B J Robinett B I Robinett J E ...lois B J Robinett Robinett/lmhoof Imhoof/Ctymes 7W Editor 11 Allen/Aarons A Aaron: A Aarons ii Crysnes R Crymes ft Crymes A Aarons B Light B Light R Wineberg On TESOL Eds R Wineberg %Vineberg/IlaskcIlJ Ilaskell J Ilaskell R Crymes id Burt J Fanselow 11 Brown W Norris II Dulay R Crymes C Yo.lo Convention II Crymes Miami Beach San Antonio Chicago San Francisco April 20.22 New Orleans Washington San Juan PR Denver March 6.9 March 5.8 March 18-21 Los Angeles New York Miami Beach March 3-7 Feb 26Mar I May 9-13 March 5-10 Assoc Frog nu F Cartier R Wardhaugh March 4.9 March 2.7 Apr 26-h1 ay I E Hanson L McIntosh 111ludson D Knapp S R Powell C Sanchez NI Ramirez II Dorsey C Yorio D Danielson M Imhoof R Yorkey C Harvey II Dulay Local Chair P Bell E Ott E Carlson cn A Tucker II Morris P Arsenault B Amino E Cudecki E Andrade R Rangel D Larson E Harmer Cone Daily Ed A Mendez P de hicNicholas J Fir'icr O 3 Haskell 3 Haskell

1977-78 1978-79 1979-80 1980-81 1961-82 1962-83 1983-84 1964-85 1985-86 1986-87 1987-88 President D Knapp B Spolsky Crynses /Brown II D Brown J Fanselow D Larson J Haskell C Blatchford IVP/Pres-elect B Spolsky R Crymes II D Brown J Handscombe J Morley J Crandall 1 Fanselow D Larson J Haskell C Blatchford 2VP/Prog Chr C Blatchford 3 Handscombe 3 Morley J Crandall R Allwright C Yorio 1 Fisher M E Hints M Clarke I Handscombe P Larson J McConochie hi Sahino Past President C Paulston L Stack 1 Reid C Paulston B Spolsky B Spoisky II D Brown II D Brown D Larson D Larson Past President M Calvan D Knapp D Knapp C Blatchford C Blatchford I Morley 3 Fanselow 3 Fanselow Past 2nd VP J Morley C Blatchford 3 Haskell 3 Haskell J Handscombe J Ilands.combe C Yorio J Fisher hi E Hants M Clarke J Handscombe P Larson J hfcConochie M Sabina L Stack Executive Bd M E Hines M E Hines J Morley ) Morley J Morley II Jacobs II Jacobs A Martinez A Martinez E Brine Z II Jacobs R Allwright R Allwright ER sme L Loughetal Lougheed L Lougheed Petia/Ashworth ht Ashworth hi Ashworth S lwataki S lwatahl C Lima C Urzua S lwataki B Taylor B Taylor B Taylor C Lima %V Norris W Norris %V Norris P Alatis I' Mans P Alatis D Freeman I Bodnian I Bodinan Rodman D Freeman I Crandall J Crandall J Crandall S Wright S Wright 11 Kaplan T Buckingham T Buckingham F Dubin F Dubin T Buckingham Ilaskell Morley M Santelli 3 Oiler D Ilyin D Ilyin D E Judd E Judd E Judd C Day Ilyin P Larson P Larson A Cohen 3 Bright 3 Bright 3 Bright L Schankellano '1 Celce44urcia Al Celce-Mssrcia M CelceMurcia Exec Director I E Alai: J E Alatis J Richards J E Alatis 3 E Alati? J E Alatis I E Alai's 772 P...iitor 3 E Alatis I E Alatis I E Alatis I E Alatis it etyma Crymes /Schachterj Schachter W Rutherford 3 Sc,. elver Alatis /Calkins l'W Editor ll Brown/Taylor B Taylor Taylor/Gales S Cain S Cain 3 11: aka J Haskell 3 Harken J Haskell S Cain J 11...ell Haskell/Osman A II Osman A II Osman On TESOL %do C Blacahfcrd C Yorio ) Fisher A If Osman A 11 Osman Osman/ M E 'clines NI Clarke J Handscombe P Larson S Schachter 1. .kins M Clarke W Rutherford J !Indio:max B Orem E Judd 3 Schachter j Schachter B Taylor D Messerschmitt Convention Mr.icx. City Boston San Francisco Detroit Honolulu Toronto Apri' 4.9 Feb 27Marcn 4 March 4.9 Houston New York Anaheim Miami Beach March 38 Airy 2.6 March 15-20 March 841 Chicago Assoc /fog Chr 14 cxlee-Murcia April 8.14 March 18 April 21.25 K I arVins iii Clarke i'oth J Handscombe March 8-13 Local Chair 11 Orem E Judd C Day L Stack A Berman R DeCruttnla P Larson B '4oteo S Iludelson hi KnowlesRuffoni B Comezhlacni B Davis I Certsbain N Franks L Tobash A Lezberg It Gibson S Sloan NI Toumat 14 Santelli 1i1 Cal.ahan hi Sabino I Lyden ft Wechter R Welch 'V Oksenclahl 3 llughey D Barker Cone Daily Ed 1 Haskell R Fasten E Hamayan J Haskell 1 Ilaskell A 11 Osman A II Osman J !deuce J Messec L Winer L Winer W Pon ell Summer Institute UCLA U N hlex Director TC/CU NU/UX/UNI U Toronto/OISE R Campbell C Bills Oregon State U Georgetown U Hawaii BADE. Barcelona I Finselew E Judd R %Vardhaugh K Drobnic D Tannen K Bailey F.P NI Swain Summer Mtg Chr W Norris II Teir-lb-um 3 Wearer 3 Haskell B. Handscomb P Irving P Plimpton 3 Hutchings hi McDougal 50 51 Current Directions in Teaching English to Speakers of Other Languages: A State-of-the-Art Synopsis by Joan Morley The University of Michigan, Ann Arbor During the last twenty-one years ideas aboutthis review. A sequel to this presentation would them errors were evidence that the correct language learning and language teaching haveneed to consider six or seven areas which have automatic habits of the target language had not been changing in some very fundamental ways. been developing at a very rapid rate over theyet been acquired and (2) theoretically, if the Significant developments in perspectives on last five years (Section eleven). teaching process had been perfect, no errors the nature of wand language learning and would have occurred in the first place. learner processes'have had a marked effect on A State-of-the-Art Synopsis: Corder also observed that if, instead, lan- language pedagogy. This influence can be Eleven Features of ESL/EFL guage learning is conceived of as some kind of observedsometimes more and sometimes Learning and Teaching data-processing and hypothesis-forming activ- lessacross a broad spectrum of English1. A focus on learners as active creators in their ity of a cognitive nature, then learner errors language teaching programs around the world. learning process, not as passive recipients. have a three-way significance: for teachers As a professIon we have engaged in continu- This is perhaps the cornerstone, the single (indicating how far toward the goal the learner ous re-evaluation and restructuring: curricula,most fundamental change in perspectives on has progressed); for learners (since we can syllabi, instructional activities, materials andthe nature of language and language learning in regard the making of errors as a device the methods, student goals and teacher roles. The recent years. learner uses in order to test hypotheses about occasion of TESOL's coming of lge year Coming on the academic scene in the late the nature of the language being learned), and affords us a special reason for taking stock, a1950's and 1960's, it was a radical departurefor researchers (providing evidence of how time for "retrospection and introspection" (B.J. from a notion of language acquisition, first and language is learned, the strategies or proce- Robinett, 1986), a time for "evaluation and second, as a phenomenon attributable to habit dures employed in the learner's 'discovery' of consolidation" (S. J. Caies, 1986). formation, to rote, to stimulus, to response, to the language) (Corder, 1967). H. D. Brown (1987) has been moved to say conditioning. Views of cognitive psychologists Over the years, the focus of second language that: "These are the best of times and the worst on learning as an active process, (L. Vygotsky, study has shifted from a prominence of of times in the profession of foreign language 1934, 1962 translation) one enriched by interac- contrastive al, ilysis in the 19406 and 1950% and teaching." He goes on1to note that while never tion, (J. Piaget, 1926, 1970) were being error analysis in the '60's and 70% to interlan- before have we had such a variety of resources examined a: counters to behavioral views (B.F. guage analysis in the 70's and 80's. Interlan- available to us, at the same time we are a long, Skinner, 1957). guage analysis, growing out of the work of long way from Boding ultimate answers to N. Chomsky's accounting of the transforma- Corder (1967, 1971) and L. Selinker (1969, many difficult questions we have been asking,tional nature of language (1957) and his discus- 1972), is marked today by a variety of investi- sion of linguistic theory vis-a-vis to language that second language acquisition is no simple, gations looking at diverse aspects of learner teaching (1966) (e g., the creative aspect of unidimensional re91ity but very slippery language. Comprehensive state-of-theart language use, the dniversality of underlying every way. reports in this area include three from the linguistic structure, etc.) 1966, along with R. J.C. Richards and T. S. Rodgers (1986) TESOL '83 (Toronto) Research Interest Group Brown's explorations into first language learn- State-af-the-Art forum (S. Gass, 1984; %V observe that: The proliferation of approaches ing (1973) from a creative process point of Rutherford, 1984; R. Andersen, 1984) and one and methods is a prominent chanicteristic of view, (i.e., in which children work out 'rule,' contemporary second and foreign language from the Tenth University ci Michigan Confer- from the input available to them, and the work ence on Applied Linguistics (D. Larsen- teaching." They elaborate to say that while to of those who followed them) (1973), moved us Freeman, 1985). some, this reflects the strength of our profes- to a point where we no longer found tenable a sion, to others, the wide vIriety of method concept of the student role in language learning 3. A focus on communicative language teach- options currently available confuses rather than as primarily one of a passive repeater of forms ing and the compo 'cnts of communicative comforts, that methods appear to be based on and patterns. Students were recognized as the competence. very different views of what language is and active primemovers in their own learning Where to begin, in order to bring this area how a language is learned. process. In S.P. Corder's words (1976), "Effi- into focus? N. Chomsky (1965) called our attention to concepts of competence and Preliminaries to a Synopsis cient language teaching must work with, rather than against, natural processes, facilitate and perfonnance, D. Ilymes (1970, 1972) used the In a plenary presentation at TESOL 79 expedite rather than impede learning. Teachers tern, communicative competence to refer to (Boston) (Morley, 1979), 1 included a discussion and teaching materials must adapt to thethe rules of language use withont which the of five features which seemed to me to have learner rather than vice versa." rules of grammar would be useless, C. Paulston surfaced and stabilizedmore or lessas This orientation toward learning and learner (1974) at TESOL 74 (Denver) presented the sustaining features of an emerging instructional processes constituted a major shift in the L2 first distinctive TESOL convention paper on revolution in ESL/EFL. Over the last eight field. Theretofore, the preoccupation had been this topic, "Lit.guistic and Communicative years, in observing the development of with teaching, inasmuch as habit formation Competence." TESOL, the .profession, I have expanded the learning afforded little in the way of interesting Following along, these benchmark works list to eleven. intellectual exploration. An important part of must be cited: S. Savignon's Communicative As is clearly reflected in recent texts, such as this shift has been the postulated duality ofCompetence: An Experiment in Foreign those of Brown and Richards and Rodgers, our language learning, thatis, the acquisition/ Language Teaching (1972), H. Widdowson's field today is characterized by a variety of learning concept introduced and elaborated by Teaching Language as Communication (1978) views on learning and a variety of chokes for S. Krathen (1976, 1978, 1981) and subsequent and M.P. Breen and C.N. Candlin'sThe teaching. What follows is a personalized discv ms and alternative models presented Essentials of a Communicative Curriculum in 'features synopsis' which tries to put into focus . aughlin (1978; with T. Rossman and Language Teaching" (1980). some of the current directions in L2 learn: -;cl ,1983), E. Bialystok (1978), and M. In 1980, M. Canale and M. Swain proposed a teaching, synopsis being, according to int!3). model of communicative competence which Longman Dictionary of Contemporar, emglish r , on the learner's huiguage and what it brought together a number of viewpoints in (1987) "... a short accounting of something y revert, ' the language-learning process. one linguistically-oriented and pedagogically- longer, especially the story of a film, play, or t was not so many years ago that theuseful framework. They argued that commu- book .. ." ner's language, and more specifically the nicative competence minimally includes four Some of the features included in the brieflea ner's mistakes, were not considered to be areas of knowledge and skills: grammatical description which follows encompass old and very interesting. They were looked upon as competence, sociolinguistic competence, dis- familiar ideas; others reflect relatively new aberrant products resulting from a breakdown course competence, and strategic competence. perspectives; there is much overlap. Studyin the teaching methodoiogy. S. P. Corder"J. Cummins (1979, 1980) has drawn attention to them and weigh them, as I have invited (1971) noted that it was not surprising that differential proficiency in children's acquisition graduate students to do from time to time, and strueturalist/behavioralist teachers showed of (1) basic interpersonal communicative skills consider compiling your own list. Manylittle interest in the study of learners' idiom: (BICS) and (2) cognitive/academic language important features have not been included in cratic sentences for at least two reasons: (1) to proficiency (CALP). 52 TN 4/87 A weak form of communicative language be. As R. Campbell observed in a plenary panel tolerance of ambiguity; more-orless reflective/ teaching (and one in regular practice today) discussion at TESOL '78 (Mexico City) we impulsive; moreor-less field dependent/ concentrates on a role of ".. .providing must be sure we are not getting "... structural independent; oriented moreor-less toward learners with opportunities to use their English lamb served up as notional-functional mutton imagery and holistic information or more-or- for communicative purposes and, characteristi- ..." (1978). less toward logical/analytical information, etc.) cally, attempts to integrate such activities into a 5. A focus on an interactive mode of commu- Learning strategies are tactics employed by wider program of language teaching ...,"nicative classroom instruction, one that fosters individuals in attacking particular problems in (A.P.R. Howatt, 1984). Astrongform claimscreative interaction among and betweenparticular contexts includinglearning strate- that "... language is acquired through com- learners. gies,which relate to input andcommunication munication ..." and that learners mustuse It was not so long ago that the primary kind strategies,which relate to output. Eng::sh to learn it. R. Allwright, (1977),of interaction among learners in language Two important papers un good learner questions: "Are we teaching language (for classrooms was either exchanges of memorized characteristics were reported in the literature in communication) or Are we teaching communi-dialogues ^r chaining exercises in which the1975 and since that time there 1..,,s been a cation (via language)?" M. Finocchiaro and C. interaction went something like: A: (to B) "I burgeoning number of studies on wally related Bnimfit (1983) present a clear review of salient like to swim. What do you like to do?" B: (to A) topics. In "What the Good Language Learner features of communicative approach. "I like to ski." and B: (to C) "What do you like can Teach Us," J. Rubin reported the following 4. A focus on language function as well as on to do?" However, much more creative alterna- seven characteristics exhibited by her good language form. tives, particularly for grammar practice, were language learners: (1) a willing and accurate guesser, (2) a strong drive to communicate, (3) Teaching language forms without functions suggested early-on, in the TESOL years. For is a criticism often leveled at instruction which examples, see W. Rivers (1964. 1969), C.B. uninhibited and willing to appear foolish, (4) Paulston (1971, 1974), and W. Rutherford attends to form, (5) takes advantage of all concentrates on helping students master opportunities to practice, (6) monitors own grammatically correct forms, but fails to give (1968. 1975, 1977). It also was not so long ago that there was,speech and speech of others, (7) attends to them any experience in putting forms to meaning, not just to surface structure. She purposeful use in appropriate communicative indeed, very little communicative classroom exchangeatall between/among students. The noted, also, that learning strategies varied with contexts. A widely held belief that form equals the task. In "What Can We Learn from the function was challenged by J.L. Austin (1962). basic patterns to be found were: (1)teacher-to- student(s)with a form to be repeated or Good Language Learner" 11.11. Stern outlined His theory of speech acts and his classification ten characteristics, many quite similar to those of language functi6ns. followed by Searles transformed or a question to be answered, (2) student(s)toteacherperforming the approp- identified by Rubin. These became part of the model of the use of speech act theory in Toronto /OISE study (N. Nainlan, M. Frolich, discourse analysis (1970), drew the attention of riate operation on the form, or answering the question and (3)studentto-studentperfor- 11.11. Stern, and A. Todesco, 1978). Two other the language field to a number of concepts important reports on learning strategies are including 'proposition' and 'illocutionary force.' mance of set situational dialogues. But patterns are changing, and in many available from their authors: AReview of the H. Widdowson (1971. 1978) introduced the Literatureon classrooms today a significant portion of time is Learning Strategies in the differential use of the termsuseandusage Acquisition of English as a SecondLanguage saying: "If it is the case that knowing a language reserved fer a variety of interactive activities in which students have opportunities to use (J.M. O'Malley, R.P. Russo, A.U. Chamot, means both knowing what signification senten- 1983) and TheSecond Language Learning ces have as instances of usage and what value English for communicative purposes. Some ofStrategyTaxonomy (R. OxfordCarpenter, these fall into the category noted earlier as a they take on as instances of use, it seems clear 1985). weak form of communicative language teach- that the teacher of language should be con- 7. A focus on the intellectual involvement of cerned ing while others clearly are designed to give he teaching o: both kinds oflearners particular activities in which to use learners in the learning process and in content. knowledge ..e observed that concentrating English in order to learn it, the strong form of Inc lased attention to various kinds of on usage, assuming that learners will eventually communicative language teaching (M. Long'intel....tuar involvement of learners in the pick up the necessary knowledge of use onand P. Porter, 1985). learning process has emerged strongly and their own. may be too optimistic a view to take. Task-based activities for pairs and small steadily over the past two decades. One of C.J. iirinifit (1980) proposed a syllabus groups highlight information exchange and these was discussed in the preceding segment, design which used the grammatical system as a often make use of special interactive pairs that is, learning styles used by learners, as they core in a series of ladder-like stages, with practice materials in which each set has missing reflect both intellectual functioning and appropriate notional, functional, and situa- material to be found in the partner's set. The personality type. Most learners are largely tional materialwrapped aroundit in a spiral- information gap created by this kind of activity unaware of the characteristics of their ap- like patterning. As noted in Widdowson and and the interactive language exchange which it proaches to language learning unless made so Brumfit (1981), the core "... contains thestimulates, is one of the most fundamentalby their teachers. Instruments such as the linguistic structures for expressing the varied concepts in the strong form of communicativeMyers-Briggs Type Indicator(psychological curricular content found in the spiral ..." and language teaching. (K. Johnson and K. Morrow, types) (1963, 1975) which have been intro- that this model "... has the merit of recogniz- 1981) in the belief that the transfer of inform-duced into some programs (M. Ehrman, 1986) ing that some parts of the syllalus can be tion which is thus provided for, involves the apprise learners (and their teachers) of prefer- systematised, while others cannot be so." learner in real communication (not pseudo- ences in areas such as: intraversion, extrover- Many inventories of language forms, func- communication) with realnegotiation of sion, sensing, intuition, etc. tions, and notions are available for study. meaningtaking place. Another kind of intellectual involvement of (now historical) interest to ESL/EFL teachers M.A.K. Halliday (1973, 1975) described the 6. A focus on the individuality of learners following set of critical language functions, is the cognitive-code learning theory which and individual learning styles and strategies. which can be considered equally relevant to rose as a possible alternative to behavioralist both first and second language learning: With a focus on the centrality of the learner's learning theory in the Irte 1960's and early role in the language learning process, as active personal, interactional, instrumental, regula- 1070's. J.B. Carroll (1966, described it as a creator, not passive recipient, comes themodified upto-date grammar-translation tory, representational, imaginative. and heuris- corollary that both similarities and differences tic. A number of key publications have resulted theory in which language learning was viewed will be observed in the way individual learners as "... a process of acquiring conscious control from the project work of the Council of Europe go about the task. In the last ten years, in language teaching programs begun in 1971. of the phonological, grammatical, and lexical particular, more and more research has focused patterns of a second language, largely through These include NotionalSyllabuses,(D. Wilkins, on learner characteristics in the learning study and analysis of these patterns as a body 1976), which contains an extensive specification process. One area of interest has been a study of notions and functions, andThreshold Level of knowledge." Although no clear methodolog- of the features that seem to separate good ical format was forthcoming, useful applica- English, (J.A. van Ek, 1980), which providesa language learners from not so good language wide variety of comprehensive inventories. tions were made in English for Science and learners. Technology. Communicative Syllabus Design (J. Munby, Brown (1987) presents useful definitions of A third kind of intellectual involvement 1978) presents a model for analyzing language terminology and clear descriptions relating to which has developed, however, especially in needs. learning styles and learning strategies. Learn- classes for teen and adult learners, is increased Dozens and dozens of ESL/EFL student ing styles refers to an individual's consistent attention to involving learners in 'intellectualiz- books available today purport to be functional and rather enduring preferences vis-a-vis ing' about their language work in order to help and/or notional texts. But let the buyer beware! general characteristics of intellectual function. them gain insights into what they are doing (the Many are not precisely what they claim to ing and personality type (e.g., more-or-less . Continued on next page TN 4/87 17 Current Directions approaches is, according to Richards' and on special language needs in the workplace and Rodgers' term, an interactional view. Language Continued from page 17 in occupational and vocational training pro- is seen as a vehicle for the realization of grams in business and industry. The Council of proms), how they are doing it (the proce- interpersonal relations and for the performance Europe project for adult LSP has developed dures), and why (the outcomes and the valuesof social transactions. P. Strevens referred to programs and functional-notional materials for which accrue to them). This was a particularthese approaches as representations of the 44 occupational categories (J.L.M. Trim, 1978). thrust of the work done in materials develop-mystique-dominated paradigm in ianguag"Extensive government and/or private founda- ment in the 1970's at the University cf Michigan learning and teaching (1985). tion programs in England, Canada, Australia, and many other places (M. Lawrence, 1972, E. Stevick (1973, 1980) introduced many in and the United States have developed both 1975; J. Me: ley, 1972, 1979; NI. Baudoin, E. our field to the concepts in the humanistic VESL and Survival English programs and Bober, M. Clarke, B. Dobson, and S. Silber approaches and particularly in his book AWay stein, 1977.) materials, particularly for adult refuges and and Waysin which he brought to our attention migrants (T. Jupp and S. Ifodin, 1934, 1987; J. Finally, the fourth an' most critical 'intellec- Counseling-Learning (C. A. Curran, 1972), tual involvement which 'as been developing Crandall and A. C. Crognet, 1986; A. C. Silent Way (C. Cattegno, 1972) and Sugges- Crognet and J. Crandall, 1982; K.L. Sa gc, .nd very rapidly,is languahlearning through topedia (C. Lozanov, 1979). content; that is, that the Tear. r's intellect' ought J. Dresner, 1986). not be narrowly engaged w .h 'just' language In recent years there also has been a keen In the last several years a clear focus has but morebroadlyengaged with the content as interest in the affective dimension of languages centered on content-based English instruction, it 'uses' the language. Widdowson and Bruinfitlearning quite apart from the humanisticboth for elementary/secondary schoolage (1981) observed that: "True communicative approaches. In the last ten years in particular, students and for adults.Asclarified by B. teaching may depend on our stressing language there has been a number of treatments of Mohan, ".. instead of teaching language in as a means to acquire knowledge, rather than astheoretical issues (D. Brown, 1973; J. Schu-isolation from the subject matter, teachers an end in itself." and if the teaching of a mann, 1975; C. Tucker, E. liamayan, and F. II. should aim to integrate language development subject were to be carried on through the Genesee, 1976; T. Scovel, 1978) and suggestions with content learning..:', and to see language medium of the foreign language, many prob-for classroom procedures (C. Moskowitz, not merely as a means of communication but as lems associated with communication would 1978). a medium of learnhig. Ile cautions, :iowever, disappear." (For further discussion of this Finally, it is important to underscore thatthat there must he systematic planning for topic, see section 9.) affectis not a recent discovery in languagelanguage learning, that language is not to be 8. A focus on socio-cultural and affectiveeducation. Sensitive ESLEFL teachers have dealt v 'th randomly (Mohan, 1979, 1986). H. A. dimensions of language learning and thelong been aware of and concerned with thisCurtain has noted that, "Integration of lan- humanistic classroom. component and its impact on language learn- guage and subject content has successfully A focus on land 'age/ society/ culture hasing/teaching. Sec, for example, "ESL Theorybeen accomplished in immersion programs and been an integral part of the second and foreign and the Fries Legacy" (J. Morley, B.J. Robinett, has emerged as a feature of sheltered-English language teaching field for a long, long time.L. Sclinker, D. Woods, 1984). programs for limited-English-proficient (LEP) Historically, perspectives on the questions of9. A focus on the special language needs of students" (Curtain, 1986; M. Swain, 1984: D. the cultural what and how have ranged across a particular groups of language learners. Holt and F. Mimes, 1982). spectrum of topics as variedas:nonverbal This is a strong feature by which the field of 10. A focus on the creative use of technology in features of communication (E. Hall, 1959,second language learning and tea :'tying today second language learning and teaching. 1966), attitudes, aecultur 'Ion, anomie (R. C. can be characterized; it comes in many forms The use of technology has long been a Gardner and W. Lambi rt, 1972), attitudes and and is found worldwide. The focus that first feature of English language teaching around success (J. Oiler. A. Hudson, and P. Liu, 1977), comes to mind is probably ESP (English forthe worldsometimes more and sometimes acculturation and social distance (J. Schumann, Specific Purposes). Although usually viewed as less creative. The very word conjures up a host 1976), culture shock and the traumas of learnersa development of the 1960's, Ii. Widdowson, of visions of audio, video, film and computer (C. Bateson, 1972; M. Ciari.e, 1976), empathy (1983), has pointed out that as early as 1921 materials; broadcast language laboratories, and second language learning (A. Cuiora, B.C. 11.E. Palmer expressed the view that: "We self-access self-study audio and video learning Brannon and C.Y. Dull), etc. Recent papers in cannot design a language course until we know centers, giant-view TV viewing rooms and J. Valdes (1986) explore "... the differencesomething about the students for whom the computer banks. between interacting with another culture and course is intended, for a programme of study entering it ." and ". . Ranging farther afield, technology allows . understanding a new depends on the aim or aims of the students." reaching out to ESL/EFL learners everywhere culture without embracing it." This statement captures the essence of thethrough special English-teaching radio and In the field of sociolinguistics, the specializa- thought behind special versus general course- tion that deals with relationships between social television programs (1313C,1975; ELTII, 1987). work and coursebooks. But decisions of what is and linguistic behavior, there has been marked But caution, it is as true today as it was in the expansion in a number of areas. Studies of the special and what is generaland what needs, earliest days of language laboratories, that the roles and rules in conversational interactionsuses, purposesdepend upon the development priorconcern isnot withthe equipment which (H.P. Crice, 1971; E. Schegloff, 1972; IL Sacksof clear rationale and specific criteria for modern technology can provide, but with the Schegloff, and C. Jefferson, 1974) havesciectionof language, of methodology, ofeducational principleswhich underlie the provided information about interactional uses and usages. These latter considerations, development and use of instruction"! materials expectations between two native speakers. indeed, demand carefully reasoned choices. and the nature of the contribution technology second language acquisition (SLA) research (II, Widdowson, 1983; J.M. Swalcs, 1985). can make to the total language learner expe- (M. Long, 1983; S. Cass and E. Varonis, 1985) The first wave of ESL was primarily EST rience. (Morley, 1985, 1985) The.are many has provided information about N-NN (native- (English for Science and Technology) and, asquestions to be asked and many decisions to be nonnative) and NN-NN speaker exchanges,noted by J.M. Swales in a recent ESP stateof- made. meaning negotiation, and acqu Jition. The first the-art gaper, (1984) the event that signalled flowcan technology be employed to involve distinctive TESOL program on sociolinguistic the beginning of this speciality was the work of karners in purposeful instructional activities in concerns was the Colloquium on Sociolinguis- C Barber (1962). ESP work, from earl; -on,which they are active/interactive participants? tics and TESOL, at TESOL '80 (San Fran-also included English for professional 9nd J. Cummins (1986) in a paper on computer use cisco). This and subsequent colloquia have academic uses. Extensive development in all in ESL/EFL made some important obsers provided a forum for discussion of important these areas has continued and intensified in nob_ which, although focused on :..miputer use, sociolinguistic issues in second language (N. recent years. In the United States EAP has beengive us some considerations which cam be Wolfson and E. Judd, 1983). of particular concern with increasing enroll- explored relative to other technologi' He Moving into the arena of 'affect', two of the ments of international students in graduate and discussed computer use vis-a-vis two pc... gog- shared characteristics of the 'humanisticundergduate programs. Many of the old lea! models. (1) thetransmission model, based approaches to language learning which deve-generalist intensive courses have been called largely on bchavnrist r sychology,seesthe loped in the 1970's are: (1) placing much of the upon to deal, instead, with the special language computer as a 'tutor whial can assume the role responsibility for learning on the learner not theproblems of regularly enrolled students in aof the teacher in transmitting information, teacher, and (2) making students more recep- variety of ESP areas. In addition, particular knowledge, or skills which arc programmed so tive by providing a non-threatening environ-attention has been directed to the problems of that the student plays apassiverole, simply ment in which they are not on the defensive.international teaching assistants (TA's). (K. receiving the knowledge; (2) the interactional Reflecting the influence of humanistic psychol- Bailey, F. Pialorsi, J. Zukowski/Faust, 1984; J. model sees the computer as a tool which ogists C. Rogers (1951, 1969), A.I1. Maslow Ard, J. Swdes, 1986). students use in theactivepursuit of a goal they (1970), and others, the theoretical view of these A second wave of ESP has been one focused wish to achieve, that the student is ". 18 54 TN 4/87 generating knowledge rather than receiving it professional standards for programs and Canalc. Michael and Merrill Swam. 1980. 'lleorefical Bases of and the computer can provide guidance, teacher preparation programs. Communicative Approaches to Second Language Teaching facilitation and support to help students and Testing ", Applied Lk pasties. 1.1-17 A Final Note Carroll, John B. 1966. -The Contributions of Psychological achieve their goals." Theory and Educational Research to t!..0 Teaching of 11. A focus on teachers as managers of TESOL, the organization: With the twenty- Foreign Languages" (In Valdman 1966. Trends in hinguage first annual convention, TESOL '87 (Miami- Teaching. 93106 language-learning experiences, not as drill- Chomsky, Noam. 1965 Aspects of the Theory of Syntax. leaders and presenters of material. Beach), TESOL, the organization, celebrates Cambridge. M.I.T. The ten features discussed in the preceding'coming of age'. TESOL, the profession: R. Chomsky, Noam. 1966 "Linguistic Theory-. Reports on the Bowers, Director, British Council English Working Committees Northeast Conference on the Teaching segments have focused on but a portion of of Foreign Languages. New York. MLA Materials Center what comes under the rubric second language Language Services, in a plenary address at (Reprinted in Oiler and Richards, 1973.) learning and teaching. Clearly, ESL/EFL TESOL '86 (Anaheim), observed that in the last twenty years, ". . Clarke, Mark A.1976. "Second Language Acquisition as a Clash teaching today requires teachers who are . we have built ourselves a of Consciousness". Language Learning. 26-377-390. profession. ." equipped to deal with a variety of facets of Clarice, Mark A. and Jean Haridscombe (Editors). 1982. On language education. In 'coming of age' and in 'building ourselves TESOL 1982: Pacific Pespectwes on Language Learning and a profession,' the single most powerful force set Teaching Washington, D.0 : TESOL Preparation for the role of teacher/manager in motion by our current theoretical and Corder, S. Pit. 1967, The Significance of Learners' Errors." of language-learning experiences is a lifelong pedagogical directions is the quest for quality Internationd Review of Applied Linguistics. 5.161-170. matter of continuing education. For, many inand standards of excellence in teaching, in Corder, SPit1971. "Idiosyncratic Dialects and Error the profession it may have begun with a formal Analysis". International Review of Applied Linguistics. research, and in teacher education. Even a brief 9.147.159. degree program and continued with on-the-job synopsis of the state-of-the-art reveals the Corder.Pit 1976. "The Stud y of Interlanguage." Proceedings experience; for others, the reverse may be theextraordinary complexity of second/foreign of the Fourth International Congress of Applied Linguistics. case. But for all of us, each professional year is language teaching. Gerhard Niclel (Editor). Stuttgart: Hochschul Verlag. 2.9-34. filled with continuing education: (1) through Crandall, JoAnn and Allene C Crognet 1982 "English for The profession we have built is a demanding Special Purposes in Adult ESL- (In ClarkeandHands- our teacIgng and our research, (2) through one. It has a full inventory of diverse compo- co mbe. 1982.. On TESOL 1982. 273-2.84. study of professional publications, including nents, some of which I have tried to put into Cummins, Jim. 1980.The Cros..Angual Dimensions of over 80 issues of the TESOL Quarterly and focus in this presentation. Teaching English asa Language Proficiency. Implications for Bilingual Education over 100 TESOL Newsletters, (3) through Second or Foreign Language or Standard and the Optimal Age Issue TESOL Quarterly. 14:175.187. Cummins, Jim 1986. "Cultures in Contact. Using Classroom participation in organizational conventions and English as a Second Dialect offers the challenge Microcomputers for Cultural Interchange and Reinforce. conferences, large and small, including the of a multi-dimensional career and the reward ment" TESL Canada Journal. 3/2.13-31. annual TESOL convention which P. Strevens,of a many-splendored lifetime experience. 9 Curran. Charles A1978. CounselingLeaming in Second Languages. Apple River, Illinois: Apple River Press. IATEFL Chairman, has called, ". .the greatest professional event for teachers of Curtain, Helena Anderson. 1986. "Integrating Language and ESL/EFL that occurs any here in the world Refereres Content Instructio... ER1C/CLL News Bulletin. 9:1,10-11. " (4) through orgizational summer Alatis, James E ,11 H Stern, and Peter Strevens (Editors) 1983 Ehrman, Madeline. 1986 "Learning Styles Project." Working Georgetown University Round Table on Languages and Papers Arlington, Virginia: U.S. Foreign Service Institute. institutes such as those facilitated by TESOL Linguistics 1983. Applied Linguistics and the Preparation of ELTB. 1986. Working Papers on Englixh Language Teaching and by TESL Canada, (5) through hundreds of Second Language Teachers: Totvard a Ratwnale Washing- by Broadcast Protect Wasliington, D.C.. U.S. Information ton, D.C.: Georgetown University Press. colloquia, workshops, conferences and lectures Agency. Alai's, James E., Howard B Altnan, and Penelope M Alatis Fansclow, John F and Richard L Light (Editors) 1977 sponsored either individually or jointly by (Editors) 1981 The Second Language Classroom Directions Bilingual, ESOL and Foreign Language Teacher Prepara- colleges and universities, government agencies for the 1980's. New York: Oxford University Press. tion: Models. Practices, Issues at many levels, private foundations and Allwnght, Richard L 1977 "Language Learning Through Finocchiaro, Mary and Christopher Brumfit. 1983. The professional associations. Communicative Practice ELT Documents. 76/3.2-14. Functional Notional Approach: From Theory to Practice. (Reprinted in Brumfit and Johnson 1979 ) New York: Oxford University Press. Two special anthologies on the preparation Andersen, Roger W. 1984. "The One to One Principle of Cases, Stephen J1988 "Research in TESOL Romance, of second/foreigr language teachers are rich Interlanguas,e Construction" Language Leammg 34.81.95 Precision, and Reality". Plenary Address, 6th Midwest resources of information on issues and answers Ard, Josh and John M Swales 1986 "English for International Regional TESOL Conference. November 6-8, 1986 Ann Teaching Assistants: Whet ESL Institutes Can Offer.- Arbor, Michigan TESOL Newsletter. 21/2.21-33. in the field: Applied Linguistics and the TESOL Newsletter. 20.21.22. Gardner, Robert C. and Wallace E. Lambert. 1972. Attitudes Preparation of Second Language Teachers: Austin, John L. 1962. How to Do Things with Words. and Motivation in Second Language Learning. Rowley, Toward a Rationale (J.E. Alatis, H.H. Stern, Cambridge, Massachusetts. Harvard University Press. Massachusetts: Newbury House Publishers and P. Strevens, 1983) and Bilingual, ESOL and Bailey, Kathleen, Frank Pialorsi, and Jean Zukowslo/Faust C3SS, Susan1984 "A Review Interlanguage Syntax. 1964Foreign Teaching Assistants in U SUniversitizs Language Transfer and Language Universals". Language Foreign Language Teacher Preparation: Mod- Washington, D.C.: NAFSA. Learning. 34:115.132. els, Practices, Issues (J.F. Fanselow and R.L. Barber, Charles L 1962. "Some Measurable Charactcnshcs of Cass, Susan and Carolyn C Madden (Editors) 1985 Input in Light, 1977). The former is a collection of 37 Modern Scientific Prose"(Reprinted in Almquist and Second Language Acquisition. Rowley, Massachusetts Wsksell 1981. Contnbutions to English Syntax and Phonol Newbury House Publishers. papers by world-renowned experts who came ogy. Stockholm.) together for the 34th Georgetown University Cass. Susan and Evangeline Marlos Varonis1985 "Task Bateson, Gregory. 1972. Steps to an Ecology of Mind New Variation and Non-native/Non.native Negotiation of Round Table on Languages and Linguistics. York: Ballantine Books. Meaning. (In Gass and Madden. 1985. Input M Second The latter is a unique volume of 26 presenta- Baudoin, E. Margaret, Ellen S. Bober, Mark A. Clarke, Barbara Language Acquisition. 149-161.) K Dobson, and Sandra Silberstein 1977 Reader's Choice A tions by specialists in bilingual, ESOL and Reading Skills Textbook for Students Cattegno, Caleb 1972 Teaching Foreign Languages in ofEnglish as a Second Schools The Silent Way New York Educational Solutions. foreign language teacher preparation. A third Language. Ann Arbor, Michigan: The University of Michigan Inc. special .collection with over 100 articles from Press. BBC 1975 Follow Me London. British Broadcasting Cingras, Rosario C (Editor). 1978. Secoi.dLanguage Acquisi- TESOL Newsletters includes a significant Company. tion and Foreign Language Teaching. Arlington, Virginia. Center for Applied Linguistics. number of papers on professional preparation: Bialystok, Ellen. 1981. "A Theoretical Model of Second Language Learning" Language Learning 28.89.83 Grim 11P 1967 Logic and Conversation. Unpublished Selected Articles from the TESOL Newsletter: manuscript. University of California, Berkeley. 1966.1983 (J. Haskell, 1986). In addition, Blatchford, Charles H. and Jacqueline Schachter (Editors). 1978 On TESOL 78. EFL, Policies, Programs. Practices Crognet, Allene C and JoAnn Crandall 1982. "Competency- dozens of convention papers contained in the Washington, D.C.. TESOL based Cumcula in Adult ESL". ERIC/ CLL News Bulletin 6.3.4 eleven volumes of On TESOL (1974-1984) and Bowers, Roger. 1986, "English in the World: Aims and in the convention theme volumes inaugurated Achievements in English Language Teaching" TESOL Guiora, Alexander Z , Robert C Brannon and Cecelia Y Dull Quarterly. 20 393-401, 1972. "Empathy and Second Language 1 taming Language with TESOL '85, focus on important aspects of Learning. 22.111.130. Breen, Michael P. and Christopher N. Candlin. 1980The ESL/EFL teacher education. Essentials of a Communicative Curriculum m Lanpage Gumperz. John and Dell Hynes (Editors) 1972 Directions in Some of the current directions in L2 teacher Teaching- Applied Linguistics. 1.89-112. Sociolinguistics. The Ethnography of Communication. New education and research include attention to the Brown, H. Douglas. 1973 "Affective Variables in Second York: Holt, Rinehart and Winston following, from among a variety of vital topics: Language Acquisition" Language Learning 23 231-244. Hall. Edward1959. The Silent Language New York. Brown, H. Douglas. 1987. Principles of Language Learning and Doubleday and Company. (1) changing patterns in language assessment, Teaching. (Second Edition). Englewood Cliffs, New jersey. Hall, Edward. 1966 The Hidden Dimension. New York: (2) certification and competency-based evalua- Prentice-Hall. Inc. Doubleday and Company. Brown,. Roger 1973 A First tion, (3) the teacher's involvement in classroom LanguageThe Early Stages Halliday, Michael A.K 1973 Explorations in the Functwns of research, (4) the socio-political context of ESL/ Cambndge, Massachusetts: Harvard University Press. Language. London., Edward Arnold. Brumfit, Christopher J and KcithJohnson (Editors) 1979 The EFL and the teacher's roles and responsibilities Communicative Approach to Language Teaching. Oxford: Haskell, John F (Editor) 1988 Selected Articles from the in public-planning and policy-making, (5) new Oxford University Press. TESOL Newsletter: 1966.1983. Washington, D.C.: TESOL. Holt, D and F instructional perspectives on the learning/ Brumfit, Christopher J. 1980. "From Defining to Designing. Tempos1982. Basic Principles for the Communicative Sp4cifications Versus Communicative Education of Language Minority Students: An Overview teaching of literacy skills, (6) new directions .of Methodology in Foreign Language Teaching". Studies in Sacramento, CaliforniaCalifornia State Department of focus in the learning/teaching of oracy skills, Second Language Acquisition. 3,1.9 Education. (7) explicit roles for self-study instruction and Campbell, Russell N 1978 "Notional-Functional Syllabuses. Hosvatt, Anthony P 1984 A History of English Language 1978, Part 1". (In Blatchford and Schachter. 1978 On TESOL Teachtng Oxford Oxford University Press. out-of-the classroom learning experiences, (8) 1978. 15.19.) Continued on next page 55 19 Rubin, Joan. 1975. "What the 'good language learner Can Swain. Merrill. 1984. 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"Language Learning and Language bury House Publnhers. Content Teaching":TESOL Quarterly.13.171-182. Teaching: Towards an IntegratedModel". Forum Lecture, Yorio Carlos A, Kyle Perkins and_facquelyn Schai:hter Mohan, Bernard A. 1988.Language and Content.Reading, LSA/TUOL Summer Institute, July 16, 1985 Washington, (Editors). 1979On TESOL 1979. The Learner in Focus. Massachusetts: Addison-Wesley. D.0 : Georgetown University. Washington, D.C.: TESOL. Morley, Juan. 1972.Improving Aural Comprehension.Ann Arbor, Isfichigan: The University of Michigan Press. Morley, Joan. 1979. "Materials Development: The N-w Frontier, Not by Chance but by Design . (In Yorio, Perkins and Schachter. OnTESOL1979. Morley, Joan, Betty Wallace Robinett, Larry Sehnker and Devon Woods. 1984. ESL Theory and the Fries Legacy". IALTIournal6/2171-9A7. Morley, Joan. 1985. "Listening Comprehension: Student- Controlled Modules for Self-Access SelfStudy".TESOL Newsletter.19/6: 1,32-33. Moskowitz, Gertrude. 1978 Caringand Sharing in the Foreign Language Classroom: A Sourceb ook on Humanistic Tech- niques.Rowley, Massachusetts: Newbury House Publishers. Munby, John. 1978.Communicative Syllabus Design.Cam- bridge University Press. Myers, Isabel Bnggs. 1983 1975.MyersBriggs Type Indicator: Manual. Palo Alto, California: Consulting Psychologists Press. Naiman, Neil. Maria Frohlich, H.H. Stern and Angie Todesco. 1978. The Good Language Learner. (Research inEducation Series,7.) Toronto: Ontario Institute for Studies in Education. Oiler. John W. and Jack C. Richards (Editors). 1973.Focus on UNIVERSITY OF PETROLEUM & MINERALS the Learner: Pragmatic Perspectives for the Language DHAHRAN, SAUDI ARABIA Teacher.Rowley, Massachusetts: Newbury House Publish- ers. ENGLISH LANGUAGE CENTER Oiler, John W. A. Hudson and Phyllis F. I 'L. 1977. "Attitudes and Attained Proficiency in ESL: A Sociolinguistic Study of Chinese in the United States".Language Learning.27.1.27. O'Malley, J. Michael, Rocco P. Russo and Anna U. Chamot. The English Language Cents- :q responsible for preparing approximately 1000-1400 male 1983A Review of the Literature on Learning Strategies in students per year for study in aril- English- medium technical courses leading to Bachelor's the Acquisition of English as a Second Language.Roslyn, Virginia: InterAmerica Research Associates. degrees in science, engineering and management. The Center currently employs some OxfordCarpenter, Rebecca. 1985.The Second Language 70 teachers (British, American, Canadian and Australasian). Learning Strategy Taxonomy.Washington, D.C.: Center for Applied Linguistics. We have positions for experienced teachers of English as a Foreign Language as of Palmer. Harold E. 1921. (Re-issued 1964.)The Principles of September 1987. Language Study.New York: New World Book Company. (1964. Oxford: Oxford University Press.) Qualifications: M.A. in TEFIJTESL or Applied Linguistics. Paulston, Christina Bratt. 1974. "Linguistic and Communicative Experience: Minimum two years' teaching everience in TEFUTESL overseas. Competence".TESOLQuarterly. 8347.362. Starting Salary and Benefits: Salaries are competitive and free of Saudi taxes. Benefits Paulston, Christina Bratt. 1971 "The Sequencing of Structural Pattern Drills".TESOL Quarterly.5.197-208. include housing, free utilities, severance pay, a two-month paid summer vacation, educa- Piaget, Jean 1926.The Language and Thought of the Child. tional assistance grants for children, and a transportation allowance. Possibility to work New York: Harcourt and Brace. in the continuing education and summer programs. Pride, J.B. and J. Holmes (Editors). 1972. Sociolinguistics. Harmondsworth: Penguin Books. Send resume with supporting documents to: Richards, Jack C. and Theodore S. Rodgers. 1988.Approaches and Methods in Language Teaching: A Description and Analysis.Cambridge: Cambridge University Pr.u.:. UNIVERSITY OF PETROLEUM & MINERALS Rivers, Wilga. 1964.The Psychologist and the Foreign HOUSTON OFFICE DEPT 530 Language Teacher. Chicago: University of Chicago Press. 5718 WESTHEIMER, SUITE 1550 Rivers. Wilga. 1972. "Talking Off the Tops of Their Heads". TESOL Quarterly.6:71.81. HOUSTON, TEXAS 77057 Robinett, Betty Wallace. 1986. "RetropectiJn and Introspec- tion: Comments on Our Profession . Plenary Address, 6th Midwest Regional TESOL ConferenrNovember6.8,1988. Ann Arbor, Michigan: The Universit, Michigan. Rogers, Carl.1951. Client Centered Therapy.Boston: Houghton Mifflin Company.

20 56 TN 4/87 Research in TESOL: Romance, Precision,and Reality by Stephen J. Cities University of Northern Iowa Few issues have figured as prominently andother publications to become, by conscious typically involves a stage of enthusiasm or constantly in our professional debates indesign or not, more scholarly and research- "romance," which necessarily precedes a more TESOL as the state of the art of thec-y andoriented in nature: It is a widely accepted path precise understanding of the phenomenon in research in our field and their relationship to to achieving prominence and res;ectabilityquestion. This stage of romance contains what does and might take place in ouramong one's own membership and in academic elements of novelty, excitement, and ferment, classrooms. Why has this been so? Why shouldcircles elsewhere. and we perceive "unexplored connexions with it continue to be so? What have we learned Of course, an exclusively pragmatic view of possibilities half disclosed by glimpses and half about our work as English language teaching the value of theory and research is both cynical concealed by the wealth of material" (p. 17). professionals and about the interplay ofand unfair. And there are other reasons for our This stage must eventually be followed by research and practice? What role is there forpreoccupation with developing theoreticalefforts to achieve a more precise understanding research in shaping our professional self-image perspectives on second language learning and of the phenomenon, which is achieved by and our agenda in the y ors ahead? conducting applied linguistic research. To put careful and systematic inquiry and analysis, In this, 1:,,SOL's 20th anniversary year, we it as simply as possible, we want our work to might begin by considering the role which which in turn will lead to a third and final stage, involve something more than random activity. namely, the level of generalization, in which we theory and research play in the development of We want to de" more than to teach ritualisti- derive essential axioms about the subject in a professional field. This is an important placecally, using methods whose primary recom- to start, for despite whatever else we have question. mendation is that they have been used before. As Calloway (1987) has recently argued, this attempted to do as members of TESOL, theAnd we want our efforts at improvement to single most visible goal we have worked for has account of how learning takes place can apply involve something more than blind trial-and-also to the way in which a profession develops been the attainment of professional status. error. Much can be made about the remarkable specialized knowledge and understandingthe Views such as these have been nicelyway in which theoretical concepts emerge and growth of TESOL as an organization during summarized by Kanter (1983) in her discussion the past two decades; but a profession is not are then subjected to scrutiny. As Calloway of the role of theory and research in corporate points out, progress in a profession depends on created by the sheer force of numbers, or by organizations. Kan.,:r describes the dangers of the quantity of its activity, or by the number of the constant interaction of romance and people served. Nor is trying to implement innovations without precision, each stage servi.'g as the basis for the it created by fiat; aadequate theory and research as the Roast Pig profesSion does not exist simply because those other in a highly cyclical fashion. Both are working in a particular area wish to beProblem. This label derives from Charlesnecessary: "Precision without romance is perceived as professionals. Rather, professional Lamb's (1822/1903) satirical account to howbarren and inert" (p. 25), and enthusiasm for status is earned. As Harold B. Allen (1982),the art of roasting was discovered in a village new perspectives and possibilities by itself, that did not cook its food. TESOL's first president, has pointed out, this without any attempt at systematic examination, status is earned in many ways: through the The story goes like this: is both wasteful and futile. accumulation of a body of knowledge about A mischievous child, who had been left by This is a rationale for research which has the activities in which a group engages, through his father to watch their house, acciden- been widely promoted in our field, and it has academic qualification, through the develop- tally set fire to the house. The house and been generally understood and accepted. I ment of principles governing an organization's everything inside itincluding a litter of think that many recent overviews of research in activities and those of its individual members, pigsburned completely. The father's foreign an 'second language education misrep- and through involvement and commitment of rage at finding the house burned down was resent the case by suggesting, for example, that its members in the service of its clientele. softened considerably when his son re- for many (presumably language teachers Professional status is achieved and maintained vealed to him that the burned pigs tasted among them), the very word research by the development of intellectual and moral remarkably good. Despite their efforts to "evoke[s] a multitude of images.. . which authority: special expertise in an area and a withhold this secret from the rest of the range from that of the crazed scientist hovering concern with how our beliefs and actions affect village, the villagers became suspicious over vials and vats of foul-smelling liquids to those whom we serve and the world at large. when the family in question suffered an that of the bespectacled scholar poring over unending series of housefires and each dusty tomes in a corner of a library that no one Progress in a profession depends on the time rebuilt their house less and less has visited for years" (Lett, 1983, p. 9). constant interaction of romance and carefully. Once the secret got out, house- precision, each stage serving as the basis fires became common daily events Our field has traditionally accepted the for the other in a highly cyclical fashion. throughout the village. view that research, to flourish, must be The moral of the story, of course, is that if allowed its scenic detours and wild goose The accumulation of specialized knowledge you don't understand how meat gets cooked,chases. and expertise is for this reason a necessary step you have to burn down a whole house ever, in the d. elopment by a group of professionaltime you want a roast-pork dinner. In the realm Furthermore, while there may be some in the status. It is one of the most visible signs to those of educational research, we need theory to tell general public who condemn educational outside a field of the emergence of a profes- us why the things we and our learners do in the research in general as inefficient and wasteful, sion. It is by such evidence as the development classroom appear to work, or not to work. And our field has traditionally accepted the view of respectable professional journals and otherwe need research to help us define precisely the that research, to flourish, must be allowed its publications, the regular gathering of membersboundaries of any innovation or practice. Wescenic detours and wild goose chases, that these of a field at conferences and conventions, andneed to know what, "out of all the events and are as much a part of the stage of romance as the dissemination of specialized information toelements making up an innovation, is the coreare the insights that come from exploring the public at large that a group announces that that needs to be preserved? Wha' is the essencetheory and research in fields other than our it is serious about itself and its work and that its of the innovation?" (Kanter, 1983, p. 301). What own. We have always cultivated an interdisci- members have achieved the level of commit- factors will affect the innovation adversely, andplinary approach to the investigation of ment and service to deserve the name profes-what factors are :trelevant? In short, thee'assroom language teaching, and a look sionals. importance of research in achieving a level oftumugh conference and convention programs There is, then, a fundamentally pragmaticprecision in our work in and for classroom of years past will reveal evidence of many areas rationale for emphasizing theory and research.teaching is that it can save us from having to of inquiry that had their moment of promi- For better or worse, the appearance ofrebuild so many housesor, in terms more nence. In short, we have understood that while commitment to these things is from somefamiliar to us, from having to subject our we don't want to burn our houses down forever points of view as important, in terms of how we learners and ourselves to practices we do not to get roast pork, sometimes the only way to are perceived from outside, as the actualunderstand as well as we might. make headway is at the cost of a house or two. substance of theory and research may be to the The terms "romance" and "precision" in the Not only is this understood and accepted work which we do. And this is one reasontitle of this paper come from Whitehead's more widely than is sometimes acknowledged; although there are otherswhich explains the (1957) description of basic stages of learning. in addition, there is a fairly general understand- tendency of many professional journals and According to Whitehead, intellectual progress Continued on next page TN 4/87 -57 21

-10 good curriculum and well-conceived materials basic knowledge about research design and Romance of Research can contribute. But however many decisionsstatistical analysis is not being offered in pre- Continued from page 21 are specified in advance about what shouldservice and in-service teacher preparation, and take place in the classroom, it is teachets .vho the prospects for the next generation of ESL ing that research is not to be valued only if it must orchestrate, coordinate, adapt, alter, and professionals being more statistically literate leads to something as tangible as a new method substitute; who must reconcile the need forare not encouraging. While more than 90 or set of proCedures. There is, I would suggeit, structure with the need for open-endedness of percent of the respondents felt that it was more widespread appreciation now thaiithere classroom lessons; who must anticipate on the important to be knowledgeable about statistics, was, say, 10 years ago, that we have too oftenbasis of their experience what may happen and more than three quarters of the respondents felt expected the -wrong thtigs frOm research in to evaluate the match between intentions and that they did not themselves have adequate language teaching and learning. In the past, itoutcomes. As Clarke (1984) has argued, every preparation to conduct research; 78 percent of was assumed 'more often. that systematictechnique is in a sense recreated each time it is those respondents whose own research in- exploration would reduce uncertainty, that an used; techniques are not simply things we have, volved statistical analysis indicated that a accumulating body of knowledge wouldbut things we reinvent to reflect our experience simplify what had previously been bewildering primary source of information about statistical and, judgment. analysis was to consult colleagues. Only slightly in its complexity. What we have learned instead Teachers get better, not simply throughmore than 25 percent of the respondents is that teaching and learning English are fartechnical improvementalthough that cer- more complex than we had imagined. claimed to be comfortable about giving advice tainly counts for a lotbut by understanding about statistics to others. Over and over, we have discovered there are better what goes on in their classrooms, in no easy solutions to English language teaching. The sad irony here is that the trend in applied making better choices from among the variouslinguistic research has been toward more options with which they are familiar, and in quantitative analysis and the use of increasingly What two decades of inquiry confirmsexploring new options. However, this in no way suggests that elaborate research designs and more complex isthat what we should expect to find is not statistical procedures. In the process, research answers, but rather options, alternatives, teachers are justified in doing only those things whose value has been confirmed by research. may very well have become increasingly and possibilities. Theory building and research do not by difficult for our field to do well. Without a themselves determine practice; very often corresponding increase in the attention which Our knowledge is worthwhile, not so much for there is abundant evidence for thisresearch teacher preparation programs give to the issue, its potential to prescribe solutions, as for itsinterests arise from issues in classroom teaching the prospect is that research will be, in the potential to provide insight. We have seenand learning. Thus, I must take strong excep- future, even more inaccessible to large seg- again and again that yesterday's bandwagon istion to a recent claim by Strevens (1986) that a ments of our profession. In addition, it makes today's object of criticism and ridicule, thatcommon attitude among "American E.."Lparticipation in the research enterprise by a reductionist views of teaching and learning are theorists" (p. 19) is that teachers cannot know larger segment of our field even more unlikely, -dead ends. What works for some learners is what to do in cies. unless aid until they know with the danger that research will be seen in ineffective for others. What some teachers feel what has been validated by research. The one- some quarters as even more elitist than it is comfortable doing in their. classrooms may be way, nonreciprocal relationship between already. incompatible with the teaching preferences ofresearch and ractice which Strevens attributes Another reservation that undermines confi- others. Materials and activities to which one to ESL in the United States is implausible, if not dence in research has to do with what might be group of learners respond favorably may be altogether logically impossible, anywhere;termed its "cottage industry" character. The quite unsuccessful with another group of more to the point, however, it is contrary to the research enterprise in our field is largely fueled learners. The question from which we expect by individual initiative: individual researchers, answers from research is not, Does it work, but The history of applied linguistic re-or small groups of researchers, conducting rather, For whom, In what circumstances, At small-scale studies which are in general very what cost, and With what consequences. search has been overwhelmingly one ofdifficult to compare with one another. With In short, classroom language teaching and systematically exploring what practition-funding from government and other agencies learning are highly variable phenomena. There ers have already been doing. can be, in the language classroom, ton much of increasingly at risk, for a variety of reasons, the a good thing: No approach or method or likelihood for resources which might allow for technique, whatever it has to offer, will be facts. Research can lead to insights and newmore comprehensive and team-directed efforts uniformly successful for all learners, allperspectives, but the history of applied is not promising. teachers, in all settings, for all purposes, at all linguistic research, both in the United States Another problem which makes research times. This is true of every currently popular and everywhere else, has been overwhelmingly somewhat unpersuasive may be thought of as issue one can think of: computer-assistedone of systematically exploring what practi-the dark side of the romance of research. It is language learning, in all of its various manifes- tioners have already been doing, with a mixture what happens when initial insights and enthusi- tations; the process approach to writing;of success and failure, for a long time. asm for new lines of inquiry are not sufficiently fluency-based language development activi- Evidence for this can also be found infollowed up to produce fu1' and precise ties; the various techniques which are bc14teacher preparation programs. Contrary tounderstanding of the phenomena in question. explored to teach English prosody; group aril Strevens's claim that "in the American tradition, Robert Di Donato (1983) has characterized this pair work; and a host of others. What two the scholar is taught to seek the one theorytendency as the "fashion industry approach" to decades of inquiry confirms is what we might which is currently accepted and dominant, and language teaching, and the label certainly have expected to find all along: namely, that to fend off any seduction from other theories"applies to much second language education what we should expect to find is not answers, (p. 19), teacher preparation programs in theresearch. The analogy is an apt one for many but rather options, alternatives, and possibili- United States are, if anything, very .indog- reasons, not the least of which is that replication ties. matic. And I know of no teacher preparation studies are today, as they have always been, in program anywhere in North America in which In a very real way, the interplay of romance short supply. One obvious reason for this is that and precision in the research enterprise hasteachers in training r.re led to believe thatthe reward system for research is biased necessary and productive parallels in the nothing cap be done in the classroom with confidence untilit has been validated by according to the somewhat naive notion that to practical work of the materials writer, the be valuable, research must in some %. ay set syllabus designer, the program administrator, research. One reason for this is the fact that under-itself apart from previous work and meet the and most of all the classroom teacher. In the standard of originality. work of all of these; the task is to transform into standing of and confidence in the research reality, as effectively as possible, such abstract enterprise are far from complete. First, a great Thus, in all too many cases, the conventional and multidimensional concepts as eclecticism, deal of current researchparticularly of thewisdom about a particular research area is ecumenicism, appropriate methodology, and quantitative varietyis perceived as, or in factbased on a handful of small-scale studies flexibility. And the transformation must be is, inaccessible to a very large segment of our usually conducted, for purposes of conven- done so that a level of effective precision is profession, including many who are responsi- ience and practicality, with subjects and achieved for the teaching and learning context ble for teacher preparation. If anything, thesituations which are ready at hand and often in question. situation may get worse: To judge from avery unre asentative of anything other than One important implication of this is that it recent survey (Ediger, Lazaraton, & Riggen- themselv,.. Re :,er than treating such studies as establishes-unambiguously the importance of bach, 1986) of more than 100 ESL profession-exploratory or preaminary, there is a tendency, the teacher in the classroom. There is much that alsthe majority of whom were university in the absence of any substantial number of learners can do for themselves and much that a professors in some area of applied linguistics-equivalent follow-up studies, to give more 22 58 credence to findings than they merit. In thisinstitutions. Itis precisely because such in-value, in creating a professional agenda for regard, I might suggest thatit would benovations invite learners to view educdation as ourselves and in creating an image of our work interesting to see research using citation participatory, precisely because they suggestto those outside our organization, of a variety analysis (see Swales, 1987) to examine whatthat knowledge is to be found not only inof approaches to research and scholarship. We constitutes, for particular issues in our field, aauthorities, but in individuals themselve must go beyond lip service to the value of presumed critical mass of research. I suspectclassrooms in many places are often regal, ethnographic, survey, questionnaire, and that we will find that in too many cases, the with dismay and suspicion. demographic research which are, I am afraid, assumptions which guide our thinking are But this is only one aspect of what has been seen all too often as mere handmaidens to based on a fairly thin tissue of evidence. called the hidden curriculum that binds our experimental research. This will not be easy, We should turn to another issuefrom many work inextricably to social consequences. but it will certainly be valuable, for the points of view, the most important of all. At the Another is the system of values and thelifeblood of our profession is debate, not just beginning of this article, mention was made of attitudes which our learners acquire aboutabout teaching, but about English language the development of theory and the research English and about themselves as English users. instruction in general. enterprise as necessary steps by which an Secondary school learners working with EFL emerging field attains respectability. Clearly, materials that present English as a static system Neither as individuals nor as a profes- this is necessary, but not sufficient, forand which portray users of English as livingsion can we nurture the illusion that our professionalism. As TESOL enters its nominal lives immeasurably different from those of the work takes place in splendid isolation adulthood this yearthe theme for the TESOLlearners may prevent those learners from Convention in Miami Beach is, appropriately,seeing themselves as potential users of English from the social context. "Coming of Age"I would hope that theCurricula for adult immigrants and refugees romance of research in TESOL will continue towhich focus exclusively on the kinds of We work in an always demanding and often be nurtured, not only as a prelude to a more language functions and skills associated with rewarding field. We have worked hard to precise understanding of the technical aspectslow-prestige, semi-skilled or unskilled workestablish a professional identity for ourselves of language teaching, but as a means oftransmit an implicit statement about the roleby promoting scholarship and research as understanding our work in relation to the largerwhich these learners are expected to play incornerstones of our work. In looking to the social context in which our learners and we live. their new community (Auerbach & Burgess, years ahead, we must understand that what we We must nurture the kind of work which has 1985). The nature and quality of interactionhave earned in professional status, we must gone on throughout the past 20 years, and among staff members in a bilingual program,continue to earn. We must continue to value which seems to be gaining in momentum, or between regular classroom teachers and ESL research as a means to improve what takes specialists, may communicate far more to place in the classroom, and we must continue to which leads us to explore the larger consequen- explore the limits of such research. We must ces of English language teaching. students about the value of the second language than all of the hours devoted to it or to officialpromote increasingly demanding standards for pronouncements on the importance of bilingu- our research efforts and more general under- Research does more than simply por-alism (see, e.g., Cleghorn & Genesee, 1984;standing of those standards. And finally, we tray reality: Research is capable ofPentield, 1987). must insure that research in TESOL is allowed creating reality. Here in the United States, the issue of ESL and encouraged to take the variety of forms itself has never been a simple one of defending necessary to insure that we explore the full reality in which we work and live. In short, What I wish to .uggest is that research, by the right of linguistic minorities' access to English. There have been instead many large those things which we have attempted to do to virtue of what is explored and how itis become professionals are now, in 1987, in explored, does more than simply portray questions to answer. How do we represent most effectively both our learners and theTESOL's 21st anniversary year, promises reality: Research is capable of creating reality, which we must keep. or perhaps better, creating images by which we educational systems of which we are a part? define our professional responsibilities. A Under what circumstances, and in what forms, should bilingual education be promoted? Does Note: This is a revised version of a plenary address to the 6th danger in focusing too exclusively on the bows Midwest Regional TESOL Conference, Ann Arbor, MI, and what of classroom ESL teaching is "hat itresistance to a particular form of bilingual November 6-8,1988. may prevent us from considering fully theeducation infringe on the right of minorities to larger consequences of what takes place in our cultural and linguistic identity? To what extent REFERENCES classrooms. do our efforts to promote the teaching of Allen, H.B. (1982). You and the profession. In C. H. Blatchford English make us agents of a process of (Ed.), Directory of teacher preparation programs in TESOL That our work is intimately linked to and lesigual education 1981.1984 (pp vicix). Washington, important social consequences is a truism. The assimilation? At the same time that we wish to DC: TESOL insure access to English, do we unwittingly Auerbach, E.R.. & Burgess, D (1985). The hidden curriculum language policies which we implement in our of survival ESL TESOL Quarterly, 19, 475-495. work against the interests of cultura: pluralism Bowers, R (1988) English in the world Aims and achieve- classrooms shape the lives of our students and and diversity? ments in English language teaching TESOL Quarterly, 20, the character of the places in which we live. 393-410. In non-English-speaking countries, where Clarke M.A (1984). On the nature of technique. What do we Neither as individuals nor as a profession can English is learned ^s a foreign or auxiliary owe tne gurus? TESOL Quarterly, 18, 577.594. we nurture the illusion that our work takes Cleghom, A., be Genesee, F (1984) Languages in contact. An language or as a lang age of wider communica- ethnographic study of interaction In an Immersion school. place in splendid isolation from the social tion in the fields of science, technology, and TESOL Quarterly, 18, 595-625. context. We are not just teaching English. Di Donato, R. (1983)Teaching and teachers. Suspended trade, the issues, though somewhat different in between research and practice In C.J. James (Ed.), Practical Every lesson we teach is an object lesson inform, are equally far-reaching. Around the applications of research in foreign language teaming (pp. 91- socialization, promoting one degree or another 103). Lincolnwood, H.: National Textbook. world, English language instruction can be the Ediger, A., Lazaraton, A, & Riggenbach, II. (1988, March). of conformity, inviting or not inviting learners key which opens the door to social and Forming a discipline. How applied linguists use statistics. to create a particular identity for themselves. Paper presented at the 20th Annual TESOL Convention, economic opportunity, or it can be a means by Anaheim. CA. There is perhaps no better example of this than Galloway, V (1987) From defining to developing proficiency. which to perpetuate the social and political A look at the decisions. In H. Byrnes & M. Canale (Eds.), all of the research which has explored thestatus quo, or even to aggravate the gap Defining and developing proficiency: Guidelines, implemen- extent to which language is best taught as tations and concepts (pp 25-73) Lincolnwood, IL. National between the haves and the have-nots, between Textbook. communication. Whether such fluency-based, the privileged and the disadvantaged, between Judd, E.L. (1984). TESOL as a poltheal act. A moral question. student-directed activities as, say, group work In J Handscombe, R A Orem, & B P Taylor (Eds.). On urban and rural dwellers (see Judd, 1984). TESOL '83 (pp. 285-273). Washington, DC: TESOL. are pedagogically effective is an interesting and These are large questions that ELT profes- Kanter, R.M. (1983) The change masters. Innovations for researchable question. What is equally impor- productivity in the American corporation New York. Simon sionals and their organizations must consider, and Schuster. tant to consider is that whatever their effective- for they invite us to go beyond research as a Lamb, C. (1903). A izsertation upon roast pig. In E.V. Lucas ness for language learning, such activities (Ed.). The works of Charles and Mani Lomb. Vol 2 Ella source of information and to consider to what and The last essays of Elia (pp. 120-120. London: Methuen. specify a radically different set of rules for ends we wish to exercise professional and Lett, J.A , Jr. (1983). Research 'Slut. why, and for whom? In C.J. James (Ed.), Practical applications of research in foreign classroom behavior than those which underlie moral authority. language teaming (pp. 949). Lincolnwood, IL: National more conventional teacher - dominated lectures We need to encourage, even more strongly Textbook. Penfield, j. (1987) ESL The regular claisroom teacher's and teacher-led drill. It is for this reason that than in the past, research which will address perspective. TESOL Quarterlu, 2/,21.40. the innovative and nontraditional character of these issues rigorously and to find ways to Strevens, P (1988) The "EF:. in IATEFL A distinctive identity. TESOL Newsletter, 20(4), pp 1, 18-19. many English language classrooms often gives disseminate findings more effectively within Swats, J. (1987). Utilizing the literature in teaching the them, as Bowers (1988) has argued, theour profesgion and to the public at large. A research paper. TESOL Quarterly, 21, 4168. Whitehead , A.N. (1957). The aims of education and other character of activist cells in many educationalcritical step will be to promote actively the essays. New York: The Free Press. c9 23 It Works and Works and Works!

by Nita Landis and Cathy Day Eastein Michigan University During my years as editor of this column, 1 have faced the continual "problem" of receiving more good articles than the TN has had roomto print. The greater length of this anniversary issue column allows me the pleasure of presenting, in capsule form, many of the good classroom suggestions not printed previously and to recognize some of the era y contributors who write to us. Some of the ideas are "oldies but goodies," someare "oldies" with a twist; all are ideas that may work for you as they have the authors. (Since some of these ideas were received some time ago, the addressesof the authors may not be current, but, as you can see, contributions come from around the world.)C.D.

conversation. Then play a recording of the have students answer the questions. Next, read CONVERSATION TECHNIQUES conversation with the words taken out. Only the the article one more time and then ask several melodic patterns of the speakers' voices remain. Nelly Velez students to recount the content. After this, .t Ask the learners to follow the conversation solely students pair off and tell each other their versions Blanca Malaret School through the intonation patterns they hear. Follow Sabana Grande, Puerto Rico of the article. Related topics may then be this with a discussion of the types of utterances introduced for class discussion. Finally, students One way to get students talking to each other ndicated by the patterns of intonation. Present write an original account of the article in involves giving each student half of a cut-out the intonation patterns visually as well as paragraph form. figure (square, circle, etc.) which contains halfauditorally. If students have particular difficulty of a proverb such as "he who laughs last laughs in reproducing these intonation contours, have Gene Van Troyer best.' Students search for the person with the them "conduct" themselves, using hands or Portland Community College missing half of their figure. When they find pencils as they intone the various utterances. Portland, Oregon, USA each other they sit Jogether and ask questions Nicki S. Giroux de Navarro This variation on the personal information so that they can later introduce each other to interview is designed with a multi-level class- the rest of the class. University of Arizona Tucson, Arizona, USA room in mind. Select a student and ask him a Ron Cline question concerning his life (Why did you leave Student-delivered dictations can be used to your country? What did you do this weekend? Osaka Prefectural University help improve pronunciation. Each student writes Osaka, japan etc.). Write the answer on the board; it consti- three sentences about a topic agreed on by the tutes a topic sentence and all subsequent Line Up is a game for oral classes. Studentsclass. The teacher then listens to each student information from the student relates to it. Have use various questions to form lines. Students are read the sentences, coaching pronunciation when other students ask the interviewee questions divided into teamsof 5-8 members and then necessary. Homework is to practice the script. In related to his answer to the first question (who, compete to see which team can form its line the the next class, the student reads the dictation to what, where, why, when, how, is, does, etc.). fastest. Lines are formed by the students asking the class, reading each st :tense twice and then Write the answers on the board exactly as given. each other questions such as "How tall are the entire dictation straight through. In the next The process results in a paragraph of any length you?" and then arranging themselves fromclass, distribute copies of the script and have tallest to shortest. Lines can he formed the instructor desires. Work in smoothing oui the students compare what they wrote with what grammar and combining sentences as a class. A according to the biggest family, latest to bed, was actually said. During discussion of problem fellow -up activity can be copying the passages oldest shoes, most TV watching, longest bath, sounds, the student who delivered the dictation etc. Points are awarded to each team according becomes aware of what pronunciation problems and using them the next day in scrambled to the place they finish in for each question. he needs to work on. sentences or dictation. The team with the most points at the end is the Michael K. Buckley winner. Leonard Lundmark Wakayama University Creighton University Carol Montgomery Wakayama, Japan Omaha, Nebraska, USA Shanghai University 't he high incidence of In and /1/ in Carolyn To get an initial evaluation of students in a Peoples hepublic of China Graham's Jazz Chants and Jazz Chants for writing class, read a short story. Choose a story Structured ESL student-native speaker Children make these books ideal to use when you think none of the students will know and conversations can help students develop S/Lhelping a student practice those sounds in read it as many times as the students want. When skills and provide the teacher with a way to test context. The first step is to have students listen to the students understand the story and vocabu- communicative competence. During a 10-week the tape with their eyes closed. Next clap or taplary, give them 15 minutes to write the story as quarter, students are required to tape four 10- out the rhythm as the chant is played again. Still they remember itReview their writing after minute conversations, each with a different with their eyes closed, have the students whisper class. Use only short stories so that memory does native speaker of English. Each conversation is the chant, and then, do the chant with something not play too important a part in the procedure. devoted to a task such as asking for usefulapproaching natural volume. A variation of this Karen Barnett information, relating a significant life expe- is to use the chants as a 'strip story' technique, rience, sharing future plans and goals, and having students put the 'stripped' chants back Jefferson Parish Public Schools comparing the student's native country and the together. Metairie, Louisiana, USA U.S., focusing on a single aspect of culture. After introducing the concept of the para- Students are given guidelines to folk,w as well graph, have the class brainstorm ideas to be sed as a note to give to the native-speaking partner. ON WRITING for writing interesting paragraphs. Choose a Important elements of conversation are ad- topic that is of interest to you, stressing that dressed throughout the course. Students are Richard H. Anderson people write best about what interests them. evaluated on a one-tofive scale in fluency, Hartnett College Then write a paragraph on the board, going listening comprehension, clarity, grammar, Salinas, California, USA through the mental process of composing out vocabulary, and information transfer. This technique aimed at impros'ement ofloud. After providing several examples of the aural/oral and writing skills and can be adapted process, ask students to choose topics that appeal to all levels. Choose an article from a newspaperto them and write a paragraph. Ask the student ON PRONUNCIATION or magazine which is short, informative, and on to rewrite the paragraph as many times as the light humorous side. (An interesting butneeded. Itis in the revision process that Beth S.K. Morris structurally complex article can be rewritten by mechanics and structure are internalized by the Baruch College, CUNY the instructor.) Explain unfamiliar words and student. New York, NY, USA then read the article aloud twice. Students may Some language learners who have been take short notes during the second reading. Next Yvonne A. Anderson exposed to segmental, sound-by-sound ap- ask students to propose wh- questions about the Montreal, Quebec, Canada proaches to learning sp eech have little awareness article. Write these on the board, leaving blanks The newspaper can be a valuable resource, of intonation patterns. Give them a prepared where the student produced grammatical errors. particularly in areas where ESL/EFL materials script containing a sequence of familiar greetings Guide the students in producing grammatically are not readily available. One possible activity and exchanges and play a recording of thecorrect forms for the blank spaces and then involves using the Letters to the Editor section.

TN 4/87 2A 60 Discuss the purpose of this type of letter and of the students and explain to the other students a row wins and must then be checked by calling then distribute clippings. Students may work in that they may ask this student to replay the tape out a sentence using the appropriate structure for pairs or slicall'groups to discuss their clippings. as many times as needed. Then bring the class each picture. Next they', choose occurrences in the local back together to compare findings. community, campus or school and *rite their Keith Maurice own letter to the editor. Florida State University Catherine Duppenthaler Tallahassee, Florida, USA Jacqueline Thomas Baikai Women's College Nara, Japan One enjoyable way of teaching comparisons is Texas A & I University to have students compete in an elimination Kingsville, Texas, USA If you have access to a language lab, try having tournament of pitching pennies, or any contest Give each student a piece of paper dividedyour students, "leave a n.essage" on their appropriate to your students. After providing into a 4 by 4 square. Each square contains a cassettes for other students to listen to. Write the background information and explaining proce- partial sentence such as "uses Colgate" or "has name of each student on a piece of paper and dures, get the first two students in front of the been to Disney World." Students must find have each student draw another student's name. class. Ask each of the other students to tell you if someone in the room who fits the description Each student then writes his name and boothstudent A is better than or not as good as student and then write that person's initials in the square. number on the paper and returns itto theB at pitching pennies. Tally the response, The same person's initials may not be used two teacher. Introduce the activity by setting up a announce the odds, the fa% orite and the under- consecutive times. The idea is to fill all thecontext in which the student needs to leave adog, and then have the two students actually squares in a particular row to create a "bingo." message containing a description of someone the compete. W' -41 announcing the results, use the The game may be extended until the whole receiver of the message has never seen before. comparison , .erns (is than/is not as paper is filled. A possible follow-up activity is Each student then records a description of the as) as much as possible. Repeat these having students use their bingo sheet information student whose name he drew earlier. After procedures until you complete the tournament. to write a class profile. recording is complete, students move from booth to booth, listen to the description, and try Raymond H. Knight to identify the person described in the message. Inter-American University Ann Mane Evans San German, Puerto Rico, USA Corpus Christi Independent District School Guesses are recorded on a piece of paper next to Corpus Christi, Texas, USA the number of the booth the student isin. A new twist on the ,aterview strategy, called Possible variations include having message the "Editor's Interview," provides practice in the To provide practice in writing instructions, senders give directions and receivers identify the four skills in a short period of time, while take some peanut butter, jelly, bread and a knife location on a map or having senders describe focusing on grammar rules and models being to class. Place the materials before the students how they want furniture arranged and receiversemphasized in class. Students work in pairs. and ask how to make a peanut butter and jelly follow the instructions on a diagram. Each student takes a turn as interviewer and asks sandwich. Write their instructions on the board the other student a list of questions and writes the and then attempt to follow them. Do only what Margaret S. Steffenson answers exactly as he hears them. The interview- the students have instructed; they will quickly ers then turn editor and correct any errors in the see what they have forgotten and begin to revise Illinois State University Normal, Illinois, USA responses. After this, they change the responses their instructions. When revisions are complete, in a manner determined by the teacher, e.g. form have students make sandwiches and eat them. By using student oral presentations as the affirmative to negative, etc. A time limit may be material for student summaries, it is possible to used to increase difficulty or to increase the Donald W, Bradley and Ellen Bradley provide practice in listening comprehension communicative reality of the interview. Western Illinois University while improving composing skills as well. Macomb, Illinois, USA Students make 7-10 minute presentations to their Teaching the skills of paraphrase and synthesis classmates on topics of their own choice. At the POTPOURRI will help to eliminate the possibility of plagiar- next class period, each student in the audience is ism. Combining sentences, changing word order, required to hand in a well-written 100-word Lynne B. Morton and the use of synonyms are three specific ways summary. Because they are note-takers and American School of Kinshasa to paraphrase. Students practice these skills summarizers many times over, speakers becOme Kinshasa, Zaire beginning with controlled exercises at the aware of audience needs andirect attention to An alternative to the teacher verbally correct- sentence level and progressing to the paraphrase good organization, clear delivery and the use of ing the oral production of students with poor of whole articles. After paraphrasing has been visual aids. grammar habits and/or pronunciation problems practiced extensively, the skill of synthesis is is a kind of oral proofreading that involves the introduced. Present students with two articles. use of a bell. After establishing a supportive, After reading both articles, students work on FOCUS ON GRAMMAR nonthreatening environment, begin ringing a identifying the general topic of each article, bell when a student makes an error in something finding the ideas common to both, ant' finding Noel Medina he has already been taught. Then give the synonyms or words with related meanings. ICPR Junior College student a chance to correct himself. If he cannot Students then write a summary including the MOagilez, Puerto Rico make the correction, encourage other students to major points from both articles. When they finish offer suggestions. Eventually students begin to writing, students are asked to label their To combat the lack of interest often found in catch errors of their peers before the teacher sentences "A" if the information is from the first ESL grammar classrooms, try using the personal-rings the bell and start to "ding" each other. article, "B" if the information is from the second ized grammar anproach. Have students fill out a Students take turns being secretary and keeping article and "AB" if the information is from both. personal data sheet. Then select facts trom thetrack of who has the fewest "dings." If a student This allows students to see dearly where the data sheet or from a situation in the classroom points out an error where there is none, he is information came from and is also a beginning that you can apply to the particular grammar "dinged;" tills limits criticisms stemming from lesson in documentation. point you want to teach. This technique gives personal differences rather than linguistic students the opportunity to identify themselves awareness. Also, a student can erase one of his with the grammar under study. "dings" for each correction he offers for ON LISTENING someone else's error. Judith Book-Ehrlichman Joe Greenholtz Tim Cornwall Passaic County Technical Klagenfurt University Baikai Junior College and Vocational School Krumpendorf, , Austria Osaka, Japan Wayne, New Jersey, USA If you have beginning students who believe Many students need a chance to discover that Lingo, an adaptation of the familiar Bingo,skips they have in their own language are they cannot handle authentic listening materials works as a review or reinforcement activity for a at normal conversational speed, try this. First, trzmsferable into English. An exercise in scanning particular grammar structure. Boxes on the can provide this chance. Choose a reading prepare the students for the words and expres- Lingo cards contain illustrations. Before the sions they will hear, through class discussion and selection at frustration level and a set of game begins, the teacher models a statement orquestions whose answers will be a date, number, small group work. Plan these activities so that the question containing the grammar structure under name, place, etc. Each question in the exercise is students begin to concentrate on one specificstudy for each of the pictures on the Lingo card. aspect of the material they will listen to. When followed by a series of three steps: 1) write When the students are familiar with these, the the form the answer will take (number, date, students are ready to listen, divide them into game is played according to the rules for regular small groups. Tarn the tape player over to one etc.), 2) write the li le number of the answer, Bingo. The first student to covet 5 squares in Continued on next page TN 4/87 61 25 determine the main events and put them in It Works and Works order and determine the main idea. Continued from page 25 Children and ESL: and 3) write the answer. After each step the Ronald L. Metzler student turns over his paper and waits until the University of Tennessee other students are finished. Many students Martin, Tennessee, USA become impatient with the progress of the A simple adaptation of the game show i"EcGDRAcTI NG exercise and realize they already know how to "Family Feud" provides listening and speaking 0 do the skill of scanning. Follow this reactionpractice and helps students build their vocabu- is..rIPECTIvEs with a discu'ssion of other abilities studentslary. Videotape a show of the program and have in their languages that are useful inplay it in class so students can become familiar English. with the game. Next, divide the class into arelvirlting to Jacky Pullman "family" teams and seat them in rows facing elasirtim$ teachers, both Newman Preparatory School each other. Begin the videotape of a shOw. mainstream and ESL, to Boston, Massachusetts, USA After each question on the show, freeze the tape and repeat the question. The first member those who educate Play the game, Trivial Pursuit using catego-of each family competes for the first question. classroom teachers, and to ries and questions appropriate to the level ofTheir answers are written on the board. If your students. Allow students to work in teamsneither of ',tem can answer, the next pair those'who study teachers of up to four and use the game to reinforce antichildren working grammar, vocabulary, or whatever information competes. This is continued until all students you choose to categorize. As a follow-uphave had a chance to answer the question. -together in the activity, have students write their own questionContinue the tape, if a student's answer classroom." cards. matches one of those on the show, his/her team receives a point. The team with the most points Edited by: Pat Rigg and Norman J. Yoshida by the end of the show wins the game. D. Scott Enright Lewis and Clark College Articles by: Courtney Cazden, Portland, Oregon, USA Elena K. Hold Dhahran Academy Sarah Hudelson, Offer a 5-week content-based course called Dhahran, Saudi Arabia Pat Rigg, Trivial Pursuit. With the end-goal of creating an Carol Urala and original game in mind, students research and "Stump the icader" is a technique designed to discuss topics such as countries cf the world,improve reading comprehension by using D. Scott Enright major historical events, geography/climate,reader-generated questions. One studentis $10.00 members. occupations/majors, words (etymology), in- appointed as leader. The leader closes his/her $12.50 non-members, plus $1.50 ventions, famous people, etc. Students firstbook and the other students ask comprehension postage prepare questions and answers on the topicsquestions, trying to "stump the leader." This Teachers of English to Speakers of based on their own cultures and then research technique allows students to focus on concepts Other Languages the topic in other cultures. Students hand in a which they believe are important rather, than Suite 205, 1118 22nd Street, NW, given number of cards each week and also the ones the teacher finds important. Washington; D.C.; U.S.A. 20037 spend time preparing gameboards. By the end of the course, they have created Trivial Pursuit games they can play and enjoy. Wry Jane Nations Atlantc, Georgia, USA Add a twist to the activity of making pancakes by having students experiment with E SE ACCENTS pouring the batter in the shape of animals, letters, objects, etc. A large class can be divided with this POWERFUL and EFFECTIVE into teams. While some students are cooking, others can be cleaning up the mixing area and Audio-Visual Tool setting up the eating area. 1ACK CATRAN Donald Montalto 101117 Of all the books and courses on Erie Community College SP M" English grammar and English as a Buffalo, New York, USA Second Language, none, up to now, One solution for teachers dealing with multi 12161a$0, have exclusively attacked the critical level classes is the use of volunteer tutors. Many problem of how to erase foreign ac- colleges and universities and numerous organi- ;woolcro': cents in the speech of those who zations across the country sponsor volunteer already know how to speak English. tutoring programs. Volunteers can be used in "....--opweermott The dynamic program we are offer- your class in a variety of ways. The volunteer ing and the audio cassettes that ac- can assist a small group of students for a portion of class time, help students with company it, ARE A FIRST. individual problems such as getting a driver's license, work with late arrivals, provide AVAILABLE NOW HOW TO SPEAK ENGLISH WITH- conversation practice, conduct fieldPps, and A separate edition for each of the following accents OUT A FOREIGN ACCENT finally assist the teacher in implementing the LEA by fills the need of those millions of eliciting stories from students on a one-to-one HISPANIC ORIENTAL ARABIC BLACK ENGLISH ISRAELI RUSSIAN IRANIAN new Americans who desire to polish basis. INDIAN FILIPINO VIETNAMESE NEW YORK their communication skills by mas- Ana Cruz Each edition comprisesTWO 60;MINUTE CASSETTES, tering the color, sounds, and inflec- College Station plus aMASTER BOOK.enclosed in a tion of standard American-English. Mayaguez, Puerto Rico 5 x 7,/: vinyl album. Designed, written, and narrated by Movie videos can be used to help students Jack Catran, former Hollywood dia- develop skills like answering detail questions, $4950 lect coach and well-known author- identifying the main idea, and arranging events (including tax and postage) ity on foreign accents, the program in chronological order. Distribute a handout PLEASE SPECIFY ACCENT REQUIRED brings together all of the techniques containing the movie title, a synopsis of the JADE PUBLICATIONS he had developed during his exten- plot, and questions. Show the video, replaying Specialut3 in Accent Erasure sive experience as a private oneon- parts the students do not understand. Follow 8758 Sophia Avenue Sepulveda, CA 91343 one accent erasure specialist. the movie with discussion. Have students

TN 4/87 It Doesn't Work

by Darlene Larson New York University This column has a tradition of emphasizing the positive. "No need to waste space printing what written on their backs. With youngsters of doesn't work," I used to say. But anyone reaching his or her majority has learned, in addition toa twelve to fifteen, many or the commands number of things to do, something not to do.It wasa pleasure to ask various members of TESOL would be dangerous or impossible to carry out; for a brief description of something not to do. As each contribution to the column arrived in my e.g. Open the window and jump out; or Go to mailbox, I savored the wisdom being shared, the experience it reflected. My heartfelt thanks to all Hell, or Eat your lunch now, or Hit Joe (or even for responding to my request with insight, frankness, and a bit of confessing. Thus for your the teacher). pleasure, read below, with our wish that having done so, each of you will never practice what is Teachers in so-called difficult schools mentioned. particularly middle or junior high schoolswill find it an impossible task to control the noise Virginia French Allen My students learnedsome even memo- level and some of the vulgar language which Spring Institute for International Studies rizedthe lists, but they didn't learn language. students would want to show off. Boulder, Colorado, USA A teacher can, of course, use lists to plan and Donotdo it. There are many other creative Oral reports! Why not say: "This weekend, focus a lesson, but "lists" should be skillfully ways to teach writing and reading. students, read a newspaper or magazine. Be embedded in a dialog, story, or task if our Charles W. (Bill) Gay ready to tell us about one article you found students are to learn language instead of lists. Waseda University interesting." Well, I soon discoveredwhy not. Cathy Day Tokyo,Japan Each student got "ready" by writing a sum- Eastern Michigan University There lE a saying in Japan that "the nail that mary, which was read aloud unintelligibly, to Ypsilanti, Michigan, USA the boredom of all. And no one stayed within sticks up gets hammered down." In Japanese the time limit; each presentation went on and Once when I first started teaching, I had two university EFL classes (and, as a matter of fact, on and on. sections of the same ESL course. One morning in almost every other subject), this "sticking up" applies to answering questions, making That's how I learned to say, instead: choose I had a different, but I thought interesting suggestions, or volunteering any sort of an interesting article and bring it to class.Don't lesson. It was a total success. I don't remember comment. Unless a teacher has a very special write anything about it! In class, you'll read us a better class or a more exhilarating feeling. group of students, this communication appre- just the title (or headline) and the first sentence. Great, I thought. I'll use this plan with section 2. After that, we'll ask you questions. It will be I did, and it was awful! The time and temper- hension prevails. In most Japanese universities like a dinner party conversation, where one ature, the personalities of the students, and my there are from forty to fifty students in each guest mentions an article and others ask reduced energy level all influenced this "great" language class, and the more students there are, plan. Nothing worked. Never again have I tried the less they want to "stick up." It doesn't work, interested questions about it." therefore, to ask questions to the class in This format banishes boredom and is closer to to use the same lesson plan with different general and expect someone to volunteer to real-life communication than the Oral Report. sections of the same class without thinking about the class personalities, interests, and answer. Mary Ashworth situation. In my classes, I ask a lot of questions, doing Association of B.C. Teachers of English everything possible to create information gaps. as an Additional Language Ylda Farre-Rigau In order to make sure that I call on students by Vancouver, British Columbia, Canada University of Puerto Rico name, I put each student's name on a 3 x 5 card San Juan, Puerto Rico so that I can shuffle these every day and go As a new teacher-trainer twenty years ago, I decided to help my student-teachers by I had often used songs in my class as a through them easily as I call on individual students to respond. providing them with "Ideas that work". But teaching strategy. We would study the vocabu- some of them used those ideas exactly as I had lary, discuss the message, sing along and have a Robert E. Gibson grand time. presented them without considering the age, University of Hawaii at Manoa background or interests of their students! Now Not long ago, I decided to use music in a Honolulu, Hawaii, USA different manner. We were discussing essays I give them "Ideas that won't work inless you Soon after I developed my Strip Story adapt and improve them". For example, when and I planned to use music as a background for the reading of a particular essay on MOZP7 chnique, I becamr convinced that if my I am outlining techniques for using a story in paired classroom activities were to be truly the classroom, my model story is so fatuous no My mistake was not previewing carefully the cassette which I had bought shortly before, a communicative, student A should not be able to one would use it with real live students) When predict completely what student B would say student-teachers are forced to make their o medley of songs. I had listened to the first part which seemed excellent for my purpose, soft before she/he said it. Thus, even when.): use a decisions as to what and how to teach, the standard dialog, I never give both students quality of teaching goes up: music to read by. Everything went along very well until that both parts. Each student has only her/his part and has to attend to what the other student is Marianne Celce-Murcia nice easy-going music switched to a rousing saying in order to make sense out of her/his University of California rendition of When the Saints Go Marching In." own responses. : also avoid having students ask Los Angeles, California, USA All reading stopped. Students started tapping 4uestions about which the answer is already When I started teaching ESOL, I mistakenly their feet to the rhythm and had a grand time, but not quite as I had planned. known. In short I try to keep predictability out tried to teach pronunciation with lists of of any exchanges that are supposed to be contrasting sounds: Lesson learned. Listen to everything from start to finish,beforeentering the class. communicative. I owe the ideas behind this sheep ship practice to the works of Earl Stevick and bean bin Mary Finoechiaro Richard Via. peach pitch Special Consultant, ELT John Haskell USIS, Italy Northeastern Illinois University grammatical patterns with lists of sentences: When students are beginning to learn how to Chicago, Illinois, USA John went to Chicago. write, teachers have been told (lol in too many "Anyone interested in carving a jack-o- Bob flew to Boston. so-called communication texts) that a stimulat- lantern (or just watching) is welcome to join us George drove to Denver. ing, motivating, exhilarating activity isfor on Friday at 2:00 p.m.," read the sign beside the students to walk around the room to find a pile of pumpkins in the NYU student union. classmate, to swing him or her around and to "What a wonderful, natural, learning expe- and vocabulary by listing tie words or affixes I write a brief command on his/her back. The wanted my students to learn: rience," I thought, "as well as an opportunity to students whose back was used as a chalkboard participate in an American holiday activity." So hypothesis is expected to decode the message and to say it the next day we talked about Hallowe'en and evidence aloud for everyone's benefit. (Repetition may pumpkins and trick-or-treating, and I sent them fact follow!!) off to participate and then write about their opinion Many books and teachers feel it would be experience in a composition. even more "fun" for students to perform the act Continued on next page 63 Continued from page 27 crouching to spring into life again the nextday, however, we are once again "doing our Imagine my chagrin at not receiving a single semester. thing", using this wonderful technique, or comprehensible essay. They had gone, and But the next semester always brings new exercise or story and to our great surprise it is needs, new kinds of students, and new perspec- watched, and a couple had even tried to tives for me. It just doesn't work to use the going nowhere! It soon becomes clear that it is participate. There were giggles about the same materials again: I find I must start afresh "lighting nobody's fire" and that our frantic experience, but no compositions to speak of. to be satisfied with my lessons, my classes, attempts to revive it or infuse some life into it They simply hadn't known how to describe myself. are not working. My advice is DROP IT! When ,what had gone on. Cutting was on thing, but Now, if I could just snake myself get rid of something is clearly not working, don't try to cutting into, carving, scooping, scraping, lids, some of this old stuff .. . revive it. Something that worked before will wedges, triangle cuts, sagged cuts, insertion of not necessarily work again; this is the very candles . .. Who could have predicted the Linda Schinke-Llano nature of classroom dynamics. No class is like difficulty of describing the mutilation of a Northwestern University any other class, regardless of apparent surface vegetable for the fun of it? I could have, but Chicago, Illinois, USA similarities like proficiency level or language didn't. li was a lesson for me 'in how to prepare In the realm of teaching pitfalls to avoid, background. When we plan to use something students with background information on there's one dictum that consistently comes to we have used successfay before, let us not vocabulary and usage for co mmunity experien- mind: DON'T BLUFF. assume that it will work again, and when it ces which seem simple and straightforward. As a new teacher, I wanted to appear all "dies", as stand-up comedians would say, just Mary Hanes knowing and helpful. When questioned once drop it and move on! Hines Vtchto Design Compary about a particular detail of the language, I Richard Yarkey New York, New Yoik,.USA covered :iy lack of knowledge by a seemingly St. Michael's College logical, but nonetheless creative response. The Every other teacher I know, myself included, inevitable occurred with a student bringing in Winooski, Vermont, USA has at one time or another. been seduced into the correct explanation several days later. What A communication activity doesn't work standing at the board responding to student embarrassment on my part and lack of confi- unless students are properly prepared! Some questions about American idioms, giving dence in me on the students' part! teachers, caught up in the current fashion of the definitions, simple and elaborate, followed by Since then, I never hesitate to say, "I'm not communicative approach and the "negotiation several examples. It doesn't work. Extensivesure. Let me check, and I'll report to you of meaning," seem to think that all one needs is reading does. And here is one activity that tomorrow." authentic material (such as a menu or telephone piques student curiosity and engages them in book) and a pair of students "interacting." unlocking meaning and use. Agnes B. Werner Simply letting students dive off the deep end Using 3 x 5 cards give half the members of a University of Puerto Rico of the communication dock drowns them in Rio Piedras, Puerto Rico, USA class an idiom chosen for its frequency and frustration and inaccuracies. Yes, in Zanzibar I need for active use. Other students receive The classroom setting was familiar. The stu- flapped my arms and cockadoodledoo'd and cards with individual definitions, e.g., Si has dents 'were wri'g the first draft of a composi- As as thus able to get eggs for breakfast, but this "He had us in stitches." S2, "He had us laughing tion after doing some preliminary work.is not appropriate communication for an ESL so much that it hurt our sides." Students thenDuring the class period, a few students classroom. roam around and search for their correspond- interrupted their work to ask me questions such as the following: "How do you say aumentar de Communication activities are one way to ing meanings. Having found a matching pair,peso in English?" "What isthe word forexploit new vocabulary and grammar, but in the two sit and write sentences of their own despintados?' "Can Isay 'the buttons areorder to do so effectively, students must be using the new idiom and its definition in two falling'?" I would respond by asking them tocarefully prepared. The language that students separate sentences. Once confirmed by the consult their dictionaries. are likely to need must be presented first in teacher, step one call be repeated with the It didn'' work! Papers would be turned in, some kind of controlled practice. Give them a words and expressions now embedded in and I would notice that in certain situations the few wading exercises before they test the student sentences. The activity provides new dictionaries had been of little help to the depths) words in both semantic and structural contexts students. Joyce Gilmour Zuck and an awareness of the importance of conno- Now, I do not hesitate to provide the stu- Language Materials Consultant tation and register. dents with words, idioms, or expressions that Ann Arbor, Michigan, USA Darlene Larson they do not know because of their limited vo- cabulary. I encourage them to use dictionaries Asking a group "What shall we read?" New York University to look up the spelling of a word, the pronunci- produces silence, confusion, lack of interest New York, New York, USA ation, its meaning, and for other purposes. But, and even anger (as in "That's your job"). The first time I designed a lesson to includeI do not object to switching roles and turning Readers who use a variety of techniques of group work, I arrived in class with great from teacher to language informant. selection when reading for their own purposes expectations. How satisfying it was going to be leave these ideas at the classroom door. Yet to sit back and listen to the conversations! But it Lise Winer reader selection is one aspect of authentic use wasn't that way at all. I stood there in a silent Soui!'rn Illinois University of texts. Therefore, class time must often be room, wondering why I had gone to the trouble Carbondale, Illinois, USA devoted to selection. After each person has a of moving all the furniture. All that fuss just to Being impressed with the possibilities ofcopy of the same newspaper, magazine, or watch them sit in a new arrangement forlearning English through Total Physical Re- journal, we do the following. (One at a time!) independent, silent reading. sponse, I decided to incorporate some of the activities into an advanced ESL class. Students 1. Choose an article according to illustration. Since then, I've avoided giving every (e.g., find the article with the most interest- member of the group a copy of the directions, were suppose:I to follow my oral instructions to carry out "asks such as wrapping a parcel. As ing picture, with at least one chart or graph, exercises, doze passages, articles, picture pages with a map, etc.) ... whatever they are to attend to. Only onesoon as I started, however, all the students per group necessitates sharing and informing wrapped their parcels immediately, without2. Choose an article according to content. (e.g., waiting for instructions, because of course they about your field, your part of the world, each other from the beginning of the task. all knew how to do thi. already. Now, to Bring copies for everyone. Each student some topic you know nothing about, an practice complex and difficult forms included interesting person, etc.) should get one eventually, but not at first when in instructions I make sure that the task itself interaction is the goal. e.g., making an origami or string figure,3. Choose an article according to length. (e.g., Judy Winn-Bell Olsen repairing an electric light plugis unfamiliar to the longest, the shortest, the most intei...3ting Alemany Community College Center the students. Neither do I model the activity in one page, one column, or one paragraph San Francisco, California, USA any physical way. Students are really depend. article; a short boxed text about the cover, (currently on leave and cleaning out her files) ent on their oral language comprehension (and etc.) that of their peers) to accomplish the task. I sit here eyeing two floor-to-ceiling book- Since the practice is selection only, we may not even read the article. Democracyi.e., voting shelves, filled with untidy folders spilling their Carlos A. Yorio contents: old dittoes and notes from . .. how Lehman College, CUNY on what article to read as a groupis possible long ,ago? Ican't remember. Packs of New York, New York, USA with one variation, to eliminate idiosyncratic choices. When each reader votes for two texts, scribbled-on cards, odd bits of reaiii poking We all have lessons or materials or "tricks" out of bags, cassette tapes recorded into the for his own reasons, his motivation to under- that we have used in the past and that have stand the chosen selection seems maximized. wee hours, all perched at odd angles, as ifalways worked wellor so we thought! One e R4 TN 4/87 English Language Teaching "Out There": the World of the TESOL Professional

JoAnn Crandall Center for Applied Linguistics Few of iliac,. present at the founding ofthe programs, identifies and provides resour- that diversity. In one, the regional office of a TESOL 21 years ago could have predicted the ces, coordinates consultations, and otherwise large American corporation has recognized the variety of situations in which TESOL profes- assists in backstopping the ESL, cultural need to improve customer service and em- sionals would work and the kinds of contexts orientation, and work orientation programs. ployer-employee/employee-employee rela- and content their jobs would entail. TheService Center staff are responsible for much tions and is considering providing English expanding role of English in international of the networking among domestic and over- language classes and cultural orientation to the communication, commerce, and technology seas refugee education programs: publishing a American workplace to refugee, immigrant, transfer has brought a wider world to TESOL. journal, Passage, producing informational and other limited-Englishspeaking employees Today, English language specialists and reports, and making presentations at conferen- in their hundreds of stores. They have con- teachers .:an be found in refugee camps, in ces of educators, community service personnel, tacted language teaching professionals to vocational/technical institutes, in community and others involved in refugee resettlement. design the curriculum, provide the instruction, centers, in businesses and industry, and in There are also TESOL professionals at work and report on the progress of each employee. international institutes and organizations, as in the 24-hour Cultural Orientation programs Here TESOL professionals are developing a well as in the more traditional elementary, provided in Rome, Vienna, Frankfurt, and task-based curriculum, designing the instruc- secondary, or tertiary schools. It is this TESOL inure recently, in Cabarone (Botswana). tion around th. kinds of situations and func- worldout there" which I find most fascinat- Although the focus of these programs is on tions which store employees face on a daily ing, since itchallenges the flexibility and providing critical survival information to basis. creativit" our field and provides exciting enable refugees to cope during their first few In another project, an international business opportunities for TESOL professionals to make weeks in the United States, many of the firm has decided to make English the "common a difference. The following are brief glimpses teachers are ESL-trained and manage to language" or second language of the firm. This into what I know of that diverse world. incorporate some basic ESL into the curricu- organization has provided much of the direc- lum or after hours. TESOL in Refugee Programs tion from within its professional education An antecedent to this kind of TESOL life for department, but has engaged TESOL profes- Ten years ago, few of us would have many (living in rather difficult circumstances sionals to assist in the training of local language imagined that thousands of English language and providing instruction to disadvantagedtraining coordinators, in identifying profi- teachers would have an opportunity to work adults, while learning an even greater amount ciency expectations for job categories Lt for a year or two in ESL and cultural orienta- from those being "helped") is the Peace Corps, personnel levels and administering proficiency tion programs in refugee camps throughout the where many of the American TESOL profes- tests to employees. The TESOL specialists also world. vet not only has this happened, but the sion first found out about teaching English as a provide an infrastructure for assistance to local prospect of continuing programs of specialized foreign language, often being forced to learn offices to help these offices identify appro- instruction to refugees, both in predeparture how to teach English on the job. Many who got priate English language teaching programs in programs and in post-arrival programs, is great. their feet wet in the Peace Corps returned to their cities, and to monitor these contractors, The diversity of refugee-related programs in the United States to enroll in TEFL preparation requiring the kind of reporting that will which TESOLers are involved is evident in the programs and to learn more about the theory encourage contractors to maintain appropriate Bataan refugee program, the Refugee Service and practice of their new interest and career. quality control. The TESOL specialists are also center project, and the Cultural OrientationThat same educational involvement resultsassisting these contractors by providing the program provided in Rome and other Euro-from participation in the refugee program: kinds of materials and information about the pean cities. All three involve applied linguists many Thai, Indonesian and American teachers firm which enable the contractor to offer and ESL teachers from many countries, with decide to pursue more TEFL education as a optimum English language training. diverse experiences and qualifications. result of their work in the camps. They may TESOL professionals are working in these The Refugee Processing Center in Bataan, leave the refugee program, but their concern kinds of business situations in all parts of the Philippines, houses some 15,000 refugees from for both their students' needs and the quality of worldin major cities where English is an Vietnam and Cambodia, the majority of whom their own teaching drives them to seek addi- important medium for business negotiations have been accepted for resettlement in the tional TEFL training. and financial exchange as well as in communi- United States. Part of their pre-departure Those working with refugees do so not only ties throughout English-speaking countries processing involves participation in a six-month abroad, but also in their own countries, such as where residents with limited English skills are ESL, cultural orientation, and workplace the U.S. and Canada. Trained ESL profession- is need of opportunities to upgrade their orientation program which is taught by Philip- als and volunteers collaborate in ESL programs English skills to improve their educational and pine ESL teachers and Vietnamese and Cam- for refugees offered in voluntary agency employment opportunities. bodian assistant teachers, working closely with offices, in church halls, in libraries, or in the American teacher supervisors and coordina- social function rooms of apartment complexes. TESOL in International Training Programs tors. Although there is a regional curriculum, These programs are often specialized: provid- agreed to by all implementing agencies, the ing literacy and ESL for nonliterate adults; Since English language proficiencyespe- International Catholic Migration Commission, providing home and child care information and ciallythat set of academic language skills which runs the educational program, has fine- ESL for women or the elderly; or assisting required for success in university programs as tuned the program to fit the specific context of newcomers in understanding their new com- well as the more social communication and the Bataan camp. I should say "fine-tunes," munity, its resources, and the kinds of e nploy- survival skills required for successful transition since the curriculum revision is going on all the inent opportunities awaiting them. P It their to a new university communityis central to time as is lesson planning, resource identifica- center is a TESOL professional. successful participation in undergraduate and tion, and teacher training. Specialized pro- graduate training programs in English-speaking grams for the elderly, for teenagers, and for TESOL in Business countries, an increasingly large number of young children are also provided in refugee For many years, businesses around the world TESOL professionals in many countries are camps by TESOL professionals and volunteers. have found it worthwhile to dedicate some of involved in program design, curriculum devel- Bataan and the other programs in Thailand their resources to the improvement of English opment, placement and testing, and instruction and Indonesia are assisted in their work by the language proficiency among their employees. in academic English skills with the larger goal Refugee Service Center, which has an office in These business English programs take many of preparing individuals for their university Manila and in Washington at the Center for forms, from simply placing employees in experiences and the more short-sighted, but Applied Linguistics. The Service Centerclasses offered by outside contractors or essential, goal of helping them to obtain the employs applied linguists, ESL and cross- teachers to more comprehensive in-house necessary score on the Test of English as a cultural communication teachers, and other programs which involve testing, curriculum Foreign Language (TOEFL). These programs educators with particular interest in curriculum development (for example, in report writing or may be housed in binational centers, in development, teaches education, and testing. oral presentation skills), and translation servi- universities, in technical institutes, in office The Service Center undertakes 'the testing for ces. The two programs described below reflect Continued on next page

TN 4/87 C5 29 Teaching "Out There" Continued from page 29 Real Life buildings, or in almost any available site (sometimesa Spoken English hotel is most convenient for both classrooms and housing, since it can contain It's therealthing! The raw voices of life itself. No frills! students in an English-speaking environment). For anyone who wants to understand and speak naturally like Americans do. Good for tiny tots, illiterates, migrant farm laborers, factory workers, An example of this type of pre-departure students at any level, businessmen, even for sophisticated professizme: English programwhich provides both Eng- lose a 'foreign accent'..but it's best to learn to speak naturally from the start. lish language and general academic study skills *Introduction to Spoken English A quick overall concept of what it really is is the Honduras Central American Peace 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 Scholars (CAPS) program, which is preparing speaking naturally, go on up to 200 words a minute like you hear the native some 100 students each year for five years to speakers sar3turally in an easily learned logical senes..the vowels in their participate in a variety of educational and natt.ral order, where things are and the most used actions (2-part verbs). training experiences in the United States. This Say what you hearseedo....no oral explanations. *Basic Course - Slow to Fast Forms An extension of the Introduction. It's asiN program offers preparatory/review courses in all you need to know about spoken English, in some 50 hours (23 cassettes/ math and science, as well as an intensive text sheets, 1 allEnglish textbook). Over 600 'groupings' (of the muchused program of English language skills, emphasiz- little words that get together to tie the language together!) in all of their ing bask survival skills in the earlier levels and variant forms from slow formal, step by step to 200 words a minute as you an increasing amount of academic language hear said by the native speakers of all ages. *Real Life Selections 1.41 125 voices, 9.8 phonemes (3 words) a second skills (reading and writing, especially, of average, 94% of the 14,000 are in the 3,000 mostused words. Nursery kids academic texts, note-taking, summarizing to presidential speeches..the real life habitat in which you find what is lectures, etc.) in the higher levels. learned in the Basic Course..so choose a suitable Selection to study along In programs such as this one, a new challenge with it. (1 book, 4 cassettes). *Common Expressions 76 voices (1 book, 1cassette), 1,100 wt.:I used for the TESOL professional is to establish close 'groupings'..the keys to understand natural speechfrom TV, talk shows, and continual communication with the subject- comedians, meetings, telephone, street, home and job talk. Complete sen- matter counterpart to facilitate the integration tences in almost unbroken conversations. *Translations. explanations In many languages. Pauses after each corn. of language and content instruction to maxim- plete thought utterence. Ideal for selfstudy. Teachers Guides Any ize the benefit to the student. untrained adult (knowing little or no English) can get effective re. sults (a mother can teach her children naturally spoken English). Concluding Thoughts Listeners Digest, monthly (1 book, 1 cassette), of what is currently hea-d said in the US, Keep up your fluency and up to date. (No translations). In this widening world of TESOL, itis All materials are written by sounds (simple IPA) and in usual spelling dangerously easy to forget that a desire to learn (TO), explanations in simple English of things not easily found in diet- tionaries. Books are paperback, pocket size. US suggested retail (1986) English is not necessarily an interest in the book $5, cassette $10, text sheet V (or make your own). culture or peoples of countries in which English You have 'hear-say' troubles?! Ask for our problernsolver + catalog booklet. is spoken. We must continually guard against potential linguistic (and cultural) imperialism Spoken English 212.989-2719 each time that we prepare or teach English 210 West 21St.,New York,N.Y.loon language programs, considering our learners' objectives and desires as indices for the amount of cultural infc.mation to include. Clearly, refugees being prepared for resettlement in an English-speaking country need a different kind and amount of cultural orientation in their ESL ESL Teachers...Let the Computer Help course than do technical students in a non- Your Students Build English-speaking country whose major purpose in studying English is access to technical Skill and Confidence... manuals, papers and textbooks. For the business executive, the scientist, the medical Helpyour students learn English as a second language with the ne.. professional, or the member of a public or COMPress ESL Course. Designed for the IBM -PC' and compatible micros. private agency doing international work, there it puts the computer's power and patience to work for you. may be":hird culture" which can be taught, something not specific to any English-speaking LeamerControlled Lessons Students set the pace and path they want. Easy lesson country, but broader-based and in fact, exit. Help always available. Ideal for selfstudy. review, enrichment. representing the intercultural environment of No Special Skills Required Typing is kept to a minimum. Azbve function keys always foreign nationals working outside of their own displayed. No previous computer knowledge needed. country neptiating contracts, planning cooper- ative ventures, or sharing the results of their 01:cnprehensive Coverage Upperbeginning to advanced level. 228 Lesson segments. research. 30 disks. 3 c'stinct packages. Teaches and reviews grammar. sentence sense and We also need to guard against linguistic much more. Hundreds of practice problems. imperialism in planning English programs for learners in English-speaking countries. As Class TestedDeveloped at Brigham Young University. Extensively class tested. Francisco Comes de Matos has reminded us Originally designed as prep for the TOEFL exam. frequently, all people have a right to their own language. In our zeal to help students acquire English, we must not forget that we should not TRY A LESSON FOR $10.00!! help, even inadvertently, to promote an "English only" environment. Instead, we must Because we want youto see this new courseware,we'remaking a special think of ourselves as helping :o provide Introductory Offer a complete Lesson diskette for only $10.00. Not a demo, "English plus" the native language. This is but a complete ESL Course diskette. For details and a free brochure call especially critical within the United States, or write today! where an English language amendment to 1-800-221-0419 make Fnglish the official language is pending 'IBM PC. PCjr. AT. XT or compatible microivirth 128K memory. DOS 20.3.1. and single disk dove. Color monitor preferred and where several states have already enacted legislation restricting the use of other lan- guages. The New York Times said it well in its headline of November 10, 1988: "English, Yes; Xenophobia, No." lijiMatV I : 66 TN 4/87 Teaching English to Professionals by Sylvia Aruffo Northwestern University

Teaching English to Professionals. How isSaudi Arabia. British or American culture is all and task orientation than the typical adult ESL/ TEP different from ESL, VESL, EFL andbut irrelevant to the needs of these TEP EFL student. TEP students have low tolerance ESP? TEP has something in common with eachstudents. The cultural component of thelevels for teaching techniques that stress of these acronyms, but with its own twist. That English language program for these Japanese sharing feelings and socializing. In fact, TEP twist can be traced to either the personalwill focus on Saudi business practices and students are notorious for wanting a "quick attributes of the professional student or the courtesies, not British or American ones. fix." They are accustomed to training packages institutions sponsoring a TEP program. These The second trap of planning for TEP, then, is of a few days or weeks at most, in contrast to differences create a unique challenge for TEPto give a standard EFL cultural component to ESL or VESL students, who generally expect to practitioners. the program rather than to target the cultural be in training for months. instruction properly or adequately. Differences Due to Student Attributes In this respect, TEP has the most in common Conflict Due to the Differences TEP shares with ESL the emphasis onwith ESP. In fact, TEP is best considered a The differences that distinguish TEP from communicating in the language as opposed tosubcategory of ESP. It shares with ESP the ESL, VESL, and EFL give rise to two major studying its structure per se and its literature. pitfall that teachers may be forced to reach forareas of controversy between TEP instructors While an ESL student may have undeveloped the dictionary to build vocabulary lists because and other types of language teachers. First, study skills, a TEP student arrives with one or the professional field of the students is out ofTEP practitioners must decide how to answer snore university de-reesprobably has even the teachers' experience. The resulting curricu-TESOL colleagues who dismiss the possibility studied language in an academic setting. These lum is unreliable: a teacher may unknowinglyof meaningful language learning occurring accomplishments also mean that most TEPselect a word not in common usage or perhaps under intense time constraints and without students are older learners. the dictionary will not supply cruettl terms at explicitly building relationships. Second, TEP VESL, as a subcategory of ESL, is oftenall. Even if the correct words appear, theteachers must prepare to defend TEP as one aimed at students in the beginning stages of teacher may not know the proper usage. A TEPkind of ESP, a "special purpose" approach. career development. TEP students are already curriculum developer must learn both the Many language teachers as well as prospective established in careers of technical or manage-language and culture of the students' profes-students believe that "general purpose" lan- rial responsibility. What is more, their sponsor-sion. Dr. Robert Crane, director of languageguage taught by any method will meet their ing institutions have identified these individualsprograms for the Ecole Superieure de Com-needs. On this point, TEP teachers can expect as having potential worth investing in. TEPmerce de Lyon, has warned, The inherentto find a good deal of support within TESOL, students are capable of fast-paced, high-danger [ins TEP] isinsufficiently prepared where adapting to student needs has long been powered learning as demonstrated by their teachers. Language teachers must have trainingrespected and encouraged. career success. Yet in no area of their careersin the business context.-2 These two issues are theoretical. On a are they likely to be as willing to relinquish Thus the first set of differences between TEP practical level, language teachers committed to control and be submissive as in languageand the other acronyms is due to the nature of principles of TEP are pitted against the learning. Especially if we speak about Britishthe students: their learning capability and age, commercial vendors. Most of these language and American professionals approaching the narrow focus of their cultural needs, and teaching companies are rigidly committed to OLSE (Other Languages for Speakers ofthe specialization of their interests. While ESL/ "general purpose" content and rote memory English),' the students have probably not seen EFL teachers can often judge the appropriate-drill. The promotional material from one of the the parallelism between active participationness of their lessons by asking, "Do I need this largest of these companies boasts, "Only after => success in career and active participationknowledge or skill to function in an English- the student has reached Proficiency Level => success in language learning. They are speaking environment?" a teacher who wants Three is professional vocabulary introduced. likely to be inclined toward the doubleto teach English to professionals may not yet No deviation from this sequencing is permit- prejudice that (1) mechanical repetition with have any experience with using English in the ted."3 Marianne Inman, in her 1984 study, rote memorization is the only way to learn away the students must. TEP teachers need "Language and CrossCultural Training in U.S. language formally and (2) unless one possessesspecialized training. Multi-national Corporations" (a survey con- sot to precondition ("aptitude," youth, etc.) Differences Due to Institutions ducted as a follow-up to her report in the only low-level results can be expected. President's Commission on Foreign Language The first trap c program intending to teach Another source of differences between TEP and International Studies in 1977) found that English to professionals may fall into, there-and ESL/VESL/EFL/ESP !: the type oflanguage training for professionals is most fore, is to offer this new type of student ainstitution with which eachis associated. often "corporate sponsored, performed under standard ESL approach, one aimed at students Language in an academic setting must answer contract with a commercial organization." With with undeveloped study skills and little career to traditions and graduation requirements. their elaborate worldwide delivery systems and awareness. This approach will only reinforce Government-funded programs must be respon- extensive advertising, commercial providers the two prejudices. sive to current public policy priorities. Private offer deceptively attractive packages to TEP often overlaps with EFL (as distinct companies and professionals have the means to professionals. from ESIin that professionals begin their invest in any program that promises to expand Many TESOL members work in institutions language study in the home country, expecting the effectiveness of their operations if thesophisticated enough to allow more modern to use it on arrivalit. en English-speaking program's cost is less than the financial benefit methods. Last year even the Foreign Service country or with British or American personnel they expect to realize. Thus, the TEP program Institute itself retracted its commitment to in the country in which they are residing. A most likely to succeed is either "inhouse" forbehaviorist techniques and encouraged its staff major concern of EFL teachers is often theone company or offered by an independent to he more eclectic. But because the commer- cultural component of their instruction sincetraming organization. cial vendors dominate the market, profession- they do not operate in an English-speaking Not only is the sponsoring institution differ- als are not aware that TEP practitioners will country. Yet a major difference betwetn EFL ent, but its relation to the language program is design programs to suit their needs. A tax and TEP is what aspects of the culture thedifferent. An institution funds ESL/EFL auditor for a major German accounting firm students need. EFL teachers often presentprograms which then recruit people. Thereported that the first eight days of his general information about the lifestyle ofenrollment figures that academic and public commercially prepared English course were English speakers. But TEP students want to institutions expect to achieve cat, be met by anydevoted to lessons on Robin flood. During two learn specialized customs that otherwise-students in the community. In the case of TEP, weeks of instruction, a commercial vendor competent EFL teachers may not know, such a business selects the people it wants to traingave one marketing specialist with a multi- as business practices, negotiation strategies,and then sponsors a program designed espe- million dollar budget for his upcoming assign- diplomatic courtesies. In fact, one of the uniquecially for them. The business will make career ment in Latin America nothir.g more inspiring twists of TEP is that students may not be decisions for these individuals based on their to do with Spanish than to identify household learning the language to interact with nativeachievement. Often TEP students must carry items as grande or chiquito. (Little wonder that speakers at all, but to use English as a lingua their regular professional responsibilities in professonals tend to think of language training franca with other non-native speakers. Theaddition to language training. Because their as something for children.) Shortly after a Japanese, for example, use English to arrangecareers are a high priority for professionals, for the building of petrochemical plants in they come to class with greater time pressure Continued cn next page

TN 4/87 g7 31 TEP Continued from page 31 recent annual "Conference on Languages for Business and the Professions," the trainii., directors of two Fortune 500 companies agreect on the need for language training but decided The Ohio PfOrefil of Interssive English. Ohio University. McGill University. Montreal, Quebec. Caned*. /Wises to cut back on their budgets for such instruction Two positions. One lecturer to be based in the oncampus horn are invited for a tenuretrack position at the Assisten ESL program but %millet; and abbe to accept temporary because the commercially available programs assignments off campus. Three year limit with transfer to Professor level in the Second Language Education Pro. were "worse than nothing. Trainees learn continuing statue considered after second year. °undies. gramme (TESL). Applicants must have s Ph D. in Applied non,: MA. in ESL and three years of postM.A. experience In Linguistics or a related field. TIN University ss seeking nothing of professional value and lose two an intensive ESL program: teaching experience abroad. someone with a broad. integrated background in the held of weeks of work besides." Salary 112 months): $23.000.$25,000 ;Just full university second language education. excellence In teaching and faculty benefits: relocation allowance. One intern to teach in exceptional promise In research. Our programs include the the on-campus ESL program. Two year limit. Qualifications The Challenge of TEP recent MA. in ESL writs at least one year of supervised teaching of courses in ESL methodotogy, curriculum. testing teaching experience in en Intensive ESL program. Salary and eyalustio.., sociolinguistics and psycholinguisties at the The sophistication of TESOL qualifies its $20,000 112 month); full university faculty benefits: graduate and undergraduate levels. Dunes begin Septerraer members to offer something better. Can any of relocation allowance. Both positions begin September. 1987. 1. 1987 and will involve research and teaching activities in them develop the business acumen to deliver it Send resume. three letters of reference. and transcript to some of the above areas, Facility in French is an important Charles Mickelson. Director. Ohio Program of Intensive cost-effectively? They will need a better English. 201 Gordy Hall. Ohio University. Athens. Ohio asset The minimum salary for Assistant. Professor is 45701 Deadline May or until positions are felled. AA/EDE $31.225 Cdn, Letters of application with curriculum vitae exchange of information if they are to succeed. and the names and addresses of three referees should be Independent instructors and program designers Coma University. !theca, New York. Lecturer. three rent as soon as possible to Or. May Frith. Chairperson. who would like to teach language to profes- year renewable appointment. ro teach composition to Depattmert of Education In Second Languages. McGill sionals often do not know where and what the 'slimmed ESL students at the university Seel; to develop Universitt 3700 McTavish, Montreal, Canada H3A 1Y2. In needs are. Even those TEP instructors and materials for teaching advanced ESL students in $ writing. accordance with Canadian immigration requirentants, this aaoss.thecurriculum program; to train graduate students advertisement is directed to Canadian ciillens and pruner. administrators who work for organizations and faculty to teach aril/arced ESL students more effectively ant residents. enlightened enough to have ongoing language in their classes. Demonstrated ability as a teacher of writing The State University of New Yost at Now Pelts has a and culture training departments would benefit as well as formal training in TESOL Masters degree and tenuretrack position ss Assistant Professor of Educational from information systems, since they are under teaching orqsorsoncA required. Send letter and dossier by May StudiesEnglish as a Second Language available Fall 1987. constant pressure to produce state-of-the-art 31. 1987 to: Nancy Kaplan. Director. Writing Workshop. 174 Responsibilities Include: Instruction within the English as a Rockefeller Hall, Cornell University. Ithaca. NY 14853.2502. Second Language Program. advising responsibilities for programs for rapid acquisition, honed sharply Cornell University N an AA/EO Employer. students In bilingual education program. Requirements: to their trainees needs. TEP practitioners with Earned Doctorate or Miners Degree in TESL Experience in permanent positions must also constantly hunt University of Pi Nburph, Pittsburgh, Pennsylvania. One bilingual education helpful. Send vita. three letters of for stand-up trainers and program developers year appoinlmen opening for assistant professor of recommendation and other supporting information by March linguistics withsr,ocielmatson m.ESOL beginning Sep. 15. 1987 to Affirmative Action. Box 10, SUNY. The College of who are familiar and comfortable with TEP. timber 1987. Teaching dunes include general finguishes New Patti. New Palle, NY 12561. EOE /AA. Women. Whether independent or affiliated, everyone courses and courses in TESOL. methods, U acquisition. minorities and handicapped persons are encouraged to involved with training French executives sta.i..ure of English, etc. Other duties lnclude supervision of EelY. should know about Kate Nla Ifert's course, MA, theses. Ws expect to fill a tenure /MUM position in this University of Alabama. Tuscaloosa. Teaching assistant. general area In September of 1988; the person holding the ships at the English Language Institute and for Ehglish "ilelpit.g French Business Professionals De- one.year appointment will of COMO be eligible to apply for velop Effective Presentation Skills in English," Department freshman composition courses for r Iative the tenure stream position. Send fetter of intOrOSL curricu speakers. Must be admitted to MATESL program. Positions produced at the Paris Training Center of lum vitae end letters of recommendation to Christina Bran available August. 1987 For Information on MA program and Kodak! Everyone interested in TEP should Paulston, Department of General Linguistics. University of assistantships contact: Director of Graduate Studies, English know about Dr. Richard Wilcox's3 need for Pittsburgh. Pittsburgh, PA 15260. Telephone: (412) 624. Department, The University of Alabama, Drawer AL. TEP cross-cultural trainers at the Siemens 5903. AA/EDE Tuscaloosa. Alabama 35487. USA. Telephone: (205) 348. 6065. AA/E0E Corporation in Offenbach, West Germany. Manners University. Kuyubesi/letanbul. Turkey. In. Thus, the first step in standing up to the structor of EFL. Preferred qualifications. M.A.. some University of Alabama. Birminghem. Opening for tenure competition is to establish a list of resources experience in teaching academic English and M living track assistant professor Ph.D.. ESL specialist. emphasis in abroad. 16 hours per week for academic year Net salary after composition: strong teaching credentials. ESL experience: and a network of people within TESOL who taxes ranges from 64,1100 io $7.2::0, paid in Turkish La. demonstrated research potential; administrative experience teach language to professionals Contract renewable on yearly basis. Application domino by helpful, Stetting date September 1.1887, Salary competitive. June 1. 1987 if salary to be received beginning September. Deadline: April 15, 1987. Send letter of application. rerun a. Summary later if salary delay acceptsble. Write: Or. Ahmet Serpi!. and three letters of reference to: Thomas H. Brown. Chair. Department of Foreign Languages, Mama Univervity, Department of "nglish University of Alabama. Birmingham. TEP is defined by the _peasonal characteris- Kuyubasl/Istanbut. Turkey. AL 35294. tics ce its students and their professional Continuedon page 36 affiliation. It differs from ESL/ VESL in that the students are older and established in their careers. It differs from EFL in its need to teach a limited number of specialized customs. The .1%sIMMNIMr" organizations that sponsor TEP impose greater time pressureandtask orientation on the An Outstanding MA Program programs than academic and public institutions do. Because these differences narrowly focus in a Unique Setting! the goals of TEP, it is most related to ESP. ATEP practitioner is defined by two commitments. The firs, is that teaching lan- MASTER OF ARTS IN ENGLISH AS A SECOND LANGUAGE guage to professionals requires bypassing UNIVERSITY OF HAWAII, HONOLULU, U.S.A. "general purpose" language to produce very specific, technical course content. Second, that TFP methodologies should be shaped by the A program of studies which emphasizes the interrelationship students' time pressure and task orientation. of theory and practice. Curricula rem includes cow ses 2',4 seminars on. The immediate challenge for those TESOL Designing Instructional Materials, English Syntax, English Phonology, affiliates and sympathizers who are interested in TEP is to form an information network. Only Program Adr.iinistration, Language Testing, Second Language Acquisition, by knowing what materials and people art Language Program Design, Teaching Practicum, TESL/TEFL Methodology. available can TEP practitioners offer proles- Thesis and non-thesis options available. sionals a viable alternative. ... The Faculty: Robert Bley-Vroman, James D. Brown, Richard Da *. Craig Footnotes Chaudron, Roderick Jacobs, Michael H. Long, Martha Pennington, Charlegne 1 Stevick. Earl (1980) TeacOrg languages: A way and ways Howley. Man.: Newbury !louse. Sato, Ted Plaister, Jack C. Richards, Richard Schmidt, Karen WatsonGegeo. 2. Crane, Robert. Personal Conversation at Fourth Annual Conference on Languages for Business and the Professions. For additional information, write: April 1984. Chairman, ESL Department 3. lnlingua "Policy Statement" from brochure to businesses. University of Hawaii 4. Mallen. Kate. "Ilelping French Business Professionals 390 East West Road Deselop Effective Presentation Skills in English.' Paper presented si TESOL. New York. R)65. Honolulu, Hawaii 96822 USA 5. Wilcox, Richard. Personal conmsation. May, 1986.

32 TN 4/87 g8 Standards for a Living Wage: A Guide to Working Abroad Compiled by Melanie Butler Reprinted from "A British Teacher's Guide to Working Abroad" in the EFL Gazette, September 1986 Flicking through the Ca' >tte you come across the perfect job, an EFL teacher wanted in Ruritania, Other information: You do need a car, espe- 700 denars a month. Mite you may have always dreamed of Ruritania but just what does 700 cially if you live outside the city. It should bea denars represent in terms of apartments, healthcare. tax? perk (though often shared). $1US = £0.65 We decided to find out. We didn't have much joi over Ruritania, butwe found out about many other countries with the help of embassies, big EFL employers and teachers in London for the summer school season. Our aim was to establish the market for the newly-qualified teacher so the Saudi Arabia salaries represented here in local currency or a £ or., equivalent at the August 1986 exchange rate, Minimum salary. "Anybody who works for less are the absolute (gross) minimum for living in the. capital (generally the countryside is cheaper) than £10,000 per year with free accommoda- and are just about enough to get you a roof over your head and the odd mealout. Do not go below tion and health cover is mad." them. You have been warned! Visa requirements: You must have visa before 'US equivalents for marks, pounds, lira, yen, pesetas, francs and Chinese dollars added by entry to Saudi Arabia. Michelle Gordon, Northeastern Illinois University as of October 1986. Tax: No tax but you must be out of Britain for a full tax year except 62 days. Brazil Indonesia Other information: Women cannot drive or Minimum salary: (Rio, Sao Paolo) $80-900 per Minimum salary: $500 per month (for Jakarta, travel unaccompanied. $1US = £0.65 month. other expensive cities: Surabaya, Madan & Visa requirements: Employer has to have Bandung). Spain contract approved by ministry of labour. The Visa requirements: Tourist visa for 2 months, 1 visa is issued by the Embassy in country of extension only. Work permits with job via dept Minimum salary: The legal minimum profes- residence, so be at home to get it. of manpower but you must leave the country sional wage is 40,000 pesetas per month, (you'll (most people go to Singapore). need tr"te in Madrid). $1US = P 125 China Health Insurance: Private, most expatriots Visa requirements: Most people work illegally, Minimum salary: China is unusua' in that cover includes flight to Singapore. leaving the country every three months. Your salaries are fixed by the government. "Volun- Tax: About 15 per cent. employer can apply for permit while you're in tary Teachers"$400 (Chinese) plus accom- Accommodation: $200 per month in Jakarta Spain. modation. "Foreign Language Experts"$600 (much less outside cities). Health insurance: Expensive. Your employer (Chinese) plus accommodation. should cover you. Visa requirements: Visas come with the job. Italy Tax: Low. Health insurance: Free. Minimum salary: lr.i 15ra per month (Rome, Milan, Turin) paid 13 months a year (by law) Tax: Free. Sweden Accommodation: Free, but foreigners accom- and linked to six-monthly rise in the cost of modation restricted, often in government -tun living; "scat:, mobile." Minimum salary: £500 per month (the unions "Friendship Hotels." Visa requirements:, None, but you need origi-vet [examine] all visa applications and won't Other information: Extra perks: $600 for trips nals of all your certificates. allow less than this anyway). per annum, free transport to work, free visits. Health insurance: INEM (state scheme) is not Visit requirements: Apply for specific job from Contact: The Embassy recruits teachers. Write comprehensive, get extra cover and get youroutside country. You new 1 degree plus RSA to: Educational Department, Chinese Em- teeth done before you go. Prep/BEd/PGCE. bassy. $1US = 3.5 Chinese dollars Tax: 26 per cent (including transferable Health insurance: Minima', cost but dentists National Insurance contributions). very expensive. Finls.nd Accommodation: Not expensive, just impossi- Tax: 22-23 per cent (calculated on nine month Minimum salary: £500 per month (Helsinki ble to get in the cities, especially Rome and academic year). contracts should include accommodation and Milan where schools must give you help in Accommodation: £150 per month (Stockholm, luncheon vouchers). finding it (if they don't, don't go). can be much less elsewhere). Visa requirements: Work permit applied for at Other information: When you leave you areOther information: Alcohol, books, toiletries embassy for a specific job. You must have legally entitled to a liquidation' payment ofare very expensive. return fare. one month's salary for every year you have Contact: Most jobs are in the Folkuniversitet Tax: Depending on contractapproximately worked. $1US = 1317 Lira who in .great Britain recruit through: Michael 30%. $1 US = £0.65 Wells, International Language School, 14 Japan Rollestone Street, Salisbury SP 1120. France Minimum salary: £9,000 per year (Tokyo). Visa requirements: Many people work illegally, Minimum salary: F5,000 per month is the Taiwan national minimum wage (calculate aboutbut its risky (24 hour deportat;nns are not unknown). Visas obtainable with job but from Minimum salary: £300 gross. F6,500 to live in Paris). outside Japan. Visa requirements: Yes, and take your certifi- Visa requirements: Most people work without Health insurance: Cheap. permits on tourist visa 6 months (renewable out cates. Most jobs require BA. Tax: 10-20 per cent. Health insurance: social security covers 70 of the country) but the visa can be amended in Accommodation: 50,000 yen a month for a tiny Taiwan, to include permission to work. percent of costs, get private cover for the rest. studio in outer suburbthe biggest expense. Health insurance: £10 per month. Tax: Calculate one month's salary per year. Other information: Japanese teaching contracts Tax: Minimal. Accommodation: In Paris F800-1,000 students are for 44 hours per week! room, F2,000 studio. Accommodation: Reasonable. Contact: The government recruits teachers,Other information: Most people supplement Other information: Most employers give metro must be graduates, EFL training prefened, season tickets in Paris. Increasingly season their income with private lessons at £10 -20 per they pay well: £12,000 per year. Write to the hour. tickets are given to the growing number ofTeacher Recruitment Scheme at the Japanese commuters from outside. $1 US = Fr 6.90 Embassy. $1US = 150 Yen West Germany Greece Kuwait Minimum salary: We were told you could "get Minimum salary: (Athens) £400. Minimum salary: £8,000 per year including by" on £400 per month, but we wouldn't advise Visa requirements: All certificates must be accommodation. less than £500. $1US = DM 2.2 approved by Greek Ministry. Your employer Visa requirements: You need a No ObjectionVisa requirements: None, but take all your must apply for work permit while you are outCertificate, which your employer applies for. certificates. of country (most people nip over to Turkey). You can then go to any Kuwaiti embassy Health insurance: 6 per cent of salary. Tax: ''Much less than Britain." abroad for a permit. Tax: 22 per cent after 4m DM per year. Accommodation: The cost of living is rising Health insurance: Health care is free but most Accommodation: Calculate 50 per cent plus of rents have gone up tremendously. Calculate people also have private cover. London rates. Expensive. 40% of salary, with f 150 minimum in Athens. Tax: Free (6 Saudi Arabia). 9 Other information: Most jobs ask for German.

33 ESL Composition: The Expectations of the Academic Audience

by Joy Reid Colorado State University

Suppose you go to a theater to see a movie of the academic audience. Examples: the haps in pairs or small group work. Studying titled "First Love." As the film begins, you freshman composition essay that is highly student samples that model appropriate for- settle into your seat and prepare to enjoy. philosophical and generalized instead of being mats can show students that success is within Then, during the first three minutes of the highly specific and personalized; the political reach. movie, you a violent assault and an science paper that has elaborate language and Finally, teachers must be prepared to ax murder. How do you feel? Shocked? irrelevant materials that do not addressthe evaluate student writing in light of the antici- Angry? point"; the research pacer that has been copied pated audience. That is, they must role-play ai Suppose you are taking an art course from one or two s When the academic the academic readers their students will required for graduation. Your assignment audience evaluates the assignment, the misun- eventually encounter. In order to do this, they is to draw a basket of fruit. You work hard, derstandings continue: the 'rofessor is mysti- must thoroughly understand what is expected do your best, and turn in the assignment, fied (and perhaps resentful and irritated), and in a variety of academic assignments, and they knowing that you are not an artist, that you the student, who expected a more positive must be able to identify unacceptable or have had only a limited background in evaluation, is equa.ly mystified (and perhaps inappropriate prose. Most important, they must drawing, and that, although you havc done frustrated and insecure). be able to explain the problems to their your best, it's not a great piece of art. The students, and to :.iggest changes that will result following week, your drawing is turned The Solution ;n more successful communication. back to you; the prof essorhas written only: Recognizing the Audience In short, writing teachers of NNS must be UGLY/F. How do you feel? Cheated? For teachers preparing NNS for academic pragmatists. They must discover what will be Scared? work, the solution to this problem is both expected in the academic contexts that their Suppose you are a professor who collects a complex and simple. The most difficult part is students will encounter, and they must provide writing assignment from a class. You begin persuading the students that (a) the academic their students with the writing skills and the to grade a foreign student's paper. It is not audience expects specific strategies and for- cultural information that will allow the students at all what you expected. How do gou mats, and (b) the teachers are not trying to to perform successfully. For NNS, this cross- feel? Puzzled? Irritated? change the ways they think (culturally knotty), cultural and cross-curricular knowledge will only the ways they present their thoughts. Once enable them to understand "what the professor The Problem wants" and feel secure about being able to the students trust their teachers, and are ou. Grammar vs Schema genuinely attending, the rest is relatively fulfill those expectations. For the academic writer, there are essentially straightforward. First, students should study For a more detailed discussion on responding to academic two cons;derations in any assignment: purpose authentic, commonly assigned writing tasks assignments, see Daniel Iloross article. -What Professors and audience. Usually the purpose of a writing such as the critique, the laboratory report, and Actually Require Academic Tasks for the ESL Classroom; assignment is designed, assigned, and evalu- the research paper.' Second, the students TESOL Quarterly.20(3) 445-462 (September. 1986). ated by the audience (the professor), so the two should have ample opportunity to practice the are closely connected. Many native-speakers of highly structured contexts of academic tasks. English (NS), particularly those who are Teachers must act as informants, as builders experienced, successful writers, recognize the of schema, for their students. Initially, they TESOL Publications close relationship that exists between the must gather assignments from across the purpose and the audience. Unfortunately, curriculum, assess the purposes and audience is pleased to announce many non-native speakers of English (NNS) do expectations in the assignments, and present not have the necessary background information them to the class. The students should study and experienceschemathat would allow these authentic, cross-curricular writing tasks. Selected Articles them to complete academic writing tasks They should learn how to (a) identify the core, from the successfully. The result, a breakdown in the purpose, of each assignment, (b) investigate communication, is one of the most serious the specific demands of each task, and (c) TEFOL Newsletter problems faced by international academic analyze the rhetorical conventions expected by writers. Composition teachers of NNS have the the academic audience. Then teachers must 1966-1983 opportunityindeed, the responsibilityto provide students with appropriate pre-writing provide their students with adequate knowl- strategies: what questions a professor would Edited byJohn 1 Haskell edge and experience to cope with academic consider legitimate about an assignment, and assignments. how and when to ask those questions; how to Contains more tkan 100 articles in the This problem is not, fundamentally, a consult with other students, including NNS, areas of Methodolog} , Professional question of language proficiency, although who are working on the same assignment; how Preparation, Language and Culture, frustrated university professors may lay the to use their international backgrounds to Linguistics and Grammar, Standard blame for unsuccessful written communication advantage in approaching writing tasks. English as a Second Dialect, Language on what is most immediately obvious: "This Next, teachers should present another set of Assessment, Composition, English for student doesn't understand whatIwant; 1 think strategies, this time rhetorical: students should Special Purposes, Reading and he needs work in grammar." ror a NNS with learn basic and alternative formats expected in Vocabulary, Classroom Practices and very limited language proficiency, this assess- academic assignments, appropriate focus and more. ment may be true, but most students admitted direction, and coherence techniques that will to university programs must first meet high assist audience comprehension. In order to give Includes index of Ne,.netter articles standards of language proficiency. These students necessary practice in rhetorical students, with adequate language skills, will strategies, teachers must design assignments 315 00 Members. 316 50 No still have some second language errors in that parallel the elements of academic assign- Plus 31 SO postage and bandhitg All orders written work, but those errors are generally ments but that are, at first, contextually easier must be prepaid little more than extraneous noise that academic to produce. For example, using relatively readers get through, not a major cause o; simple reading material (e.g., a short controver- inadequate communication. sial article for a general audience) for all TES O L More often, the problem of communicating students to critique will allow students to successfully originates from the NNS's limited concentrate on communicating with an au- 111822ncl Street. N W.. or skewed perception of what is expected. dience. For practice in integrating source Washington. DC 2003" U.SA Typically, international students, operating in a materials, teachers may provide students with cultural vacuum, are likely to resort to coping common data, demonstrate techniques of skills that are inappropriate for the expectations integration, and have students practice, per-

34 70 TN 4/87 TESL versus TEFL: What's the Difference? by Robert Maple Madrid, Spain

The following is a tentative list of what I personally perceive the differences between TESL and TEFL to be. I wouldappreciate your additions and comments especially on points you disagree with. Please write to me do Mary Stauffer, ACHNA, c/o San Bernardo, 107,28015 Madrid, Spain. TESL (Teaching Englishas a Second Language) TEFL (Teaching Englishas a Foreign Language) 1.Acquisition-rich environment. Nora. Ily in English-speaking1. Non-acquisition environment. Normally in non-English-speaking countries, but possible in institutions and schools (e.g., the Ame--.,:an countries except in schools/institutions as noted in the other column, or College in Paris) in non-English-speaking countries if English is really the in a country like Singapore or India where English is the true lingua lingua franca of interact;on and work or study. This situ'tion assumes the franca (although most people have another first language). Some presence of native speakers of English and the real need to use English acquisition can occur in pseudo-English environments (where people for communication. A school where non-native speakers agree to use agree to use English, but don't need to), but this "suspension of disbelief" English in order to create a pseudo-English environment for practicing may result in the acquisition of Inguage that no native speaker uses, their English would not be truly ESL if indeed they all had a common eventually perhaps evolving into a new dialect (as happened in India). first language. However, most such pseudo-English speech communities are temporary.

2. Students in the class are usually from more than one LI backgroand, 2. Students in the class usual}, all have the same Ll. Using English is not making the use of English essential. necessary for communication.

3. The teacher usually does not speak the LI of all the students. 3. The teacher usually has the same LI as the students.

4. The teacher is usually a native speaker of English (or fully bilingual). 4. The vast majority of teachers are non-native speakers of English. The English proficiency of these teachers varies widelyfrom fully bilingual to minimally functional.

5. Students are more apt to have integrative motivation than in TE1 5. Students are almost all totally instrumental in motivation. Very few situationsdue to the fact that they are in the US/UK working/studying, are going to the US or UK. Most are studying English for their own needs possibly even intending to stay there (as immigrants or refugees). or for pleasure. Exceptions are in job-related programs (as in multinational firms) or among those few people with definite plans for going to an English-speaking country.

6. Students need English and usually perceive this need. It will be put to 6. Most students don't see any need at all for English, at least while they use immediately or in the near future for school, work, or acculturation. are studying it although many see it as a "deferred need."

7. Teachers assume that students want to assimilate or at least to oecome 7. Teachers know that students do not want to become "mini-Brits" or adjusted to the society of the English-speaking country. Teachers may"mini-Americans" becoming part of the LI culture. The students' even try to change attitudes and value systems (rc. women's roles,identities should not be threatened or challenged by foreign language politics, individual responsibility, racial or religious attitudes, etc.) study. This is important for EFL teachers to keep in mind in cultures through readings and discussions. where the pervasive inroads of Western culture are resented.

8. Students usually study in intensive programs (8 to 25 hours per week). 8. Most students study only a few hours per week (2 to 4), over quite a Unless living in an LI ghetto situation, students usually improve in few years. Gains in proficiency may be very slow, with setbacks after proficiency quite rapidly, especially at the beginning. vacations or interruptions in their study (as when they skip a semester.)

9. Class size is usually small, even in public schools (rarely over 25, often 9. Class size is usually larger, except in better private programs. In only 10 to 15 students per class). public schools, 50+ students M one class is not unusual.

10. Expectations for ultimate levels of proficiency are usually quite 10. Expectations must be much more modest. Most students after a 10- highby both students and teachers. There is pressure and motivation toor 12-semester program (at 2 to 4 hours per week) will achieve between continue improving, as students have to compete with native speakers at 0 and 1 (FSI oral). Except in the best private programs, 300 hours of EFL work/school. is not the same as 300 hours of ESL.

11. Many teachers (as native speakers) seem to assume English is 11. There seem to be two perspectives on what kind of English students "theirs," and that their way is the only way to express things in theshould learn. One is that students should learn either the American or language. If in the US, studcais "must" learn only American English,British dialect. The other advocates World English. English is seen as no often accompanied by heavy doses of American culture and survival longer "belonging" to the Americans, British, CaL.adians, etc., but rather, skills Teachers may say things like "We just don't say that," whento anyone who uses it for real communication needs. World English need correcting students' usage, even if another dialect (e.g., British) allows it. not be modeled closely on one nation's dialect. The type of English Students learn the national or regional dialect of the p12ce where they taught/learned would depend on the student's own goals. In reality, most are living ESL teachers usually encourage conformity to dialect. students learn a national variety of English (Brazilian, Greek, Egyptian, etc.), with an American or British flavor in terms of spelling, as well as some aspects of lexicon, syntax, and pronunciation. The criterion for acceptability is thatit be mutually intelligible with other national Englishes, as well as with the standard British and American dialects.

12. Students use their English mostly with native speakers of English 12. In some countries, students are more apt to use their English as a (except in class) Some native speakers (the less sophisticated) may have lingua franca with speakers of third lang..ages than with native speakers. difficulty understanding foreign students whose English is too accented For example, a Venezuelan may use English in Curacao, an Arab uses it or non-native, thereby serving as motivation for students to improve in Cyprus. Meetings with German and Italian p=cicipants are often in their output. Englishwith no native-speakers of English present. Continued on next page TN 4/87 71 35 TESL vs. TEFLContinued from page 35 13. ESL textbooks are priced to the dollar or pound, so they do not seem 13. In developing countries, the price of textbooks is critical. Many unduly expensive in the US or UK. Textbook selection does not primarily excellent books are ruled out because of the excessive burden they would depend on the price of the text. place on students' budgets. 14. Teachers usually have fewer than 20 hours per week of contact 14. In some developing countries, it is not unusual for teachers to have hours, and relatively few take on second jobs. Most have time formore than 50 contact hours (teaching) per 6day week in their two or preparation and correction, and they consider these to be normal, routine more jobs, leaving very little time for preparation, correcting papers, in- activities. service training, or learning to use new texts or techniques. 15. Americans tend to see innovation and change as normal and exciting, 15. Many cultures see change and innovation as threatening and anxiety- often experimenting readily with new materials and techniques. Many provoking. Such attitudes may make them more resistant to the such materials and techniques were developed by such native-speakersintroduction of new materials and techniques. A student centered teaching ESL in the US or UK. classroom is out of the question for many traditional teachers. 16. Most ELT texts are written with the ESL market in mind, therefore16. Using ESL texts for EFL means either deleting such culture-bound containing material and skills development for survival in the US or UK. material or else teaching students things they will not need. 17. The native-speaker ESL teacher often plans curricula and uses17. The EFL teacher must consider the students' learning styles when activities most appropriate to US or UK learning styles. planning the curriculum and the methods to be used.

Introducing... HELLO ENGLISH,

Continued from page 32 Complete ESL Progrrm for Primary Grades Eastern Michigan University. Ypsilanti. Michigan. Barbara Zaffinn, Staff Development Reading and writing skills introduced Opening for Assistant Professor in Foreign Languages/ Specialist in ESL and Native Languages, Bilingual Studies. Qualifications: Ph D. required prior to early in series assure that children fully September 17. with concentration in TESOL/Second New York City Public Schools; understand the relationship between oral Language Acquisition. Successful teaching experience in David Icrulik, Forwr Director of ESL and written language. ESL and TESOL training programs required. Experience with ESP courses. CAI and overseas teaching and knowledge of a ProgrornsiNew.York City Wealth of activities physically involve foreign language desiiable. Responsibilities: Teaching and chiniren13learning process and help advising ESL and graduate TESOL students: Active participa- promote motor skill development. tion expected in departmental and professional activities. Salary: Excellent benefitsPackage and salary commensurate Charming illustrationsan:realistic with experience. For consideration submit a detailed vitae. characters of varied ages and ethnic updated transcripts and three letters of reference. Initial backgrounds capture attention and mo- screening planned prior to TESOL Convention. Send materials before May 1. 1647 to: Position FL. c/o Jean tivate young children to participate in Bidwell. Department Head. P.0 Box 920. Human Resources, class activities. Eastern Michigan University. Ypsilanti. Michigan 48197. t Comprehensive Teacher's Editions for AA/EOE each of the six student books, win: The English Teaching Program of the American Cultural everything teachers need for creative, Center: Bujumbura. Burundi (Central Africa) is looking for successful lesson planning. candidates for the position of English Teching fellow (starting October 1987). Qualifications ill A. in TESOL and Make Hello English an integral part of overseas teaching experience. Working knowledge of French required. Teaching 15.20 hours a week with some materials your ESL program. Order today! development and teacher supervision duties. Program is well-equipped with adult populat:on. Salary in the high Hello English$3.95 (softbound) teens, housing allowance. round-trip plane transportation, $8.95 Teacher's Edition four weeks vacation. Resumes accepted and interviews at Book 1: TESOL Miami See larraine Denakpo. Fontainebleau Hilton, ISBN #0-8325-0385-1 Text April 21 to 24,1987. ISBN #0-8325-0387-8 Teacher's Edition Portland Public Schools. Portland. Oregon. Opening for Book 2: Evaluation Specialist in the ESL/Bilingual Program. ISBN #0-8325-0389-4 Text Responsibilitiez collects participation and performance data on Limited English Proficient (LEP) students; develops ISBN #0-8325-0390-8 Teacher's Edition historical data base on ESL/Bilingual students; evaluates Book 3: program services. Applicants should have Masters Degree in Fully illustrated, six-level series provides education or social science research with at least three years realistic, integrated approach to learning ISBN #0-8325-0392-4 Text prior experience. Ph D. preferred. Salary range: S27.434 to ISBN #0-8325-0393-2 Teacher's Edition $34,446 annually, depending on experience (salary to be English for LEP students in grades 1-4. adjusted based on 1987-88 salary guide). Excellent benefits Hello English introduces, reinforces and 4: Send rr sume, cover letter and 3 letters of reference to practices the basic forms and functions of ISBN N 8325-0395-9 Text Patricia Ryan, Personnel Department, Portland Public ISBN #0-8325-03967 Teacher's Edition Schools. P.O. Box 3107. Portland. OR 97208.3107. (503) the English language. For use as a core 249-2030. Ext L. Application deadline is Thursday, April program or to supplement material already Book 5: 30 at 5.00 p in use. ISBN #0-8325-0398-3 Text ISBN #0-8325-0399-1 Teacher's Edition Orono. Maine. English as a Second Language. Director of Program features include: Intensive Eng,:sh Institute. Experienced ESL teacher to Book 6: develop and direct an intensive English institute and Controlled English and extensive cul- ISBN #0-8325-0432-7 Text coordinate other ESL programs Ph.D. preferred. M.A. tural information speeds development of ISBN #0-8325-0433-5 Teacher's Edition required. Experience in an intensive program highly English skills needed for academic suc- desirable. One-year appointment with possibility of renewal if enrollment in institute so justifies. Salary negotiable. To cess, bolsters student confidInce, and SAMPLER SPECIAL Save Si 7.45 begin May 1, 1987. Send letter of application and CV to. smooths transitionto mainstream One each of six texts and six Teacher's Editions Burton Hatlen, Chair. Department of English. University of classes. ISBN #0-8325-0382-X $59.95 Maine, Orono. Maine 04469. AA/EOE To order books NO call Toll. Free 1-800-323-4900. (In Illinois, 1-312-679-5500). Pitzer College, Claremont. California. Several part-time and full-time positions for instructors in short-term academic ESL FREE catalog upon reams:. summer programs: July 6-August 14. July 13-August 8. or July 13-A ug ust 3. Requirements: Graduate degree in TESOL or applied linguistics and ESL teaching experience. Duties National Textbook Company include teaching 10.20 hours per week, preparation and participation in staff development workshopi. Send letter of 4255 West 'foully Ave., Lincolnwood, IL 60646-1975 application and resume by May 1 to Carol Brendt, Director. Nina TOLL FREE: 1-800-323-4900 (In Illinois 312 -679 -5500) Programs in American College English (PACE) for interna- tional students, Pitter College, 1050 North Mills Ave.. 111111111111111MMIN CI::rernont. California 91711-8110. AA/EOE 72 38 TN 4/87 A Bare-Bones Bibliography Bookshelf by John F. Haskell Northeastern Illinois University In 1979 I asked a number of respectedmissing only a testing volume, a volume onremember in my books. I have virtually no teacher trainers to send me a list of the ten lang;:age and culture, and a 'materials' volume, examples of ESL materials in my bibliography, books they would consider a basic library forfrom the 1979 categories. From the paucity of because (a) I'm not crazy about anything on the an ESL/EFL teacher, and thus was born, whatbooks mentioned either in 1979 or 1986 in these market, (b) I wouldn't know what, if anything, Dick Yorkey called, the Bare-bones Bibliog- categories, it suggests to me the need for some the students could afford to buy, and (c) I raphy. In the fall of 1981 I was invited, as a good contributions in these areas. There simply probably wouldn't know in advance what their member of the TESOL Executive Board, to the does not seem to be an adequate enough book instructional needs might be. For these reasons, home of James E. Alatis, the executive director on testing for ESL/EFL teachers nor a decentI would rely on teacher-made materials at first, of TESOL, at which time he proudly showedbook which discusses language and culture untilI had a clear understanding of the me his bare-bones bibliography bookshelf, a from the point of view of the needs of thestudents' levels, needs, and interests. shelf in his library on which he was collecting classroom teacher, at least in the eyes of most While this list only contains 8 items, I hope it books listed in the bare-bones bibliography.of the list makers. (I note, however, that Joyce is useful to your readers. The lists below and the title of this article are Valdez has a new book Culture Bound, which M. Celce-Murcia and D. Larsen-Freeman's taken from Dr. Alatis' bare-bones bookshelf,has just been published by Cambridge.) There Grammar Book (Newbury House) would be and this article is dedicated to him. was less problem coming to terms with special first on my list. It contains both facts about the I have thought about Dr. Alatis' bookshelf materials volumes though everyoneemed to structure of English and good ideas for often, since that time, for, though I save nothave their own in mind. This is perhaps a result presentation and practice of those forms. It is seen it since, I have looked at my own bare-of the wide variety of materials available. informed largely by transformational genera- bones bibliography bookshelf and the manyThere are specific texts mentioned on many tive grammar, but it also includes information books added to it over the years and wondered lists, for example, Hines' Skits in English, Via's from discourse analysis and second language if he was having the same problem I washowEnglish in Three Acts, Osman and McCono-acquisition research. to get back to a more basic list of thingsa list chie's If You Feel Like Singing, Virginia Allen's R. J. Shavelson's Statistical Reasoning for t.se of, books that would fit my shelf. I looked at myInside English, Dick Yorker's Study Skills, orBehavioral Sciences (Allyn and Bacon, 1981) bookshelf and pondered the need to replrxe Penny Ur's Discussions that Work. Books on would be my second choice. This is the most some books and what to add to my Stevicks,materials preparation, however, seem to be complete single-volume treatment of research my Paulston and Bruder, my well wornscarce. All three of these categories are design and statistics I have found. It would Crowell. Of course, as many contributors have generally included in most basic methods texts, provide for all my needs as a reader interpret- pointed out, both in 1979 and now, ten is notand perhaps, as with the paucity of books in the ing research, as well as almost everything I only arbitrary,. but difficult to limit oneself to. area of reading and composition of a few years would want to know if I were to try to conduct All have pondered the question of just what theago, the next wave of publishing will include original research in the field. It is both detailed list or the shelf should actually contain. Shouldbooks in these areas. and technical, but the frequent illustrations it include books that the teacher should have Nevertheless, I think you will enjoy what make it intelligible to the average reader who is read or only those that are practical, useful follows. I hope that it will help you make up willing to take the time to work through the references and tools. As you will see in the lists your own Bare-bones Bibliography Bookshelf. examples. that follow, most contributors included both. H. D. Brown's Principles of Language Not a few of the lists are specialized. Learning and Teaching (Prentice Hall, second While the intent in 1979 was to produce for BOOKS FOR TEACHER edition forthcoming) would be a useful addi- the reader a basic set of ten books, that goal TRAINING OVERSEAS tion for understanding (and communicating to teacher trainees) some of the basics of psychol- proved nearly impossible. It was concluded by Kathleen Bailey ogy that uuderpin our field. ids book is a then that there were some nine categories of Monterey Institute for International Studies potpourri of useful information, ranging from books, slightly overlapping, into which books methodology to research. on most lists generally fell. There was enough I'd take a standard dictionary. Since dialect agreement in these categories for the reader to Dear John: Here is the list of books I'd take witn me if I questions are bound to arise, it'd be helpful to select a basic set of books by choosing take one that lists both British and American something from each category. These included were going overseas. I may still not bevariations. One of my own favorites is the (1) 2 general methods book (Widdowson, conforming to the task as you envision it, but I'll try to be responsive to your directions and Random House Dictionary of the English Robinett, Rivers and Temperly and Paulston Language. and Bruder's books were most often men- still be true to my own principles. Since I'd probably get stuck with needs tioned); (2) topical methods books (Smith's As I recall the assignment, you wanted me toassessment responsibilities, I'd take John Understanding Reading, Prator and Robinett's say what basic library I'd take overseas with me Munby's Communicative Syllabus Design and Bowen's pronunciation books, and Vanif I were working - n a very limited budget or with limited luggage space. I have tried to think (Cambridge University Press, 1978). While his Eks Threshold Level were most frequently instrument is cumbersome, it is a very compre- mentioned); (3) grammar and linguistics (someof myself in the position of a naive or inexperi- enced teacher, but I really don't want to dohensive beginning point for conducting needs version of Quirk ..t 31); (4) testing (Harris orthat. In the first place, I don't want to analyses. Heaton); (5) current trends or second language encourage naive, untrained, inexperienced I'd take a collection of my own favorite acquisition (Stevick's Memory Meaning and handoutsthose which I have developed and Method); (6) materials (Stevick or Madsen and teachers tc go overseas and claim to be TESOL professionals. Secondly, I can't seem to divorce refined over the years. Some of these are Bowen); (7) teacher reference (a dictionary); myself (ugly phrase!) from my research prototypes for activities (e.g., guidelines for (8) language ar, 1 culture (Hall); and (9)training, and from my central presuppositionwriting multiple-choice items); others are miscellaneous (Kelly), that ESL/EFL teachers at least need to be ableactivities themselves (e.g., my favorite doze The current collection, while occurring afterto read and critically interpret the research passages for testing verb forms). a period of enormous activity in the publication literature, as it comes out, in order to make I'dubscribe to the TESOL Quarterly and of new books, does, nevertheless, produce a principled decisions in the classroom. the TLSOL Newsletter, and become a member clearer set of "popular" or currently desirable I am not denying the "art" side of ourof the Teaching English Abroad Interest volumes. There are, still, however, some two science, or the ability good teachers have toSection of TESOL, whose newsletter I would hundred different Looks mentioned by somedetermine intuitively what their students need. then receive. These three publications would twenty-five individuals and while this includesHowever, I am assuming that ifI (or anyprovide me with very useful information on a significar: number of 'second choices' byqualified MA holder) were to go overseas,Loth research and practical developments in nearly every list maker, it suggests the diffi-some teacher-training duties would ensue. the field. culty of coming up with a single list of books Likewise, testing and curriculum/materials I'd take the most recent edition of the Norton rather than a set of categories. Some eighteen d sign would probably be part of my responsi- Anthology of English Literature, and a compar- selections do seem to stand out as more oftenbilities, in addition to classroom teaching. able collection of American literature, sincI'd se:ected and seem to make up a fairly well- My list is governed by these assumptions, probably be assigned to teach literature courses rounded (a la the bare-bones bibliographyand by the fact that I'd carry what ( canif I were to work in a university setting. categories) set of volumes. It seems to beremember in my head, and what I can't wily Continued on next page TN4/87 73 37 Continued from page 37 testing, with the kind of material that everycontent, textbook selection, and language teacher ought to know. If a teacher has already testing. mastered principles of testing, then another BARE ESSENTIALS FOR AN Blair, Robert W. (Ed.) 1982. Innovative interesting book is the forthcoming, highly Approaches to Language Teaching. Rowley, ITINERANT ESL/EFL practical Annotated Bibliography of ESL/EFL MA: Newbury House. 328 pp. This volume is TEACHER Tests, edited by Karl Krahnke and Charlescreatively put together, with contributions by Stansfield, to be published by TESOL in 1987. the proponents of significant language teaching by H. Douglas Brown San Francisco State University methods. The volume also includes Blair's AN ESSENTIAL TESL LIBRARY honest review of his own successes and failures over the years and offers the eclectic method Dear John: by J. Donald Bowen that he has come to espouse. My list of ten books that would provide the University of California at Los Angeles Larsen-Freeman, Diane. 1986. Techniques bare essentials for an itinerant ESL/EFL and Principles in Language Teaching. Oxford: Andersen, Roger W. Pidginization and Creoli- teacher includes several categories: (a) basic Oxford University Press. 142pp. This is a most reference books on the theoretical foundations zation as Language Acquisition, 1983. useful description of the key innovative of language teaching (#1 and #2); (b) bookson Blair, Robert W. Innovative Approaches to language teaching methods in the field today, methods and techniques, or, in Richards and Language Teaching, 1982. as reviewed by someone who has been in- Rodgers' terminology, designs and procedures Bolinger, Dwight. Aspects of Language, 1975. volved in training teachers in such methods (#3 and #4); (c) references on the basic skill Bowen, J. Donald. Patterns of English Pronun- over the years. areas of language teaching and a grammar ciation, 1975. Nuttall, Christine. 1982. Teaching Reading reference book ( #5 through #9); and (d)a Bowen, J. Donald, Harold S. Madsen, and Ann Skills in a Foreign Language. London: Heine- comprehensive book on language testing ( #10). Hilferty. TESOL Techniques and Proce- mann Educational. 233 pp. I have found this to dures, 1985. be an outstanding volume Brown, H. Douglas. 1987. Principles of ice-Murcia, Mananne and Diane Larsen- on the reading Language Learning and Teaching. Second process and on teaching EFL reading, written Freeman. The Grammar Hook: An ESL/EFL by a woman with years of field experience. Edition. Prentice-Hall, Inc. I suppose it isa bit Teacher's Course, 1983. immodest to cite one's own book right at the Raimes, Ann. 1983. Techniques in Teaching Hatch, Evelyn. Psycholinguishes: A Second Writing. New York: Oxford University Press. top, but I wouldn't have written this book-nor Language Perspective,1983. updated it just this year-if I weren't convinced 164 pp. This is a refreshingly direct and Lakoff, George and Mark Johnson. Metaphors practical treatment of the teaching of EFL it provided a comprehensive overview of the We Live By, 1980. field from a theoretical perspective. writing. Madsen, Harold S. and J. Donald Bowen. Nation, I. S. P. In press. Teaching and Celce-Murcia, Marianne. 1985. Beyond Adaptation in Language Teaching, 1978. Basics: Issues and Research in TESOL. New- Lee Vocabulary. Cambridge, MA: New- Stevick, Earl W. Teaching Languages: A Waybury House/Harper & Row. I bury House Publishers. This book isa store- and Ways, 1980. am not sure of house of references to recent research ina the final title, but I have read twopre- number of special topics. It can serve wellas a publication versions of the book over theyears reference for the experienced teacher who MY "TOP TEN" FOR and have been most impressed with Nation's needs a good research update. TESL/TEFL TEACHERS treatment of vocabulary issues. 't nere isan Richards, Jack C. and Rodgers, Theodore S. excellent blend of theory, research, and 1986. Approaches and Methods in Language by Andrew D. Cohen practical suggestions for the teaching and Teaching. Cambridge University Press. This is Hebrew University of Jerusalem learning of vocabulary. a gem of a book, a must for anyone who has not Shohamy, Elana. 1985. A Practical Hand- internalized the basic tenets of recent methodo- Dear John: book in Language Testing for the Second logical trends in th 'field. The authors offer The following is a list of some of the basicLanguage Teacher. Ramat-Aviv, Israel: Tel- readable, concise ..nd authoritative summaries books that keep coming up in my bibliogra- Aviv University. Experimental Edition, 221pp. and commentaries. phies and recommendations to student- (To be published by Oxford University Press.) Bowen, J. Donald, Madsen, Harold, andteachers and experienced teachers. Naturily, This volume represents a first-rate collection of Hilferty, Ann. 1985. TESOL Techniques andsuch books are complemented by a number ofprinciples, procedures, and examples in the Procedures. Newbury House Publishers. Here key articles, as well. I have included severalplanning, writing, administering, analyzing, is a basic manual of techniques and procedures remarks as to why I think they should appear in and using of language tests. in speaking, listening, reading, writing, and my "top ten." related areas. Stern, H. H. 1983. Fundamental Concepts of Brown, Gillian and Yule, George. 1983.Language Teac4:ag. Oxford: Oxford Univer- TEN FOR THE 4 Bs: Teaching the Spoken Language. Cambridgesity Press. 582 pp. The amount of information A COMPREHENSIVE LIST University Press. This marvelous textbookabout language teaching and learningcon- deals with teaching of speaking skills beyond tained in this volume istruly amazing. Its by Sieve Krashen just the prormnciation level into communicative historical and interdisciplinary nature makes it University of Southern California discourse. most valuable. Ur, Penny. 1981. Teaching Listening Com- Rivers, Wilga M. 1981. Teaching Foreign- Asher, J. 1982. Learning another Language prehension. Cambridge University Press. Language Skills. Chicago: University of Chi- through Actions. Sky Oaks Productions. Another in a series of practical textbookson cago Press. 562 pp. This volume is an impres- Cummins, J. 1984. Bilingualism and Special communicative approaches to teaching. sive, largely objective source of information Education. Multilingual Matters. Nuttall, Christine. 1982. Teaching Readingabout language teaching, with special attention Elbow, P. 1972. Writing without Teachers. Skills in a Foreign Language. Heinemann paid to issues of controversy. Oxford Press. Educational Books. The title is self-explana- Krashen, Stephen D. 1982. Principles andGoodman, K. 1982. Language and Literacy. tory. Practice in Second Language Acquisition. Routle4e and Kegan Paul. Freedman, Aviva, Pringle, Ian, and Yalden, Oxford: Pergamon Press. 202 pp. Inmy Janice. 1983. Learning to Write: First Lan- Krashen, S. 1982. Principles and Practice in opinion, this volume-or another of the more Second Language Acquisition. Pergamon guage/Second Language. Longman Group, current Krashen volumes-is a must for a Press. Ltd. Rounding out a series of books in the "four language teacher. The author makes points that skills" is this one on teaching writing. are worthy of consideration, even though' hereKrashen, S. and Terrell, T. 1983. The Natural Frank, Marcella. 1972. Modern English: A is controversy over the theoretical premiss and Approach: Language Acquisition in the Practical Reference Guide. Prentice-Hall, Inc. empirical bases for these points. Classroom. Alemany Press. No ESL/EFL teacher should be withouta basic van Els, Theo, Bongaerts, Theo, Extra, Guns, Oiler, J.1979. Language Tests at School. grammar reference book. This one is a favorite van Os, Charles, & Janssen-van Dieten, Anne- Longman. of mine, but there are a number of other good Mieke. 1984. Applied Linguistics and theSmith, F. 1983. Essays into Literacy. Heine- books in this category. Learning and Teaching of Foreign Languages. mann Educational Publishers. Oiler, John W. 1979. Language Tests at London: Edward Arnold. 386 pp. This book is Sirh, F. 1985. Reading without Nonsense. School. Longman Group, Ltd. This book issimilar in some ways to the Stern volume and Teachers College Press (second edition). getting dated, and I wish John Oiler would yet it is more focused on research results, and revise it. It is an excellent resource on language Stevick, E. 1976. Memory, Meaning and includes sections on gradation of .nurse Method. Newbury House. 38 74 TN 4/87 suggestions on how to use authentic texts as the viewed from the perspectives of our sister FOR THEORETICAL AND basis for developing a variety of reading disciplines of linguistics, psychology, sociol- PRACTICAL CONSIDERATIONS strategies. ogy, etc. IN TEFL A. P. R. Howatt. A History of English Language Teaching. Oxford 1984. AlthoughEarl Stevick, Teaching and Learning Lan- by Charles W. (Bill) Gay this covers only British ELT history, Howatt guages. Cambridge: Cambridge University Waseda University, Tokyo has uncovered a wealth of background infor- Press, 1982. mation on the people and ideas that have This work builds on Stevick's earlier work on Dear John: shaped the development of our fit Id. memory. Includes! are many teaching tech- W. Littlewood. Communicatit c Language niques and an introduction to his powerful I have listed the books below from the notion of "personal competence." standpoint of teaching English as a foreign Teaching. Cambridge 1981. A clear presenta- language with both theoretical and very tion that looks at all the skills from a communi- J. Donald Bowen, Harold Madsen and Ann practical considerations in mind, plus some cative perspective. Hilferty, TEL-OL Techniques and Procedures. emphasis on classroom techniques as so clearly D. Winn. Language Teaching Course Rowley, Massachusetts: Newbury House, 1985. discussed in, Stevick's new text, Images and Design: Trends and Issues. National Curricu- Provides a valuable historical perspective Options in the Language Classroom. Many lum Resource Centre, Adelaide, Australia, and analyzes the four skills and different areas foreign teachers of English have never consid- 1985. This little book from down under looks at of language, offering useful teaching sugges- ered the options listed in this very fine book. current issues and solutions in language tions for each. Also includes a discussion of curriculum development, and shows that evaluation and curriculum planning. Brown, H. Do iglas. Principles of Languagethere's a lot more planning and evaluation Learning and Teaching. Diane Larsen-Freeman, Techniques and Princi- involved in good course design than is often ples in Lang, -ge Teaching. New York: Oxford Crellet, Ftancoise. Developing Reading Skills. acknowledged. Johnson, Keith, and Keith Morrow. Communi- University Press, 1988 or Jack Richards and C. Nuttall. Teaching Reading Skills in a Theodore Rodgers, Approaches and Methods 'ntion in the Classroom. Foreign Language. Heinemann 1982. The best Krashen, Stephen, and Tracy Terrell. The in Language Teaching: A Description and general introduction to the teaching of reading Analysis. New York: Cambridge University Natural Approach. in ESL. Moskowitz, Gertrude. Caring and Sharing in Press, 1986. H. H. Stern. Fundamental Concepts of Both of these books deal with the "innovative the Foreign Language Class. Language Teaching. Oxford 1983. Erudite and Rivets, Wilga M. Communicating Naturally in language teaching methods," with which all broad ranging, Stern covers the major educa- language teachers should be acquainted. a Second Language. tional, linguistic, psyc) 'lgical and pedagogic Savignon, Sandra. Communicative Compe- issues and traditions thh. have contributed toEarl Stevick, Images and Options in the tence: Theory and Classroom Practice. the evolution of the field of I. iguage teaching. Language Classroom. New York: Cambridge Stem, H. H. Fundamental Concepts of Lan- University Press, 1988. guage Teaching. Its value lies in exploring with teachers all of Stevick, EA. Images and Options in the A VALUES CLARIFICATION the options that are available for classroom Language Classroom. EXERCISE activities and for helping teachers to see the Stevick, Earl. Teaching Languages: A Way and advantages and disadvantages in the choices Ways. by Diane Larsen-Freeman they make. International School for Living A MODEST EN Marianne Ceke-Murcia, Ed. Beyond Basics: Dear John: Issues and Research in ,TESOL. Rowley, by jack Richards Thanks for the invitation to contribute my Massachusetts: Newbury House, 1985. University of Hawaii at Manoa bare-bones bibliography. I found drawing it up The authors of articles in thiL anthology to be challenging, but also very useful as adiscusc important issues which may not have Dear John: values clarification exercise. immediate classroom application but which are Modesty and an innate sense of good taste The following are my ten selections. They critical to the education of language teachers: are not rank-ordered; however, I have tried to second language research, classroom-centered prevent me including any of my own superb research, culture, etc. books (such as the outstanding collection of my group them so that the first books on my list papers The Context of Language Teaching,deal with language, the middle group with Betty Wallace Robinett and Jacquelyn Schach- Cambridge 1985, or the book that defines every language teaching and the last few with ter, Eds., Second Language Learning. Ann term you ever wanted to knowand 'ess, The language learning. Arbor, Michigan: The University of Michigan Longman Dictionary of Applied Linguistics Randolph Quirk, Sidney Greenbaum, Geoffrey Press, 1983. (with John Platt and Heidi), Longman 1985, or Leech and Jan Svartvik, A Comprehensive Articles in this volume deal with contrastive Approaches and Methods in Language Teach- Grammar of the English Language. London: analysis, error analysis and other aspects of ing, with Ted Rodgers, Cambridge 1986, Longman, 1985. second language research. The articles have exquisite bedtime reading and a favorite choice A good reference grammar is indispensable, been well-selected and represent some of the for discriminating Christmas, Hanukkah orand after viewing this book's size alone, no one classics in the field. Ramadan gifts. And now to lees serious matters. can argue about its comprehensiveness! If I may be allowed to bend the ten-book I would include the following: Marianne Celce-Murcia and Diane Larsen- rule a 'Mb!, I would add that teachers would be M. Achworth. Beyond Methodology. Cam-Freeman, The Grammar Book: An ESL/EFL helped by being familiar with at least one good bridge 1985. This looks at the wider context of Teacher's Course. Rowley, Massachusetts: ESL student textbook series. They should also, language teaching and gives an excelle,NtNewbury House, 1983. of course, ')e members of TESOL and read the picture of factors which need to be looked at Marianne Celce-Murcia and I wrote TheTESOL Quarterly and other professional beyond ti.e 'nstructional 'recess itself. Grammar Book several years ago because no publications regularly. G. Brow,, and C. Yule. Teaching the Spoken book existed which trained ESL/EFL teachers The', are many issues that have gotten short- Language. Cambridge 1983. This is a scholarly in the subject matter which they have chosen to shrift in my ten-book bibliography. I have but readable introduction to a complex topic, teach. To my know' :dge this is still the case opted for books with more general themes with useful curriculum guidelines. today. rather than books which deal with important L. M. Calkins. The Art of teaching Writing. Raymond Clark, Patrick Moran and Arthurindividual topics such as the teaching of Heinemann 1986. This describes the author's Burrows, The ESL Miscellany. Brattleboro, culture, language testing, the teaching of work with native language instruction, but is a Vermont: Pro Lingua Associates, 1981. reading or writing or certain types of second beautifully written account L. how a process- A compendium of useful information for langt ..ge acquisition research. Since I believe based approach can be used with young ESL teachers ranging from lists of situations, teaching to be a matter of making informed learners. topics, and cultural aspects to pronunciation, choices, and reading is one way of becoming R. Fills. Understanding Second Language punctuation and spelling guidelines. informed, teachers will i doubt wish to consult books on these topics as well. This Acquisition. Oxford 1985. Ellis has succeeded H. H. Stern, Fundamental Concepts of Lan- in boiling down a ton of tedious research bibliography is thus only a beginning. guage Teaching. Oxford: Oxford University P.S. Earlier, when I was drawing up this list, reports into a readable, well organized and Press, 1983. insightful survey of SLA. I debated about whether or not to include H. An interesting and provocative pleselitation Douglas Brown's Principles of Language F. Grellet. Developing Reading Skills. of a theory of language teaching. The funda- Cambridge 1981. This is full of stimulatingmental concepts are traced historically and Continued on next page t: 75 39 Continued from page 39 last decade. Isitavailable yet for widerepertoire of classroom activities. As Earl Learning and Teaching (Prentice-Hall) among distribution? Stevit 'r noted years ago, Maley and Duff's my ten selections. At the time, I decided to How can I pick just one more volume? One's introduction is also one very neat and concise omit it since I felt it was a bit out of date. professional resource shelf wouldn't be com- statement describing the salient features of However, I have just receive a copy of the plete without at least one of Stevick's insightful language that the functional school has high- brand new second edition and now feelit volumes, yet if I opt for Stevick, I'll have to lighted for us. deserves a prominent place on my list.It leave out Frank Smith, and everyone should The remaining books in my bare bone provides its readers with easy access to much of own either Understanding Reading or Compre- collection are those for use in a teacher the theoretical underpinnings of our field. hension and Learning. education program. F.G. Kelley's Twenty For my extras, to 1,e added later, I'd like to Centuries of Foreign Language Teaching puts PUTTING SOME FAT mention some student texts, for special pur- our work in perspective and is a good point of ON THE BONES poses, that, to my way of thinking have yet to reference regarding principles of learning and be replaced. Mary Hines' Skits... is probably teaching which have held up through the by Darlene Larson the most widely xeroxed material in the busi- generations. It provides a wonderful gestalt to New York University ness. I've met someone at every meeting who those entering the field a humorous comment has used one but doesn't own the book. Sorry to to those already practicing. Indispensable in in- Dear John: say, it's probably the one their methods teacher service or pre-service settings is Stevick's W a different task it is in 1986 from the xeroxed to use as an example. Yorkey's Study Adapting and Writing Language Lessons challenge you posed in 19791 Then, I at least Skills, Osman and McConochie's If You Feel (Foreign Service Institute 1971) a precursor of the functional approach. It lacks the jargon that felt as if I knew what there was to choose from Like Singing, and Polly Davis's English Struc- emerged in the seventies although Stevick coins among materials in the United States and a few ture in Focus are superb volumes that accomp- lish what they set out to do. his own highly technical terminology. The used in other places in the world as well. book, nevertheless, lists major considerations of Today, after the number of books and mate- Forgive me if I've added a little fat to the rials have simply mushroomed. I cannot bones, but just think of all the good volumessecond language teaching that have to be taken I've omitted. If you're going to do this again, I'dinto consideration when teachers develop their pretend to have read everything available, own material. much less, used it with a group of students. better start reading right now! As before, I can't wait to read the collection again. I use Eric Berne, M.D.'s The Games People As I contemplate the making of this list, your Play as a book to help teachers develop an phrase, "train and sustain" rings in my ears. It is understanding of the psychological complexi- "sustain" that I like, hoping that any books I DUSTING "THE BONES" ties that abound in any ESL classroom which buy will provide new discoveries each time I must be taken into consideration lest all return to their pages. by Mary Hines Hines Video Design Company, New York concrete applications of principles are reduced Until Fanselow's Breaking Rules becomes to nought. Similarly, I rely on John Fanselow's available, I think it is important to have things Breaking Rules (Longman forthcoming), a on the teacher's shelf that remind one ofDear John: good study of perception, as a text to shake alternatives. Boorstm's The Discoverers pro- My bare bones bibliography represents three teacher preconceptions about teaching and vides an excellent reminder that many things needs: references for myself as a teacher, texts learning and to encourage them to trust and are the way they are just because someone for use with students regardless of the class explore their own insights about what might happened to see them that way. setting (academic v. adult course) and texts I work with them in a particular classroom. Speaking of seeing reminds me that I'd use when working with teachers in pre-service A final note. I have not checked to see how choose what I call a "right brain book" next. and in service programs. much my list resembles my last contribution Betty Edwards' Drawing on the Right Side of They are usually supplemented by oti ..!rs but but I have to add that in teacher education the Brain, Horst Abraham's Skiing Right (from the one book I turn to regularly to confirm or settings I have used the original "Bare Bones TN's Miniscules), or Tim Gellway's Inner inform myself about the structure of English is Bibliography" as class material. How good it is Game of Tennis would all serve the purpose. Thomson and Martinet's A Practical English to have you shake dust and do some house- Then there are those who see things in new Grammar (Oxford University Press 1969). On a cleaning. ways (to us) not because they are seeking more structural level I use the transformational alternatives or using their brain's power to its perspective of Paul Roberts' English Sentences "BARE BONES" FROM ITALY fullest, but because they are from different(Harcourt Brace 1962). OUP's Advanced cultures and communities. Today there are Learner's Dictionary is the one I assign to high by Mary Finocchiaro many volumes available regarding cultual intermediate and advanced students. Its USIS, Rome, Italy differences, but I'll still go with Edward Hall's grammar section supplements and elaborates The Hidden Dimension. That is not to say that on the principies inherent in Roberts and in its Dear Jot 1: I like his subsequent volume on culture where I entries in the dictionary section match verbs I tried to "temper" this effort. Above all I am think he missed lots of points. Shirley Brice with basic sentence patterns laid out graphi- concerned about classroom teachers with Heath's A Way with Words is another wonder- cally in the introduction. heterogeneous groups. fully revealing work in this area. To supplement basic books with students of Alatis, J., Altman, H., Alatis, P. (eds.) 1981. The Since we last assembled this spartan skeleton, various proficiencies I use my own Skits in Second Language Classroom, Oxford Uni- Marianne Celce-Murcia and Diane Larsen- English (Regents 1980) and Carolyn Graham's versity Press, New York. Freeman have given us The Grammar Book.Jazz Chants, both engaging students in active Allen, J. and P. S. Corder (eds.) 1974. The All new TESOL specialists could benefit from production of the language as they master the Edinburg Course in Applied Linguistics, a copy on the shelf. Encouraging native English nuances delivered by stress and intonation. Oxford University Press, England. speaking teachers to rely on their own under-Maley and Duff's Drama Techniques in Dulay, H., M. Burt, and S. Krashen. 1982. standing and idiolect may have its bere.rits to a Language Learning (Cambridge) and Andrew Language Two, Oxford University Press. point. I would opt, however, for encouraging Wright's Games for Language Learning (Cam- Ellis, Rod. 1984. Classroom Second Language them to continue being students of the lan- bridge) and compendiums, recipes, if you will, Development, Pergamon Press Ltd., Eng- guage. Along these lines, l'd have to recom- of specific classroom activities outlined step by land. mend a good dictionary in additi to Long- step and in Wright's case with ample informa- Finocchiaro, M. and C. Brumfit. 1984. The man's Lexicon. All three are essential. tion of what you :.ave to do ahead of time in Functional Notional Approach, Theory and Even if you repeat your 1979 item 6, I want it order to use them effectively. Wright also Practice, Oxford University Press, New on my list, too. The TESOL Quarterly and the cross-references student proficiency and York. TESOL Newsletter should be first on the list. complexity of language and to that extent has z Hatch, E. (ed.) 1978. Second Language Acqui- Now,with the TN Supplements, this selection isrecognizable, if not r'stematic, structural sition, Newbury House, Rowley, Mass. more useful for new teachers than ever before focus. Maley and Duff do not signal the matchLeech, C. and J. Svartvik. 1975. A Communi- Of course, I'd li!ze to add here a complete set of between proficiency and task, for their focus is cative Grammar of English, Longman, the On TESOL series, but that would put me on the functional features. Activities from these London. quite far oPr my limit, wouldn't it? two books can be taken as is or modified for Richards, J. (ed.) 1974. Error Analysis, Long- As for Gisler journals or articles, I cannot almost every conccivable classroom setting. As man, London. think of a better collection than that of Haskell a result they are very good for direct classroom Rivers, W. & M. Temperley. 1979. A Practical for giving a new teacher an overview of issues use but also with potential teachers in the Guide to the Teaching of English, Oxford .nd topics that have intrigued the field in theprocess of examining and expanding their University Press, New York.

TN 4/87 Strevens, P. 1977.New Orientations in the had"themostinfluence on how I approach this basic unit within an education system intent on Teaching of English,Oxford University field, I keep feeling myself drawn to titlesrenewing itself. Secondly, in the process of Press, England. which are on the fringes of ESOL. renewal, implement.ng change effectively an Ek, J. 1976.The Threshold Level for With your, and Editor Haskell's indulgence, involves anticipating the cybernetic effects Modern LanguageLearning inSchools, therefore, it is this category of books which I such changes will have. Longman, England. would like to share with you. My generic title Sometimes a Shining Moment, Widdowson, H. 1978.Teaching Language as for them isThe Inspirationalsbecause of the Eliot Wig- Communication,Oxford University Press, effect that they have had on me; some have gington, 1985, Doubleday England. helped me to define a role, others to chart a I like the "teacher as researcher" concept; this book provides an extnded example of what NINE CHOICES AND A TENTHcourse and yet others have been the trigger for that concept looksand feelslike in practice all kinds of successful, enjoyable languagefrom the depths of despair to the more than FOR "SANITY" learning activities in, and out of, the classroom. occasional "shining moment". by Elliot L. Judd Experience and Education,John Dewey, The Education of WY *MA*N University of Illinois at Chicago 1963, Collier-MacMillan *P*L°AN,Leonard Q. Ross, 1937, Harcourt, A philosophy of education I have no trouble Brace and World, Inc. A teacher must understand the field from a subscribing to and one I find particularly Only someone who has made as many methodological, historical and prae" al per- adaptable to language teaching, e.g. "...it is spective, therefore, I have chosen: mistakes in teaching ESL to adults as I have part of the educator's responsibility to see could have found as much relief in reading this Brown, H. Douglas.Principles of Language equally to two things: First, that the problem book as I did! Learning and Teaching. grows out of the conditions of the experience Stern, H. H.Fundamental Condepts of being had in the present, and that it is within Toward a Theory of Instruction,Jerome Language Teaching the range of the capacity of students; and, Bruner, 1966, Harvard University Press Ashworth, Mary. Beyond Methodology: Sec- secondly, that it is such that it arouses in the Bruner's conclusion that "evaluation is best ond Langtage Teaching and the Community. learner an active quest for information and for looked at as a form of educational intelligence Cambridge University Press. production of new ideas." for the guidance of curriculum construction and pedagogy" speaks volumes to me about Certainly, a background in various ap- Teacher, proaches/methods should be known, therefore Sylvia Ashton-Warner, 1963, Seeker curriculum design, teaching techniques and Richards. Jack and Rogers, Theodore. and Warburg testing. Much of what has been written Approaches and MethodsinLanguage Teach- An early account of the Language Expe-subsequently on all three of these topics he ing. rience Approach to teaching reading and discussed in this early series of papers. writing skills. Its advantages, especially in cases However, should someonebeso entranced in Ways with Words,Shirley Brice Heath, 1983, the latest method, I would suggest caution and where the teacher ai.d learners do not share the same language/dialect and culture, are made Cambridge University Press therefore, I would include: Harold Rosen, another formative figure in Clarke, Mark. "On bandwagons, tyranny andvery clear. common sense." 7 ,iSOL Quarterly 18,4: 437- my thinking, sums up better than I could a Family,Margaret Mead and Ken Heyman, major reason why I like this book. 448. 1965, The Macmillan Company A nice anthology, mixing the practical with The text is interestingwritten with typical "Heath is a rare figure, an academic who the theoretical, is about to come out, so I would does not see her role as a chastener of the add Mead-like authority but the photographs are stunning. Since first looking at this book, I have ignorant. We do not have to hear yet again Richards, Jack and Michael Long.TESOL: A enjoyed selecting and using photographs which how teachers have got itall wrong, are Reader(scheduled for release by Newbury victims of their cultural prejudices and are House this winter) stimulate discussion of similarities/differences, past/present/future, mood, scale,etc. irredeemably class-bound, linguistically You have to know abput the English lan- naive, and politically impotent. She operates guaw , and thus Children's Minds,Margaret Donaldson, 1978, amongst them as a colleague who shares their Celce-Murcia, Marianne and Diane Larsen-Fontana dilemmas and strategies. It can be put very Freeman.The Grammar Bouk A warning against underestimating children's simply; she is not seeking the accolades of the Crowell, Thomas Lee.Index to Modern intellectual powers and an insistence that if academy but intends, when her ethnography English these powers are to develop then children must is put to work, to help students to learn". My ninth choice is really not a book but, be helped to gain some control over their (Harvard Education Review,Vol. 55 No. 4 based on my firm beliefs as well as my delight thinking and their use of language, including a Nov. 1985) in not totally being Able to follow orders, I conscious awarene.-.4 of the choices available to I would der.riy would suggest that a r -son glance through all them. to come across to the the volumes ofOn TEN and stop and skim teachers and student. with whom I work in a what is therethere were nut only a lot of good Notebooks of the Mind: Explorations of similar way. articles (both theory and practical), but as a Thinking, Vera John-Steiner, 1985, University You will have noticed that some of these whole, they provide a nice historical overview of New Mexico Press titles are quite recent. I need a regular intake of of our professionwhat was "hot" at various A reminder that my own education, with its this kin,' of nourishment to keep me going; periods. heavy emphasis on language as the primary suggestions will alwaysbewelcome. Finally, for anyone who must work in life's means of transn.itting and exploring ideas has real world of bureaucracy, irrationality andneglected important visual and kinesthetic EIGHT IS ENOUGH incompetence, I would offer my final sugges- approaches to learning. I must be careful not to tion in attempt to keep sanity; pass my blinders/blinkers on to others. by Carlos Yorio Heller, Joseph. Catch 22 Lehman College, CUNY The Lonely Londoners,Samuel Selvon, 1956, A. Wingate THE INSPIRATIONALS An entertaining and moving introduction to D. Bowen, H. Madsen and A. Hilferty. TESOL by Jean Handscombe the language and cultural patterns of some Techniques and Procedures,Newbury North York, Ontario, Board of Education Caribbean emigrants t,) England. I choose this House. as a single example of the many short stories H. Douglas Brown.Principles of Language Faced with a request from the Editor of this and novels I ha..T., enjoyed which are good Learningand Teaching,Prentice-Hall. special issue ofthe TNto provide a list of 10-12 reads in themseives but also provide me, as an M Celce-Murcia and L. McIntosh.Teaching titles ofbasic booksfor an ESOL professional's outsider, with valuable information for iater English as a Second/Foreign Language, library, my inclination would be to look to a list hopefully judicioususe in'aching specific Newbury House. such as that supplied by the other 19 people groups of learners. William Littlewood.Communicative Language Teaching: An Introduction, whom he had also approachedi Foods of the World,1988,TimeLife Books Cambridge Not that I do not reador ret:ommend that University Press. others readsuch books. I do. Indeed, some of I find the whole subject of what people eat J. Richards and T. Rogers. and how They prepare it a wonderful entry into Approaches and the titles which I know will be mentioned in MethodsinLanguage Teaching,Cam- otherwise unfamiliar cultural territory. this issue are ones that I wish I had written bridge University Press. -nyself I Nor do I underestimate the effect that A Place Called School,John Coodlad, 1984, W. Rivers and M. Temperley.Practical Guidc those books have had on how I teach and how McCraw-Hill to the Teaching of English as a Second I explain that teaching to myself and others. It's Two important ideas from this one. Firstly Language,Oxford University Press. just that when I think about the books that have that the individual school is and should be the Continued on nextpage :TN'4/87 77 41 Continued from page 41 Based on the Analysis of Conversational provides a rich resource for ESL/EFL teachers Sandra J. Savignon. Communicative Compe- English. Cambridge University Press. Cam- and teacher-trainees. Predicated on the belief tence: Theory and Classroom Practice, bridge. London. New Yerk. that the classroom provides an ideal setting for Describes the features of spoken English, language acquisition, the editors of this volume Addison-Wesley Publishing Co. contrasts them with the features of written H. H. Stern. Fundy mental Concepts of Lan- have assembled a variety of tried and proven English, and presents practical techniques for methods of the foremost authorities in the field. guage Teaching, Oxford University Press. teaching listening comprehension and spoken It has been called a vademecum for both pre- A RESOURCE LIST English. Written ;n nontechnical language, TSP and in-service teachers. invites teachers to apply the principles and Richards, Jack C. and Theodore S. Rodgers. by Joan Morley techniques described to their own teaching 1986. Approaches and Methods in Language University of Michigan situations. Teaching: A Description and Analysis. Cam- Celce-Murcia, Marianne and Lois McIntosh. bridge University Press. Cambridge. London. TESOL Newsletter 21st Anniversary Guest 1979. Teaching English as a Second or Foreign New York. Editor John F. Haskell posed a very difficult Language. Newbury House. Rowley, Massa- A clear and comprehensive analysis of major problem, indeed, for our consideration. His chusetts. trends in language teaching in the twentieth basic assignment, in honor of James E. Alatis A collection of thirty papers addressing both century. A three-part descriptive framework is and the 20 years he has been our Executive theoretical and practi J topics in a comprehen- used throughout for highlighting methodologi- Director, and in celebration of TESOL's sive introduction to ESL/EFL. It is designed to cal similarities and differences. (1) approach coming of age, was the following: provide a knowledge of teaching methods, the theory of language/language learning "To put together .. . background on and strategies for teaching the behind the method, (2) designcourse objec- ... a beginning library of ten (or fewer) language skills, an understanding of student tives and language syllabus; roles of teachers, TESL/TEFL books, factors, and information helpful to teachers and learners, and materials, (3) procedur. - -tech- ... books which would comprise a basic teacher-trainees. niques /activities use in the method. collection but a well-rounded collection, as Celce-Murcia, Marianne and Diane Larsen- well, Freeman. 1983. The Grammar Book: An ESL/ TEN FOR A GENERAL ... books which could both train and sustain a EFL Teacher's Course. Newbury House. PURPOSE LIBRARY teacher in "whatever" teaching situations! Rowley, Massachusetts. Thirty-seven chapters which provide an by Peter Strevens My first reaction was to elaborate the Bell Educational Trust assignment by constructing a lengthy taxonomy extraordinarily comprehensive review of of the variety of natural relationships which English grammar. TGB is intended to provide informed ESL/EFL teaching embraces. That the ESL/EFL teacher with a fuller understand. Dear John: exercise netted me an overwhelming pattern c:ing of the English language and to serve as a The precaution of re-reading the 1979 "all human knowledge" and a nasty headache. resource of practical suggestions for classroom Barebones Bibliography was a salutary expe- My next step was to reflect for a bit on the need teaching. rience. What a lot of old indispensables now seem just old hat, and how many luminaries of all of us, as ESL/EFL teachers (whether new Johnson, Keith and Keith Morrow. Commun- or experienced), for resources which will *cation in the Classroom: Applications and have risen and set in just seven years! I have tried to play the game by listing only continuously expand our basic knowledge and Methods for a Communicative Approach. 1981. ten books: without that constraint one would go continually provide us with creative ideas. With Longman. this in mind, my more modest plan of attack on to name twenty, fifty, seventy ... and still was to assemble a set of books which provide Seventeen papers written especially for this not find room for what is important. After all, resource materials on (1) the English language, volume with the aim of suggesting ways in the only difference between a beginning EFL/ (2) principles and processes of language which communicative language teaching ideas can be applied to the classroom. CC includes ESL teacher and a seasoned professional is that learning, and (3) principles and practices of although they both know as much, the old hand language teaching. introductory background about communica- tive language teaching and definitions ofknows where to look it up. Alatis, James E., H. H. Stern, and Petercrucial terms, syllabus and course design So, here is a list for starting a general-purpose Strevens. 1983. Applied Linguistics and the(especially for groups of students who pose library for one's personal use, divided between Preparation of Second Language Teachers: reference works and methodology (they are particular problems), and some of the diverse reference works, too, but in a different sense). Toward a Rationale. Georgetown University strands of communicative methodology. Press. Washington, D.C. Thirty-seven of the papers presented and Ladefoged, Peter. 1982 (revision). A Course Works of Reference discussed during the 1983 Georgetown Univer-it Phonetics. Harcourt Brace Jovanovich, Inc Dictionaries. I find I need a dictionary with sity Round Table on Language and Linguistics. New York. sensible pronunciation markingshence IPA, Centering on the theme of language teacher This very readable text provides ESL/EFLnot 'figared pronunciation'; a thesaurus-type education, these papers encompass a wideteachers and teacher-trainees with a clearreference, but better than dear old Roget, variety of the components within the interdisci-description of the complex features of the hence the Longman Lexicon, and a dictionary plinary perspective of applied linguistics. sound pattern of English. Chapters one through of idioms, where the OUP publication is by far Blair, Robert W. 1982. Innovative Ap-seven present a basic introduction to English the best. proaches to Language Teaching. Newburyarticulatory phonetics and phonological pro- A.S. Hornby: Oxford Advanced Learner's House. Rowley, Massa '-isetts. cesses including information about vowels, Dictionary of Current English. An anthology of sixteen articles which consonants, rules of English allophonic varia- (Alternatively, the Longman Dictionary of introduce a number of innovative approachestion, and features of stress, rhythm, and intonation. Contemporary English serves identical pur- to language teaching. Many present provoca- poses.) tive theory-and-practice alternatives to the Madsen, Harold S. 1983. Techniques in Tom McArthur: The Longman Lexicon of more conventional methods in general use inTesting. Oxford University Press. New York. Contemporary English. second and foreign language classrooms today. Asserting that testing is an important part of every teaching and learning experience, TT has A. Cowie & R. Mackin: Oxford Dictionary of Brown, H. Douglas. 1987 (revision). Princi- Current Idiomatic English. ples of Language Learning and Teaching.been prepared for both experienced and Prentice-Hall, Inc. Englewood Cliffs, Newinexperienced ESL/EFL teachers who feel a Grammar. The Quirk et al Comprehensive Jersey. need to improve their skills in constructing and Grammar of English (Longman) is the best Twelve chapters on a wide range of the administering classroom tests for teen and adult grammar of all, but it weighs heavy on the variables that comprise the complex process of students. Test areas include reading, writing,bedclothes. For quick reference mixed with second language acquisition. Building on one's listening, speaking, vocabulary, grammar, and insight my favourite is: general knowledge about the world, life, pronunciation; TT also discusses evaluating the Leech & Svartvik. Communicative Grammar people, and communication, PLLT provides a validity of tests. of English (Longman). comprehensive and up-to-date presentation of Oiler, John W. and Patricia A. Richard- Lexico-grammar, Notions and Functions. the theoretical foundations of foreign/second Amato. 1983. Methods That Work: A Smorgas- When it comes to course design, as long as one language teaching. bord of Ideas jor Language Teachers. New-avoids the error of believing that notional- Brown, Gillian and George Yule. 1983. bury House. Rowley, Massachusetts. fultional criteria can in any way replace Teaching the Spoken Language: An Approach A collection of thirty-two articles which grammatical, lexical situational and discoursal 42, 78 TN 4/87 criteria, the listings of notions and functions, vastly different from those that were collected. and the...bits of language in which they are But the world has changed. Obviously, I've A SPECIAL BIBLIOGRAPHY embodied, are of enormous help. The T-ievel is tried to be more "up-to-date," but that was not FOR LIMITED ENGLISH the best textbook authors' support since the the major consideration that has caused this list PROFICIENT TEACHERS invention of single malt whisky. to include virtually none of the books from the J. van Ek: Threshold Level English (Per- earlier list. Clearly, paradigms have shifted, by Richard Yorkey gamon). new models have been created, and our St. Michael's College thinking about what language teaching is has Basic Concepts. Our old standby, Mackey's been modified. There is no immutable law that In TESOL professional journals and confer- Language Teaching Analysis is now a bit long says new books are better books, but when the ences, we tend to forget that the vast majority in the tooth, though still valuable in many ways. ground shifts as much as it has in the recent of students who are learning English through- Its best replacement is undoubtedly David past, new books are necessary. Frankly, I am Stern's monumental book: out the world are being taught by teachers for net as secure in recommending a list of books whom English is a foreign, or at best a second H.H. Stern: Fundamental Concepts in Lan- as I might have been a decade ago, but securelanguage. In many cases these teachers' guage Teaching (Oxford University Press). or not, I am committed, so here goes. command of the language is not much better Alatis, J. E., H. H. Stern, and P. Strevens (eds.) than their students. "Limited English Profi- Teaching Items. There is one book which is 1983. Applied linguistics and the preparation ciency" is a term that has recently been partly a work c.f referencea practical teach- adopted to refer to a particular kind of student, ing grammar as well as a marvellous repository of second language teachers: Towards a of basic 'teaching items' of English and how to rationale. Washington, D.C.: Georgetownbut there's good reason to use it also for a teach themand partly a book on methodol- University Press. [Georgetown University particular kind of teachera nonnative sneaker ogy. Itis now quite old, but it remains Round Table on Languages and Linguistics.] whose English proficiency is limited. FL:. the unsurpassed, of its type: Brumfit, C. 1984. Communicative methodol- purpose of this bibliography, Iarbitrarily ogy in language teaching. Cambridge: define "limited" to mean less than TOEFL 500. A.S. Homby: The Touching of Structural Overseas, especially in countries of the third Words and Sentence Patterns (Oxford Univer- Cambridge University Press. sity Press). world, this criterion probably identifies the Freedman, A., I. Pringle, and J. Yalden (eds majority of teachers. 1983. Learning to write: First language/ LEP teachers are likely to be frustrated by Methodology second language. London: Longman. Krashen and Terrell, The Natural Approach. Only three slots left in my notional (func- Kaplan, A. B., A. d'Anglejan, J. R. Cowan, [R. The Grammar Book of Larsen-Freeman and tional?) bookshelf. This is where despair sets in, L. Jones], B. B. Kachru, G. R. Tucker, and Celce-Murcia would confuse them with more since the past decade has produced a vast range [H. G. Widdowson] (eds.) 1981- . Annual information than they could use. Stern's of important works about teaching. My current Review of Applied Linguistics. Rowley, MA: Fundamental Concepts of Language Teaching favourites are perhaps the following: Newbury House/New York: Cambridge would overwhelm tl 'omprehension. And R. Gower & S. Walters: Teaching Practice University Press. general methods texts such as Harmer, Rivers Handbook (Heinemann). and Temperley, or Celce-Murcia and Mcintosh Leech, G. and J. Svartvik. 1975. A communica- involve the language of theory and application M. West: Teaching English in Difficult tive grammar of English. London: Longman. Circumstances (Longman). that requires more vocabularand better J. Richards & T. Rodgers: Approaches andOiler, J. W., Jr. and K. Perkins (eds.) 1978. reading skills than can be expected of LEP Methods in Language TeachingA Descrip- Language in education: Testing and tests. teachers. Each of these books is excellent, and eon and Analysis (C.U.P.) Rowley, MA: Newbury House. (N.B.: New- should be known to professional teachers of bury House has been acquired by Harper.) English. However, to be included in my basic "What I" (I hear you cry) "Nothing on bibliography for LEP teachers, the references Richards, J. C. (ed.) 1983. Concepts andand resources must be written in simple and Theory? No Widdowson, Brumfit, Candlin? functions in current syllabuses. Singapore: No Rivers, Finocchiaro or Stevick?" Well, no, SEAMEO Regional Language Centre. [Oc- direct language (at what might be called an intermediate level). In addition, ideas must be because the first ten books must be chosen as casional Papers, No. 30.] do-it-yourself tools, not theoretical underpin- practical and relevant, supported by many nings. And although I would want to stick with Savignon, S. J. 1983. Communicative compe- examples, and the information must be imme- these books, I would bitterly miss Tony A. tence: Theory and practice. Reading, MA: diately applicable. Howatt's History of English Language Teach- Addison-Wesley. Two further comments are necessary. (1) ing (Oxford University Press) and a host ofSavignon, S. J. and M. Berns (eds.) 1983.Scholars and professional teachers will be others. Barebones indeed: but at least choosing Communicative language teaching: Whereaware that some of the following books are it reminds one of the marvellous choice now are we going? Champaign-Urbana, IL: Thedated (though I note that Jespersen's How to available to us. No wonder our colleagues who Language Learning Laboratory. [Studies in Teach a Foreign Language was included on teach French and German and Spanish are Language Learning. 4. 2. Fall.] three of the 1979 barebone bibliographies, envious of our professional library repertoire. despite its 1904 copyright). Also several of the Stern, H. H. 1983. Fundamental concepts of books were written at a time when audio- language teaching. Oxford: Oxford Univer- lingual techniques were more in vogue than a MAKING SELECTIVE LISTS- sity Press. contemporary communicative approach. A RISKY BUSINESS BUT Swain, M. and S. Lapkin. 1982. Evaluating There are two reasons for including t".' em: LEP HERE IT IS! bilingual education: A Canadian case study.teachers overseas are even less conversant with Avon, UK: Multilingual Matters. the culture of English-speakers than they are by Robert Kaplan with the language. Especially in situations University of Southern California Widdowson, H. C. 1984. Learning purpose and where English is a foreign language, they are language use. Oxford: Oxford University satisfied if they can help their students achieve Press. Dear John: only linguistic competence; communicative Making bibliographies isrelatively easy;Yalden, J. 1983. The communicative syllabus: competence is a distant ideal. Also it takes time after all, Evolution, design, and implementation. to bring about change in bureaucratic minis- literally dozens of books appear Oxford: Pergamon Press. annually, are reviewed in various journals, are tries. Grammar translation, still perhaps the marketed by their, respective publishers, and Yule, G. 1985. The study of language: An most widely used method in many countries, is over time either make their mark or disappear introduction. Cambndge: Cambridge Uni- gradually giving way to more direct methods into oblivion. Making highly selective lists is a versity Press. and oral approaches. These teaching tech- niques are probably more accessible to LEP much riskier business. What follows is, indeed, It goes without saying that every teacher a rather personal list. In making it, I tried to teachers, particulrrly in large classrooms with ought to subscribe to all the journals he/she can limited space, Ulan some of the humanistic think of the kinds of things I think teachers possibly afford. The following are minimal: ought to know. In compiling this list, I have procedures that are described in methods texts today. (2) I make no apologies that many of the been struck at the changes that have taken English Language Teaching Journal, English place since the last "Bare-Bones Bibliography" books on my list are British. This may reflect for Special Purposes Journal, Language the fact that they have been at this business of appeared. For reasons that I don't remember Learning, TESOL Newsletter, TESOL Quar- now, I didn't contribute to the original list, but terly; and perhaps for the library, Applied teaching English to speakers of other languages it seems to me my list would not have been Linguistics. Continued on next page

TN 4/87 !9 43 Continued from page 43 meaningful to communicative practice. For weather; (3) the cultural aspect, with informa- longer than Americans, they're conscious of the each of the patterns (see pp. 51.55), samples of tion about cities and states, some famous linguistic and professional limitations of drills and communicative use are given.quotations, common proverbs and supersti- overseas teachers, and are realistic in trying to Examples of the latter are especially useful fortions, a brief explanation of the U.S. school accommodate their needs. inexperienced or uncreative LEP teachers. system; (4) the metalinguistic aspect, including Addressing the special weds of LEP teachers Dunn Byrne, Teaching Oral English (Lon. a glossary of grammatical terms, a guide to of ESL/EFL was not the original assignment, don: Longman, new edition, 1986). punctuation, differences between British and and of course it goes without saying that this This eminently practical book is "an account A merican English, common symbols and bibliography, like all the others in this issue, is of techniques and procedures for teachers and aubreviations, and (5) the paralinguistic aspect, distinctly idiosyncratic. Though it is somewhat trainee teachers who work in non-privileged which mcludes a series of photographs that off the beaten path, I hope at least for LEP classroom situations." After a brief overview of clearly demonstrate typical facial expressions teachers that, like the road not taken, it will his pedagogical theory, Byrne explains and and gestures (fingercrossing, thumbs down, make all the difference. demonstrates techniques of teaching listeningbeckoning, reprimanding, etc.). This book should be better known than it apparently is. Russell N. Campbell and William F Ruther comprehension, and the presentation, practice, ford(series eds.), Teaching Techniques in and production stages of speaking skills. Susan Holden (ed.), MET (Modern English English as a Second Language (New York: Numerous examples of each procedure, with Teacher): A Magazine for Teaching English as Oxford University Press.) discussion questions, exercises, and other a Foreign language (Oxford: Modern English references are especially valuable. Although the etitors don't claim this series is Publications). intended for nonnative speaking ESL/EFL 11. G. Widdowson (ed.), Language Teaching Regrettably, this quarterly is virtually un- teachers, the language appears to have been Texts (#8 of the English Studies Series) known it the United States. It is a valuable deliberately kept simple and direct, and each (London: Oxford University Press, 1971). source of ideas for any teacher but especially text includes many examples, exercises, activi- This book makes available to teachers and useful for LEP teachers. Each issue includes a ties, and summaries. Thus far, the followingstudent teachers "some of the basic notions dozen articles, written by classroom teachers tries have appeared: about English and English language teaching (primarily in Europe) about practical tech- Allen, Virginia French. Techniques in Teaching . .. in the form of short extracts." They're niques and materials for teaching various skills. Vocabulary, 1983. grouped into themes (the form/substance/use Recent issues have focused on special topics, Larsen-Freeman, Diane. Techniques and of language; preparation and presentation forsuch as grammar, mime and role-play, teaching Principles in Language Teaching, 1986. language teaching). Authors are primarilybeginners, exploiting the real world, and Madsen, Harold S. Techniques in Testing, British, and more prominent in the past than listening activities. 1983.For many years the David Harrisnow (e.g., West, French, Hornby, Catford, Dictionaries. In addition to a good standard book, Testing English as a Second Language Quirk, Halliday, Strevens) but Americans are desk dictionary (preferably not Webster's (New York: McGraw-Hill, 1969) was useful also represented (e.g., Finocch'aro, Fries, Ninth Collegiate), the LEP teacher should have for LEP teachers. Another good book is J. B. Hall). Each passage, about one page in length, at least one of the following: Heaton, Writing English Language Tests is followed by (1) notes which explain theLongman Dictionary of Contemporary English (Longman, 1975). However, for simplemeaning of certain words or comment on (London: Longman, 1978). language, clarity, up-to-date procedures, features of language usage, (2) comprehension A. S. Homby, Oxford Advanced Learner's good examples of classroom tests, and many and discussion questions, (3) exercises for Dictionary of Current English (London: activities (with answers), the Madsen bookpractical application. Jne hundred of the 346 Oxford University Press, revised third seems preferable now. pages are keys to the exercises and pro- edition, 1980). grammed summaries. Some selections would Morley, Joan. Techniques in Teaching Pronun For a convenient size as well as preference for ciation. need to be expanded and updated (although the copyright date is1971, many of theAmerican usage, either of the following would Raimes, Ann. Techniques in Teaching Writing, be useful in preparing to teach specific words, 1983. passages (e.g., Daniel Jones, II. E. Palmer, Paul Roberts, E. H. Sturtevant) are much earlier two -word verbs, or idioms: Peter Hubbard, Hywel Jones, Barbara(unaccountably, the acknowledgements in-Longman Dictionary of American English Thornton, and Rod Wheeler, A Training clude no dates whatsoever). Nevertheless, the (New York: Longman, 1983). Course for TEFL (London Oxford University book would be useful as a background survey A. S. Hornby, Oxford Student's Dictionary of Press, 1983). and, because of the extensive notes, questions, American English (New York: Oxford Uni- The introduction to this book claims that it and exercises, would generate many points of versity Press, 1983). was written in response to a demand fromdeparture. Longman Dictionary of Idioms (London: teachers of EFL (particularly those from non Longman, 1979). native speakers for an upto date and clear-cut Alice Maclin, Reference Guide to English: A statement on the principles and practice ofHandbook of English as a Second Language Over 4500 common idioms in English are (New York: Bolt, Rinehart and Winston, 1981). defined, with examples and (flotations, within TESL/TEFL. The majority of teachers of EFL This handbook is intended for "classroom or sn the world are not in fact native speakers. the approximately 2000 words cf the Longman individual use by nonnative speakers of English Dictionary of Contemporary English. And, while their level of English is adequate towho are on an intermediate or advanced level." teach their classes, it may not be good enough The guide, alphabetically arranged, is not "a Tom McArthur, Longman Lexicon of Con- to cope with standard books on the subject." comprehensive review of all aspects of gram-temporary English (London: Longman, 1981). The book is deficient in some areas (most mar and usage, but its sections cover the vast This indispensable reference is organized seriously, the teaching of reading and writing), majority of language rroblems that arise in like the original Roget thesaurus. Words are but itis useful because it presents basic writing in an academic or business setting The grouped into fourteen semantic fields, such as principles in, simple, clear prose, provides a many lists and examples, as well as an extensive Life and Living Things (excellent for pictures variety of activities to demonstrate and index, are especially useful. of animals, piants, parts of the body, etc.), practice specific teaching techniques, and People and the Family, Feelings and Emotions, refers to additional readings. Furthermore, it is Raymond C. Clark, Patrick R. Moran, andSpace and Time, Entertainment and Sports. one of the few books in the field that refers toArthur A. Burrows, The ESL MiscellanyOne subsection of Thought and Language is problems, especially common in overseas (Brattleboro: Pro Lingua Associates, 1981). "Communicating" and includes under another schools, such as large classes or mixed ability This valuable reference is divided into fivesubsection for "talking, not talking and inter- classes. aspects of ESL/EFL teaching: (1) The linguis- rupting" entries such as talk/converse/confer/ tic, which includes a checklist of 139 grammarchat/shut up/clam up/break in/butt in/chime Christina Bratt Paulston and Mary Newton points, samples of minimal pairs, common Bruder, From Substitution to Substance: A in. All definitions are taken directly from the prefixes and suffixes, and summaries of Longman Dictionary of Contemporary Eng- Handbook of Structural Pattern Drills (Rowley, r todals, two-word verbs, and verbs followedlish, and an alphabetical index of words at the Mass: Newbury House, 1975). by gerunds or infinitives; (2) The communica- end is a great convenience. 1Vhat is most useful This book is helpful for the LEP teacher tive aspect, including a list of common wordsin the Lexicon is the ease of finding appropriate because it recognizes the expectation of explicit used in situations, such as recreation, academia, synonyms and demonstrating subtle distinc- gram mar teaching and the graduation oftravel agencies and services, and with topics,tions (e.g., kill/slay/murder/assassinate/ exerm eg from mechanical drills throughsuch as eating, religion, clothes, disasters, butcher/slaughter/massacre).

44 TN 4/87 80 Cohen, Andrew D.Testing Language Ability in E. Stevick,Learning Languages: A Way and BARE BONES FROM BRAZIL the Classroom.1980. Ways(Newbury House, 1980) by Francisco Comes de Matos Dulay, Heidi, Marina Burt and Stephen Kra- H. H. Stern,Fundamental Concepts of Lan- shen.Language Two.1982. (for the serious guage Teaching(Oxford Univesity Press, professionally committed teacher) 1983) Dear John: Hatch, Evelyn and Hossein Farhady.Research M. Finocchiaro and S. Sato,Foreign Language Ce IceMurcia, Marianne and Lois McIntosh Design and Statistics.1982. (for teachers Testing: A Practical Approach(Regents, (eds). 1979. Teaching English as a Second wanting to read research lit and perhaps try 1983) Language.Rowley, Mass.: Newbury their hand at some research themselves) F. Crellet,Developing Reading Skills: A House. Paulston, Christina Bratt and Mary Newton Practical Guide to Reading Comprehen- Bowen, J. Donald, Harold Madsen and Ann Bruder.Teaching English as a Second sion Exercises(Cambridge University Hilferty. 1985.TESOL: Techniques and Language.1976. (a classic "how to" text that Press, 1981) Procedures.Rowley, Mass.: Newbury is still relevant) A. Raimes,Techniques in TeachingWriting House. Stevick, Earl W. A Wayand Ways.1980. (or his (Oxford University Press, 1983) Finocchiaro, Mary and Ch,istopher Brumfit. 1976 or 1982 text) A. Omaggio,Teaching Language in Context: 1983.The Functit ... Notional Approach: Via, Richard.English in Three Acts.1976. Proficiency-Oriented Instruction(Heinle From Theory toractice.New York: (older but one of the best literaturerelated a,id Heinle, 1986) Oxford University Press. books) C. L. N. Robinson,Crosscultural Understand- Littlewood, W. 1984.Foreign and Second Of course the professional journals are a ing: Processes and Approaches of Foreign Language Learning.Cambridge Univer- must: TESOL Quarterly, TESOL Newslet- Language, English as a Second Language sity Press. ter, Forum,or overseas journals. and Bilingual Educators(Pergamon/ Stern, H. II. 1983.Fundamental Concepts of Alemany, 1985) Language Teaching.London: Oxford SOME THINGS OLD, S. Smith,The Theater Arts and the Teaching of University Press. Second Languages(Addison-Wesley, Richards, Jack, John Platt and Heidi Weber. SOMETHING NEW 1984) 1985.Dictionary of Applied Linguistics. by John Fanselow J. Higgins and T. Johns,Computers in Lan- NY: Longman. Teachers College, Columbia University guage Learning(Addison-Wesley, 1984) !Iowan, A.P.R.1984. A History of English S. Sadow,Idea Bank: Creative Activities f or the Language Teaching.London: OUP. Language Class(Newbury House, 1982) Smith, Stephen M. 1985.The Theater Arts and Dear John: the Teaching of Second Languages.Read- Barnes, Douglas. 1976.From communication to ing, Mass.: Addison-Wesley. curriculum. Harniondsworth, Eng.: Penguin. BARE BONES BIBLIOGRAPHY Strevens, Peter.A First Handbook f or the EFL Billows, Frederick Lionel. 1961.The techniques of language teaching. BOOKSHELF: MOST Teacher.Ca mbndge University Press. London: Longmans. MENTIONED TITLES Jankowsky, Kurt R.1985.Scientific and Fries, Charles Carpenter. 1945.Teaching and Humanistic Dimensions of Language. Learning English as a foreign language.Ann Ainsterdain/Phila: John Benjamins Publ. Arbor, University of Michigan Pres. L:ke the original Bare-bones W',liography Co. Nida, Eugene A. 1957.Learning a foreign each itzr.-.7.n who was asked to contribute to the language: A Handbook Prepared especially Bare-Bones Bookshelf has offered an original, for missionaries.Ann Arbor, Mich.: Friend- and unique list.Nevertheless several titles WEASELING AROUND THE ship Press. emerge on a most-mentioned list. They are: TEN WITH A FEW ORs Palmer, Harold Edward. 1968. (orig. 1918). Stern, II. H. 1983.Fundamental Concept: of The scientific study and teaching of lan- by Harold S. Madsen Language Teaching.Oxford: Oxford Univer- guages.London: Oxford University Press. Brigham Young University sity Press. (Mentioned on 12 lists) Rivers, Wilga M. 1964.The psychologist and CelceMurcia, Marianne and Diane Larsen- the foreign language teacher.Chicago: The Freeman. 1983. Dear John: The Grammar Book: An University of Chicago Press. ESL/EFL Teacher's Course.Rowley, Mass.: Since this was an updating of the 1979 list, Smith, Frank. 1971.Understanding reading: A Newbury House. (On 11 lists) you may want only books published in the 80's. psycholinguistic analysis of reading andRichards, Jack and Theodore Rodgers. 1986. But since the U.S. Constitution and the Koran !earning to read.New York: Holt, Rinehart Approaches and MethodsinLanguage are still widely recognized despite their age, I and Winston. assumed the focus was to be on recent texts but Teaching: A Description am: Analysis. Stevick, Earl W. 1982.Teaching and learning London: Cambridge University Press. (On 9 that older ones were still acceptable. languages.Cambridge, Eng.: Cambridge lists) Knowing me as well as you do, you could University Press. Brown, H. Douglas. 1987.Principles of Lan- well expect me to weasel around a bit with the Vygotsky, Lev Semenovich. 1962.Thought and guage Learning and Teaching (Second list. This I've done by listing a few OR's. I hope language.Cambridge, Mass.: The MIT Press. edition).Englewood Cliffs,NJ: you don't mind. I think, for example, that the Prentice West, Michael. 1960.Teaching English in Hall. (On 9 lists) Blair and Oiler books are very similar and of difficult circumstances.London: Longman. Bowen, J. Donald, Harold Madsen, and Ain equal quality. Bander and Raimes, on the other Hilferty. 1985.TESOL Techniques and hand, are written to different audiences- NEW BOOKS FOR TEACHERS Bander to the writing specialist with rather Procedures.Rowley, Mass.: Newbury House. (On 7 lists) advanced students and Raimes to the beginner by Wilga M. Rivers generalist. The scope and aim of Christison/ Harvard University (Each of the following three on C lists): adssano and of Moskowitz differ markedly, TheTESOL Newsletterand theTESOL but they both help facilitate excellent interac- Dear John: Quarterly. tion, I feel, and stimulate teachers to be more In response to your request, I am restricting Stevick, Earl. 1980.Teaching Languages: A creative and fresh and innovative. my list to books which appeared after 1979. Way and Ways.Rowley, Mass.: Newbury Blair, Robert W. (Ed.)Innovative Approaches Naturally, I would hope that new or expe- !louse. to Language Teaching.1982. (or Oiler, John rienced ESL/EFL teachers would be familiar (Each of the following on 5 lists): %V., Jr., and Patricia A. RichardAmato [Eds.] with my ownTeaching Foreign Language Blair, Robert. 1982.Innovative Approaches to Methods That Work.1983.) Skills,2nd ed. (Chicago, 1981) which is a Language Teaching.Rowley, Mass.: New- Bander, Robert C.American English Rhetoric. complete updating of work in the field, as well bury House. Third Edition. 1983. (or for basics-Raimes, as theCommunicating Naturally in a SecondCeleeMurcia, Marianne and Lois McIntosh. Ann.Techniques in Teaching Writing.1983.) Language(Cambridge, 1983), andSpeaking in 1979.Teaching English as a Second or Celce-Murcia, Marianne and Diane Larsen-Many Tongues,3d ed. (Cambridge, 1983). A Foreign Language.Rowley, Mass.. Newbury Freeman. The Grammar Book: An ESL/EFL list of this kind is difficult to draw up without House. Teacher's Course.1983. offense to some whose work I greatly respect Krashen, Stephen and Tracey Terrell. 1983. Christison, Mary Ann and Sharron Bassano. but I am keeping the wordnewin mind and the The Natural Approach. Language Acquisi- Look Who's Talking.1981. (or Moskowitz, operational wordteacher.My list would then tion in the Classroom.San Francisco: AIA- Certrude.Caring and Sharing in the Foreign be as follows. (The list is not alphabetized or many Press. Language Class.1978.) arranged in any order of priority), Continuedon next page

81 45 Continued /rom page 45Richards, jack and Theodore Rodgcrs. 1986. Guided Practice in Relaxed Spoken English. Approaches and Methods in Language ELS Publications: Culver City, CA and Larsen-Freeman, Diane. 1980. Tcchniqucs and Teaching: Aescription and Analysis. Tillitt, Bruce and Mary Newton Bruder. Principles in Language Teaching. London: Cambridge University Press. 1985. Speaking Naturally: Communication Oxford University Press. Rivers, Wilga. 1983. Communicating Naturally Skills in American English. Cambridge U. McArthur, Tom. 1981. The Longman Lexicon in a Second Language. Cambridge Univer- Press. of Contemporary English. London: Long sity Press. Elson, Nicholas. 1983. Teaching ESL to man. Rivers, Wilga and Mary Temper ley.1979. Adults: Methodology. Ontario Ministry of Oiler, John and RichardAmato, Patricia. 1983. Practical Guide to Teaching English as a Citizenship and Culture. Methods That Work: A Smorgasboard of Second Language. Oxford Univertity Press. This is actually a special issue of TESL Talk, Ideas for Language Tcachcrs. Rowley,Savignon, Sandra. 1983. Communicative OM- a teacher-oriented periodical put out by the Mass.: Newbury House. pett;;;;e: Theory and Classroom Practice. Ontario ministry for ESL teachers. Raimes, Ann. 1983. Tcchniqucs in Teaching Addison-Wesley. Clark, Raymond C. 1980. Language Teed.- Writing. New York: Oxford Press. Smith, Frank. 1971. Understanding Reading: A ing Tcchniqucs: Resource Handbook Number Stevick, Earl.1976. Memory, Meaning and Psycho linguistics Analysis of Reading and1. Pro-Lingua Associates: Brattleboro, VT. Method. Rowley, Mass.: Newbury House. Learning to Read. Holt, Rinehart, Winston. The other resource handbooks are also worth Stevick, Earl. 1982. Teachi...g and Learning Stern, II. II. 1963. Fundamental Concepts of looking at. Languages. London: Cambridge University Language Teaching. Oxford University Whitcut, Janet. 1979. Learning with LDOCE Press. )ress. (Longman's Dictionary of Contemporary Stevick, Earl. 1986. Images and Options in theStevick, Earl. 1971. Adapting and Writing English) Longman. Language Classroom. London: Cambridge Language Lessons. Foreign Service Institute, While I wouldn't be without one of Peter University Press. U.S. Department of State. Strevens' dictionaries my anxiety is that gnost Stevick, Earl. 1976. Memory, Meaning andstudents and most ESL/EFL tztel:c7;s do not Books Mentioned on at Least 'Three Lists (in Method. Newbury House. know much about them nor 1. )w to use them. alphabetical order): Stevick, Earl. 1980. Teaching Languages: A This slim volume will help. And in the same Blair, Robert. 1982. Innovative Approaches to Way and Ways Newbury House. vein, two volumes which are essential resources Language Teaching. Newbury House. Steviek, Earl. 1582. Teaching and Learning for me as a teacher are: Bowen, J. Donald, Harold Mae..en and Ann Languages. Cambridge University Press. llornby, A. S. 197:. Guide to Patterns and Hilferty. 1985. TESOL Techniques and Stevick, Earl. 1986. Images and Options in the Usage in English and Procedures. Newbury House. Language Classroom. Cambridge University Ilindmarsh, Roland R. 1980. Cambridge Brown, Gillian and George Yule. 1983. 7'each- Press. English Lexicon. Mg the Spoken Language. Cambridge Uni- TESOL Newsletter (1966-) TESOL. For one thing th..y are small, paperback, and versity Press. TESOL Quarterly (1966-) TESOL. concise. The Ilornby book offers as much as any grammar does in a pleasing and useful Brown, II. Douglas. 1987. Principles of Lan- Books I'd Hate to Sec Missed List: guage Learning and Teaching. Prentice Hall. fashion, and the Hindmarsh book provides an Celce- Murcia, Marianne and Lois McIntosh. I have tried not to make a list myself, though English word list with the relative semantic 1979. Teaching English as a Second or I have one entered on my computer. Being able values for various meanings. Both useful Foreign Language. Newbury House. to look at all the lists prior to publication I teacher tools. Cc Ice-Murcia, Marianne and Diane Larsen-could sec that all the books I would have Morain, Genetic C. 1978. Kincsics and Cross- Freeman. 1983. The Grammar Book An selected were mentioned on MC list or another. cultural Understanding. Language in Educa- ESL/EFL Teacher's Czrurse. NewburyAfter looking at each list, however, Ifeel tion Series: Theory and Practice. Center for house. compelled to add some books of my own, Applied Linguistics: Washington, DC. The whole series is worth looking at, but this Du lay, Heidi, Marina Burt and Steven Krashen. simply because I wish someone had mentioned 1982. Language Two. Oxford University them. It is somewhat gratuitous, Dick Yorkey pamphlet says volumes to a teacher about what would say of me, to do so, but here are "ten"non-verbal communication and cultural sensi- Press. tivity is all about. Fanselow, John. 1986. Breaking Rules. Long-books which might have been number 11 on someone's list: Allen, Virginia F. 1983. Inside English: How man. you can use insights from linguists and the new Crellet, Francois. 1981. Developing Reading johnsoi.Francis C. 1973. English as agrammar in the language classroom. Regents. Skills. Cambridge University Press. Second Language: an Individualized Ap- Nilsen, Don L. F. and Nilsen, Aileen. 1976. Ilornby, A. S. 1980. Oxford Advanced proach. Jacaranda Press: Australia. Language Play: An It-oduction to Linguistics. Learner's Dictionary of Current English. Hanunerly, Hector. 1982. Synthesis in Sec- Newbury House, and Oxford University Press. ond Language Teaching: An introduction to Past. Ray. 1970. Language as a Lively Art. Howatt, A. P. R. 1984. A History of English Languistics. Second Language Publications: Wm. C. Brown: Dubuque, IA. Language Teaching. Oxford University Canada. And though he might disagree, two books, Press. No, its not a typo, its languisties, Ilanuner- which like Mary Finiechairo's Teaching ESL Krashen, Steven 1982 Principles and Practicely's attempt to synthesize linguistic information from Theory to Practice are, similarly to some in Second Language Acquisition. Pergainon. and language teaching. selections on John Fanselow's list, part of my Krashen, Steven and Tracey Terrell. 1983. The Yorkey, Riche 1 C. 1985. Talk- a- tivitics: own fond memories of learning how to teach: Natural Approach: Language Acquisition in Problem Solving and Puzzels for Pairs. Boston, Stevick, Earl. 1955. lick:rig People Learn the Classroom. Alemany Press. Mass.: AddisonWeeley. English: A Manual for Tcachcrs of ESL. LarsenFreeman, Diane. 1988. Techniques and This is a companion to Springboards: Inter- Abingdon Press: NY, and Principles in Language Teaching. Oxford acting in English (Addison-Wesley, 1984). Dick Stevi,k, Earl. 1963. A Workbook in Lan- University Press. Yorkey is to the classroom teacher what Earl guage Teaching: with specific reference to Leech, C. and J. Svartvik. 1975. A Communi-Stevick and Jack Richards seem to be to English as a Foreign Language. Abingdon cative Grammar of English. Longman. teacF trainers. He has produced more good, Press: NY. McArthur, Tom. 1981. Longman Lexicon of usefu., practical and classroom tested materials I:t me add that there are a number of ESL/ Contemporary Eng/ish, Longman, in the past decade or two, that teachers eat, use EFL teacher oriented periodicals available, in Nuttall, Christine. 1982. Teaching Reading and enjoy using, than almost anyone else. addition to the TQ, the TN, the Forum, ...ET, Skills in a Foreign Language. Heineman. Beginning with Study Skills in English and the ELTJ-all of which are mentioned in Oiler, John. 1979, Language Tests 1.1 School. (McCraw-Hill 1970), through the IntrCorn other lists, which teachers, especially, should be Longman. series to the early 80's volumes of Reply subscribing to. Among them are two of my (Mier, John and Patricia Richard-Amato. 1983. Requested (Addison-Wesley 1081), Checklists favorites, the Ontario Ministry of Citizenship Methods That Work: A Smorgasbord of for Vocabulary Study (Longman 1981), The and Culture's publication TESL Talk also Ideas for Language Teachers, Newbury English Notebook (Minerva 1981) and with mentioned above (see Elson) and the TESL House. Tom Buckingham, Cloze Encounters (Prentice- Reporter, which comes out of Brigham Young On TESOL (1964.6,1974 -84). TESOL. Hall1984). He continues to provide solid, University-Hawaii Campus and is now t.ed Halms, Ann. 1983. Techniques in Teaching useful, classroom tools. by Lynn Henrichsen (Box 1830, Laic, Hawaii, Writing. Oxford University Press. Weinstein, Nina. lw.. Whaddya Say?: 96762, U.S.A.) 46 82 TN 4/87 A Bare-Bones Bibliography and a Bit More

by James E. Alatis Georgetcwn University Any bibliography for teachers of English as a major components: the academic specialty and (Longman, 1985) by Randolph Quirk, Sidney foreign or second language should begin w:th pedagogical training. The academic specialty Creenbaun., Geoffrey Leech and Jan Svartvik. TESOL's own excellent publications, the Tr;ot refers to linguistics in its general and various I would now like to turn to the professional Quarterly and the TESOL Newsletter, and use as hyphenated forms. Pedagogical training includes education component of tht "TESOL Guide- a base, Bilingual, ESOL, and Foreign Language all aspects of methodology, including observation lines." Beginning with the classics in the field, one Teacher Preparation: Models, Practices, Issues and practice teaching. Elsewhere I have summar- must start with Charles C. Fries' Teaching and (TESOL, 1977), which was so ably edited by John ized the kind of information that would come Learning English as a Foreign Language (The F Fanselow and Richard L. Light. Among the under academic specialization with my LAPSE University of Michigan Press, 1945), and the many notable articles in that book, teachers and acronym: L standing for linguistics, A for anthro- master methodolcgist, Mary Finocchiaro, both of prospective teachers should pay particular atten- pology, including culture and society, P for whose works English as a Second Language. tion to "TESOL Guidelines for the Preparation of psycholinguistics, S for sociolinguistics, and E for From Theory to Practice (Regents, 1974) and ESOL Teachers with Comments" by my George- English, the language itself, and for education (or Teaching English as a Second .guage (Harper town colleague, William E. Norris. These pedagogy), which includes foundations, me- and Row, 1969) must be kept on every teacher's "TESOL Guidelines" provide the basis for my thods, and practice. shelf. selection of books for this bibliography, and, in a In the area of linguistics, everyone should read Hapanta larger sense, for my selection of all materials in the Bloomfield's Language (Holt, Rinehart and field. I should like to point out at the outset that Winston, 1933). Further, I recommend Dwight At this point I find it appropriate to move to the selection of certain books and the omission of Bolinger's Language: The Loaded Weapon certain authors in our field whose complete others is not necessarily an endorsement ar (Longman, 1980), in which he discusses the use worksor to use the Creek to m, aravra, (trans- rejection by me personally, or by the organizatior and abuse of language today. To instill the joy that literated, hapanta)merit reading. Earl W. or the university that I represent. Rather, this should always accompany the study of linguistics, Stevick, Stephen D. Krashen, a nd John W. Oiler, bibliography must by its very nature be highly I suggest Word Play: What Happens When People Jr. come to mind. It is no coincidence that all three personal and based upon my particular thinking Talk (Random House, 1975) by Peter Farb. have been chosen for the Modern Language at this stage in ray career. I have not included For anthropology, Shirley Brice Heath's Was Association's coveted Kenneth W. Mildenberger many works by our British colleagues, only with Words: Language, Life and Work in Com- Prize for the best work in language pedagogy for because I feel that I do not know their works well. munities and Classrooms (Cambridge University the year. Their works include: To be well educated is to be well read. In view Press, 1983) is an excellent and entirely readable (1) Earl W. Stevick of what Joan Morley has called "the knowledge introduction tos ethnolinguisties at its best. Her Images and Options in the Language Classroom explosion" that has occurred in the TES0`.. field book with Charles Ferguson, Language in the (Cambridge University Press, 1986) in recent years, beginning teachers find them- USA (Cambridge University Press, 1981), pro- Teaching and Learning Languages (Cambridge selves asking: How can I ever read all of these vides an historical perspective to language in University Press, 1982) books? Where shall I start? One answer to those America, both the facts and the myths. In addition le,iching Language. A Way and Ways (Newbury questions can be: Start by reading the books that to the works of Ruth Benedict, I find Clyde Hause, 1980) ot:ter educated people readthe Bible, the plays Kluckhohn's Mirror for Man (Fawcett, 1965), Memory, Meaning and Method (Newbury of Shakespeare, Bulfinch's Mythology, Homer specifically the chapter on The Gift of Tongues," House, 1976) and the Greek piays, and Ruth Benedict's Patterns quite enlightening as an introduction to anthro- Helping People Learn English (Abingdon Press, of Culture. All persons trying to become educated pology for the layman. in addition, the reader 1957) should own these books anave them on their should not miss That's Not What I Meant (William (2) Stephen D. Krashen shelves along with a good dictionary or two. If Morrow, 1986) by my Georgetown colleague,Writing: Research, Theory, and Applications these teachers have access to the monumental Deborah Tannen. In this category one must (Pergamon, 1984) Oxford English Dictionary or Webster's Thirdinclude the classics: Language (Edward Sapir; Principles and Practice in Second Language International, so much the better. Apart fromHarcourt Brace Jovanovich, 1955); Language Acquisition (Pergamon, 1982) that, the American College Dictionary, the Webs- Thought and Reality: Selectzd Writings by Ben- Second Language Acquisition and Second Lan- ter's New V, orld Dictionary of the American jamin L. Whorl (John B. Carroll (Ed.); MIT Press, guage Learning (Pergamon, 1981) Language, or Webster's Collegiate Dictionary 1956); the trio of books by Edward Hall, The Heidi Dulay, and Marina Burt Language have served college students for many years and Silent Language, (Doubleday, 1973); The Hidden Two (Oxford University Press, 1982) can do equal service for teachers. Dimension, (Doubleday, 1966); and Beyond and Tracy D. Terrell The Natural Ap- If for no better reason than understanding the Culture (Doubleday, 1977) as well as William J. proach: Language Acquisition in the Classroom cultural backgrouncz of what one reads, one needs Lederer and Eugene Burdick's novel The Ugly (Alemany Press, 1983) to know the Bible. Similarly with William Shakes- American (Norton, 1958). peare, one cannot know his plays too well. Tho- There is no better introduction to psychology (3) John W. Oiler, Jr. mas Bulfinch's The Age of Fable, often given the and psycholinguistics than The Psychologist and Language Tests at School (Longman, 1979) title "Mythology," contains much of what we the Foreign Language Teacher (The University and jack Richards (Eds.) Focus on the have left If the classical tradition. Homer's two of Chicago Press, 1977) by Wilga Rivers. Rivers' Learner. Pragmatic Perspectives for the Lan- rousing sturies about the Trojan War, T.!Iliad Teaching Foreign Language Skills (The Univer- guage Teacher (Newbury House, 1973) and The Odyssey, are still considered the greatest sity of Chicago Press, 1968) and Rivers and Mary and Patricia A. Richard-Amato (Eds.) stories ever tote. The Creek plays of Sophocles, Temperley's A Practical Guide to the Teaching of Methods that Work (Newbury House, 1983) Aeschylus, and Euripides have been studied for English as a Second or Foreign Language (Oxford I would also include Peter Strevens, whose works many years because of the deep insights that they University Press, 1978) are also superb applica- also merit reading in their entirety (hapanta). present into the acts and motives of men and tions of the principles of psychology to language women. In present day terms, they are good teaching. One is also reminded of Psycholinguis- Vade Mecum psychology as well as good drama. Ruth Bene- tics (Holt, Rinehart and Winston, 1961), an early There are a number of books which come dict's Patterns of Culture (Houghton Mifflin, collection of readings by Sol Saporta. under the general category of enchiridionor to 1961) introduces to the general public the work of In sociology and sociolinguistics, one must use a Latin expression, vade mecuma kind of cultural anthropology. She compares three cul- begin with Dell Hymes and John Curnperz'general handboo:. that all teachers should have at tures and points out that although these cultures excellent beginning text, Directions in Sociolingu- all times. In this category I would include the evidence deviations from our norms, abnormality istics: The Ethnology of Commmnication (Holt, following books: :a any culture is simply the failure of the individ- Rinehart and Winston, 1972). Particularly notable ual to adopt socially the values of that culture. in this volume is Hymes' seminal article, "Models J. Donald Bowen, Harold Madsen, and Ann These few books can lead one to other books of Interaction of Language and Social Life." Hilferty TESOL Techniques and Procedures which provide the general cultural background that For the English language, Marianne Celce- (14ewbury House, 1985) any ed Icated person needs to walk the earth, to Murcia and Diane Larsen-Freeman'a The Gram- I. Douglas Brown Principles of Language be at ease with modern civilization, to be able to mar Book an ESL/EFL Teacher's Course (New- Learning and Teaching (Prentice -Hall, 1980) learn, as well as teach. bury House, 1983) comes to mind immediately. Marianne Celce-Murcia and Lois McIntosh In addition to a broad general education, the One must mention the monumental A Compre-Teaching English as a Second or Foreign I an- kind of teacher education suggested in thehensive Grammar of the English Language guage ;Newbury House, 1979) "TESOL Guidelines" can be seen as having two Continued on next page

TN 4/87 R3 47 Bare-bones and More Improving Aural Comprehension Non-Conventional Mcthods (The University of Michigan Press, 1972) Jack C. Richards and Theodore S. Rodgcrs Continued from page 41 Listening and Language Learning in Approaches and Methods in Language Teaching Diane Larsen-FreemanTechniques and Princi- ESL. Developing Self-Study Activities for (Cambridge Language Teaching Library, 1986) Listening Comprehension ples in Language Teaching(Oxford University (Center for Applied Classroom Research Linguistics, 1984) Press, 1986) With regard to research, I would recommend Betty Wallace RobinettTeaching English to Clifford H. Prator, jr., and Betty Wallace Classroom Oriented Research in Second Lan- Robinett Manualof American English Pronunci- Speakers of Other Languages(McGraw-Hill, guage Acquisition(Michael H. Long and Herbert ation 1980) (Holt, Rinehart and Winston, 1951) Seliger (Eds.); Newbury House, 1983) Peter StrevensNew Orientations in the J. Donald BowenPatterns of English Pronun- ciation(Newbury House, 1975) Finally, the following anthologies cannot go Teaching of English(Oxford University Press, without mention: Harold B. Allen and Russell 1977) The Spread of English Campbell (Eds.)Teaching English as a Second Jack C RichardsThe Context of Language Joshua A. F .hman, Robert L. Cooper, and Language: A Book of Readings(McGraw-Hill, Teaching(Cambridge University Press, 1985). Andrew W. ConradThe Spread of English: The 1972) This is the most recent winner of the Milden- Sociology of English asanAdditional Language Kenneth Croft (Ed.)Readings on English as a berger Prize. (Newbury House, 1977) Second Language(Winthrop, 1980) Braj B. Kachru (Ed.)The Other Tongue Current Trends (University of Illinois Press, 1982) Conclusion Finally, one would be remiss in offering such a Randolph Quirk and Henry G. Widdowson Our humanistic approach to teaching has bibliography to teachers if it did not refer to a (Ed.)English in the World(Cambridge Univer- taught us that only truly qualified teachers can category called "current trends', which includes sity Press, 1985) effectively help promote the quality of language such topics as communicative competence, instruction. To this end we need teachers who, in Peter StrevensTeaching English as bilingual education and the minorities, compu- anInterna- addition to academic specialization and profes- tional Language(Pergamon, 1980) ter-aided instruction and technology, culture and sional education, have acquired a sound knowl- anthropology, pronunciation, the spread of World Englishes: Journal of English as Interna- edge of linguistics, anthropology, sociology, English, proficiency testing and evaluation, non- tional and Intonational Language(Pergamon) psychology, and methodology. Good teachers conventional methods, and classroom research. Proficiency Testing and Evaluation throughout their lives must be as willing to learn The following books come to mind: Robert LadoLanguage Testing(McGraw-Hill, as to teach. ("And gladly would he learn and 1961) gladly teach," as Chaucer said abo.. uod Communicative Competence teacher.) The ideal is that the teacher remains Sandra SavignonCommunicative Compe- David HarrisTesting English as a Second professionally forever young, forever eager, and tence: Theory and Classroom Practice(Addison- Laaguage(McGraw-Hill, 1969) forever curious. Thus the list given above is Wesley, 1N83) Rebecca M. ValetteModern Language Testing merely intended to he a beginning for good Wilga NI. RiversCommunicating Naturally in (Harcourt Brace Jovanovich, 1977) teachers who will continue to lea' n throughout a Second Language. Theory and Practice in Heidi Byrnes and Michael Canale (Eds.) their lives through reading. To conclude, I would Language Teaching(Cambridge University Defining and Developing: Guidelines, Imple- quote Sheldon Glashow. "Books are cheap and Press, 1983) mentations and Concepts(National Textbook readily availaule. To read is the thing, vora- Henry WiddowsonTeaching Language as Company, 1987) ciously and eclectically." Communication.(Oxford University Press, 1978) Bilingual Education Kenji HakutaMirror of Language. The Debate on Bilingual Education.(Basic Books, 1986) Off ice of Bilingual-Bicultural Education, California State Department of Education Schooling and Language Minority Students: A Theoretical Framework(California State Uni- versity at Los Angeles, Evaluation, Dissemin- don and Assessment Center, 1981) James E. Alatis and Kristie Twaddell (Eds.) English as a Second Language in Bilingual Education(TESOL, 1976) Computer-Aided Language Instruction and Technology (CALL) With regard to CALL, one thinks immediately of John H. Underwood'sLinguistics, Computers, and the Language Teacher(Newbury House, 1984).It should be mentioned that John H. Underwood, too, has won the Mildenberger Prize. Geoffrey R. Hope, Heimy F. Taylor and James P PusakUsing Computers in Teaching Foreign Languages(Center for Applied Lin- guistics, 1984) CALICO Journal(Computer Assisted Lan- guage Learning & Instruction Consortium, Brigham Young University, Provo, Utah) Boston University Fri Dr. Mei en.J. :slolinsky. Director, Ornduate [ISO /. Po ogranis, Culture and Anthropology Boston Unnersity. School of Education, Edward N. Kearny, Ma:y Ann Kearny and Jo School of Education 605 Co inrnorns call!' As mule. Boston. MA 02215 Ann Cranda" " ericon Way: An Introduc- MAC send fin di infoirnation about )our graduate tion to American Culture(Prentice-Hall, 1984) 1LStl. programs Nina WallersteinLanguage and Culture in Conflict(Addison-Wesley, 1983) WOO Pronunciation

JoanMorley Improving Spoken English:An Boston Unn ersit) is an equal Intensive Personalized Program in Perception, oppoi tuna) institution. SS% NIA" /11.1.001 Pronunciation, PracticeinContext(The Univer- sity of Michigan Press, 1979) 84 48 TN 4/87 The ESL Textbook Explosion: A Publisher Profile

Pearl Goodman and Satomi Takahashi University of Illinois at Urbana-Champaign In an effort to better understand the current This is a staggering number of books, espe- te...000k materials on a personal basis. flood of textbook publication overwhelmingcially when one considers the uncounted 10. While a very large number of basal texts the ESL teacher and administrator, a quantita- publications of smaller and/or non-U.S. pub- are available for adults (eighty-six), there are tive analysis of the 1986 catalogs of twenty- lishers, plus the increasing phenomenon of ESL Five other categories for adults that are larger. eight major .SL textbook publishers was authors publishing their own books, now made However, basal texts are the second largest conducted at The University of Illinois at possible by simplified duplication technology. number of books for Primary groups (eigh- Urbana-Champaign. Initially, one hundred and 2. The number of books available for the teen). Since books of this kind usually purport twenty-two publishers were identified, either Adult/College market in this count is 1,493 to cover everything, school systems no doubt through TESOL or our own Instructionalwhile for the Primary/Secondary school find them the most useful, and simplest to use, Materials Center resources. It was decided that market itis 133. There are irobably more as suggested earlier. this was an unmanageable number to workchildren than adults studying ESL, and the with and that it would be necessary to limit thesmaller number of books provided for them Publisher Profiles number of publishers included in our study.probably reflects the widespread use of basal In doing the kind of study presented here, Publishers were selected for inclusion largely text in the primary grades. These are usually what soon becomes apparent is that competi- with regard to how widely their books were multi-volume textbooks that cover all skill areas tion for the ESL market is intense, and with the told. This determination was made on the basis and usually have workbooks. Adults learnincreasing size of the publishers' lists, it may of the publisher's appearance in the 1986 or English under a greater variety of circumstan-become more and more difficult for all of the projected appearance in the 1987 Delta Sys- ces, and probably this accounts for the greatermaterials published to be absorbed by the tems Catalog,' the largest national and interna- number and variety of textbooks. market. There is talk by textbook salesmen that tional ESL textbook supplier in the United 3. For the adult, if one combines the two some companies may be over-extenoad and, as States to our knowledge. Except for a few new categories, more reading (558 titles)2 andin other industries, we may soon see some titles, an all-out effort is made to include in the composition (121 titles) texts are published than changes. However, in the meantime, looking at Delta Systems Catalog only those textbooksany other category. While there has been a the rublishers' lists, as presently constituted, that are the best sellers, and these are re- great emphasis on survival English and English can be very useful. examined for inclusion annually, according to for special purposes in recent years, there has Who were the publishers in our study and Dick Patchin, the company president. Hence, it also been a tremendous increase in the foreign what did we learn? One thing we learned is that was assumed that the publishers of thosestudent population at U.S. universities, where publishing companies are as active in take-over textbooks were reaching the largest U.S. reading and writing are of great importance. and international alliances as other companies market. The list of publishers that emerged is Overseas there is also increased preparation for currently are. For example, Prentice-Hall, one certainly one that any ESL teacher or adminis- advanced study using English. of the leading U.S. ESL publishers, has, among trator would recognize as familiar. 4. The second largest single category of other things, absorbed many of the publica- The study was directed at what publishersbooks that emerged was, not unexpectedly, tions of English Language Services. Macmillan call Adult/College books. However, sinceEnglish for special purposes with 177 titles, has also absorbed many of English Language some of the catalogs included books for school reflecting current widespread professional and Services' publications. Harper and Row is now grades Primary K-6 and Secondary 7-12, thevocational focus among ESL students. There the parent company of Newbury House. decision was made to give a brief accounting of has also been very great concern about the Alemany Press states in its catalog that it issues them as well in a small second part. Only ESLilliteracy problem in this country. materials from selected overseas publishers. In classroom textbooks were 41cluded in both 5. The greatest number of published text- addition to their American English publica- parts. Books intended for the teacher, such as books is at what is deemed co be the interme- tions, Longman, Cambridge, and Oxford have methodology 3r teacher reference and resource diate to advanced level. This fact may reflect British materials adapted or suitable for books, were excluded in both parts, Quirk et al.the increased number of foreign university teaching American English as does Pergamon, being the only exception. students reported in The Chron;c:e of Higheralso originally a British company. Thomas Each group of materials, Adult and Primary, Education or the increase in Lama! ESL study Nelson, the fourth largest ESL publisher was then broken down into nineteen categories in the learner's native country, where the considered in the study, publishes maialy by skill areas (e.g., reading, composition) or beginning level will have been covered. It may British English materials in no way altered for text types (e.g., basal text, video). T1 also reflect the difficulty of producing interest- the American market, demonstrating that even breakdown was based on what emerged as .A ing beginning level materials. uaadap:ed materials are becoming increasingly fairly consistent industry-wide categorization 6. Grammar books, not including basal texts, saleable overseas. Despite this volatile and There was a greater uniformity than we had continue to be a major portion of the total classchanging picture of the industry, individual expected and in only two situations did we findtextbooks published in spite of current peda- publ. hers seem to be carving out special areas it more useful to combine the publishers'gogical emphasis on content or function, a fact in which to concentrate their efforts, thereby categories: vocational ESL books are counted which may suggest that the demand for rule shaping publisher "perscaalities" or "profiles'. with English for special purposes books, andlearning and reference books is still high. that help us decide where to look when we readers and reading have been combined. 7. Further evidence of the high interest in need certain kinds of materials. (For a thumb- Skill areas and text types were then divided student reference material is the number of nail sketch of each publisher in our study, see into proficiency levels, again using the publish- dictionaries published for ESL learners, thirty- below.) ers' assessment. Level is perhaps the mostsix from these publishers alone. This does not Conclusion difficult appraisal to make; witness the current include special word lists. The study made was an incomplete one, but effort by A(TFL to establish uniform language 8. In the area of computer software, thereit was large enough to indicate three very proficiency levels and the hostile reaction in are a total of thirty-two packages, three ofimportant trends: (1) the huge growth in son. quarters. The question of establishing which are not designed for adults. Of theabsolute numbers of ESL publications, (2) the level is currently in a state of flux. Therefore, twenty-nine packages for adults, twenty-fourinternationalization of the industry and of ESL the mostly arbitrary decisions by textbook are from tl.e Regents/ALA Company, making teaching materials, and (3) the emergence of writers and publishers were accepted as them the leader in this area. As for video publisher profiles. adequate for this study at this time. programs, the British are considerably out The first trend may collapse of its own front. Out of twenty video programs for adult.,, weight, and we may get a sufficient reduction General Observations at least fourteen are of British origin. The single in growth to make the selection of ESL Organizing the data as described above and program for Primary K-6 from the British materials somewhat more manageable, but, in tabulating :t yielded some very interesting and publisher, Thomas Nelson & Sons. the meantime, ESL teachers and administrato.s suggestive figures. 9. Books that teach English through the arts, will have to deal with a very sizable numb:: of 1. The grand total number of textbooks using music, drama, painting, or poetry as publications well into the foreseeable future. curt. 'tly made available by the twenty- .ight teaching materials, are at the bottom of the list The inte nationalization of the industry. 'ected publishers in the U.S. .s ''323not with a total of only ten books. Perhaps this is an while adding to a broader and more interesting allowing f,a- some occasional overlap of titles). area where teachers prefer to choose non- Continued on next page R5 TN 4/87 49 Continued from page 49 Reading .(80): Sixty readers are available for the Macmillan (79) beginningintermediate level. spectrum of teaching materials, has als, added Macmillan emphasizes the skill areas of Grammar Idioms (4): The teaching materials for the skill area of (12) with a focus on the intermediate-advanced level significantly to tho giant labor of seriously Idioms are published for all proficiency levels examining and selecting from the rapidly ESP (34): This skill area is available for the advanced (10) This publisher is also interested in developing growing number. This trend will probably level (27), especially. Reading materials (29): two for the beginning level, continue unabated and even accelerate as we Computer Software (24): The courseware from the nineteen for the beginning-intermediate level, four for the intermediate level, two for the intermediate- move into an era of "national Englishes" and Regents/ALA Company emphasizes all proficiency levels. advanced level, and two for the advanced level. continued internationalization. Furthermore, the skill area of ESP is focused on by The third trend, it is hoped, will help us cope Regents has the greatest number of publications for issuing nineteen textbooks. AB of these ESP textbooks more effectively with the first two trends. Most Basal Texts, Conversation, Idioms, FL P, and Compu- are for the intermediate-a& anced level publishers will probably continue to grow and ter Software, respectively. develop 'largely in specialized areas, partly due Newbury House (67) Prentice-Hall (.74) to predilection and partly due to market forces. Newbury House is interested in publishing teaching Those who already have a lead in a specific This publisher ranks firstin the skill areas of materials for Composition/Writing (10) with a focus Grammar (24), Corn msition/Writing (23), and on the intermediate-advanced level (5). This publisher area will 1 .obably continue to try to maintain Pronunciation (7), rer, it. Others, weak in the same area, may decide also issues a substantial number of textbooks for that the field is already too crowded and Grammar (24): All the proficiency levels are provided Conversation (9), of which five texts are for the for; but, in particular, the intermediate-advanced intermediate-advanced level. Reading (16) is also a develop in an area in which they are stronger or level (7) and the beginning-intermediate level (6) Ness bury House major interest: the intermediate level move to a whole new area in which they can are featured. is particularly focused on (7). compete more successfully. This is the way in Composition/Writing (23): The advanced level is which the magazine and television industries particularly focused on. Eight texts are issued for McCraw-Hill (65) have adjusted, and it is a likely road for ESL this skill area at the advanced level. The following three areas arc McCraw -Hill's publishers. We need help with the vast welter Pronunciation (7): This skill area is available for the leading interests: of publications to find appropriate teaching beginning level (3), especially. Reading (16): Special attention is paid to the materials. If we are looking for a dictionary, This publisher also issues a great many textbooks intermediate level (14) where are the best places to begin? Who for Reading (44) and ESP (18). ESP (13): The intermediate-advanced level is empha- publishes books on idioms and who doesn't? sized (8). Who's interested in ESP, and who isn't? Thomas Nelson &Sons(93) Testing (7): This skill area is particularly emphasized Qualitative information would be even better, This publisher issues teaching materials mainv for for the intermediate-advanced level (41. but there is no question that quantitative British English. Thomas Nelson is particularly interested in promoting materials for testing (12) and Oxford University (62) information can help. Video (10). In fact, this publisher ranks L' it for these This publisher issues teaching materials for both ThP authors of this study hope that this will two areas. American English and British English. be only the first step toward the development The materials for testing Include the practice tests Oxford's strongest interests are Reading (19), ESP of a better understanding of the character and for TOEFL, TOEIC, Michigan Certificate English, (13), and Dictionaries (8): "personality" of the large array of publishers Cambridge First Certificate, and JMB Test (joint Reading (19) This skill area is emphasized, especially now so assiduously and conscientiwsly supply- Matriculation 2.oard Test in English ( overseas)), and for die intermediate-advanced level (14) ing us with ESL teaching materials. In the hope so fotth. Thomas Nelson makes an attempt to make ESP (13) The intermediate-advanced level is particu- of initiating an ongoing dialog toward this end, ailablevideo teaching materials for all the profi- larly focused on. Tw.I e tx.-:te are issued for this ciency levels (one set for the beginning, three for the skill area at the inter 'vaiged level. we have sent a copy of this report to each of the beginning-intermediate, two for the intermediate, one Dictionaries (8): Throdictionaries are :wadable for publishers included in the study, requesting for the intermediate-advanced, and two for the the advanced level, two for the intermeer e level, their reactions to our "profile" of them. We advanced level). two for the beginning-intermediate level,lid one look forward to adjusting our characterizations for the intermediate-advanced el. accordingly, perhaps including the publishers' Pergamon (89) own statement of ESL publishing policy along This publisher issues ESL textbooks for both Cambridge Universi / (36) with their vision and projected plans for the American English am; British English. This publisher also issues teaching mateaals for future.' We are after all p..rtners in the same The area that is emphasized most by Pergamon is American English and British English, respectively. enterprise and as such depend on each other for ESP Specifically, this publisher issues 33 textbooks The areas emphasized most by Cambridge are for this skill area, ranking second only to Regents. It Conversation (7), Reading (10), and Pronunciation the best possible flow of information and should be noted here that proficiency levels beyond (5): mutual support. the intermediate level are the primary focus for this Conversation (7). Four texts are for the intermediate- FUBLISHER PROFILES area. Itis probably assumed that this skill area is advanced level Of these four, two are for American concerned with complex pragmatic matters, which English and the other two are for British English. Longman (219 titles) require a higher genenil proficiency in English. Reading (10): Seven texts are at the intermediate level. Henceforward in this section, the number of titles Pronunciation (5) They have two intermediate-level will be given in the parentheses following the Heinemann (88) texts publisher's name and after skill areas or proficiency Heinemann's major emphasis is placed en Reading levels. (b2). Of eighty-two reading textbooks, eighty are Harcourt Brace (36) Through our quantitative analysis, we learned that, graded readers. eighteen are for the beginning level, This publisher's major emphasis is on Reading (19) of the twenty-eight leading publishers, Longman nineteen for the elemer'ary level, thirty-one for the Ten texts (readers! are for the intermediate level issues the greatest number of ESL publications. In intermediate level, and twelve for the advanced level. particular, the skill area of Reading (168) is most Various types of stories are covereu by these readers. Addison-Wesley (34) emphasized. It is this large number of reading books Addison-Wesley emphasizes the arca of Basal Texts that makes this publisher rank first in the total numb .a. National Textbook Co. (Pc) (8) Three texts of the eight are for the beginmng level. of textbooks among the twenty-eight publishers. This publisher makes available many reprints. The However, a c:ose examination of the reading text- following four skill areas are primarily emphasized hy Alemany Press (32) books published by Longman reveals that most of this publisher. This publisher also publishes materials from them are readers of British origin; we can find only a Composition/Writing (13): One text isfor the selected publishers overseas, such as in Canada, few American or European stories in their readin, list. intermediate - advanced level. There is no specific japan, and England. In regard to the proficiency levels emphasized by reference to the proficiency levels for the other Alemany Press particularly emphasizes the follow- these readers, most of them are what we call "graded twelve texts. ing two at eas: readers," and thus, teachers can select appropriate Vocabulary (6): One text each for the beginning, American Culture/Citizenship (6) One text is for readers according to their students' proficiency levels intermediate, and advanced levels. The other three intermediate-advanced students. For the other five (from the beginning level to the advanced level), texts are unspecified as to level (This publisher texts, there is no specific reference to proficiency Longman is also strongly interested in publishing one of those issuing the greatest number of levels. Dictionaries (9). textbooks for this skill area.) Games (5) One text is for the intermediate-advanced Regents (189) American Cultine/Citizenship (16): Four texts are at level and one for all proficiency levels. For three The following six areas we most fully represented the beginning-intermediate level and twelve texts texts, no specific reference is made to the profi- by this publisher: are available for the intermediate level. (This ciency levels. Visual materials can alsoherepre,- publisher issues the greatest number of textbooks ented by these three texts. Basal Texts (12): All proficiency levels are cowered by fo' this area.) six texts. Three texts are for the beginning- ESP (13): Two texts are for the beginning-interme- Holt, Rinehart, & Winston (29) intermediate level. diate level, one for the beginning level, and one for This publisher is strongly interested in publishing C ersation (12). In particulai, the interniediate- the intermediate level. Nine texts are unspeeifi gl as teaching materials le Co mposit ion/44 'ming (10). Five . wanced level is focused o' (5). to level. texts are available for the ngerinediate level.

50 TN 4/87 Random House (21) Video (3): Two sets are available for the beginning- Linmore (4) Random House is mainly engaged in developint intermediate level and one set is for the interme- This publisher is interested in developing teaching teaching materials used in intensive English programs diate level. materials for Reading (2) with special attention paid for college or college-bound students. On the whole, to the beginning level. this p iblisher evenly emphasizes five basic skill areas, University of Pittsburgh (14) The University of Pittsburgh primarily emphasizes i.e., Grammar (4), Composition/Writing (5), Conver- Delta Systems (2) sation (4), Listening Comprehension (4), and Reading the skill areas of Grammar (4) and Composition/ Writing (4): Delta Systems publishes two Basal Texts. One is (4). For each skill area, the intermediate level is primarily intended for refugee programs in the particularly focused on (two texts for each skill area). Grammar (4): All four texts are at the beginning- intermediate level. with a focus on the development of survival skills in University of Michigan (21) Composition/Writing (4): The beginning level is English. The other is for the development of pre- The University of Michigan particularly emphasizes emphasized (2). literacy /readiness skills. (This company stocks about the skill area of Grammar (5) with a focus on the 2,000 adult ESL titles published by the ather leading intermediate level (3). Minerva (10) ESL publishers. This number includes methodology Minerva's leading interest is two-word and three- or teacher reference books.) Easy Aids (20) word verbs as idioms. The following two areas cover This publisher exclusively focuses on the develop. these verbs: ACKNOWLEDGEMENTS ment of Duplicating Masters/Visuals (20), which are Idioms (2): No specific reference is made as to The authors wish to acknowledge and publicly mostly designed to develop English communication proficiency levels. than!: Dick Patchin of Delta Systems Company, Inc. skills essential to everyday life situations. One set is for Dictionaries (2). One dictionary is for two-word verbs for the valuable information and insights he provided the beginning-intermediate level and one is for the and the other is for prepositions. There is no specific on the subject of current ESL textbook publishing and intermediate level. For the other eighteen, there is no reference to proficiency levels. distribution. specific reference to proficiency levels. Pro Lingua (8) FOOTNOTES Harper 6c Row (16) This publisher focuses on the skill area of Reading 1 Two additional publishers, Harcourt Brace H. -3r & Row is interested in developing teaching (Readers) (3). 0..e reader is available for allJovanovich, Publishers and Scott, Foresman an, materials based on American culture. Four texts for proficiency levels. For the other two, no specific Company, who entirely control their own distribution, American Culture/Citizenship are published for the reference is made regarding proficiency levels. were also included on the basis of their long-time and intermediate level; and these four can be further used significant ESL publishing activities. to teach other language skills, such as reading, Lingual House (7) conversation, grammar, listening comprehension, This publisher's strongest interest is in the skill area 2 The authors feel that the huge number of reading pronunciation, and vocabulary, and so forth. of Listening Comprehension (6). The intermediate books, because it includes "readers," somewhat level is particularly emphasized (4) distorts the picture of react. ',relative to the other skill rleink & Heinle (16) areas. For example, it is douLful that reading is taught This publisher's major interests are Composition/ Scott, Foresman (4) four to five times more than other skill areas, but Writing (5) and Video (3) Scott, Foresman emphasizes Basal Texts (3). Of the rather it is probably the case that several "readers" are Composition/Writing(5): Two texts are forthe hree, two texts z-e at the beginning level. On the used in each reading class. intermediate level and one for the intermediate- whole, however, this publisher's major interests are 3 Editor's Note:We have received numerous advanced level. For the other two tests, no specific eaching materials for ac Ht basic/continuing educa- positive responses from pf 7-!ishers and we willpnit reference is made as to proficiency levels. tion and GED (General Education Deve opmeat). them in the June issue of theTN. . = 0 e. 0 0, .. 0 a c9, tO t.) LE U 6. C.0°..-0)..0 0 ...NG .0 to) , > 0 ... Z 9, L. . me c 4 0 4.) w. C tn CD 'i 0 .00 ,,:z V) CI ii: -6, .76. te ;4 0 .r, '5, 6, g F.: 1.4 0 5.- = 0 .192 i 4:: 4';') '')cgTs i 'T> , gs g E ogg 22 °-.g :2 c%,'..-' .-4, g1, a§g c% ...g E r2 TE. i - g 1,c, ,... tr 2t" t 0c c.) a.) 4 E-cd 1.1 >,8E. ce E e.,- .- ....,a .t2., 0g, *..a. -4 -0 . :-. = > > -, 7.> ti t; ti. 6.; Skills . I> 600 0 ct -rd 0ie 6" ,0 0 g ?)g3 *E "E Total < 7. 4 C.) A ta 4 : Li ; :i ===== -a22nzzoa. a-. e..... czczdi E. Reading (incl. Readers) 558 7210 1948227 216816292516191344 3 480 20 3 1

E S P 177 1 23 2 1101319 113 1 133318 34 13

Composition/Writing 121 332 43 :i10 6 49 1310 1 223 3 1 7 3 4 Grammar 111 2 2 6 3 5 912 1 3 8 6 24 2 4 9 6 54 91 1 Conversation 5 7 5 1 3 7 1 2 24 9 3 611 412 g 1 2 Basal Texts 86 8 3 22 2 1 2 3 3 42 6 6 2 6 9 12 3 7 3

Listening Comp. 60 3 1 2 1 2 1 6 5 1 1 1 6 9 7 4 3 5 2 Duplicating Masters/ Visuals 35 3 1 2, 5 1 5

Testing 33 1 3 7 4 4 1 1 12 American Culture/

Citizenship 33 1 6 1 4 16 1 3 1

Vocabulary 30 3 1 1 1 2 6 2 6 3 1 2 1 1

Dictionaries 30 9 1 1 22 8 2 1 4

Computer Software 29 2 1 1 1

Pronunciation 23 25 1 1 1 1 1 7 2 2

Games 21 5 1 1 1 1 1 6 2 1 2

Idioms 1 20 2 1 1 22 3 1 1 4 1 1 Video 20 3 4 1 1 1 10

English thru the Arts 10 1 1 1 2 1 2 2 Spelling 5 2 1 1 1

GRAND TOTAL 1493 34321 3622038161 8816I 297 321965791080616289153 821189 49321:4 'Publisher lists two or three titles in two skillareasrather than one. TN 4/87 51 8. New Mexico TESOL became the first TESOL affiliate on October 27, Facts and Faces Quiz (from pages 2 and 3) 1969. (It withdrew from TESOL in 1975 to become an affiliate of NABE. Answers A new New Mexico affiliate was established in 1978.) The second and third affiliates were New jersey TESOL/New Jersey Bilingual 1. Charles Carpenter Fries (1887.1967) founded the English Language Educators on November 20, 1969 and Puerto Rico TESOI, on November Institute at the University of Michigan at Ann Arbor in 1941. He also 25, 1969. The first non-United States affiliate was Venezuela TESOL, wrote the very influential Teaching and Learning English as a Foreign August 19, 1971 (This became inactive in its early history, and a new Language (Ann Arbor: University of Michigan Press, 1945) and was one organization was established in 1982). TESOL affiliates are autonomous of the founding editors of Language LearningA Quarterly Journal oforganizations; several are older than TESOL, for example British Applied Linguistics (with Kenneth L. Pike and W. Freeman Twaddell). Columbia TEAL. There are now (10/86) 44 United States affiliates and 21 outside the U.S. 2. Teachers College, Columbia University awarded 13 Master of Arts 9. There are now (1/87) approximately 11,000 members of TESOL. The degrees in the Teaching of English as a Second Language on June 8, total number of members of all TESOL affiliates is approximately 1950. Virginia French Allen, Aileen Kitchin, and Mary Finocchiaro were26,000, of whom about 20% are also members of TESOL. Therefore, the prime movers it this program. Although there were a few other TESOL serves, either directly or indirectly through its affiliates, a total of teacher training programs with TESL/TEFL components in existence atapproximately 32,0G0 members. the time, the degrees they awarded were primarily in linguistics of 10. They all grew up to be TESOL Newsletter editors. From !eft to right English. There are now post-graduate teacher training programs in they are: Richard Light (editor, 1970-72), Ruth Wineberg (1972-75), John TESOL at over 180 universities in North America and the U. K. F. Haskell (1975-1982) and Alice H. Osman (1982-present). Not pictured e Harold B. Allen, editor of the first, preliminary issue (1966), and Alfred Aarons (editor 1967-1970). 3. TESOL was founded with the support of NCTE, NAFSA (especially its Association of Teachers of English as a Second Languag, (ATESL), 11. There are approximately 5 million LEP students (aged 5-17) in the section), SAA (Speech Association of America now SCA, the Speech U.S., and this number is increasing faster than the general school-age Communication Association), MLA and CAL. CAL was an autonomouspopulation. (In 1980-81, a quarter of all public school teachers had LEP project of MLA until 1964. IATEFL is a British-based organizationstudents in their classes.) Before the Bilingual Education Act of 1968, founded in 1967 (see 16 blow); ACTFL was founded in 1967 and NABE which TESOL played a major role in helping to draft, th, existence of in 1975. LEP students was barely acknowledged in federal legislation and their numbers were merely guessed at. There are still no accurate numbers for LEP adults in the U.S. There were 121,362 foreign students at U.S. 4. Harold B. Allen, who became the first president of TESOL, was universities in 1968-9 and 342,113 in 1984-5. liar' rr officer for NCTE's committee on English as a second language. Robert L. Allen was also a member of this NCTE committee and a 12. The first state to legislate certific,- tion in ESL for teas ors of K member of the executive committee of NAFSA's English Language through 12 was New Mexj..o on August 1, 1969. There are now 24 states Section (from 1964, ATESL). James R. Squire, the executive dii ector of including Washington, D.C. which have certification, endorsement or licensure for teachers of ESL. NCTE, was the program director for the fledgling conference of TESOL held in Tucson, Arizona in 1964 (see question 9. Sirarpi Ohannessian, 13. TOEFL was first administered in 1964 Development of the test director of the English program of the Center for Applied Linguistics began in 1963 with a coalition of over thirty public and private wa: the program director for the second cor.f'rence in San Diego and organizations and was financed by grz, its from the Ford and Danforth interim secretary and treasurer during the three-year organizing period. Foundations. It was first attached administratively to the Modern (George Ande:son, associate executive director of the MLA, was the Language Association, but in 13 i5 the College Board and Educational program chair for the New York conference.) Mary Finocchiaro helped Testing Service assumed joint responsibility for the program. to establish the first ESL teacher training programs in the U.S. and was 14. Four: San Juan, Puerto Rico (1973), Mexico City, Mexico ;1978) the fifth president of TESOL, 1970-7!. Honolulu, Hawaii, U.S.A. (1982), and Toronto, Canada (1983). 15. Only onejean Handscombe (pr. siden', 1985.86) who was born in 5. All three are correct. The first annual conference on Teaching English Scotland and now holds a dual citizenship in Canada and the United to Speakers of Other Languages, sponsored by the NCTE, NAFSA, Kingdom. Several other presidents were born outside the United States, CAL, MLA and SAA, was held in Tucson, Arizona in May 1964. The for example, Paul Bell (Cuba), H. Douglas Brown (Belgian Congo, now second conference sponsored by these organizations was held in San Zaire), Mary Finocchiaro (Italy), Christina Bratt Paulston (Sweden), Diego on March, 1965. TESOL, the organization, howe-er, was not Bernard Spolsky (New Zealand) and Jodi Crandall (Argentina). created as a per. Anent association i.ntil the third ofthesejointly 16. ATS,FL (the Association of Teachers of English as a Foreign sponsored conferences, held in New York City, March 17-19, 1966. The Language) was founded by W. R. Lee in 1967. The International' was first convention of the organization was in Miami Beach, Apri: 13-15, added to the name in 1971. Bill Lee served as chair until 1984. The 1967. current chair is Peter Strevens who serve -mil 1987. IATEFL has 1,700 members, about 1000 of whom reside outside the U.K. (See the article by 6. The primary interests designated by participants in TESOL's foundingPeter Strevens on page 13.) conference in New York City in 1966 were: elementary education, There are several other ESL/EFL teacher organizations, many of followed by teacher training, college education, adult education, which are affiliated to TESOL, such as JALT (the Japan Association of secondary education and teaching English overseas. The membershipLanguage Teachers) and Mex-TESOL in Mexico. Other organizations changed dramatically in 20 years. The largest of the present TESOL such as JACET (the Japanese Association of College English Teachers) Interest Sections (from 1975-1982, Interest r;roups) is now (9/86)and TESL Canada (whose B.C. TEAL, Ontario TESOL, and SPEAQ Teaching English Internationally (with 1875 prim -y men:bors), [Quebec] affiliates are affiliated with TESOL), are not affiliated with TESOL. followed by ESL in Higher Education (1593), ESL inlilt Ecktion (943), ESL in Elementary Education (668), ESL in Secondary Education 17. The first summer institute was held in 1979 at The University of (651), Applied Linguistics (595), English for Foreign Students in English California at Los Angeles. Thee has been an institute every summer Speaking Countries (561), Teacher Education (299), ESL in Bilingual since then: 1980 at the University of New Mexico, 1981, Teachers Education (279), Compute Assisted Language Learning (272), Research College, Columbia Univc. .ty; 1982, Northwestern University (jointly (216), Program Administration (202), Refugee Concerns (193), Standard sponsored by Northeastern Illinois University and the University of English as a Second Language (74) and Materials Writers (56). Illinois at Chicago); 1983, The University of Toronto and the Ontario Institute for Studies in Education; 1984, Oregon State University; 1985, Georgetown University; 1986, The University of Hawaii. The 1987 7. The first editor of the TESOL Quarterly (TO, from 1966 to 1972, was Summer Institute will be held in Barcelona at ESADE, co-sponsored by Betty Wallace Robinett. The other editors of the TQ were Maurice TESOL and IATEFL. Imhoof (1Eri2-1973), Ruth Crymes (1973-78), Jacqu-line Schachter (1978- 83), [William Rutherford, acting editor, 1980.81, H. Douglas Brown, 18. James Alatis, executive director of TESOL since 1966. Demetrios interim editor, 1982-83] and Barry Taylor (1983-85). Stephen Gaies Efstathios Alatis is of Greek heritage: his family name as pronounced in Modern Greek means salt. [acting editor, 1984-85] is the current editor. Before the publication of the first TQ three volumes titled On Teaching English to Speakers of Other ACKNOWLEDGEMENTS Languages were published to present the papers given at the first three We would like to dim,' the ESOL Central Office :Jr help throughout 'tie elopment of this TESOL conferences (see question 5). The editors were Virginia French Quiz. James Alatis. Harold Allen. Edward Anthony and Sirarpi Ohann.ssian for a great deal of background information: and the following for invaluable assistance with par' 'Aar questions Allen (Series I, 1964), Carol Kreidler (Series II, 1965) and Betty Wallace Peter Fries. Do. J.Waggoner, the Center for Applied Linguistics, tie Institute for International Robinett (Series III, 1966). Education, New s f est(TZSOL. and Teachers College. Columbi, University.

52 R8 TN 4/87 .111,1.101=1 Current CHAMBERS Perspectives On Another Word for Dictionary Pronunciation

Now available in the United States from JOAN MORLEY,editor Cambridge University Press Current Perspectives focuses on: O Pronunciation as an integral part of Char *ers Universal Learners Dictionary communication Careiuily selected vocabulary, clear and accurate definitions, and CI Linking and Deletion within and across numerous usage examples make this the perfect dictionary for students of word boundaries English as a second language. 45 000 references 55.000 deft:lions' 60008.1 Paper 59.95 O Natural and contextual sirtech modeling Chambers Pocket Guide to Phrasal Verbs O Learner variables and prepronunciation Defines and shows, by examples, how and when English phrasal verbs considerations are used. 60011.1 Paper 57.95 O Pronunciation and listening Chambers Idioms comprehension A collection of idiomatic expressions defined in basic language. Sample O Applied phonetics sentences show how the phrases are used. Useful for both students of English O Speech awareness .ind self-monitoring and native speakers. 60010-3 Paper 57.95 O Theoretical and pedagogical concerns in These Chambers titles are for sale only in the United States. pronunc:atioil teaching Atbookstores or from: S12 Mernirers, $14 Nonmembers Plus S1.50 postage. CAMBRIDGE UNIVERSITY PRESS All orders must be prepaid. 32 East 57th Street: New York, N.Y. 10022 T E S 0 1118 22nd Street. N.W., Washington. D.C. 20037 USA

Check LE the one you want. Mail this ad in today and we'll include a sample unit of Listen for It demonstration cassette included [Small Talk anda demonstration cassette. by Jack Richards. Deborah Gordon. and Andrew Harper by Carolyn Graham The book and cassettes featureprelisteningand task-based A selection from the red-hot collection of new Jazz chants, activities that develop gistlistening skills and cover aspects featuring music performed by world.famous musicians. of spoken language (i.e. reduced word forms) that a;r1 comprehension. Yes. I want to keep up to date. oBeginner':; Workbook Please rush me the book I have selected. by Patricia E Zevin Name Designed for students with no onor knowledge of English, School this illustrated workbook provides extensive practice with the Address vocabulary presented in the Oxford Picture Dictionary of City American English. State Zip Telephone Spot Drills 1beginning Grade/level No ESL students Spot Drills 2--intermediate oltio Mail all requests to. And in California: o Spot Drills2--advanced Oxford UolvorsIty .111 Oxford Univoroity Posts Oxford by Rayner W. Markley and Willard D. Sheeler English Language Teaching English Language Teaching 200 Madison Avenue American 1856 Cherry Menue Clear and comprehensive grammar drills are provided, New York. NY 10016 English Suite 634 focusing on specific point.% and many are accompanied (212) 6r 3.7300 Long Beach, CA 90806 O by humorous illustrations. (213)433.1488 03

R 9 COLLIER1\TACMILLAN Clues to Meaning B. Odeca, A. Levinc, S. Statman Level: High-intermediate to Advanced areader for college-level students that provides a systematic approach to reading for 14rat academic success offers intensive training and practice in rev- gnizing the most common rhetorical structures, such as sequencing of events, cause-result relationships, and comparison- contrast relationships includes a range of authentic reading passages drawn from science, economics, education, politics, sociology, and psychology TESOL '87 *** TESOL '87 *** TESOL '87 Don't forget to join Collier Macmillan for "Meet the AuLhor 9:00.12:00 pm Coffee Hour Thursday, April 23 Booth #315 SPAGHETTI,AGAIN? 2:00.2:45 pm Presentation Thursday, April 23 Stage Left EXPLORATIONS 1:00.1:45 pm Presentation Saturday, April 25 Stage Left ESL Dept., 866 Thinl Ave., New York, NY 10022 miow

Teachers of English to Speakers of Other Languages An International Professions' lrganization for Those Concerned with the Teaching of English as a Second or Foreign Language and of StandardEnglish as a Second Dialect Officers 1988-87 President First Vice President Second Vice President Joan Morley JoAnn Crandall Lydia Stack The University of Michigan Center for Applied Linguistics _Newcomer High School Ann Arbor, Michigan 48119, US.A. 1118 22nd Street. N.IV 2340 Jackson Street Washington, D.C. 20037. U.S A. San Francisco, California 94110. US.A. Executive Board Member: ; Allwrigbt. University of Lancaster, Lancaster, England; Mary Ashworth. University of Bntish Columbia. Vancouver, Bnnsh Columbia. Canada: Charles H. Blatchford, U S.A.; Jeffrey P. Bright, City Colleges of Chicago. Chicago, 'ninon. U S.A.. Marianne Celce-Murcia. Jniversity of California at Los Angeles. Los Angeles. Ca- A.; FraidaDubin.University of Southern California, Los Angeles. California. U.S.A.; DonaldZeeman.School of International Training. Brattleboro. Vermont, U.S.A., .xscombe. North York Board of Education. Toronto. Ontano, (..mada. Elliot L. Judd. Unncriaty of !knots it Chicago. Chicago. Illinois. S A , Michele Sabina. Houston Pol .army, Houston. Texas, U.S.A., Carole Urnia. Unn ersit. of the Pacific, Stockton. California. 3 A . Shirley M. Wright, George %Sashangton University, Washington, D.C., .A. Executive Director: James E. Alatis. Georgetown University, Washington. D.C.. US Editor, TESOL Quarterly Editor, TESOL Newsletter Stephen J. Gaits Alice H. Osman University of Northern, Iowa F. H. LaGuardia Community CoPege. CONY Cedar Falls, Iowa 50814. U.S.A. Long Island City, New York 111.01. US A. TESOL Central Office Staff Executive Directs:. James E. Alatis Executive Assistant: Carol LeClair Convention Coordinator: Christopher R. Byrne Membership'* Plasemont Services: Edmund LaClaire Field Service* Coordisatow Susan i'tyley Publications Coordinator: Julia Frank .McNeil TESOL Development k Promotions: Aaron Berman. Box 14396, San Francisco, California 94119. US.A. TESOL membership includes a subscription to theTESOL Quarterlyand theTESOL Newsletter.Annual membership rates: Regular membership, 340; Student membership (for those engaged in at least half-time study),320:Joint membership (two-member household). 360; Institution/Library membership, $75; Commercial membership. 3,200: Paraprofessional.Retired, Unemployed orVolunteer membership, ,CM. (Foradditional outside the U.S., contact TESOL for amount of additional mailing flee.) Pleas' 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. M=a, U.S.A. . .lephone: (202) 625-1569. For ,hange of address or other information, wnte to TESOL.

TESOL,1118 22nd Street,N.W.(Suite 205). Georgetowr wersity. Washington. D.C. 20037, U.S.A TESOL NEWSLETTER VOL XXIM.2 'RIL1987 NON PROFIT ORG. P.S. POSTAGE DATED MATERIAL PAID IPSOL' Bloomirgton, Permit No. 16

e4°""p,--17'sThr I April 21 25 Fontaimbleau Hilton 90 Miami ti.each. Florida Lydia Stack, Chair Newcomer High School San Francisco, California 94 ;15, USA. Vol. XXI No. 3 Teachers of English to Speakers of Other Languages June 1987 Moving from Teacher to Teacher Trainer: Some Suggestions for Getting Started

by Donald Freeman School for International Training Teacher training is a fact of life: just aboutsee and to assess leads to improvement. and then with increasingly wider audiences, anyone who has been teaching for a while has Taken at face value, these suggestions seem perhaps through local programs and conven- played the impromptu role of teacher trainer inso deceptively simple that they are common- tions. one form ar another. Either individually or for sensical. There is a lot to each of them, On a second level, this statement suggests a group, wit:* peers or with junior colleagues, however. rd like to review them in greatermore complex issues. To know your subject we have worked to suggest a type of naterial, detail before adding the fifth and final caveat. natter means first that you believe in its explain an exercise or technique, or cuscuss the Suggestion #1: Know your subject matter validity. This belief may come from two in's and out': of a particular course, student sources: your experience with the subject population, or teaching situation. This impart- On one level, this means nothing more than matter and/or your knowledge of its original- ing of knowledge and skills is a natural part of knowing what it is you want to teach to others.ity. Having worked with it as a classroom Many people begin as teacher trainers byteacher, you know that this activity or material being a language teacher. It is also at the root ofdemonstrating or explaining something in being a teacher trainer. is useful to you and therefore you have which they are proficient and/or knowledge- confidence that it can be of use to others. To want to teach others what you know orable. The folk wisdom in the teachers' room know how to do is, in fact, a natural part of Likewise the belief may come from the that John is "good at such-and-such" encour- originality of your subject matte.: having being a teacher.Itis what Curran (1978) ages him to share it first with immediate colleagues referred to as the "sickness to teach": a healthy developed the activity or material yourself, you and quite human urge to coavey to others are confident in it because you know that it something of yourself. As basic as this drive addresses an issue or problem which you have may be, itis a necessary, yet not sufficient, INSIDE -- encountered in teaching. In either case, your condition for becoming a professional teacher belief in the s alidity of what you are presenting Call for Nominations, '988-89, page 10 makes you comfortable with it. trainer. It provides a starting point on which Call for Video Theater for TESOL 138, page 19 training skills and the awareness which allows Beyond these two lies a third level. Itis one to develop those skills are built. it all goes in a computer, B. Lehman-West, page 4 knowing why this subject matter is worth What follows, then, are five suggestions for National issues forums, C. Greenleaf, page 22 teaching to c :hers. While validity is important, transforming that basic urge into Cie effective English teaching in China, by Hou Zhiming, page 2t understanding of the rationale or assumptions The China experience, by'. R. Garrott, page 28 which form the underpinnings of what you do beginnings of being a professional teacher English instruction in China, by Su-ying Yang, page 29 trainer. I have couched them as advice to those iscrucial. This why often requires some who would like t I get started. At the same time, thought. It is in you, yet it is often not clearly I would hope that if they are valid, they will be Affiliate News 17 Letters 21 articulated. As a teacher, that is flue; but as a of use to those who are currently engaged in Conferences/ Calls 8 Miniscules 27 teacher trainer, it is incumbent upon you to be teaching teaching. Interest Section News 23 On Line 13 able to explain nest only what you do but why Let me begin by nummarizing the sugges- Intl Exchange 25 President's Note 2 you do it. tions: It Warks 9 Reviews The parallels to language teaching are 1) Know your subject matt Know what Jcb Openics 31 Standard Bearer 15 obvious. You may be comfortable with the you want to teach and have con..,.:?nce both in language you are teaching because you speak its worth and validity; know why it is impor- J. Zulcowski/Fausi appointed TN editor, page 3 it, yet you need more than that in order to tc tant. in memoriam, Sae Morrisroe, page 3 it effectively. You need an awareness of the 2) Lse your skills as a teacher when you Resolution on language rights, page 3 language, developed through a knowledge of train. Don't abandon your classroom expe- Honors: L Johnson and J Richards, page 4 applied linguistics combined with reflection on rience; it is an invaluable source not only for TESOL officers and EB members announced, page 5 the language as you use it, which enables you to what to present but for how to present it. Often Report: LINC Ilvw, C. McIver, page 16 unravel st adent errors, generate cogent expla- the trainini, process itself has an impact equal Briefly noted and other iterr 1, pages 4, 13, 16, 24, 27, 30 nations, and structure effective presentation of to if not more lasting than the content pre- material. sented. Similarly, as a language teacher using a 3) Know what you are trying to accomplish. listening comprehension technique, for exam- Being clear on the objective will guide your Coming in Acgust ple yon need to know how to implement that decisions about the training format and what is technique effectively in the classroom. But as a or is not essential. TESOL '87 news teacher trainer, you must know how to teach 4) Learn to recognize results. Knowing what others to use that technique effectively. While you're doing, what you bring, and what Interview with Richard Calkins, the second grows out of the first, they are not you're after all help to free you enough to see new TESOL executive director what is actually going on. That ability to Continued on page 6 TESOL NEWSLETTER Alice H. Osman, Editor F. H. LaGuardia Community College, CUNY 31.10 Thomson Avenue Pfteadeae4 ltda to de Neselege4 Long Island City, New York 11101, USA Atthe twenty-first convention in Miami, advantages of knowing English in the United during the Legislative Assembly, TESOL States than the students who attendour Telephone: (718) 482-5334 or passeii a i,...lution which is important not only (212) 683 -5819 classes." The efforts of those who seek to enact to us as a profession, but also to the hundreds of !egisiation declaring English the official Editorial Staff and Advisory Board thousands of students whom weserve. That resolution affirmed the basic rights of alllanguage of the entire United Statesor of Richard Allwn'ght, UniversityOf Lancaster,Lancaster, individual states could be more usefully England; Charles H. Blatchford,Fair Oaks, Califor- individuals to their linguistic and cultural nia;John Boyd,Illinois State University,Normal, heritage and it opposed any efforts which expended in support of legislation formore Illinois;_ Mary Ann Boyd, Illinois State University, would restrict those rights. funding for ESL instruction. Normal, Illinois; Mary Ann Christison,Snow College, Besides being based on false assumptions, Ephraim Utah. Andrew D. Cohen, Pontifical At first thought, it might seem strange thatan Caholic University ofSaoPaulo, SZto Paulo, Brazil; organization of individuals who teach Englishthese English only/English as official language Cahy Day_,Eastern Michigan University,Ypsilanti, as asecond or foreignlanguage would feel the initiatives are dangerous because of the Michigan; Irene Dutra,BronxCommunityCollege, need to publicly state its support for firstrestrictions they may f 'gender. It has taken CUNY,Bronx, New York; Ronald EckardWestern Kentucky University,Bowling Green, Kentucky; language rights. However, there is no paradox years in the United States to establish the rights Winifred Falcon,American Language Program, in respecting individuals' rights to theirown of individuals to have access to medicalser- Columbia University,New York, New York; Douglas languages while simultaneously helping them vices, legal services, education, and other social Flahive,Colorado State University,Ft. Collins, Colorado; Sergio Caitlin, Institute M;xicano-Norte- achieve their objectives of learning Englishas servicesin a language they can understand.The amerkanode Relaciones Culturales,A.G., Mexico an additional language or standard dialect. current initiatives could reverse these gains and City, Mexico; Liz Hamp-Lyons,University of Prior to the TESOL Convention, a number of deny that access. Only one amendment to the Michigan, Ann Arbor, Michigan;John Haskell, other professional organizations in the United Northeastern Illinois University,Chicago, Illinois; United States Constitution has restricted Mary Hines,City College, CUNY,New York, New States passed resolutions expressing their individual rights: that amendment involved the Yorlc; Carol J. liCreidler,Georgetown University, oppcsition to legislative efforts to declare Washington, D.C. Linda Kunz, prohibition of alcohol and it was subsequently LaGuardia Commu English as the official language in the United repealed. rill other amendments have nity College, CUNY,New York, New York; Darlene States. The National Council of Teachers of guaran- Larson, American LanguageInstitute, New York teed, expanded, or extended individual rights. University,New York, New York; Jean McConochle. English, the Linguistic Society of America, the With the passage of current initiatives Pace University, New York, New York: Carmen Modern Language Association, the National or an Judith Nine-Curt,Universidad de Puerto Rico,Rio Association for Bilingual Education, the Center amendment to the United States Constitution, Piedros, Puerto Rico; Robert Oprandy,Teachers bilingual voter information and ballots, inter- College, Columbia University,New York, New York; for Applied Linguistics, and a number of Howard Sage,American Language Institute. New TESOL affiliates (Arizona, California, Connec- pretation and translation services in the courts, York University,New York, New York; Richard ticut, Minnesota, and many others), as wellas bilingual approaches to education could all be Schreck,University of Maryland,College Park, the officers and executive director of TESOL, threatened. Maryland; Lice Winer,Southern Illinois University, Carbondale, Illinois. produced strong statements objecting to any We in TESOL have differing viewson the Production Manager initiative to amend the Constitution of the kinds of educational programs whichare most United States to declare English the official Lars LaBounty appropriate for language minority children, but language or any initiative by the states to enact there are two things upon which I thinkwe antagraph Printing si-nilar legislation. Bloomington, Illinois 61701, USA could all agree: 1) that all students who speaka The arguments advanced in these resolutions language other than English shouid be offered Advertising Manager are quite similar. All agree that these initiatives Aaron Berman an opportunity to acquire English and 2) that are unnecessary. It should be apparent to they should be provided the best possiblepro- TESOL bevelopment and Promotions everyone in the United States of America that P.O. Box 14396 gram of instruction. Efforts to exclude educa- English functions as the major language oftional options such as bilingual education, San Francisco, California 94114, USA education, government, and commerce. In Telephone: (4i5) 697-5638 where it would be optimal, should be opposed. fact, the role of English is so dominant thatone Some supporters of these English The TESOL Newsletre ;TN) is published six times a year, wonders why anyone H ould feel itnecessary to as an February through December It is available only through r., official language initiatives believe :hat the hetchip in TESOL or its affiliates. See beck page for meMoes- make what is already implicit and de facto, ship information. boll' explicit and de jure. The implication of declaration of an official language can foster TN welcomes news items from affiliates, interest sectioiis, unity. Rather than uniting,a country, however, and organizations as well as announcements, calls forpapers these initiatives is that refugees, immigrants, conference and workshop reports and generrl information of and other language minority Americans do not "attempts to impose a common language by interest to TESOL members everywhere A length of approxi- mately 300 words is encouraged for those Items except for want to learn English, whzn nothing could be force of law usually create divisiveness and conference announcements and calls for papers which should further from the truth. disunity." These words from the resolution not exceed 150 words. Send two copies of these news items to the Editor. A survey of adult ESL being conducted by passed by the Linguistic Society of America Longer articles on issues and current concerns are also the Center for Applied Linguistics revealsa may already be reflected in the suspicion, solicited, and articles on classroom practices at all learner levels and ages are especially encouraged. However, four comes of considerable need for increasing the number of distrust, and acrimony which have been these are required as they are sent outforreview by members available classes. There are tens of thousands of of the Editorial Staff and Advisory Board before publication unleashed in the course of debates on thisissue. decisions are made. Longer articles are limited to IWO wordsor adults in the United States who would be But this is not simply a local issue for those five typed double space pages in preparing the manuscript, enrolled in ESL classes if they were available. It authors are advised to follow the guidelines found in the living in the United States. Individuals' rightsto TESOL Quarterly. _(A ccpy of the guidelines may also be is ironic, but sad, that at the same timeas the their own language and cultural heritageare requested frc.s the TN Editor.) state of California was passing Proposition 63 Authors who wish to contribute to special sections of the TN universal rights, and TESOL, as an interim- are advised to send two copies -f their items directly to the to make English the official language of the tional organization, chose to frame its iesolu- editors in charge of those pages. Affiliate and Interest Section state, some 40,000 adults were turned away News: Mary Ann Christiscm, Snow College, Ephraim, Utah tion within this larger sphere. In Miami, when 84627; Book Reviews: Ronald Ecko-J, Western Kentucky from adult ESL classes in Loc Angeles alone, University, Bowling Green, Kentu ;Iry 42101 International Ex- because there was no space. As the Linguisticwe adopted a Resolution on Language Rights, change: Liz HarnpLyons, English Composition Board, not only did we vote to oppose all measures University of Michigan,7025 Angell Hall, Ann Arbor, Michigan Society of America succinctly put it, "The 48109; It Works: Cathw ZAN, Eastern Michigan University. English language in America is not threatened. which would establish English as the official Ypsilanti. McMinn: 4819T; On Line: Richard Schreck. language of the United States of America, but University of 14aryland. University Gollege, College Park, All evidence -uggests that recent immigrants Maryland 4'42, Mini:mks: Howard Sage, 720 Greenwich we also emphasized our support for "measures Street (4H). New York NY 10014g Standard Bearer (employ- are overwhelmingly aware of the social and ment issues). Carol Kreidler, School of Languages and economic advantages of becoming proficientwhich protect the right of all individualsto Ling: ,stics, Georgetown University, Washington, D.C. 20057. in English." preserve and foster their linguistic and cultural Advertising rates and informztion are available from Aaron Berman, TE.,OL Development and Promotions. See address The letter from the officers and executive origins," while also supporting their right toan and telephone number above. Fe, inforiaation on submitting director of TESOL to U.S. affiliate presidents Jacquire proficiency in Eng- job notices, see job openings page. also took issue with assumptions "that those lish." Deadlines for receiving copy: December 15th for the February issue who are not proficient in English needan On the day we did so,I was sorry that February20th for the April issue official impetus to compel them to learnFrancisco Go,nes de Matos, one ofour col- April 20th for the June issue English." The letter continued, "As profession- June 20th for the August issue leagues from Brazil and a long-time TESOL August20th for the October issue als who administer and teach in ESOLpro- member who has argued so eloquently for the October 20th for the December issue grams, we know that this is not the case. No one is more aware of the social and economic linguistic rights of individuals. was not there to Next Deadline:August15th for the October TN I Continued on next page

2 92 TN 6/87 Jean Zukowski/Faust Perhaps it is this issue of "access" to language Appointed TN Editor Pleaded4Vote instruction which unites all of us in the pro- Continuedfrom page 2 fession. As teachers of English, we are continu- The TESOL Executive Board appointed share in the moment. He has been urging ally reminded by our students of the value of jean Zukowski/Faust of Northern Arizona TESOL for some time to adopt a "universal English language proficiency as a means of University as editor of the TESOL Newsletter declaration of individual linguistic rights" access to international communication, com- beginning with the October 1987 issue. which would affirm their "first language merce, and science and technulogy. We can The current editor, Alice H. Osman of rights": that is,the right to learning (acquir- serve as advocates for all those who desire LaGuardia Community College, CUNY, con- ing), using, maintaining, valuing and preserving access to English language classes. At the same cludes her term . s editor with the August issue. or 's first language" while also ensuring thetime, we can support "the study of other lan- Readers who wish to direct articles to future rights of those individuals "to learn a second guages for native English speakers" as the issues of the TN should address them to: language"(TN4/86). TESOL Resolution on Language Rights also urges. jean Zukc wski/Faust One might ask whether it is appropriate for a Editor, TESOL Newsletter professional association to take a stand on issues Northern Arizona University of this type. It may be that it is impossible not to Flagstaff, Arizona 86011, U.S.A. do so. This has certainly been the experience of /114; JoAnn Crandall many TESOL affiliates whose advice on this News items or announcements intended for issue has been sought by local policy makers. publication in the October issue should be sent Moreover, as Elliot Judd has recently suggested ORGANIZATIONS PASSING to Ms. Zukowski/Faust no later than August 15ththe sooner the better. (TN4/87), teaching English to speakers of other RESOLUTIONS PROTESTING languages is both "a polit, :al act and a moral "ENGLISH ONLY" INITIATIVES job notices for any issue of the TN are to be question," and it applies to us whether we are sent to the TESOL Central Office, Attention: Center for Applied Linguistics. 1987. Julia Frank-McNeil, 1118 22nd St. N.W. #205, teaching ir. an English-speaking country or in a Passed at the 1987 Board of Trustees country in which English is studied as an interna- Washington, D.C. 20037, U.S.A. (See page 31.) Meeting. Inquiries about advertising in the TN are to tional language. Where there are competing Linguistic Society of America. 1986. languages (where major languages can over- be directed to Aaron Berman, TESOL Devel- Passed at 1986 Annual Convention in opment and Promotion, P.O. Box 14396, San power minor ones) we have an obligation to New York. state firmly our respect for our students' lan- Francisco, California 94114, U.S.A. Telephone: Modern Language Association. 1986. (415) :47-5638. guages and cultures at the same time as we are MLA Resolution It4Passed at 1986 Ms. Zukowski/Faust's appointment con- facilitating their rights to learn another lan- Annual Convention in New York. guage. cludes the work of the Newsletter Editor National Association for Bi:ingual Ed- Search Committee, an ad hoc committee As English teachers, we may not be able to, ucation. 1987. Passed at 1987 Annual nor feel it is our place to act as advocates for appointed by the Executive Board in June 1986. Convention in Denver. See N ABE Serving on that committee were JoAnn Cran- local languages. However, in our teaching and News,10, 4:6. our relations with our students we can demon- dall Julia Frank-McNeil, Sue Morrisroe, Rita National Council of Teachers of English. Wong and Alice Osman. strate our respect for their languages and 1986. On English as the official lan- cultures and we can strive to present "culture- guage. Passed at the 1986 Annual Con- fair" English programs. We can also encourage vention in San Antonio. In Memoriam access to English language instruction for all Teachers of English to Speakers of who chocse to learn English for its social, Other Languages. 1987. Resolution on SUE MORRISROE economic, or educational benefits, making language rights. Passed at the 1987 On February 20, Sue Morrisroe, first certain that this opportunity is extended Annual Convention in Miami. Re- vice president of Illinois TESOL/BE, beyond a small elite. printed below. passed away as t1 y. result of a massive stroke she had experienced less than a week before. Illinois TESOL /BE, TI:SOL, and the English language teaching profession at large will greatly miss Sae. TESOL Resolution on Language Rights St.! had served as a member of the Executive Board of Illinois TESOL/BE WhereasTESOL is an organization wh' second language, at all educational levels and from 1983-1986. She was then elected promotes programs that provide speakers of within all educational settings; first vice president (convention chair other languages the opportunity to learn Therefore be it resolved that TESOL support and president-elect). She was also English. and measures which protect the right of all serving TESOL as a member of the WhereasTESOL supports the study of other individuals to preserve and foster their Newsletter Editor Search Committee. languages for native English speakers; and linguistic and cultural origins; and She had been the co-editor of the Secondary School Interest Section Whereas,in recognition of the right of all Be it further resolved that TESOL oppose all individuals to preserve and foster their Newsletter of TESOL for five years. She measures declaring English the official was a frequent presenter at state, re- linguistic and cultural origins, TESOL also language of the United States of America or gional and international conferences on supports learners of English maint :fling of any legally constituted part thereof; find their native tonguestiring and after their matters of concren to ESL and content learning of English; and Finally be it resolved that TESOL circulate this area classroom teachers. resolution to its affiliates and interest Sue served as the co-chair of the Whereasthese rights have been affirmed by sections, to other professional organizations Certification Committee of Illinois such international organizations as UNESCO and to appropriate public officials, especially TESOL/BE as Illinois worked toward and the European Economic Community those officials ir localities where policies reaching the now-attained goal of certi- and in such international treaties as the counter to the principles established in this fication for ESL and bilingual teachers Helsinki Accords; and resolution are neing considered. in Illinois. She was committed to excel- Whereasseveral states within the United States We inTESOL strongly believe that this lence in teacher preparation, teaching of America have enacted and other states and resolution reaffirms the highest ideals and aild learning. She was the consummate the United States Congress are considering traditions of our profession as teachers of professional, a person who very much legislative measures which could be used to Engli.ih to speakers of other languages cared for others, personally and profes- deny these basic language rights; and namely that all individuals have the oppor- sionally. Sue has left each teacher in our Whereasthe considerable resources being tunity to acquire proficiency in English while profession on excellent model to follow. spent to promote and implement English- maintaining their own language and culture; Everyone who knew her will greatly only policies in the United States of America and culture. miss her. could be allocated more effectively for Adopted at the TESOLLegislative Assembly David Barker lai guage instruction, including English as a April 24. 1987 TN 6/87 93 3 Lauren Johnson Is Winner of 1987TESOL/ It All Goes in a Computer Prentice-Hall/Regents Fellowship by Beverley Lehman-West by Louis Carrillo Bainbridge Island, Washington Prentice-Hall/Regents "Why are you checking F, Amin? Check "Elated!" was Lauren Johnson's reply when I public libraries. M for Male,' I said, stopping at his desk. I asked her how she felt on learning that shewas As for the future. Ms. Johnson sees an was helping my English as a Second Lan- the winner of this year's TESOL/Prentice- increase in the number of ESOL teachers who guage studentsfillout the government Hall/Regents fellowship. Ms. Johnson is an are regular staff members of a school; an survey form. elementary school teacher whose experience increase it the amount of materials pub1ished, "F (e'er; Nt mother," he explained. encompasses 311C11 diverse teaching situations as especially content-based ESL materials; and Chan, who'd been around for four quarters, a one-room schoolhouse in rural Wyoming, the continued controversy over the movement to snickered. American Community School of Abu Dhabi (United Arab Emirates), and an international "You're right," I said, "but noton this magnet school in Takoma Park, Maryland. An paper. The men should check NI for Male, and the women F for Female. It all international magnet school is one that special- goes in a .zes in teaching international students and that computer." draws students from the entire county. The age and ethnic-group parts of this Ms. Johnson was born in Massachusetts. particular form were fairly clear, but "Sex: attended North Adams State College (Massa- M or F always led to confusion. chusetts), and taught in Wyoming and the Some students checked one or the other, United Arab Emirates. Teaching abroad correctly or not, as had Amin, but others stimulated her interest in international students, wrote in answers after the word "Sex": "Yes" and she is now an M.A. candidate in teaching or "No." ESOL at the School for International Training Mrs. Lopez wrote "4 x a week." I couldn't in Brattleboro, Vermont. trust myself to speak so said nothing. She Ms. Johnson is one of two full-time ESOL Lauren Johnson looked up and studied my expression, which teachers at Rolling Terrace Elementary School I was trying to make noncommittal, then in Takoma Park, Maryland. Ay woximately 25% decla7e English the official language of the erased the 4 and wrote in 3. of the 400 international studen: are receiving United States. ESOL instruction. The interim Tonal students When I asked Ms. Johnson what positive I decided not to explain, but fix it later in the teachers' room. are from Vietnam, Cambodia, Costa Rica, changes as a result of ESOL instruction she had Haiti, and several African countri, s. observed recently, she replied. "The tremen- "Pass your papers to the front, please. One part of the fellowship api:licationis a dous amount of cultural sharing. The kidsare They're anonymous, so you don't haveto description of a classroom- centered projector proud of where they come from. They share put your names on them," I collected the study that the candidate proposes to undertake. their artistic talents. We are collecting folktales papers and took them up to the work room. Ms Johnson's project is the creation ofa U.S. for a school project now. They have the ability "Alta! You're defacing and falsifying culture-community sem ices curriculum for to adapt. They have a global view. All of this public documents!" It was John Redingtons fifth- and sixth-grade ESOL students. The units adds richness to the school environment." voice, which I ignored. will focus on such topics I as public transporta- Note: other TESOL award winners will appear erased numbers and checked boxes, tion, U.S. restaurants, grocery stores, and in the August TNEditor. after putting Mrs. Lopez' aside toxerox for posterity. In checking appropriate boxes, I had to guess whether a male or female had Jack C. Richards Awarded MLAMildenberger Prize filled out the questionnaire.. The big, black for The Context of LanguageTeaching NONE OF YOUR BUSINESS was in mark- ing pen and ineradicable, so I threw it in the by Ellen S'aw waste basket and made out another in my Cambrldge Math sity Press best foreign student handwriting. Icross the 7s for authenticity. Jack C. Richards. a familiar author and field published in 198.5. The prize consiss of speaker at TESOL meetings, has been awarded $500, a year's membership in MLA. anda Other teachers came into the room to the Modern Language Association's Milder] certificate that reads: work on their own &v.. forms. berger Prize for an outstanding research Jack C. Richards's useful and convinc- "That looks pretty good, Bev," said publication in the field of teaching foreigh ingly argued book provides good Harriet, the lead teacher, asIfinished languages and literatures The award presenta- discussions of a wide range of topics crossing the sevens. Now you can upgrade tion was made at th., .4LA's annual meeting in and selected problems in second the paychecks." New York City in December 19& language acquisition and teaching. She plunked herself down at the large Richards's volume, The Content o, 'nguage Especially valuable to teachers of table Tin going to need a big eraser," she Teaching, published by Cambridge University methodology, applied linguistics, and sa.d. "I was simply explaining 'handi- Press, was cited as the outstanding book in this English as a second language. the capped'that we're all handicapped inone volume makes the vital connection way or anotherand the whole class between theory and practice in lan- checked 'Handicapped.' guage learning. We finally turned everything in to the Dr. Richards is full professor at the Univer- front desk for the 3 o'clock mail pickup. sity of Hawaii, where be teaches in the M.A. "Do you want a lift?" John asked. "Say, program in English as a second language. what's the 'natter? You look a little glassy Originally from New Zealand, Richards holdsa Ph.D. from Laval University, eyed. You ended up with the right number uebec, and has of forms, didn't you?" taught in Indonesia. Singapore and Hong Kong. He has conducted workshop'. throughout the I knew I had the right number-12 male world and served as plenary speaker atmany and 14 femaleand the ethnic count was conferences including TESOL '83 in Toronto. accurate. It was just that I'd forgotten to Richards has written several ESL/EFL text- change "3 x a week" to "x." books, and numerous articles and professional books, including his recently published Long- About the author: Hes edey 14.61.11'1'0st is a It.rcier editor of man Dictionary of Applied Linguistic' (Long- the San Francisco Chronicle and Dell Publications in New man, 1986) and Approaches and Methods in York She taught ESI. for ten years in Sari Francisco and is now Language Teaching (Cambridge University teaching at Seattle Central Community College and Olympic Jack C. Richards College in Washington lids selection is from a book in Press, 1986), coauthored with Ted Rodgers. progress similar to The Education of Hyman Kaplan. 4 94 TN 6/87 TESOL OFFICERS AND EXECUTIVE BOARD MEMBERS 1987-88 The election results for 1987-88 were officially announced by Executive Director James E. Alatis at the Legislative Assembly held on April 24, 1987 at the TESOL Convention in Miami Beach, klorida. Dick Ally/right and joy Reid serve as first and second vice presidents respectively. Jodi Crandall (first vice president 1986-87) succeeds to the position of president in 1987-88. Elected to thre4-year terms (1987-90) on the Executive Board are Jack Richards, who serves as memberat-large, and Cathy Day and Linda Schinke-Llano, who serve as representatives of the Interest Section and Affiliate Councils respectively. Continuing Executive Board members are Mary Ashworth (to 1988) Fraida Dubin (to 1989), Donald Freeman (to 1983), jean Handscombe (to 1988), Joan Morley(to 1989), Lydia Stack (to 1988), Carole Ural le (to 1988) and Shirley Wright (1989). A one-year vacancy on the Board was created when Dick Allwright, ;who had served two years of a three-year term as member-at-large, was elected first me president. To fill the vacancy, the Board appointed Alice Osman to serve the remaining year as memberat large. FIRST VICE PRESIDENT PRESIDENT SECOND VICE PRESIDENT

-I

tK 14c Richard Aliwright JoAnn (Jodi) Crandall Joy Reid University of Lancaster Center for Applied Linguistics Colorado State University I/master, England Washington, D.C. USA Ft. Coffins. Colorado, USA EXECUTIVE BOARD MEMBERS

Mary Ashworth Cathy Day Frau .Dubin Donald Freeman Membeatlarge interest Section Council Representathe Council Representative Mernberatarge The University of Nitish Columbia Eastern Michigan University University of Southern California School of International Training Vancouver, British Columbia, Canada Ypsilanti, Michigan, USA Los Angeles, California, USA Brattleboro, Vermont, USA

Jean Handscombe Linda SchlnkeLlano Joan Morley Alice H. Osman Past President Affiliate Council Representative Past President McmbcratLarge North York Board of Educainn Northwestern Unhersity The University of Michigan LaGuardia Community College, CUN1 Toronto, Ontario, Canada Evanston, illinols, USA Ann Arbor, Michigan, USA New York. New York. USA

-,

Jack C. Richards Lydia Stadc CaVOIC Urzda Shirley M. Wright Membeatlarge Past Second Vice President interest Section Council Representative interest Section Council Representative Unhersity of Hawaii Newcomer High School University of the Pacific George Washington University Honolulu, Hawaii, USA San Francisco, California, USA. Stockton, California, USA Washington, /).C., USA

TN 6/87 5 95 Teacher Trainer is because of the nature of the new subjectsuggestion: that as a trainer, you need to matter. While language has, to some degree, an recognize, understand, and draw on t'skills Continued from page1 objective standard of what is right and wrongand attitudes you use as a language teacherso thesame. To be a teacher, you must know the or acceptable or not, teaching is far more that they are consistent with your view of how technique. To be a trainer, you must know theambiguous. For example, while correction ispeople learn and your understanding of the technique, know why it is effective, be able to common-place in the language classroom, it subject matter. This is ti requires greater delicacy and tact ed on a principle: that articulate or convey that understandingto in the teachers teach as they were taught. notas they others, and know how it relates to other aspects training context. Errors of fact can be set right, were taught to teach (cited in Altman 1983). I of language teaching. as grammatic ' errors or mispronounced words would adapt that principle througha corollary: Both as a language teacher and asa teacher are in a language lesson. The technique may that teachers learn perhaps vary, but the intent carries over. Differences of more fromhow trainer, you need to know what and to know they are taught to teach than fromwhatthey why. The different b lies in the subject matter. Perception, understanding, and experience areare taught to do. The educational plc ess in The shift from language teaching to language more complex and delicate. While it may be training can convey more than the content. fhis teacher training involves a parallel shift incentrt I to the training session, the Miner needs is for two reasons: first, by virtue to be careful in asserting the correctness of his or lack) of subject matter. In the first instance, the subject the process, the content is learned; and second, matter is clearly language; in the second, it is or her viewpoint over all others. 'Different the process is the content because people see and justify things in different yotare or should beteaching. (For an interesting ways. teaching teaching. discussion of this shift, see Thomas, 1984.) The standard for teaching does nt,, lie inany This means a number of things. Asa teacher absolute but in your understanding of theSuggestion #3: Be clear on what you arc trying trainer, you are not responsible for how other rationale of what you do and how it fits with to accomplish the whole of teaching. people's language students performas a result This is similar to the old classroom advice, of what you have taught their teachers. This At the core of the skirls you use is yourview "know your objective." Thereasons for it are as does not mean that you do not holdsome of teaching and learning. If you believe that valid in training as they are in language responsibility for the learning thatgoes on in people learn in et,ain ways, then you will want teaching: as Mager (1962) puts it, 'Ifyou don't the classrooms which you influence. But itis to act on those convictions when you trait just important to be clear. Your responsibility is foras you do when you teach language. Thus theknow where /ou're headed, howare you going the learning of the teachers ,ou colleague presenting pair work believesatto know when you get there.' Knowingyour are working objective entails knowing your subject with. Your subject nrIter is, teaching;your job least one assumes from the topicthat people matter is to teach some a ,ct of teaching. Theirs is learn through being directly involved with theand how you want to teach it.It raises two language; their job is to teach languageso that material; otherwise, why do pair work? Thatrelated issues: that of format, or choosingyour it is learned. If you do your job successfully, itbelief need not, indeed should not, ,:hange activities, and that of limits and essentials,or will have an impact in their classrooms. when he or she presents the concept and determining the parameters of your content. Teacher training, thus, is a son of "tricklepractice of pair work to teachers. To do so ina Forma; down" as opposed to "direct aid" enterprise. If participatory, experiential fashion would be the teachers, as your 'students,' learn whatyou more consistent with the topic and the beliefs The choir.: of activity format isa key teach them about teaching, thei. students will on which it is based than to do so via a lecture. decision in how you want to conducta training in turn learn the language. Cood teaching is good teaching regardless of session: should it be a lecture, a demonstration, We have said that knowing your subjectsubject matter if the process fits the content a workshop activity, or what? These options matter means a number of things. Amongand if it reflects the teacher's. beliefs about are drawn from yoar experk 'cc and knowledge them: learning. This then is the h-art of the second Continued knowing what you are doing on next page - eing/beconiing confident. with its valid- ity and worth Real Life knowing why you are doing it understanding the shift in subject matter from language to language teaching, and the Spoken English concomitant shift in your role and responsibil- It's the real thing! The owes of life itself. No frilis! ity. This leads to the second suggestion. For anyone who wants to unders. and speak naturally like Americans do. Good for tiny tots, illiterates, migrant farmlaborers, factory workers, Suggestion NZ Use your skills a a teacher when students at any level, businessmen,even for s,opitisticated professionals to you train lose a 'foreign accent'..but its best to learn to streaknaturally from the start. *Introduction to Spoken English A quick rverall conceptof what it really is I am often amazed by the number of and how it works. Practical 'survival't, can gc around alone) English in A thoughtful, competent colleagues who teach only a few hours (1 cassette, 1 text or 'or a lifetime pattern of teachers in ways they would never dream of speakin? naturally, go on up to ;'00 wordsa minute like you hear the native teaching language students. They lecture speakers say naturally in an easily learned logical series..thevowels in their on natural order, where thi gs are and the most actions (2.part verbs). pair work; they try to p-zk three hours of Say what you hearseedo....no oral explanaticis. 5' *basic Course 0 material into a 95-minute presentation; they Slow tc Fast Forms An extunsrm trig Introduction. It's nQifs digress. 'oing off on tangents so that the focus all you need to know about spoken English, insome 5) 'louts (23 cassettes/ is completely lost; they present material text sheets. 1 all.English textbook). Over 600 'groupirgs(of the muchused 7, little words that get together to tie the languagetcge.her') in all of their idiomatically, speaking rapidly, making cultu- variant forms from slow formal, step by step tn200 words a minute as you ral references and jokes, togroups whose hear said by the native speakers of allages. proficiency and comfort in the language of *Real Life Selections 1.41 125 voices, 9.8 phonones (3 words) a second instruction is limited. The list goes on, but the average, 94% of the 14,000 are in the 3,000 most used words.Nursery kids point is the same: although the subject matter to presidential speeches..the real life habitat in whichyou find what .5 learned in the Basic Course..so choosea suitable Solution to study along has shifted, that which constitutes solid, with it. (1 book, 4 cassettes). effective educational practice has not. *Common Expressions 76 voices (1 book, 1cassette), 1,100 well used Therefore, having identified subject matt- 'groupings'..th* keys to understand natural speethfrom TV, talk shows, the next step is to decide how to teach it. comedians, meetings, telephone, street, home andjro talk. Complete sen- tences in almost unbroken conversations. 'how draws on all your experienceas a teacher *Translations, explanations In many languages. Pauses aftereach com- I/ and as a student. Be guided in training by what plete thought utterence. Ideal fc sellstudy. TeachersGuides Any you know about teaching from your classroom untrained adult (knowing little of no English) can get effectivere- sults (a mothercanteach her children naturally spoisz English). experience: examine activities andprocesses Listeners Digest, monthly (1 book, 1 cassette), ofwhat is currently heard which you have found effective asa language said in thrt US. Keep up your fluency andup to date. (No trz islations). teacher, as a language student, or as a partici- All mk dais are written by sounds (simple IPA) andin ty AI spelling pant in teacher training sessions. Don't foresake (TO), explanations in simple English of thingsnot easily foulw in diet- tionaries. Books are paper-back, poockt size. USsuggested retail (1986) - what you know is effective. book $5, cassette $10, text sheet 54 (or make A first step is to identify how skills and your own). You have'heac-say' troubles?! Ask forour problem-solver + catalog booklet. attitudes transfer from language teachingto teacher training. While most transfer easily, Spoken English 212.989-2719 there are some which are not as apparent. This 210 West 21 St.,i4ew Yorit,N.Y.

6 96 TN 6/87 Continued from page 6 assess its impact more objectively. The weaker teachers in the other; the standards and ref- each of these links is in the process, the greatererence points are more accessible and absolute as a teacher and as a participant in trainingthe temptation for defensiveness and the less for language than for teaching; and for that activities, as Isaid in suggestion #2. The the likelihood of learning from what results. reason the trainer's role is less clearly defined question is one of appropriateness: is the There is a cybernetic loop here (see Wiener, and often ire challenging than the teacher's. format appropriate to the topic, the audience, 1961; Gattegno, 1976, 1978; Zamel, 1981). It While some things change, however, a great the institutional and cultural context, and thetakes place both during and after the training deal stays the same. Your knowledge of time allotted? session. Learning to recognize results allows teaching, your skills to implement it, your But most importantly is it appropriate to the you to alter things as you go along and to learn ability to determine objectives and recognize objective of the session. In the pair workfrom the outcome. It means that you under- progress towards them, all of these things session for example, there could be a choice ofstand your subject matter in order to be able to which effective language teachers do, transfer formats. If the objective is to give an overview see what participants are doing with it and to Put another way, good teachers may not of the procedure to experienced teachers in aassess the immediate, on-going results you are necessarily make good teacher trainers, but bad limited amount of time, then a lecture could beachieving. Likewise, it allows you to step back teachers certainly do not. from a completed session to make a retrospec- You simply need to give yourself time, to an appropriate ntivity. If, on the other hand, work at the level you feel comfortable, and to the objective is for participants to be able totive assessment of what has taken place. challenge yourself through looking at your conduct such exercises themselves, it is proba- Midcourse corrections help to maximize results with an honest, unbiased eye. Improve- bly not. A hands-on demonstration would intended results. While such facility grows ment comes with practice, patience, and atten- probably serve that objective better. through experience, it begins with a combina- tion to what you do. The trainer may also decide that since direct tion of the clarity and detachment mentioned involvement is crucial in learning a skill, a above. In retrospective assessment, the detach- Author's Note: Thanks to Janet Cross, Pat Moran. Janet hands-on experience is essential despite the ment comes from knowing what you meant to Willison for reviewing drafts of this article and to Kathleen do and at the same time accepting that it may Craves for her thoughts, suggestions, and editing herein time limitations. Thus appropriateness needs to reflected. be judged according to a number of criteria, not be what you accomplished. Both ongoing from one's beliefs about learning to one'sand retrospective assessment are crucial in About the author. Donald Freeman is past chair of the Teacher improving your understanding and control in Education Interest Section and a member of the TESOL objective for the session, to the various Executive Board. constraints and givens in the situation. the training process. This leads to the fifth and final suggestion. References Howard Altman. 'Training foreign language teachers for Limits and Essentials Suggestion #5: Allow yourself to be a beginner learnercentered instruction: deep structures, surface structures, and transformations." In Georgetown University We come to the second point of determining There are several corollaries here: begin with Round Table on Languages and Linguistics 1983. Edited by the limits and essentials in your content. Too J. Alatis, H.11. Stem, and P. Strevens. Washington, D C.: what you know; don't try to do more than you Georgetown University Press. often it seems that the objective of the session is are ready for; and accept that you are involved Charles Curran. Counseling/earning in Teaching Second to "cover the material". Thus learning is sacri- Languages. (Apple River. WI: Apple River Press) 1976. in a learning process, just as with any skill. Donald Freeman. Tour International Patterns in Language ficed to teaching as the trainer rushes through Teacher training should not be simply some- Teacher Education." Paper presented at the TESOL what she or he has to say or do, ending with a Convention, Miami, FL, WT. thing that tired teachers fall into for lack of Caleb Gattegno. "On Feedback." Educational Solutions breathless ".. and I'd be happy to stayand something else to do. It is a professional change Netesletter,7, no. 4, (Apnl 1978). answer any questions ..." This can be as The Commonsense of Teaching Foreign Languages involving new subject matter, a process which (New York: Educational Solutions) 1976. frustrating for the participants ait is unsatisfy- is familiar yet distinctive, and a different role Robert Mager. Preparing Instructional Olnectives. (Palo Alto, ing for the trainer. The solution lies in recogniz- CA: Feron Publishers) 1962. and responsibilities from those of a teacher of Andrew Thomas. "Language Teacher Competence and ing the limits within the training context, limits language. Language Teacher Education." Paper presented at the of time, audience (size, language level), First and foremost this change means. as I TESOL Convention, Houston, TX, 19e4. Norbert Wiener. Cybernetics: or Control and Communication material, and understanding what is essential tohave said, a shift in subject matter from in the Animal and the Machine. (Cambndge: MIT Press) the objective and what is not. teaching language to teaching teaching. Other 1961. Vivian Zamel "Cybernetics- a Model for Feedback in the ESL Too often in training the content is deemed shifts follow from that. The constituencies Classroom." TESOL Quarterly, 15, no 2 (June 1981) pp. 139- more essential than the educational processdifferlanguage students in one case, language 150. itself. However, just the reverse may be true. It may be more important to give participants time to digest the basic material, perhaps Teacher Training Resources through a hands-on or reflective activity, than presenting all the material one has prepared, There are several resources which can be "to develop a feeling of a field of teacher even ifit means sacrificing some of the useful in getting started and indeed continu- training and show how itlinks up with interesting or entertaining variations. ing to work as a teacher trainer. There is, of [other related] fields." Further information course, TESOL's own Interest Section onand subscriptions can be gotten from the Suggestion #4: Learn to recognize results Teacher Education. Inaugurated in 1984, iteditor, Tessa Woodward, at the Pilgrims address given above. Teacher training is, by virtue of its subject is a relatively young undertaking with the aim of understanding and improving the Training for fledgling teacher trainers is a matter, inherently a competency-based under- rather new affair, at least in the field of taking (see Freeman 1987). It produces results processes of language teacher education in various contexts. Information on this, and language teaching. While organizations such which are themselves a process: teaching (see other TESOL Interest Sections, can beas the Peace Corps and the British Council Thomas' discussion). Processes involving have offered work in this area, it has not people don't always end up as intended. As a obtained from Susan Bayley at the TESOL Central Office. been widely available to the general public. trainer, this doesn't mean just those results Three opportunities in the 'training of which you intended or desired, but likewise Likewise, there is the Teacher Develop- ment Group, which is an Interest Group of trainers' have come to my attention. those which are not part of what you were Pilgrims, mentioned above, offers inten- trying to accomplish. Put another way, while it IATEFL (the International Association of sive summer courses. is important to know your objective, itis Teachers of English as a Foreign Lan- guage). Recently, these two groups have The Institute for Management Training equallyperhaps moreimportant not to be and Development at the New School for blinded by it. Happy, entertained participants begun to share information and resources, with an aim to increased collaboration. Social Research [66 West 12th, New York are not necessarily ones who have learned; 10011 NY] is offering a workshop "Career jostled or uncertain reactions may not mean Information on the Teacher Development Group Newsletter, which appears quar- Changes: From Teacher to Trainer". people have not benefited from the session. terly, can be obtained through Adrian The School for International Training It all comes back to the previous suggestions. (MAT Program, Brattleboro VT 05301] If you know your material, feel confident with Underhill [International House, White Rock, Hastings, Sussex TN35 1JP, UK]. offers seminars, in Japan, on teacher it, understand why it is important and how it training through its Japan Seminars Series. fits, are teaching it in ways which are consistent A third useful publication, "The Teacher Trainer," first appeared in August 1986. It It intends to offer an intensive modular with what you know and believe about course leading to a certificate, at the post teaching, and know what you want to accom- grows primarily out of work at Pilgrims Language Courses (8 Vernon Place, Canter- M.A. level, in the training of teacher plish, you stand a better chance of achieving trainers, beginning in June 1989. your results. But perhaps more important than bury, Kent CT1 3YG, UK), and draws on that, you are more likely to be able to detach others active in the field. The general aim is yourself from what you have done and thus to

TN 6/87 97 7 INTERNATIONAL CONGRESS INTESOL CONFERENCE over 201, presentations dealing with all aspects OF APPLIED PSYCHOLINGUISTICS The ninth annual Indiana TESOL Confer-of language teaching and turning in a foreign The second International Congress of Ap-ence will be held on Saturday, October 17,language setting. Over 1500 people from Japan plied Psycholinguistics will be held July 27.31, 1987. This year's conference theme is ESL and abroad are expected to participate. 1987 at the University of Kassel. For moreTeaching: Theory and Practice, and the Further details may be obtained from the information, write to Second ISAPL Congress, plenary session speakers are Sandra Sauvignon JA LT Central Office, c/o Kyoto English University of Kassel, dio Hans W. Dechert,(University of Illinois, Champaign-Urbana) Center, Sumitomo Seinii Building, 8F, Shijo P.O. Box 10-13.80, D-3500 Kassel, Federal and Patricia L. Carrell (Southern Illinois Karasuma Nishi-iru, Shimogyo-ku, Kyoto 600, Republic of Germany. University). For more information, please Japan. write to Constance Cerniglia and Ulla Connor, EUROCENTRES OFFERS Conference Co-chairs, Department of English, CALL FOR PAPERS FOR ADEMI SUMMER EFL WORKSHOPS IUPUI, 425 Agnes Street, Indianapolis, Indiana CONVENTION IN CHIHUAHUA Eurocentres are holding two specialized 46202. ADEMI (Asociacion de Distribuidores y workshops in English for EFL teachers (both Editores de Materiales de Ingles) of Mexico native and non-native) in England this summer: LANGUAGE DEVELOPMENT will hold its eighth national Convention at the Computer Assisted Language Learning in CONFERENCE AT BOSTON U Universidad Autdnoma de Chihuahua in Cambridge, 20-24 July; and Materials and The 12th annual Boston University Confer- Chihuahua on November 13-15, 1987, ADEMI Methods for Communicative Language Teach- ence on Language Development is scheduled invites abstracts for presentations in English or ing in Bournemouth, 3-7 August. for October 23-25, 1987. The keynote speaker Spanish on topics related to any area of EFL/ Further information is available from: will be Susan Ervin-Tripp, University ofESL (instruction, administration, research) or Department of Pedagogics California, Berkeley. applied linguistics. Eurocentre For a preliminary program, contact tha With an abstract of 150-200 words, include a Seestrasse 247 Conference Committee, Conference on Lan-title, specific level of instruein, if applicable, CH-8038 Zurich, Switzerland guage Development, Boston University, 605and a bio-data of 70-1'words. Indicate Commonwealth Avenue, Boston, MA 02215,whether the presentation is a me. (1 hour) or ISETA CONFERENCE U.S.A. Telephone: (617) 353-3085 a workshop (1% hours). Abstracts should reach The seventeenth annual conference of the Mexico City by August 1. Send them to: Emilio International Society for Exploring Teaching NYS TESOL '87 CONFERENCE Ruiz, Gerente General, ADEMI, Calle Chi- Alternatives will be held on October 8-10, 1987 REALIZING THE DREAM chuahua 221, Colonia Roma, Delegacion at Colorado State University, Fort Collins, CiPauhtemos, 06700, Mexico, D.F. Mexico. Colorado. For more information write to Don New York State Teachers of English to Direct dial telephone from the U.S.: 011 -52-5- Borchardt, Theatre Arts al,! Speech, Rutger Speakers of Other Languages announces its annual fall conference which will be held 584- 92-66. The State University, Newark, New Jersey For local arrangements information (hotels, 07102. November 6-8, 1987 in Buffalo, New York at the Buffalo Hyatt Regency Hotel. The confer-etc.) please contact Mr. Raiz in Mexico City or Frank Malgesini, Director, Instituto Mexicano U OF MICHIGAN CONFERENCE ence theme is Realizing the Dream. NYSNorteamericano de Relaciones Culturales, ON APPLIED LINGUISTICS TESOL will be considering immigrants suc- cess or lack of it, in "realizing the dream" for Vicente Guerrero 616, Chihuahua, Chihuahua, The 11th University of Michigan Conference which they came to the U.S.A. For further Mexico. Local phone: 12-61-65. on Applied Linguistics will take place October information, contact: Len Fox, 350 First Street, 9-11. The conference theme is Variation in Brooklyn, New York 11215. CALL FOR PARTICIPATION IN Second Language Acquisition and organizing JOINT PUERTO RICO/CARIBBEAN the events are Susan Gass, Dennis Preston and REGIONAL CONFERENCE Larry Selinker, conference co-chairs. For more ROCKY MOUNTAIN information contact: English Language Insti- REGIONAL CONFERENCE Abstracts are invited for presentations at the tute, The University of Michigan, Ann Arbor, The fifth Rocky Mountain Regional Confer- 14th Annual Convention of Puerto Rico Michigan, U.S.A. ence will take place November 12-14, 1987 in TESOL and the Third Caribbean Regional Denver, Colorado. The conference theme is Conference on November 6-7, 1987 at the Celebrating Diversity and features JoAnn Convention Center in San Juan, Puerto The School for Crandall (Center for Applied Linguistics) and The convention theme is Working Together: International Stephen Krashen (University of SouthernThe '87 Goal. Presentations dealing with California) as plenary speakers. For moreclassroom practices as well as research are Training information, contact: Nancy Storer, Confer- welcome. The convention program will include ence Chair, 1000 South Monaco #69, Denver, papers, demonstrations, workshops, panels, (_4 - _ ... Colorado 80224. Telephone: (303) 556-2282. and exhibitor's sessions. Proposal abstracts .,...i must be mailed by August 15, 1387. To receive i full information and the convention proposal :-... .. THIRD HONG KONG ILE riro ,-masz. INTERNATIONAL CONFERENCE form, write or call: P.R. TESOL, Program -.minkc..,_ Committee, Box 22795 UPR Station, Rio MNIML Iillir" The third annual conference cf the Hong Piedras, P.R. 00931, U.S.A. Kong Institute of Language in Education will be held December 15-17, 1987 at the Shangri-la Get a better job Hotel, Hong Kong. The theme is Language in CALL FOR PAPERS Da a better lob COMPUTATIONAL LINGUISTICS Master of Ms in Teaching for Education in a Bilingual or Multi-Lingual certification and effective Setting. For further information contact: Dr. The twelfth International Conference on career p:eparation in X English as a Second Verner Bickley, Director, Institute of Language Computational Linguistics will be held August Language in Education, Park-In Commercial Centre, 22-27, 1988 in Budapest, Hungary. Papers are French. Spanish 21/F, Dundas Street, Kowloon, Hong Kong. invited on substantial, original and unpublished Bilingual/Multicultural education research in all aspects of CL. Abstracts must be In two consecutive summers or JALT CONFERENCE received not later than December 10, 1987. For one academic year Also. full information on paper submissions, write to Master's in Intercultural Human The japan Association of Language Teachers Dr. Eva Haji6ova, Chair, CL Program Com- Service Management will sponsor the thirteenth JALT International (i) mittee, Charles University, Faculty of Mathe- Thi School Conference on Language Teaching/Learning c' L,' Tor Interactional Training matics/Linguistics, Malostranske n. 25, 11800 kl) 32 Kiang Road. Brattleboro. VT 05301 at Meiji Uniwasity, Tokyo on November 21-23, Praha 1, Czechoslovakia. M3-451.4465 1987. In accordance with the th.ime, Teaching Foreign Languages, the conference will feature Continued on page 30

8 98 TN 6/87 was a fictitious name, that he was required to use by his employer, the CIA He would confide in us each day some new secret abou, his undercover life, his horrifying adventures bringing peace to the world. At the end of the term when under our intense quizzing he could Both of these It Works suggestions contain valuable ideas for teachers faced with the problem of no longer keep up "the front," he confided that getting students to use English wwith more confidence. They also both sound like fun. Try them . he had an obedient Japanese wife at home and let us know. C.D. that his James Bond exploits (of which he had been giving us suggestive, hints all summer) Free to Speak for My "Self" were all liesthat he was really a family man who "just makes a living" as a spy. by Lizabeth England These intermediate level learners of English Southern Illinois University, Carbondale were shy about speaking English. In part, the reasons for their shyness were related to the It didn't really come as any surprise to the Houston, a rock singer; Hans Solo of "Starfact that they were afraid to make a mistake in group of teachers in central Illinois last summer Wars"; and Nancy Reagan, the First Lady. English in front of their friends. Once they had that our Japanese students werein a word During the first week or two, they came in a vehicle for flawed expression, they were able quiet. Every day, for four or five hours, they'd each day and told us about their excitingto speak out, to express themselves using sit obediently, attentively, but silent. It was hot evening at a concert or ball. They enthusiasti-English in what seems like pretty authentic and humid, and we were faced with six weekscally tried to out-do the other student in their language use. In some ways, this activity in role with these folks, and they with us. Could we do imaginative portrayals of what they had really play carried one critical step learners imposed itwe'd ask each othercould we actually done the night before, embroidered with the their own personalities on the roles which they survive six weeks of silence in our classrooms? glitter of the lifestyle of their "chosen identity." chose. They were invested in the role and I thought about this problem with colleagues When Prince Andrew was married in London played it with great enthusiasm for at least an every afternoon for a week. I thought, "How last summer, Lady Diana (in a breathy,hour a day, five days a week for six weeks. can we pet these students talking to us and to uninhibited tirade) was enraged by how much They learned that they can communicate in one another? How can we help them to learn to English with other people. That was news to all use those grammar rules that they undoubtedlyattention Fergie was getting, leaving poor of these learners. The summer English program know better than we do!" I thought aboutDiana in the wings. Her fury was met withwas useful and even enjoyable for them Guiora's work on self-esteem, language identity good doses of sympathy from Chris Evert, whobecause of this new-found competence at using said she didn't particularly like being second to and ego permeability. That's it, I thought. They knowledge that they had rarely allowed". read and understand what they read better than the favored Martina Navratilova. themselves to use before. V And we were all enthralled by one of the most students. Their knowledge of grammar About the author:Liz England is assistant professor of and their handwriting skills are perfected. It's fictitious characters invented by one student. hngusstics. SlECarbondale. She has lust returned from a two- just that they are afraid to look like fools if they He became, for the whole summer, Mr. Jon year stay in Cairo. where she was teaching in the MA-TEFL open up and say something incorrectly. Their Travelers Check. He explained that, in fact, it program at the American University in Cairo identity would be threatened by making a mistake. They needed to have some way of expressing themselves in English--but without Cat Got Your Tongue? fear of "losing face" if they made errors. We had to encourage these students to take on by Peter Duppenthaler some new, English speaking identity. If they Nara-ken, Japan co'Ad somehow be someone new, someone Learning to speak a second language is a native language. In fact, they had found that who could speak English, they might be able tofrightening experience for many people. they could "meet life's tests more satisfyingly speak out, a bit more at least. Chastain says, "Some students seem to arrive next time" (Rogers 1961:290). By the end of the first week, I had givenat their second-language class in a near-panic It must be noted also that this is a long-term them an assignment: They were to come in on state before the course earn begins. In fact,project and to be most effective must be Monday morning prepared with a new identity their fright often seems to bring about the very carried out on a regular basis. Before beginning that they might use in our classes. They would failure which so concerns them" (Chastainthe exercise for the first time, ask the students if introduce one another in their new identities 1975:154). In addition, I suspect that whenthey have ever spoken to a native speaker of and therefore, they must be fully prepared to students leave the classroom, they carry with English other than one of their teachers. Find explain who they were and present detailsthem this same fright and consequent failure. out how they felt and write some of the reac- about their family background, profession and Breaking out of this fright-failure syndrometions on the blackboard. (A recent survey of lifestyle. Initially, this was to be only one isn't easy, but I think the following activity will Japanese junior and senior high school and assignment to be carried out over a week's timehelp. It places the student in a do-or-die university students I conducted showed that, or so, it turned out differently. With the help of situation where s/he shares the responsibility for the most part, students' reactions ranged another teacher, many students headed to the with another student for initiating and continu-from shy and uncomfortable to "wanted to run library, first to learn some of the rules of use of ing a totally impromptu conversation. And theaway." I would suspect that this is a fairly a large U.S. university library and second, tosupportive, accepting atmosphere which wetypical reaction on rile part of most beginning collect detailed information about their "new have hopefully created in the classroom makesto intermediate level second language learners, selves." I hadn't predicted that some students th;s otherwise intimidating experience a little i.e., it tends to be negative.) would actually create imaginary characters for easier. Then explain that in order to make these themselves (which relieved them of the need to At first, the students may find the following situations easier and more comfortable for look up information in the library). Still, theyactivity extremely difficult and somewhatstudents, you will give them a chance to too needed to think about their character in frightening. You will be tempted to break inpractice short, unscript:' onversations at the detail and come up with imaginary details of and "save the day." Don't do this! By minimiz-beginning of each class. Explain that in this family, profession and lifestyle. The majoritying teacher intervention, the students willway, everyone will get used to starting and of students, however, chose real-life identities; rapidly gain confidence in their own abilities. carrying on conversations. Although this may among those were: Lady Diana of England; Having conducted this activity in my ownnot be easy at first, all the students will have Chris Evert, the tennis champion; Whitney classes, I can attest to the fact that the first few more confidence in their ability to handle these times were rough for both the students and thesituations by the end of the term. teacher. However, by the end of the term (one year) the students had no problem starting a "Cat Got Your Tongue?" conversation and continuing itfor several minutes. In addition, at the end of the term Affective Aims: To reduce students' fears of students said that they felt the activity had being tongue-tied and of being unable to start helped them to reduce their anxiety and make aid carry on a conversation. them more positive about meeting and talking with new people, whether in English or their Continued on page 10

TN 6/87 99 9 t Cat Got Your Tongue? Continued from page9 41' 41/k Linguistic Aims: To help students realize that TESOL TESOL real conversations are not a series of interview- CALL FOR type questions on a single topic. To give 44:1t1 \tit" students a chance to practice how to start, continue, and direct a conversation. To assist NOMINATIONS students in recognizing and employing differ- ent relationship-dependent levels of conversa- tion. FOR TESOL 1987- 1988 Level: Intermediate Size of group: Pairs TESOL's 1987-1988 Nominating Committee is now accepting nominations forthe offices Time: A few minutes at the beginning of each of first vice president (incoming president), second vice president (TESOL "lass. convention chair) and member-at-large for the Executive Board. The members ofthe Nominating Materials lchera list of conversational Committee are J. Wesley Eby, Sarah Hudelson, Dennis Terdy, Linda Tobash andD. Scott opens: Enright (chair). For stuuentsnone The Committee urges all members of TESOL to assistit in identifying potential Procedure: Divide the class into pairs. Ask candidates with both the experience and the potential to partners to face each other. Explain the degree serve the organization in its vital leadership positions. This may be done by either writingor calling the Committee chair of familiarity involved and give examples of with the following information about the person being nominated: appropriate settings. Conversational openers are divided into three categories based on the Full name of nominee supposed amount of familiarity between the Affiliation (employer, position) speakers. The first category opens conversa- Office for which person is being nominated tions between strangers (at a bus stop, at a Mailing address party, on a train, etc.); the second concerns Phone numbers (if possible, include the phone numbers at which the nomineecan be conversations between people who have had reached during the months of August and September, 1987) several encounters; the third can be used A brief statement explaining the reasons why thisperson would be a good candidate between those who have had frequent contact. for the position. Give the opener to the students (verbally or write it on the board), asking one member of When nominating, keep the following information in mind: the pair to repeat it to the other. The partner who heard the opener must make some kind of The FIRST VICE PRESIDENT (PRESIDENT-ELECT) willserve on the Executive response. The pair should keep the conversa- Board for a total of four years and will be one of the most important and tion going for one minute. visible TESOL representatives to the membership, the profession and the world during this The teacher must be very strict about the time. This person should have considerable knowledge of and experience in TESOL time limit as this will help to focus the students' and in the field and should be able to respond to the diverse needs of all of TESOL's attention and reduce anxiety. Make sure the members. This person should also be able to travel extensively andto devote a large students know that it is permissible to change amount of time to the office. the topic as long as it is done in a natural fashion (e.g., Beautiful day, isn'tit? (opener) The SECOND VICE PRESIDENT (ANNUAL CONVENTION CHAIR) willserve as weatherWasn't last Sunday a beautiful day? the program chair for the 1989 TESOL convention in San Antonio and will What did you do on Sunday?). When time is serve on the Executive Board for a total of two years. This person should have the abilityto up, give another opener and have the students organize on a large scale, should know the needs of those attending the TESOL change parts. You should start each class with convention, and should be able to work effectively with two to four "conversations," assigning new many people. This person should also have the kind of support (time, personnel, equipment) that is requiredfor pairs each class, spending time as needed on convention planning. this before go` :g on to the regular lesson. A Few Examples of Openers The MEMBER-AT-LARGE will serve a three year termon the Executive Board. This person should have an understanding of the breadth and depth of the TESOL Complete strangers: membership and the needs (financial, professional, political) of the organization. Beautiful day, isn't it? Sure is hot. If you would like to place a name in nomination forone of these offices, you may: Have met several times before: How have you been? WRITE to the chair of the Nominating Committee: How was your weekend? D. Scott Enright That's a nice (shirt). 2259 Ridgewood Road, N.W. Is that (bag) new? Atlanta, Georgia 30318, U.S.A. I'm really looking forward to the holiday. Have you done your homework yet? OR More f 'imiliar: Hil CALL the chair of the Nominating Committee, D. Scott Enright at: How've you been? Did you see the paper this morning? (404) 658-2584 (Georgia State University) I just finished reading a good book. from 1:00 p.m. to 5:00 p.m. E.D.T. What do you think of this class? Mondays-Fridays; or e, (404) 355.3141 (home) About the author: Peter Duppenthaler is currently teaching from 7:00 p.m. to 11:00 p.m. E.D.T. ESL in Naraken, japan. any day.

References Written nominations must be postmarked by August 10, 1987; phone nominationsmust be Chastain, renneth. 1975. Affective and ability factors in placed by August 21, 1987. secondlanguage acquisition. Language Learning 25 (1): 153- 181. Please take the time to help the Nominating Committee in this Roger, Carl R. 1981. On Becoming a Person. New York: very important task. Houghton Mifflin Company.

10 100 TN R/87 Facts & Figures Noah and the Golden Turtle: Stories by Patricia Ackert. 1988. Newbury House, from East and West for ESL Students Rowley, Mass. 01969. (261 pp., $8.75). Instruc- by Sarah Skinner Dunn. 1985. Prentice-Hall, Inc., Englewood Cliffs, New Jersey 07632, U.S.A. tor's Manual available. (v + 180 pp., $13.67). Reviewed by Thomas M. Longton and INTER -LINK Language and Training Center One of the weak areas in ESL reading texts Stories We Brought With Us: Beginning has traditionally been in the elementary level. Readings for ESL Recently, many new books have appeared, but they almost always focus on the higher elemen- by Carol Kasser and Ann Silverman 1988. Prentice-Hall, Inc., Englewood Cliffs, New Jersey tary or lower intermediate students. Facts & 07632, U.S.A. (iii + 167 pp., $11.67). Figures attempts to alleviate this problem by Reviewed by Debra E Orlando providing a text for low-level elementary Michigan State University students.Its focus isfor university-bound One current trend in the development of ESL structures and is more idiomatic than story A, students with vocabulary levels of approxi- materials is to use cultural components to hasten whose simplicity allows readers to comprehend mately 300 words. Through nine units ofacculturation as well as to improve English content and vocabulary easily. progressively more difficult material, it teaches skills. The utilization of international folk tales, In Noah and the Golden Turtle, legends, reading comprehension skills, finding the main for example, yields many benefits to students myths, folk tales, parables and religious stories idea and using the context to understand new such as sharing familiar traditional stories of one include key words underlined in context and vocabulary. cultural group with another and comparing defined in the margins. Among the most notable A strong first impression of this text is thatsimilarities and differences between them. By exercises are word-formation tables, speed- the reading selections are varied in their topicstheir very natures, international folk tales typi- reading exercises and various controlled writing and were chosen to be of maximum interest to cally render and edify commonly held beliefs, practice exercises such as sentence ordering and the readers. For example, units 1 and 5 discuss sentiments and values; therefore they can ease summarizing. Discussion and writing activities animals, unit 4 food, and units 6 and 7 address alienation in the multicultural classroom as well often call for high level cognitive processing interesting places and people. as in the new homeland. Stories We Brought such as retelling and inferencing. Each unit is divided into five related With Us (beginning level) and Noah and the The format, however, is somewhat over- chapters. First, a one-page reading selection is Golden Turtle (intermediate level), both read- whelming because of the small type and presented, followed by three vocabulary in ing textbooks, serve these purposes well. context exercises, reading comprehension cluttered appearance of most pages. Neverthe- While not every culture can be or need be less, the thought-provoking visuals, serrated questions (including occasional inferencerepresented in the two textbooks, various questions), multiple choice or true/false pages, word lists, and an answer key at the end Eastern and Western stories are provided. of the text are handsome complements. The exercises and main idea questions. Finally, at Exercises exist in which students can draw the end of each unit, related grammar exercises fourteen-page Teacher's Notes and the five and upon their own cultural backgrounds to makea half page lesson plan for selection seven are are presented. the stories more personal. Because the readings are short, interesting While Southeast Asian and Spanishspeakingassets for the novice instructor, but the exact and numerous (45 in all) there is little opportun- refugees may gain the most emotional benefitpurpose of selecting this particular reading for ity for the student to become bored or frus- from the stories, all ESL classes for adults and the lesson plan is unclear. trated while reading. The follow-up exercises even university ESL classes will benefit from The other text, Stories We Brought With Us, are challenging and will help the student them. Basic skills such as vocabulary building has a brighter format, with comedic visual develop vocabulary study techniques and tend to improve faster simply because cultural sketches (regrettably, some group sketches reading skills needed in more advanced aspects motivate students to learn as they are could be more logically laid out). It contains courses. Nevertheless, the author does not united in the spirit of sharing. a variety of exercises stressing vocabulary include any timed readings. This can be very Noah and the Golden Turtle is a 180-page, building. Other types of exercises are sparse. useful in helping the student to read groups ofsoft-cover text presenting international lore in They include only a single homonym exercise, words, rather than individual words. Further- fourteen selections. Selection one, for example, just two dozes, only two exercises for selecting more, there are no pre-reading exercises to is an Eastern tale, but immediately following it the best title, and only one for selecting the introduce the chapters or even new units. is a similar Western tale. This pattern of Eastern moral of the story. Exercises are staggered, Again, in regard to the reading selections, tales (Vietnamese, Laotian, Chinese, Indian) however, in A and B sequentially for variety vocabulary items are explained in glosses along immediately preceding Western tales (Mexi- and maximum usefulness. the right-hand margins of the texts. This could can, Italian, Greek, Biblical) enhances predicta- Both textbooks, in short, are valuable learning be a problem because the new language learner bility because similar themes, values, and resources whose authentic international tales should become accustomed to trying to learn attitudes recur. On the other hand, Stories We may be comforting to homesick students. vocabulary in context and, also, because the Brought With Us is a 167-page soft-cover text flow of the reading is disturbed. However, the About the reviewer: Debra Orlando is completing a masters whose nearly identical, back-to-back versions degree in TESOL at Michigan State University, where she has author keeps these glosses to a minimum and of each story (stories A & B) also enhance been a graduate teaching assistant at the English Language then uses them only to clarify extremelypredictability. Story B contains more complex Center. difficult words. In addition, the glosses are often portrayed through diagrams or drawings. Two omissions from this book are the Person to Person: Communicative Speaking and development of dictionary skills and the Listening Skills exploitation of non-prose reading sources, i.e., graphs, newspaper advertisements, telephone by Jack C. Richard. and David Bycina. 1985. Oxford University Press, 200 Madison Avenue, New Street, Oxford OX2 6DP England. (Student's book, $5.95; cassettes, books or other useful materials. York, N.Y. 10016 Despite its shortcoming, Facts & Figures $22.95 for each book). fulfills many of the needs of a good basic Reviewed by Elinor C. Williams reader. The reading selections are very interest. Princeton Adult School ing, and the follow-up vocabulary and reading If you need a book which will get yourstand and give directions, what to say when comprehension exercises have been carefully intermediate adult students talking correctly giving personal information or opinions. They developed to be both challenging and stimulat- and with confidence in the situations which are accompanied by a teacher's manual which ing to a new learner of English. adults face in normal life, this pair of new covers both Books 1 and 2, and cassettes which About the reviewer: Thomas M. Longton Is currently an ESL books from Oxford deserves your attentior. contain the basic dialogues, the pattern senten- instructor at INTERLINK Language and Training Center in The books are situational and functional: what ces, ai:d listening tests for each chapter. Each Creeasboru, North Carolina. to say when you meet people, how to under- Continued on page 12 TN 6/87 101 11 Speaking and Listening Computers, The authors go on to give an overview of the short historyofCALL, a description of the Continued from page 11 Language Learning hardware that is necessary and the software that is available, and an introduction to various book of Person to Person contains 15 units, and Language Teaching programming Languages. But the emphasis is three of wnich are reviews of the preceding on the scope of the computer in language chapters. by Khurshid Ahmad, Greville Corbett, Mar- teaching/learning. Person to Person is based on working in garet Rogers, and Roland Sussex. 1985. Cam- Although Ahmad et al. are sold on compu- pairs. the students practice the patterns and bridge University Press, The Pitt Building, ters, they maintain a balanced perspective here. their variations together with a partner after a Trumpington Street. Cambridge CB2 1RP, Along with the advantages, they also enunier- brief introduction by the teacher. I find this a U K or 32 East 57th Street, New York, NY ate the disadvantages of computers in language very efficient use of class time, since the 10022, U S A (158 pp., $22.95 hardcover, $8.95 education. They freely admit, for instance, that students can spend most of their time speaking, paperback). the advent of the microcomputer in the late guided by the patterns in the book, and the 1970s brought with it "a profusion of trivial and Reviewed by RonaldD.Eckard boring packages" (p. 35) and that many teacher is then free to give individual help to Western Kentucky University the pairs. There are many things for each program authors, "unaware of previous work student to fill out by interviewing the partner, Are you one of the thousands of language done in CALL" (p. 361, created software that for instance, a visa application card. Theteachers who have resisted the computer was little more than latter-day Skinnerian student writes the information from the partner revolution? Are you at -aid to admit that you programmed instruction. Nevertheless, they directly into the book. don't know the difference between a CPU and maintain that "it would be premature to dismiss Each chapter of Person to Person begins with a floppy disc? If so, this book is for you. CALL from a feeling of distrust and cynicism born of previous disappointments" (p. 101). a conversation, followed by short sections in Written by a computer scientist (Ahmad) and To dispel such disappointments, they present which the pattern sentences are presented in three language teachers, this book is intended an impressive array of CALL programs (mostly clearly highlighted boxes. Then the students are for language teachers at all levels, especially from British and American sources), explain invited to practice and vary the models. Then those who have "no previous knowledge of how teachers can write their own programs, the students practice inviting each other to do computers and computing." Yes, I know what suggest how much programming teachers various things, and giving various excuses for you're thinking. It's written on a fifth-grade might try to do and how much they should not accepting. Sometimes there is a second reading level until page 7, where, without leave up to computer experts, discuss some of practice exercise which is less guided than the warning, it zaps the reader with FORTRAN, the most recent developments in CALL tech- first. Each chapter might have seven or eight mainframes, kilobytes, RAMs and other com- nology, and make projections about the future such patterns, followed by a set of listening puter gobbledygook, right? Wrong! uses of computers in language teaching/ tasks at the end. Computers, Language Learning and Lan- learning. The book concludes with a list of The listening tasks are one of the high points guage Teaching is written in a straightforward, useful addresses and a thorough bibliography of Person to Person. You could read the text to no-nonsense style, and when the authors of current CALL sources. the class, or you could play the tape, which is introduce computer terminology, they make So, if you don't even know how to turn on a realistic in speed and intonation, and which my the introductions and definitions clear by micro, if you have been waiting for someone to students find challenging. The students fill out carefully building on the information they have explain CALL to you in a way you can easily a written task in the book as they listen to the already provided. And when it comes to "omprehend, here's a good place to begin. tape. Transcripts of the tape are given in the acronyms, they introduce and discuss them back of the students' books. About thereviewer: Ronald Eckard is the director of ESL and contextually by groups, just as any good TESL programc at Western Kentucky University and the book Person to Person is exactly what its title language teacher introduces new vocabulary. review editor of theTESOI. Newsletter. claims, a book for listening and speaking. Grammar and vocabulary are presented only indirectly, within the conversations. There are no reading selections, but there are frequent TESOL- 1 ATEFL short writing exercises, such as filling in tables Mediterranean Institute Summer 1987 and forms, which are very good for adults who write poorly. A unique opportunity for learning and exchange Both Books 1 and 2 are designed for the of ideas for teachers of English to be held in intermediate level, according to the authors, BARCELONA but I find the patterns quite easy for my SUMMER' 87 BARCELONA intermediate students. Perhaps the book could be better used for advanced beginners, or low July 6-31 intermediates. Even more advanced interme- diate students seem to enjoy the practice and Two Options: review of this book, however. A broad range of courses of interest to all practising teachers of English My main complaint with the book, which I as a foreign or second language around the world. am using as the sole text in a weekly class, is Or that it is too mechanical: most of the practice A specially-designed plan for those involved in teaching in Spain. exercises are quite structured and do not extend far enough into the real, personal world of the student. It is not a discussion book; the topics COLLABORATING INSTITUTIONS: are indeed functional, and never lead to rousing ESADE (Barcelona)Teachers College Columbia University (N.Y.) discussions of opinions. But then, the authors University of London Institute of Education never promised us a discussion book, and they have definitely delivered what they promised: COURSE DIRECTORS: communicative speaking and listening skills ). Fanselow, P. Strevens, H. Widdowson practiced in an attractive and enjoyable format. FACULTY INCLUDES: About the reviewer.Elinor Williams is a teacher at the G. Brookes, C. Brumfit, C. Candlin, M. Clarke, K. Cripwell, A. Davies, R. Ellis, ). Fanselow, Princeton Adult School in Princeton, New Jersey and at the R. Flavell, C. Hill, A. Howatt, T. Johns, D. Larsen- Freeman, R. Mitchell, R. Oprandy, L. Pantaleoni, Montgomery Township Schools in Skillman, New Jersey. G. Pozzo, T. Pica, P. Skehan, P. Strevens, ). Swales, ). Valdes, H. Widdowson, N. Whitney Note:Reprinted from theAdult Education Newsletter, January 1988. INFORMATION FROM: E.P. Mills ESADE Av. de Pedralbes, 60 08034 Barcelona TgsoL Spain (Tel. 93-203 64 04)

1.02 TN6/87 and immediately responsive, the students quickly learn to adapt their writing to the needs of their audience and their topic. These learners develop their writing by communicating in writing.

In this two-part article, Dr. DeniseE.Murray discusses the use of computers to facilitate Using E-Mail with cimmunication inTESLprograms. In this issue, she offers background and a rationale, and in the Second Graders next TN she will describe four such instructional programs. Her bibliography will appear in the next issue. R.S. At the University of California at San Diego, Griffin and Cole (1985) have used computers to help second grade students who are having Computer-Mediated Communication as a trouble with reading andwriting. E-mail is used as an adjunct in instruction. Without any Tool for Language Learning formal instruction on how to write letters, in thirty days these youngsters were writing by Denise E. Murray letters that looked like letters (with date, San Jose State University salutation, indented body, and signature). They were also demonstrating a clear sense of the users surveyed spend more than 10% of their Because most software designed for the ESL audience to whom they were writing through a working week using the computer as a tool for classroom uses the computer as drillmaster, move from indirect speech to second person, communication while 28% spend more than 30% many teachers have turned to non-ESL mate- and were producing more written material than rials (for example, Stevens 1986) in order to use of their time on computer-mediated communi- cation (Murray draft). Halpern (1985:163) ever before. By providing a new medium the computer to facilitate communication. rather than remediation, these learners began However, one function of the computer has found that her 27 interviewees ". . spend nearly twice as much of their time using developing control over written language. been largely ignored in ESL instruction, that of At Santa Clara University, Richard Osberg electronic media as using conventional, such as the computer asa mediumof communication. (private communication) and his colleagues are pencil, pen, or typewriter." In a study of the use Computer-mediated communication is an using a computer laboratory with thirty of PCs by faculty at Stanford University, Case especially flexible tool for providing learners (1984) found that, although faculty initially personal computers linked together through a with a variety of truly communicative (Under- purchased the computer to use as a word local-area network for composition instruction. wood 1984) and collaborative language expe- These students, when asked to respond to each processor, as they discovered the communicat- other's writing via computer-mediated com- riences. Two computer-mediated communica- ing possibilities of the computer, there was a munication, developed a variety of creative tion systems are currently available on most rapid incmase in its use as a terminal. Further, computer systems:electronic mail (E-mail), researchers have shown that computer- ways of carrying out this task without any further instruction from the teacher. One and computer conferencing,the first being the mediated discussion is more democratic but student assumed the role of an alien visiting the most widely used (Halpern 1985).Word- takes longer than face-to-face discussion (Hiltz earth who read the student drafts and reacted processing,the most common use of the and Turoff 1978); and it is less regulated than to them as an "outsider." The students became computer by non computer scientists, is not face-to-face interaction and crosses traditional engrossed in the task and interpersonal barriers truly computer-mediated communication. The hierarchical boundaries (Kiesler, Siegel, and that so often prevent peer oral response seemed final product usually appears in fixed print; it is McGuire 1984). Thus, computer-mediated to evaporate. The shy or less verbally articulate only the means of production that has changed. communication provides new ways for people were able to have equal "talk" time with their to interact. How then can computer-mediated Increasingly, however, users compose text on- peers and their teachers. In the Department of line, send it electronically, and the recipient communication be used in ESL instruction to French at Stanford University, Francoise collaborative learning experiences that reads it online. E-mail is the generic term for a provide Herrmann (1986) is using E-mail for students to foster language development? Some current tool that allows people to key in messages at collaborate on a newspaper in French. Because projects in a variety of different educational computer terminals and have the messages E-mail is asynchronous, students can log on and settings provide models and ideas that can be electronically transmitted to others who can respond to fellow students' suggestions, edit used in ESL. answer, use, or file them. A copy is kept in the documents, etc. at their own convenience. The sender's file. Through networks, recipients may English Natural students have greater control over their own be in the next office, down the hall, or in Form Instruction learning than in the traditional classroom and another country. The formatting and length of English Natural Form Instruction (ENFI), a have multiple opportunities to use French for the electronic message depend on the particu- method of instruction which was developed at real communication. lar hardware and software. Computer confer - Gallaudet College, uses written English as the e ;icing allows people in different locations to language of instruction with deaf students who Enhancing Students' Learning Experiences conduct ongoing, asynchronous discussions. need additional help with writing and reading Although potentially a valuable tool for English. All such instruction is conducted These four projects highlight how computer- language !earning, computer conferencing is through a local-area network of microcompu- mediated communication can enhance our less widely available than E-mail so I will limit ters. These students not only compose on-line students' learning experiences. Learners are the discussion here to the use of E-mail in but also carry on conversations with each other excited by a new medium of communication language instruction. and their teacher over the network. As students a: AAmost useitenthusiastically. Learners In many non-instructional settings, E-mail is work on their papers, they switch from one a major use of the compute:. In a recent studystyle to another, depending on the context of Continuedon next page of the use of computer-mediated communica- the situation. They move from a conversational tion within IBM, I found that 86% of the 150 style to an expository style; from chat tofriends to explanatory style as they try to explain their INVITATION TO SUBMIT writing strategies and plans to each other and PROPOSALS FOR TESOL 21st ANNIVERSARY ISSUE their teacher. Because the audience is "real" SUMMER INSTITUTES Copies of the 52-page April issue of TheTESOL Executive Board is invit- theTESOLNewsletter, Celebrating ing institutions to submit proposals to TESOL's21st Anniversary,are available conduct Summer Institutes on their for $3.00 each (10% discount to TESOL campuses. Applications should be sub- members ordering in quantities of more mitted 2-2li years in advance. For than 10 copies). .. . 1 informationand Guidelines for Summer Use the order form found in any issue Institute Proposals,write to: James E. TESOL of the Quarterlyor write/call Alatis, Executive Director TESOL, Suite TESOL Central Office for one: Publica- 205, 1118 22nd Street N.W., Washington, tions, TESOL, 1118 22nd Street N.W., r+4---'0" .1.,--, D.C. 20037, U.S.A. Suite #205, Washington, D.C. 20037, ,.. '--' U.S.A. Telephone: (202) 872-1271. =7.----r it

TN 8/87 13 Tool for Language that applies to ESL instruction. Content-based tion, then, provides us with a tool that can syllabi, for example, can use such an approachenhance our ESL learners' language expe- Learning to teaching methodology. Learners can use the rience. S computer to input data gathered through About the author: Denise Murray is a lecturer in linguistics Continued from page 13contact assignments or readings and then walk (TESL) at San Jose State University. Her research interest together to organize these data. includes computer mediated communication. She has been an appreciate the added advantage of acquiring Three of the projects described above (those ESL teacher and teacher educator for 17 years. computer skills in word processing and inat San Diego, Stanford, and San Jose) also take communication. Because learners have a realadvantage of the asynchrony of computer- References audience which responds in a timely manner, Case. I) D (1984) Personal computers: Their adoption and use mediated communication. All three allow in information work by professors. Unpublished Ph.D. they have quick feedblck on how well theylearners to log on in their own time to work on dicsertation, Department of Communication, Stanford have communicated their ideas in a writtentheir assigned tasks and send and respond to University. form. Through interaction with the teacher,E-mail. It is not necessary to have a dedicated Griffin. P and Michael Cole 1985 New Technologies, Basic they learn to model their own writing accord- Skills, and the Underside of Education: What's to Be Done? computer lab for the language classroom. With Paper presented at the Sibyl Walcott Terman and Frederick ing to the standard conventions of the particu- microcomputers, learners can communicate as E Terman Conference on Language, Literacy, and Culture: lar genre (for example, letter, narrative). Theylong as their computers are connected via a Issues of Society and Schooling. Stanford University, work together collaboratively, with less inter- October. local-area network and have a mail software Halpern, Jeanne. 1985. An Electronic Odyssey. In Lee Odell actional imbalance and more freedom ofpackage. Such LANs and mail facilities are and Dixie Coswami (eds.), Writing in nonacademic setting:. expression. Learners who are more introvertedavailable for the major PC brands (such as IBM New York: Guilford Press. have equal access to the instructor and to peers. Heninann, Franc-vise1986 When paradigms are lost An and AT&T). In colleges with mainframe alternative view to traditional L2 computer assisted language All four projects indicate that languagecomputers, mail facilities already exist and teaming. Paper presented at the Stanford University School learning is facilitated when language is the students already make use of them to arrange of Education Forum for Research on Language Issues, means rather than the object. Learners need a their social and academic lives. Stanford University. reason to use the computer. The Callaudet Hi Dz, Starr Roxanne, and Murray Turoff. 1978 The network These suggestions for the use of computer- nation: Human communication Via computer. Reading. students use the computer because they cannot mediated communication do not imply the Mass.. AddisonWesley Publishing Company. use oral English, the computer putting them onsubstitution of the computer for face-to-face Keisler, Sara. Jane Siegel. and Timothy W. McGuire. 1984. equal footing with hearing students; the second Social psychological aspects of computer-mediated com- interaction. Rather, the compute: provides munication. American Psychologist, 39,10:1123.1134. graders use itto read but learn to write another setting for language use, one which has Long. Michael, and Patricia A. Porter. 1985. Croup work, appropriately; the Santa Clara students use it to distinct advantages for many language learners. interlanguage tal!., and second language acquisition. TESOL wordprocess their compositions but learn to The learner has time to compose his/her ideas Quarterly, 19, 2.207.228. communicate with it; Murray, Denise E. 1986 draft. A survey of computer-mediated the Stanford French it the target language. The learner has time to communication use. IBM Corporation. Los Angeles Scien- students use it to compose a newspaper but alsocomprehend input, a factor so crucial in tific Center. learn to chat with each other. language acquisition. The learner is not Raimes, Ann. 1983. Tradition and revolution in ESL teaching. Although the object of instruction in these TESOL Quarterly, 17. 4.535-552. constrained by turntaking rules of face-toface Stevens, Vance. 1986. Using LUCY/ELIZA as a means of particular projects is language, computer-interaction, rules that often give the intro- facilitating communication in ESL. TESOL Newsletter 20 mediated communication can also facilitateverted, younger, less proficient learner fewer (Apnl) 2.13-14. learning across the curriculum. Because of the opportunities to take turns and so use the Underwood, John 111984 Linguistics, computers, and the language teacher A communicative approach. Rowley, MA.: potential of using computer-mediated com-language. Computer-mediated communica- Newbury House munication, we in the Linguistics Program at San Jose State University have designed a course in Critical Thinking which utilizes the power of the computer. This course meets California State University guidelines for a General Education course in Qualitative Pitt Series in English as a Second Language Reasoning. Student groups collect real world data in a number of different discourse domains: television advertising, televised news WRITING A RESEARCH PAPER broadcasts, print advertising, print news reporting, class lectures, and textbooks. Groups LIONEL MENASCHE then enter their data into a computer data base This is a step-by-step guide to the complex process of writingdresearch paper, for the and analyze the data collaboratively through ESL student unfamiliar with English-language conventions of research writing. Writing E-mail. In addition to analyzing the forms of a Research Paper is designed to put the student at ease by breaking the research and argumentation in their group's discourse writing process into a series of manageable activities with appropriate exercises. By domain, students will critically evaluate their means of very specific assignment instructions, writers are guided through selection own computer-mediated collaborative anal- and narrowing of a topic, library use, nutetaking, writing drafts, and following yses. The projects described above demon- bibliographic formats, Special features of Writing a Research Paper include: the use of strate ways in which computer-mediated ESL peer writing as examples, attention to potential cross-cultural problems such as communication facilitates learning and, in plagiarism and audience, simple explanatory language that does not oversimplify topics, particular, language learning. They provide and a specialized glossary of almost 300 terms. settings in which learners collaborate to achieve 144 pages/ $6.95 a goal, collaboration which, as Long and Porter (1985) have shown, actively promotes language Now available with new, completely reproduced audiocassettes acquisition. However, for such interaction to be truly communicative (Raimes 1983) and to take PRONUNCIATION EXERCISES FOR ADVANCED advantage of the asynchronous nature of the LEARNERS OF ENGLISH AS A SECOND LANGUAGE computer, syllabus design must meet two essential criteria: learners need to have a reason GARY ESAREY for using the computer; and computer use should not be confined to teacher-fronted Advanced learners still make errors on certain English sounds and on stress and intona- classroom instruction. tion patterns. This text contains 30 lessons of exercises and dialogues designed to present When learners have a reason to use the and practice these areas of difficulty. The dialogues involve graduate students coping computer, as they try to perforn the task, they with family and academic problems and provide examples of many types of language styles. They also emphasize stress and intonation in expressing affective meanings such have a real need for communicating and using as anger, humor, surprise, and disappointment. E-mail. Activities such as word - processing in a 132 pages/ $5.95 writing class or writing a class newspaper provide students with a truly collaborative Audiocassettes, set of four, $45.00 enterprise which, at the same time, gives them Catalogues available upon request. the opportunity to develop their written language skills. The data analysis project at San Pittsburgh University of Pittsburgh Press Jose State University provides a broader model Pillsb.irgh. PA 13260

14 1 4 TN 6/87 "I AM A BETTER TEACHER" REVEALS POLL CONDUCTED BY TEMPLE UNIVERSITY/JAPAN M.Ed. IN TESOL PROGRAM

M. Redfield's article (TN, 12/86) regarding the necessity of an M.A. in TEFL/TESL for securing Dear Mrs. Kreidler: employment has generated responses in the form of an article and a letter. Both author., defend the I read with great interest Michael Redfield's M.A. in TEFL/TESL while not completely disagreeing with Mr. Redfield. C.J.K.article entitled, "The M.A. and TEFL" pub- lished in the December 1988 issue of the Reflections on "The M.A. and TEFL" TESOL Newsletter. Although Mr. Redfield's by Keith Maurice premise that itis not necessary to have an Mahidol University advanced professional degree in TEFL/TESL or a closely related field in order to secure a Michael Redfield's 12/86 article, "The M.A. Having said that, let me now offer another and TEFL," was very enlightening and side of the many-sided coin and say that "yes, teaching position is regrettably true, the issue thought-provoking. The points raised cut to thethe M.A. can be useful for gaining employment with regard to the necessity and desirability of core of the employment conditions in manyin many places in the world." When I leftobtaining an advanced degree in the field varied situations. As one who has been involvedJapan, with considerable experience and should not be measured in terms of employ- in the hiring of teachers in Japan, I can certainly confidence, I checked an organization thatment. The real issue is whether or not an vouch for the basic validity of his main ideas.hired people for positions throughout South advanced degree in TEFL/TESL improves the At the same time, however, it seems importantAmerica and found that my experience was academic standards of educational institutions to mention several other related issues as well. irrelevant without an M.A. degree. Such a case and the professionalism of those engaged in Mr. Redfield asks, for example, "Do peopledoes not seem to be a special exception. teaching TEFL/TESL. really need a master's degree in TEFL or aVarious universities, institutes, and some For too long the teaching of English as a related field in order to find employment special high schools and international schools in foreign or second language has been mired in abroad?" and then suggests that the degree isa variety of countries require, or at least look the popularly held idea that if you can speak it, not needed very often. I would like to com- for, TEFL-related degrees. you can teach it. This attitude has led in many ment on why it may not be needed in some In Thailand, one can get jobs at majorcases to shoddy teaching, inadequate and cases and then to point to the fact that it isuniversities without an M.A., but the vast misguided English language curricula, and a useful, and sometimes essential, in other cases. majority or Thai teachers of English at the samelack of acceptance of ESL/EFL instructors as In an established language teaching company universities have M.A.'s and the people doing professionals by both the general public and in Japan where I worked a few years ago, there the hiring are increasingly wary of inexpe- colleagues in what are considered to be more were about 70 full-time teachers, hardly any of rienced, untrained non-Thai applicants. Whenacademic fields (i.e.,linguistics, history, whom had TEFL-related decrees. Managers in they cannot get people with M.A.'s, they will sociology). In order to overcome these percep- charge of hiring rarely got applicants with such settle for what they can get, but the awarenesstions and problems, it is essential for TEFL/ degrees, but when such applicants did come in, of and desire for experienced people withTESL practitioners not only to be good they were given a bit closer notice. The degree knowledge of and skills in TEFL is definitelyteachers but also to know the theoretical work itself did not open any doors, but it did unlockthere. In addition, the actual work that one which supports successful teaching practices, them. However, managers were just as con- does is sometimes determined by one's pastto be able to discuss these teaching practices cerned with the applicant's character, appear- training and experience. within the context of theory in a thorough and ance, stability, planned length of stay in Japan, If the problem is broadened, however, to professional manner, and to publish both and general competence as they were with the good work with decent pay and some sense of practical and scholarly articles which will be particular credentials the applicant had. job stability, then the situation for teachers with accepted by colleagues within the field and At one point, I returned to the U.S. with the M.A.'s is not quite as positive as the above from other disciplines. Although it is possible to task of hiring new teachers for the company.paragraph suggests. The pay in Thailand, for attain some of these goals throug! i self-study Though I contacted a couple of universities, the example, is good by local standards b t doesand trial and error, a masters degree in TEFL/ main channel used to publicize the positions TESL is the only way to ensure that a thorough, was through newspapers. About 150 people not translate very well into dollars or pounds. I would like to make a final point about our systematic, and scholarly study of current called and received information, 50 were practice and theory is achieved. interviewed, and finally 19 were hired. No one career horizons from a wider view. Many of us begin as amateurs in settings where profes- If we are ever to gain the recognition due us interviewed had TEFL training. Of rilose hired, sional degrees mean little and the workas professional educators and improve the two had M.A.'s in other fields; the backgrounds quality of English language education world- of the 19 ranged from internationa! manage-revolves around very specific tasks in very specific contexts. As long as we stay in those wide, it is essential that we, as individuals and ment to engineering to Peace Corps teaching. as a group, educate the general population and We were looking for people who could 1) staysettings, we may (through experience, hard work, personal characteristics and contacts) be educational institutions about the need to hire in'span for two years, 2) be stable and trained professionals who possess advanced responsible employees, 3) be outgoing andable to make some solid career moves without even thinking of any formal training in thedegrees in the field. In a recent poll taken of 37 enthusiastic, 9) be cross-culturally aware, and of the 93 graduates from Temple University's 5) be able and interested in working with field. However, many of us move on to change our plans and broaden our goals, and as we doJapan M.Ed. program in TESOL the question businesspeople. Let me add that the engineer was asked, "In what way have you advanced and the person with the management back-that, further education is sometimes important. professionally and economically as a conse- ground turned out to be extremely capable It may be that we have not one possible road to follow but two: one for pilgrims who travelquence of having obtained an M.Ed.?". In because they could converse meaningfully on addition to our graduates responding that the issues that some TEFLers could not. to distant lands and wander into language teaching and one for 'professionals' who takeM.Ed. in TESOL had helped several of them From those observations and experiences, I secure full-time teaching positions, permanent agree with Mr. Redfield that nobody interestedthe training to help them pursue their goals. For anyone interested in the TEFL journey, the positions, more advanced positions, and higher in TEFL should think that an M.A. is a magic income and better fringe benefits, the over- cure-all for getting and/or upgr..ding employ- decision to pursue an M.A. needs to be brood on much personal reflection and analysis of the whelming response (95% of the 22 respondents) ment. There are simply too many other factors to the question was, "I am a better teacher." that employers look for in their searches for the real market down the road for their particular This is one of the most important responses one best possible staff. skills. If a person plans to remain in a situation in which an experienced pilgrim is valued, then can receive when evaluating the necessity of an M.A. may not be worth the time, cost, and advanced degrees in TEFL/TESL and it is the effort. But if a person desires greater leverage response which needs to be promoted interna- to try various options in TEFL, then the M.A. tionally. may well be worth it. The road one takes must Michael DeCrande depend on the place one wants to go. Associate Dean About the author: Keith Maurice. M.A. Florida State. teaches in Temple University (Japan Campus) and coordinates the M.A. program in Applied Linguistics (ESP) 1-15-9 Shibuya at Mahidol University, Bangkok, Thailand. Shibuya-Ku, Tokyo 150, Japan

TN 6/87 1.n5 15 Report LINC Lives by Charlotte G. McIver New York, New York BOOK ON AMERICANINDIAN EDUCATION On December 13, 1985, Language Innova- A new book, Teaching The Indian Child: A president of the Montana Association for tions, Inc. ceased to publish and distributeBilingual/Multicultural Approach edited by Bilingual Education; Jeanne Eder, coordinator books for ESL students. LINC, as the group isJon Reyhner, has been published by Eastern of Native American Studies at EMC; Dr. Hap known, decided to take this step after seeingMontana College. Dr. Reyhner is coordinator Gilliland, president of the Council for Indian office and publishing expenses double andof the Title VII Indian Bilingual Teacher Education, Dr. Sandra Fox, a Sioux educator; even triple in one year; and after becomingTraining Program at Eastern Montana CollegeDr. Carlos J. Ovando, director of Bilingual aware that members no longer had time for which serves the Crow, Northern Cheyenne, Education at the University of Alaska (Anchor- work on publications. Sioux, Black feet, Arapaho, Gros Ventre, Cree, age); Dr. JamesSaucerinan,chair of the This not-for-profit corporation was foundedShoshone, Assiniboine, and Salish/Kootenai English Department at Northwest Missouri in 1972 by a group of thirteen language teachers tribes in the Northern Rocky Mountain Region State University; Dr. Duane Schindler, princi- who wanted to publish low cost texts and to of Montana, Wyoming, South Dakota, andpal of Turtle Mountain High School; plus ten foster excellence in language teaching. Since Idaho. faculty members at Eastern Montana College. 1972, the group has engaged in many activities The 280-page book has nineteen chapters of Anyone interested in a copy of this book can besides publishing: It has run workshops forinformation for teachers of Native Americanget one while supplies last by contacting Dr. language teachers in New York City, trainedstudents and is designed to aid teachers with Reyhner at the Division of Elementary and teachers at Teachers College and the Newideas about teaching resources and methodsSecondary Education, Eastern Montana Col- School, presented at TESOL conventions,especially appropriate for Indian students lege, Billings, MT 59101, U.S.A. Telephone: provided support for teachers who work with Chapter authors include Dick Little Bear, (406) 557-2034. prisoners in New York State, and he's(' seminars for members to share ideas with each other. LINC members have found that, despite giving up publishing, they want to remain a group dedicated to excellence in teaching, to Cambridge disseminating new ideas, and to supporting those interested in these pursuits. In the future, Language Innovations, Inc. will hold work- shops for members to use as a forum. It will American English explore the possibility of a lecture series for educators: It will continue to be a sponsor of new ideas in the fitld, making sure that those ideas have a full airing among teachers. NEW! NEW! LINC books and other materials will be available and may be ordered in the following Effective Writing Great Ideas ways: Writing SkillsforIntermediate Listening and Speaking Activities for Stm!ents of American English Students of American hnglish 1.10 Steps: Controlled Composition for Jean Withrow Leohnes and Victoria kinihrough Beginning and Intermediate ESL Students by Student's Book/Teacher's Manual Students Ronk/Teacher's Manual/ Gay Brookes and Jean Withrow will be Cassette published by Alemany Press, 2501 Industrial Parkway West, Hayward, CA 94545 (800.227- 2375). 2. 26 Steps: Controlled Composition for Genuine Articles Clear Speech Intermediate and Advanced ESL Students by Authentic Reading liws for Pronunciation and Listening Linda Ann Kunz will be published by Alemany Intermediate Students of Cominebension in American English American English Judy B.Gilbert Press, 2501 Industrial Parkway West, Hayward, Catherine Walter CA 94545 (800.227- 2375). Student's BookfRachres Manual/ Student's Book/Teacher's Manual 3. The Ways of Written English by Louis C3SSCI ICS Inturrisi is being distributed by Alta California Book Center, 14 Adrian Court, Burlingame, CA 94010 (415.692-1285, 800-ALTA-ESL [CA), 800. 437-5287 [outside CA)). Functions of American EnglishListening Tasks 4. Getting Into It, An Unfinished Book by Communication Activities for the For intermediate Students al Dave Blot and Phyllis Berman can be obtained Classroom American English by contacting Dave Blot, 217 W. 238th St., Leo Jones and C von Bayer Sandra Schecter Bronx, New York 10463. Student's Book/Teacher's Manual/ Student's Book/rocker's Manual/ 5. Discovery I and Discovery 2 by Allen, Cassette Cassette Allen, and Ouchi may be ordered from Alice Deakins, Teachers College, Columbia Univer- sity, P.O. Box 66, New York, New York 10027. A check for your order made out to Alice Dczkins must he included. The books are $4 How to Survive in the U.S.A. Speaking Naturally each. These books are not available in bulk. English for Tratvkrs and Newcomers Communicatum .Skills in 6. Test of the Ability to Subordinate by Nancy Church and Anne Moss American English David Davidson can be obtained by writing to Student's Book/Cassette Bruce Tillitt and Dave Davidson, 639 West End Avenue, New Mary Newton Bruder York, New York 10025. Student's Book/Cassette 7. The Fred Test isavailable from Alta California Book Center, 14 Adrian Court, Burlingame, CA 94010 (800-ALTA-ESL (CAI; 11.1111111111=111111M# 800- 437.5287 [outside CA)). The John Test is not available at present. 8. The Picture Pages and An ESL Curriculum are no longer available. oft, CAMBRIDGE UNIVERSITYPRESS Abouttheauthor:Charlotte McIver is aconsultant in writing 32 East 57th Street, New York, NY 10022 andlanguage skills. She currently servesas president of LINC,

16 1°6 TN 6/87 Mnis '_r

while contributors do not need to be menmers public schoolsone of our largest interest Formation of 67th of the ORTESOL affiliate, most of the submis- sectionson topics concerning techniques, Affiliate Announced sions do conic from ORTESOL members. materials, or activities which are of particular When in 1979 the ORTESOL Executive interest to our K-I2 colleagues. Or, as another Argentina TESOLA new TESOL affil- Board first decided to begin this publication, it example, the Research Notes section provides iate based in Buenos was determined that the journal was to be a an opportunity for graduate students (and Aires, Argentina was announced as TESOL's refereed, annual publication, with the Publica- others) to share the results of research which 67th by Executive Director James Alatis at the tions Board to oversee its production. Since may not yet be quite developed enough or Legislative Assembly at TESOL '87. each member was to receive a copy as one of 'polished' enough for publication in the main The president is Blanca Arazi, who traveled the benefits of membership, five dollars wassection. As such, it is intended to encourage to the convention in Miami with eight of the added to tha membership fee to cover the cost, themwith the help of the referees' com- affiliate's 40 members. The affiliate is busy While the first few editions contained only mentsto begin to develop their work into planning its first convention which they believe papers on theory or research, beginning with publishable form. will attract many new members. Voluine 4 the en:ire format was changed in It is our hope that more affiliates will consider Ms. Arazi is both president and liaison officer the publication of a journal. The next step might order to provide additional sections which then be to organize an affiliate publications of Argentina TESOL, Her address is: would focus on the needs of ORTESOL's Blanca Arazi network, with the goal of finding a way to share various interest sections, In addition to the main our work with each other, either by making Las Heras 2048, 9A section, the format now includes a Review 1127 Buenos Aires, Argentina publications available to other affiliate Article section, a Notes and Comments section, members at a reduced (nonmember) rate, or by Best wishes to Argentina TESOL! and (an occasional) Research Notes section. some other means. For more information, The Review Article section is for critical contact: Jeanette S. DeCarrico, Editor, OR- Journal Publication reviews of recently published scholarly texts, TESOL Journal, Center for English as a Second usually dealing with recent trends in approach Language, Portland State University, Portland, by Affiliates or methodology in the field. Notes and OR 97207, U.S.A. Comments, a section of shorter papers, in- The publication of a journal by Jeanette S. DeCarrico cludes comments or rebuttals of published ORTESOL provides an importan Portland State University articles, and also includes short articles with an service to affiliate members, and it is one that emphasis on direct application in the class- need not be limited only to those affiliates with Setting Up a the largest memberships. A good quality journal room, that is, instructional methods, materials, can be published by smaller af filiates and can be techniques, and activities at all levels. The Resource Center tailored to meet the needs of a particular re- Research Notes section provides the opportu- gion's interest sections in a way that the larger, nity to share with colleagues research still in MINNETESOL l',fohrin(L)irs8rgkrlse: progress, provided that it is far enough along to international publications cannot. sota) members have enjoyed the use of a offer tentative conclusions and implications for The ORTESOL affiliate, for example, has resource center, a collection or donated books recently published Volume 7 of its annual further research. and materials representing all levels of ESL and ORTESOL Journal, although the membership This more varied format, we feel, is better bilingual education. It all started when some is relatively small, ranging between 200 and 300 suited to the interests of our affiliate members zealous members decided there was a real need over the past few ycars, and with a 1986For instance, while the main section of full in the growing ESL and bilingual professional membership of approximately 325. The cost to length papers tends to attract submissions community for access to quality materials. The members has been, for each of the sevenmainly from those in higher education, the idea was to share our local resources through volumes, approximately five dollars per mein- Notes and Comments section encourages more private donations and to solicit donations from bcr, depending on the size of each volume. And submissions from, among others, those in publishers. In the beginning, space was found in the basement of a residence for international students at Ilamli»e University in St. Paul. In 1980, the collection was relocated to a Upcoming TESOL Affiliate Meetings better faciliy. The MinneTESOL Board and (Meetings are in the U.S.A. unless otherwise indicated.) flamline University also came to an agreement on a new direction for the MinneTESOL Re- Japan Association of Language Teachers, Summer Institute, August 8.9 source Center. The contract was simple: Mimic- Shizuoka, Japan TESOL would retain ownership of the boot t October 8.10 TriTESOL Regional Conference, Seattle, Washington while the collection would be incorporated into the flamline Library holdings, catalogued and October 16.17 Ohio TESOL, Columbus, Ohio accessible to flamline students and faculty as October 16.19 Mexico TESOL, Monterrey,, Mexico well as to MinneTESOL members. The new location, in the curriculum lab section of the October 17 Indiana TESOL, Indianapolis, Indiana library, proved to be convenient and comforta- October 17 Texas TESOL IV, College Station, Texas ble for the user. Under the competent guidance October 22-2I Third Southeast Regional Conference, Nashville, Tennessee of the director of the curriculum lab and a MinneTESOL consultant, the collection, total- October 23.24 Oklahoma TESOL, Stillwater, Oklahoma ing some 2000 volumes, was catalogued and November 6.7 Massachusetts TESOL, Newton, Massachusetts ready for withdrawals in early 1986. The Resource Center is a valuable asset to the November 6.7 Texas TESOL State Conference, Dallas, Texas ESL/bilingual community in Minnesota and November 6.7 Puerto Rico TESOL and Caribbean Regional Conference, surrounding states. it provides assistance to San Juan, Puerto Rico professional and volunteer tutor alike who arc in search of appropriate material. In addition, November 6.7 Washington Area TESOL, Rosslyn, Virginia thanks to the increased donations of publishers, November 6.8 New York TESOL, Buffalo, New York it offers the opportunity to examine samples of the latest books in the field. As part of a univer- November 12-14 Fifth Rocky Mountain Regional Conference, Denver, Colorado sity library, its future is secure and it remains a November 21.23 Japan Association of Language Teachers, Tokyo, Japan benefit to MinneTESOL members for years to For more information an the meetings, contact Susan Bayley, TESOL, Suite 205, 1118 22nd conic. Street, N.W., Washington, D.C. 20037, U.S.A. Telephone: (202) 872.1271 by Ellen Vaut Min neTESOL

17 TN 6/87 1.07 NEW FROM TESOL Available Summer'87 A WORLD OF BOOKS

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18 TN 6/87 TESOL 1988 CALL FOR VIDEO THEATER Due Date: October 1, 1987 The 1988 TESOL Convention in Chicago, Illinois, will include a one-day video theater. Each presenter will be allowed a45-minute time slot. 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, consolidate them into a demonstration tape. Bring a good "dub" of yr.lr tape (no master copies, please) and thirty-five to fifty handouts to the video theater at least tenminutes before your 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 mot be photocopied.) 3.Mail four copies of theabstract and the proposal form below to: 2.Prepare an abstract of 250 words. It should include: a)Description of video (organization, format, support materials, etc.) Elizabeth Ann Younger b)Intended use (teacher training, direct teaching, promotions, etc.) Video Theater D.rector c)In top right corner, include; genre, audience, and title 5265 West Mercer Way d)On one copy only, type the name(s) of the presenter(s) and affiliation(s) Mercer Island, Washington 98040, U.S.A. Telephone: (206) 623-1481

TESOL '88 VIDEO PRODUCTION DESCRIPTION FORM (Please type) Narne(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: (50-word maximum. This will appear in the convention program.)

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

Genre: Documentary Drama Short Situation News Other .Purpose: Teacher Training Classroom Use Cultural Awareness Student Project Promotions Self-study Student 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 Primly interest section (check ONE): Primly professional category (check ONE) O Applied linguistics 0 Administrators O Computer-assisted language learning 0 Classroom teachers O EFL for foreign students in English-speaking countries C1 Materials developers/curriculum designers O ESL in adult education 0 Researchers O ESL in bilingual education 0 Teacher educators O ESL in elementary schools 0 All interested persons O ESL in secondary schools Presenter to whom correspondence should be sent: O ESL in higher education Name: O Materials writers O Program administrators Address: O Refugee concerns O Research O Standard English as a second dialect ".:ity, State, Postal Code: O Teacher education Country: O Teaching English internationally O Teaching English to deaf students Telephone:

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20 .1 1 0 TN 6/87 But below 35 most EFL/ESL teachers respect to (2), I invite readers of the TN to read PETER STREVENS RESPONDS educated in the United States and in many for themselves what I have written about the places where American ESL is influential, Irelation between theory and practice (see In TN's December 1986 "Letters," H.D. would suggest, see the apparent simplicity, the previously cited references and Principles and Brown asked P. Strevens for clarification of hisantipedagogical attitudes, and above all thePractice in Second Language Acquisition, definition of eclecticismdiscussed briefly bydomination by anti-eclectic theory that Krashen Pergamon Press, 1982, chapter two). As for (3), Strevens in the August 1986 TN. Strevens' replyproposes, as their preferred stance. I think it is essential to distinguish the role of the to Brown follows. Editor Of course I recognize the work of Steve researcher and the role of the teacher. I will Krashen and others in the same school ofattempt to briefly summarize what I have said 21 April 1987 thought as having produced a powerful and already on these issues: The researcher has no choice but to search Dr. H. Douglas Brown important body of published literaturewith its associated polemics. I regard it, however, as for the single best theory. This means only that San Francisco State University belonging to a different paradigm from the oneresearchers are concerned with making sense of San Francisco, California I work in. Monitor Theory etc. is a branch ofphenomena, with explanation. While we may Dear Doug: linguistics, via psycholinguistics, mother tongue never find the single best theory, we do Thank you for your letter of October 9 about acquisition theory and SLA research. For me develop better theories as more data is the article of mine published in TESOLand I suspect for you and all the other examined and as apparently contradictory data Newsletter, August 1986. I did not know untilcolleagues you mentionEFL/ESL is a branch is accounted for by deeper, better hypotheses much later that you had sent your letter to theof education, even though it can benefit from (and 3ccasionally by a better paradigm; Kuhn, TN for publication and that a publishable reply insights from linguistics. The Structure of Scientific Revolutions,Uni- from me was awaited. Finally, about the term eclectic. For me,versity of Chicago Press, 1962). A researcher First, I am sincerely sorry if your feelings andbeing eclectic means seeking aspacts of thecannot decide in advance that a single theory those of any other of my professional andtruth wherever it may be found, accepting will never be found. To have this position is to personal friends were bruised by my talk. In it illumination from any source (including someassert that conflicting results and hypotheses I spoke of 'golden exceptions' from past yearspropositions within Monitor Theory, perhaps), will never be resolved, and that we shouldn't and mentioned Lois McIntosh, Ruth Crymes keeping the mind open to new ideas, fighting even try. and Mary Finocchiarowho was in the au-dogma. Teachers do not have the task of theory dience when I gave the lecture as the IATEFL On that we agree, at any rate. And I hopeconstruction, but have practical problems to chairman's address. I willingly accept that you that when we next meet, and after I havesolve. Since no theory can ever be "proven" yourself and all the names you cite in your thanked you for the copy of the new edition ofcorrect (this would require the elimination or letter are representatives active in EFL/ESLyour admirable book, we may have time todisproof of all possible competing views), I do today who share this same outlook. Indeed, Iexplore the following propositions: first, that not maintain that teachers should blindly would want to add scores more names to thethe pedagogical innocence of some SLAfollow any theory. Rather, I hope they will list. If I gave the impression that all Americanwritings gets converted after five years or so in consider current theory in light of their own EFL/ESL specialists embrace the views I the classroom into the more complex educa-ideas and experiences. outlined in my reductionist thumbnail sketch oftional 'street-wisdom' that you and I and our Eclecticism has two definitions. It can be American attitudes, of course that would be over-35 friends, in the United States and Britaindefined as the use of a variety of methods and wrong. The piece was written for a conference and many other places already embrace, and techniques based on a single theory, that is, in England: when asked 'Can we reprint in the second, that we help future teachers best by"enlightened eclecticism." "the intelligent use Newsletter?' I should have asked to revise it endeavouring to make them 'classroom-wise in of selected approaches built upon and guided first. advance, before they first go solo with a class. by an integrated and broadly based theory of But secondly, I have to say that your second language acquisition" (Brown, Princi- observation that 'Krashen stands alone in his Peter Strevens ples of Language Learning and Teaching, dogmatism' really does not accord with my The Bell Educational TrustPrentice-Hall, 1987, p. 246). The kind of perceptions. Not only have I met very many Cambridge CB2 2QX, Englandeclecticism I have written and spoken about is individual Americans, in the States and outside different: the use of techniques without them, who cleave with some passion to Monitor KRASHEN TO BROWN AND STREVENS:considering their theoretical source. For the Theory and its associated canon of literature, "I'VE BEEN QUOTED OUT OF CON-te-cher, it is sometimes necessary to be eclectic but the professional publications in our fieldTEXT." in this second sense. For the researcher, it can have often seemed to be dominated by Steve present a problem. If two very different Krashen's views. Look, for instance, at TESOL Dr. Stephen Krashen, whose use of the word techniques "work," and they are based on Quarterly for the five years before its recent eclecticism was referred to by bc.h P. Strevens different assumptions about how the brain change of editor, with Steve sometimes being (TN, August 1986) and N.D. Brown ("Letters," acquires language (different theories), we are given right of reply in the same issue when an TN, December 1986), further clarifies his use of missing an important generalization (Stevick, article was critical of his views. I say this not to the term. EditorMemory, Meaning and Method, Newbury House 1976, pp. 104-105). Teachers may have criticize the Quarterly no yet to engage in the February 13, 1987 debate over Krashen's work but simply to to live with this problem, but researchers explain how many of us come to perceive a To the Editor: cannot. They must search for the deeper certain dominance in the literature. hypothesis that explains the apparent contra- The heart of the different perceptions In a leter to P. Strevens, published in the diction. between us, it now seems to me, is that there is TESOL Newsletter (December, 1986), H. Douglas Brown asserts that: Stephen D. Krashen a generation gap involved, between you and Department of Linguistics me on the one side and the younger generation (1) I believe that eclecticism is intellectually obscene. University of Southern California of teachers on the other. Let me try this one on Los Angeles, CA 99089 you: all the names you quote, and you yourself, (2) I am "dogmatic" and have a "one-sided are over the age of 35; among people from that view of what waks and doesn't work" and a age upwards the dominant preference is"black and white view of second language towards what you have called 'cautious, learning and teaching." enlightened eclecticism: agreed. I would also (3) "no single theory and no single method maintain that this more sophisticated attitude is will ever provide all the answers." in any case forced on people if they do not In regard to accusation (1), both Profs. already possess it by the constant renewal of Brown and Strevens have quoted me out of our classroom . experience that learning is context (the written text of my Georgetown immensely complex, that teaching can help presentation is in the 1983 Georgetown Round- learning, and that teachers have as much to table Proceedings, and is reprinted in Inquiries learn, in their own field, as their learners do. and Insights (Alemany Press, 1985)). With TN 6/87 ill 21 Using Community Resources: which aid comprehension. Tne video starter Ancillary activities I found to be successful tape provides another way of summarizing the included a community survey concerning the issues and can be used independently of the issue(s) to be discussed, guest speakers in the The National forums if a class cannot participate in the actual classroom, and cross cultural comparison on forums. the issues discussed. More than and thing else, Issues Forums TheNational IssuesForum is a chance for the most beneficial way to take advantage of your students to hear public sentiment of this resource is to attend the forums themselves, by Connie Greenleaf prominent issues. As one student wrote, ". for it is then the students can hear the panel The University of Iowa the forums were a very good experience for me members and community participants discuss I recently discovered and used theNationalbecause I could understand and see howalternative views and options for action, and Issues Forums'materials and discussions in my American citizens were feeling and thinking perhaps participate in the discussion them- advanced level communications class andabout crime." Another student wrote, "This selves. found they provided a wealth of practice in was very interesting. I've never gone to a real-world English for my ESL students. meeting like this before. Now I know the way What do the students say about the National Following are some questions and answers Americans solve problems." Issues Forum? about theNational Issues Forumswhich may The forums give students a chance to help others in considering the materials for express themselves about issues of national "This debate helped me improve my listen- their students. concern. ing skills and acquire more opinions and attitudes about crime." What is it? How can I take advantage of this Resource? "The forum was a good experience, even The NationalIssues Forum(NIF) is a First of all find out if your community is though it was at times a hard experience nationwide [U.S.A.] nonpartisan program ofalready a forum site or if you will have the because I felt too shy to speak because I am a discussions designed to engage Americans in opportunity to startitin your community. foreigner." the formation of public policy. It is sponsored Write the national headquarters: Mr. Jon R. "This is interesting for me because it gives by the Domestic Policy Association, which is a Kinghorn, Domestic Policy Association, 5335 network of educational and community organ- Far Hills Avenue, Suite 300, Dayton, Ohio me a new experience and the chance to listen to izations committed to bringing people together 45429, U.S.A. a professional debate. It's a great way to understand English." to learn about public issues. Teachers could begin preparing by ordering About the author. Connie Greenleaf received her M.A. in TESL How does it work? the issue booklets for class study and allotting sufficient class time in their syllabi to study the from the University of Illinois in 1981 and has taught ESL in elementary, secondary, bilingual education. and intensive Each fall citizens gather locally throughout booklets before attending the actual forums. program settings since 1975. the U.S. to discuss the same three issues. The issues are chosen by the public and they all include the following characteristics. They 1) NEW FROM TESOL Available Summer '87 have an immediate impact on the lives of most Americans, 2) will remain prominent for some time; and 3) involve value choices as well as technical considerations. The issues for 1986 were The Farm Crisis, Research in Reading in English Immigration, and Crime. The issues for 1987 are Freedom of Expression, Arms Control and as a Second Language: International Trade. The Domestic Policy Association provides ko New approaches to reading research the public with a variety of materials at a very low cost to use in conjunction with each of the three issues. They include: V Interplay of reading skills and general issue booksan excellent, many-sided language proficiency book written for each of the three issues; discussion outlinesa quick reference of vo Importance of culturally determined the pros and cons of different choices on the background knowledge issues; issue summariesa brief summary of each PI' Differences in first and second language issue; and the forum starter videotapessummaries reading of the issue topics which are 15 minutes in length and can be copied or purchased. What's in it for the ESL student and teacher? Plenty] In general, they provide a means through which ESL students can read about and discuss issues of national concern both Contributions from 20 specialists including the inside and outside the classroom. Specifically, latest research from P. Carrell, U Connor, the forums have many other attributes. J. Devine, D. Eskey, M James, K Koda, KParg, They provide a chance to practice listen- K Perkins, G. Sarig, M Steffensen, J Strother, ing skills in a very realistic and motivating manner. The forums are conducted by a and' Olin moderator who assembles a panel of citizens with special interests or backgrounds on each Prepublication price $13.00 of the issues under discussion. The materials provided by the association After September 1987 Members $15.00 are excellent resources for study in either a Nonmembers $16.50 communications or reading class. The booklets are inexpensive and well-balanced. Of even more importance for the ESL teacher is the fact that they are easy to read because they are written in short chapters and include many TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES graphics such as political cartoons and charts 1118 22nd Street, N.W.. Washington, D.C. 20037, U.S.A.

22 J 1 2 TN 6/87 It is sometimes useful to examine questions or problems from various IS members' perspectives. INTEREST SECTION NEWS We welcome comments and a dialogif one ensues--on those questions raised by the author HAS A PACE OF ITS OWN below. Editor Beginning with this issue, Interest Section news will appear on a page of its Serving Non-Literate Adults in ESL Classes: own. We welcome announcements and items of interest from all ISs that they We Need Some Answers would like to share with the general TESOL membership. by Suzanne M. Griffin The pageand sometimes a bit ESL literacy instruction varies widely in the noted that the diverse and occasionally con- morewill be here for ISs to use as they kinds of learners it addresses and in the flicting opinions and practices developed from find useful. Short articles (500-word practices it uses. Four distinct categories ofthese various influences will continue until the maximum) are invited on topics and learners can be identified in literacy classes: assumptions about, and relative benefits of, questions that will be of significance to Preliteratethose who speak a language for different approaches and methods for teaching readers from more than one interest which there is no written form or whose written ESL literacy are tested systematically. He section. Announcements of conferences form is rare and recently developed (e.g.,included the following questions in his list of issues that especially need to be addressed: will continue to appear on the "Confer- Hmong, Mien). ences and Calls" page but all other IS items and announcements will appear Illiterate or nonliteratethose who possess 1. At what point is an ESL student consid- here. Send contributions directly to the no reading or writing skills in any language, ered literate? What are the minimal compe- page editor. although there is a commonly used writtentencies that learners need to be able to perform form for each language they speak. in today's society? How many hours of M.A.C. Semiliteratethose who have had the equi-instruction, on the average, are required to valent of three or four years of formal achieve a specified level of literacy? education and/or possess minimal literacy skills 2. Should native language literacy precede New Interest Section in any language. literacy in English? Does the degree of Approved at TESOL '87 Non-Roman alphabetic literatethose who transference from LI to L2 vary according to are fully literate in their own language but who the type of orthography in LI? 1 The petition to form a new inter- EDS-Sest section, Teaching English to need to learn the formation of the Roman 3. Is it more effective to teach oral profi- alphabet and the sound/symbol relationships ciency first or can the three skills of speaking, Deaf Students (TEDS-IS), was met withof English (e.g., Farsi, Arabic, Cambodian, approval by the Interest Section Council and reading and writing be taught concurrently? Thai, Cantonese). voted into being by the Executive Board at its The characteristics of the learners in each of To Ranard's questions, I would add these: spring meeting during TESOL '87. these categories suggest that they should be The officers of TEDS-IS are: 4. To what extent can the methods used to taught in separate literacy classes. A person foster first language literacy in children be John Albertini, chair who has never been literate requires a different applied to preliterate and illiterate adults? orientation to the Roman alphabet than a National Training Institute for the Deaf 5. What is the relative effectiveness of Rochester, New York, U.S.A. literate person who is simply learning a new alphabet system. Most ESL programs do not, teaching ESL literacy to adults in a formal Margaret Walworth, associate chair however, have the financial luxury of offeringlearning situation as opposed to an informal Gallaudet University several literacy classes. In fact, multilevel context? Washington, D.C., U.S.A. classes in small ESL programs may include 6. Can current theories on second language both literate and nonliterate students. Thisreading research be extended to second Eugene Lylak, newsletter editor pedagogically challenging situation might be language literacy acquisition? (e.g., Does National Training Institute for the Deaf tolerable if ESL instructors had clear ideas second language literacy acquisition integrate More than 50 TESOL members have indi-about which methods of teaching second Continued on next page cated TEDS-IS as their primary interestlanguage literacy were most effective for section. It is TESOL's 16th IS. Congratulations, particular categories of learners. The truth is TEDS-IS members and officers! that few ESL instructors understand which methods work for any nonliterate students. The methods which are being used in ESL Cooperative Venture literacy classes are principally influenced by To Publish CALL Digest four major areas: linguistics; language acquisi- ion theory, first language reading methods, The Computer Assisted Lan-and practices used with students who have CALL-ISguage Learning Interest Section earning disabilities (e.g., dyslexia) Writing in of TESOL has joined with CALICO, SMILE, the TESOL Newsletter in April 1984, Ranard and the International Council for Computers in Education to sponsor the publication of C.A.L.L. Digest, a newsletter oriented toward TESOL Interest Sections the ESL practitioner interested in using Applied Linguistics Materials Writers computers. The ICCE will own and publish the Computer Assisted Language Learning Program Administration newsletter eight times a year, under the English for Foreign Students in English- Refugee Concerns guidance of an editorial board composed of Speaking Countries Norman Johnson, continuing as editor; Stuart Research ESL in Adult Education Smith, assistant editor; John Higgins and Standard English as a Second Dialect Macey Taylor, contributing editors and CALL- ESL in Bilingual Education IS/TESOL representatives; Frank Otto, CAL- ESL in Higher Education Teacher Education ICO; Anita Best, ICCE; and Hi lel Weintraub, Teaching English Internationally SMILE. CALL-IS members will be able to ESL in Secondary Schools subscribe at a greatly reduced rate, and the ESOL in Elementary Education Teaching English to Deaf Students new arrangement also makes possible the For information about any of the Interest Sections contact Susan Bayley, Field Services processing of subscriptions by the Japan Coordinator, TESOL, 1118 22nd Street N.W., Suite 205, Washington, D.C. 20037, U.S.A. Association of Language Teachers to eliminate Telephone: (r"9.) 872-1271. the yen/dollar difficulty. TN 6/87 113 23 We Need Answers To graduate or promote students who have not become literate after hundreds of hours of Asian-Pacific Regional Continued from page 23instruction is extremely difficult for educators Conference on Deafness "bottom up" and "top down" processing?) who believe that everyone can learn. The frustration lies in knowing that our failure to by Pamela Ng 7. What information from perceptual psy- Hong Kong chology and cognitive psychology can help us find the key to literacy acquisition for these understand the literacy acquisition processpeople has resulted in human costs that far The first Asian-Pacific Regional Conference among adults? exceed the welfare dollars supporting them as on Deafness was held on December 8-12, 1986 they struggle toward literacy and employabil- in Hong Kong. Under the theme Towards 8. How much difference does context or ity. Better Communication, Cooperation and medium of presentation make at the different Coordination delegates from 26 countries stages of the second language acquisition Researchers, applied linguists and practition- ers in ESL need to combine forces to find some heard presentations on audiology and hearing process? conservation, education, medical services, While researchers in second language literacy answers to the problems of adults trying to acquire second language literacy. By continu-social work, technical services, vocational begin to address these questions, ESL profes- training and employment. By far the largest sionals in adult basic education are faced with ing to tolerate a vacuum of theory and a lack ofnumber of presentations were on education increased numbers of preliterate and ilPterate certainty about appropriate pedagogical prac- and language development of the deaf. learners who make very slow progress in ESL tices in this area we are ignoring one of the Many of the countries paricipating have classes. In the adult refugee programs, we are most critical and costly problems in ouradopted methods of teaching English as a facing the necessity of establishing criteria for profession. 3second language (ESL) to teach their deaf graduating these students from classes after population. This is done because of similarities several quarters in order to make room for About the author:Suzanne Griffin is supervisor of the Adult Refugee Project in the Office of the Superintendent of Public between second language acquisition and the newly arrived refugees who want to begin their Instruction in the state of Washington She is a past chair of the acquisition of language by pre-lingually deaf ESL instruction. Refugee Concerns Interest Section. individuals (Berent, G.P. TN, April 1983). As the hypothesis testing theory in language development says that normal language devel- opment hinges on adequate language input, deaf children may be able to acquire English if its grammatical rules can be explicitly taught them and if the children have a chance to apply Be a Part of the American Scene the set of rules as models. Many non-English speaking teachers teach ESL due to the conditions of colonization or a deep interest in Western technology and culture. Often, the same method is applied in teaching English to the deaf. For example, Hong Kong has been a British Crown Colony since 1897 anti has developed as an international center of commerce and finance. Both Chinese and Eng- lish are used daily, so all school-age children, hearing and deaf alike, receive formal instruc- tion in English as a second language. There are four schools for the deaf, two organizations solely for the deaf and six other community organizations for the general public which also serve the deaf in Hong Kong. Campus English Finding A Job in the Book of Forms Debates over ESL pedagogies concern how Linda Schinke-Llano United States Louisa Rogers. Eh. D. much learning is rote, through immersion in a Dennis Terdv Joan E. Friedemierg Ph.D. Practical approach io filling language environment or student generated Ideal speaking text for Curtis H. Bradley. Ph.D. out the essential forms of language. In Hong Kong, most often the system beginning ESL/EFL students The one book .iewcomers to today's complex world. Avoid involves rote learning of grammatical and attending or who plan to the U.S. cannot afford to be errors. delays and the poor syntactic rules of English. Since rote learning is attend an American univer- without. Indispensable guide impression caused by one of many methods in teaching language, the shy or college Dialogues. for non-native English incorrectly completed forms system of language instruction in Hong Kong photographs and realistic speakers baffled by the Written at a fifth grade level may benefit from experimenting with other activities are provided with process of finding and with clear explanations and possibilities. Perhaps this conference will instruction that focuses on keeping a job in the United specific instructions for encourage future efforts in exploring such bask vocabulary, language States. Clear and simple filling out each form. possibilities to complement their existing uses and grammar essential approach for job hunting. Contains reproductions of the educational system for the deaf. to university life. Provides a interviews, and resume actual forms for greater wealth of cultural information preparation. and includes usefulness. about theauthor: Pamela Ng is a visiting instructor atthe to assist international stu- advice from the U.S. National Training Institute for the DeafRochester Institute of Softbound Technology, Rochester, New York. dents both on campus and in Department of Labor. ISBN #0. 8442-5325-I $4.95 the surrounding community. Softbound Softbound ISBN #0. 8442-6686-8$6.95 ISBN #0.8442-7448-8 S9.95

DEVELOPMENT OF To order books NOW, call TOLL-FREE 1-800-323-4900. INTERCULTURAL COURSEWORK (In Illinois, 1-312-679-5500). FREE catalog upon request. From June 23 to July 3, 1987, the Institute of MM. Culture and Communication at the East-West Center will offer a workshop for college and university faculty who wish to develop courses in intercultural and international topics. Parti- cipants will examine possible texts, discuss National Textbook Company issues with the authors of texts currently used in ,,mwm, 4255 West Touhy Ave., Lincolnwood, IL 60646-1975 intercultural courses, share ideas with each other, and develop full course outlines. NI=TOLL FREE: 1- 800 - 323 -4900 (In Illinois 312-679,5500) For more information write: Mr. Larry Smith, East-West Center, Institute of Culture BR1655 and Communications, Honolulu, HI 96848, U.S.A. 24 1.14 TN 6/87 The Beijing International Book Fair: Personal Comments from a Participant by Charles W. Gay Waseda University The first Beijing International Book Fair was were there to practice their English. Young and capacity for both seminars, and we were sure held in Beijing, People's Republic of China,old, men and women, boys and girls, profes-they understood almost every word we said. from September 5 to 11, 1986. Approximately sional people and blue collar workers, allWe thought our audience would consist 350 publishers from around the world took partwanted to talk to us, and most of them were not primarily of English teachers and perhaps a in the fair. A week before the fair was to begin,shy in their attempts. It turned out to be sevenfew students, but to our surprise there were I had a call from Jane Alden at USIS asking me days of people-to-people communication invery few teachers. Almost everyone was a to go as an academic specialist to help with the English. I asked many of them how they student of English, and not only of high school agency booth, to discuss issues in teaching and learned English. Most of them, of course, hador university age, but older working people who were there to listen to English. learning English, and to answer questions aboutstudied in school, but the Voice of America was the materials being displayed. The agencycited as the most valuable source of real As the visitors to our USIA booth looked English. through materials and asked questions, they booth was called "TESL/TEFL '86," and became more and more interested in actually contained samples of materials from many These people were warm, friendly, and interesting. They asked many questions aboutordering some books. What stopped some of American publishers plus USIS publications. them short, however, was the cost. When they Two other Americans helped at the USISAmerica, and when I told them that I teach English in Japan, they asked me many ques-looked in the catalogue and saw the prices, booth: Cynthia Borys, USIS Regional Library tions about Japan and the Japanese. Those daysmany said that they could not afford those consultant, Bangkok, and Nancy Hearst, a went by fast, and we were exhausted at the end prices, and they looked very disappointed. As it researcher from Harvard. We were assisted by of each day, but our spirits were exhilarated by turns out, some individuals at the fair did buy three Chinese, one of whom was our translator.this contact with the Chinese public. books, but most of the books ordered were His name was Mr. Pei Wei; he left China one The English teachers who came by the booth purchased by schools and libraries. I thought to week after the fair closed to enter graduatewere interested in materials in all the language myself that some way must be found to make school at the University of Denver. skills and in cultural material about the U.S.books available to these Chinese who are Mr. Pei Wei was a big help when we needed They were also interested in materials onhungry to read in English but who can't pay the someone to translate, but I was surprised atmethods and techniques in teaching English. I prices for these imported books. I don't know how little we really did require translation.talked to some of them a long time about the answer, but Mr. Pattis, who is the president Most of the visitors at the booth spoke some current issues and trends in English teaching. of National Textbook Company, has some Eng.ish, many of them quite fluently. I must On Tuesday of that week, I participated in two thoughts about this, including ways in which admit, however, that those who could notthree-hour seminars with Mr. William Pattispublishers can work out arrangements with speak to us in English usually merely browsed and Mr. Richard Carpenter of National Text- Chinese distributors and publishers to make and did not attempt to communicate with us. book Company. Mr. Pattis talked about the these materials available within an affordable Thousands of people came through the booknumber of international students who are now price range for the Chinese. I hope that these fair during those seven days. They representedstudying at U.S. universities and about theideas will be pursued by publishers and the many more occupations than we had antici-status of English around the world, Mr. Chinese government so that these people can pated, for we thought that most of our visitorsCarpenter discussed some of their materials, have access to books. would be English teachers and students. To ourand I spoke about current issues in English As anyone who has gone to China knows, amazement, however, there were militarylanguage teaching. The room was filled to you do not encounter friendly smiling faces in personnel, engineers, businessmen, architects, most public places such as restaurants, hotels, government employees, accountants, farmers, and government agencies like the post office. shopkeepers, and many others besides teachers But at the book fair, when people were relaxed and students of English. and eager to have a conversation in English, About two hours after the fair had opened, there were smil..s, laughs, and many questions, we began to realize that many people were one of the most frequent of which was "How indeed interested in materials on teaching and can I go to the U.S. to study?" I wished over learning English but that many, many others and over again that I had had the answer. 3

English Teaching in China: Problems and Perspectives by Hou Zhiming Shanxi University China has the largest English-learning popu- throughout middle school and on through the 1. The Reading- Grammar - Translation lation in the world, and a history of over a tertiary level and adult education including TV Approach century of English teaching and learning. Thusand radio college courses.) At least 100 2. Knowledge-imparting Process thousand teachers of English work in these English as a foreign language (EFL) in China 3. Intensive Reading has become a tradition in its own right. In viewschools. of the tradition, what English teaching ap- The majority of English teachers in China are 4. Teacher-centered Approach proaches are being used in China? I'd like to not systematic trainees in the methodology of 5. Learning from textbooks discuss a few problems in English teaching insecond language teaching. Most language China so as to provide reference for teachers ofteachers are chosen to be teachers because they The Reading-Grammar-Translation Approach English in China and colleagues in similarhave a talent for language and have learned This approach began in the 1950's and is still situations outside China. some teaching techniques from their teachers. widely used in language teaching, in particular During the past decade (from 1977 to 1986)Some of them learn to teach on the job,in teaching English to non-major college the English language enterprise in China hasfollowing the model of senior faculty. Thestudents and to students in middle schools. been growing rapidly. English teaching is adevelopment of research in linguistics andTeaching activities are usually such as the part of an energetic, nationwide program in many effective techniques are completely new following: language teaching. Today there are approxi-to most Chinese English teachers. mately 50 million students studying English in Due to the lack of systematic training, the a) to read the passage (text) in English; schools. (English teaching begins in the third methodology used in second language teaching Continued on next page grade of the key primary schools and continues in China is most frequently described as: TN 6/87 115 25 Teaching in China not include anything that may require learnerscircumstances demand. to stand on their own feet intellectually, let Continued from page 25 alone to make many intellectual leaps. Teacher-centered Approach One must remember that language is not The Chinese traditional test-analysis syllabus b) to have a few grammatical rules (or knowledge. It is competence. Our objective is language points) explained with some exer- and teaching practice are considered as teacher cises; communicative competence. We regard lan- centered, not only because the teacher takes up guage learning as an active developmentalmost all the time in class, but also because the c) to translate words, sentences and the process. The teacher's duty is not just to exploit content and design of the course are deter- passage into Chinese in order to make sure that the student's intellect; even more important the mined not by the students' need, but by the students have understood the English text. teacher is there to help develop it. "text" which has been selected solely for its This explaining of grammar rules is really no Intensive Reading "literary value." In China the tradition of the more than telling the students more about the teacher occupying the center in the classroom is In China the core of a language program is very much alive. The teachers have to prepare language, rather than giving them practice and "Intensive Reading," consisting of a line by line experience in the use of the language. Transla- a "lecture" for every class, supplying the syntactic analysis of literary excerpts. Teacherscorrect answer to every exercise the students tion activities make so much use of Chinese that and students often feel uncomfortable withdo. The teacher, like an actor or actress the precious time given to English is terribly approaches to language teaching other than reduced. Thus, the Reading-Grammar-Transla- performs a very lively "show" on the stage, intensive reading. In recent years they added a while students are watching and listening like a tion approach makes the class process knowl-course called extensive reading in English edge-imparting. theater audience. teaching, but extensive reading serves only to Because of teacher-as-dominant, student-as- Knowledge-imparting Process help consolidate or supplement what has beensubmissive role relationships, students are learned in intensive reading. In fact, intensive The traditional grammar-translation or text accustomed to being silent. A fear of losing reading still occupies a dominant position in face, a desire to avoid confrontation, a reluc- analysis school looks upon language teaching as English teaching. Much time is spent a "knowledge-imparting" process, and lan- on shorttance to be singled out, a fear of making guage learning -as "knowledge-receiving"passages, but language skills are learned.mistakes, a hesitancy about answering ques- During their college period students may come tions make students reluctant to participate in process. Hours are spent in explaining, analys- into contact with about 50 passages (each has ing, paraphrasing, asking questions, practising class activities. 300-400 words). As a result, when a student A communicative approach presupposes that patterns, reading aloud, etc. until the students graduates from college, he cannot read ma- very nearly, if not literally, learn every word by students take the controlling role in learning. terials of his special field because of his limited Students are given a chance to do the learning heart. vocabulary. This approach treats learners as passive themselves, instead of having everything done recipients. They don't have to take any We should proviae students with English for them by the teacher. To learn the language, materials (books, magazines and newspapers) the students must go through the active process initiative. They just wait there to be filled with as much as possible. There are not just two knowledge. All the traditional teachers require of speaking it themselves. kinds of readingintensive and extensivebut The teacher's role is neither to give lectures of students is the ability to receive and storeup many kinds. We should help our students to in their heads the knowledge handed out to nor to supply correct answers. His or her job is them. There is a heavy reliance on roterequire the ability to skim and scan, to shift, only to provide the condition for this process to adjust, and combine and vary their speed andset it going, to observe it, to try to understand memorization of a given lesson. The lessons do mode of reading as the purpose and other Continued on next page

=NS Take Your Pick Youneed to keep yourself up to Speaking of Survival datechoose any one book by Daniel B. Freeman This text offers practical information to meet the demands of everyday living and a guide to the basic socialcontexts Check [the one you want. all newcomer... must cope with, which are presentedin a clear and mature manner. Speaking Up At Work by Catherine Robinson and Jemse Rowekamp This competency-based text helps students acquire the language and cultural awareness to learn their jobs, adapt Yes. I want to keep up to date to new demands, and get along with co-workers. Please rush me the book I have selected

Name Oxford Picture Dictionary of American English School Monolingual Edition Address 0-;ford Picture Dictionary of American English City State Zip English/Spanish Edition Grade/level No. of ESL students Oxford Picture Dictionary of American English French Indexed Edition Mail all requests to And in California. by E.C. Parnwell Oxford University Press Oxford University Press The ever-popular Picture Dictionary offers studentsover English Language Tbaching P11 English Language Teaching 3,000 useful vocabulary words in contextualizedpictures, 200 Madiron Avenue Oxford 1856 Cherry Avenue as well as a wealth of information on American culture and New York. NY 10016 American Suite 634 (212)679.7300 English Long Beach. CA 90806 lifestyle. (213)433.1488 lem

26 16 TN 6/87 Teaching in China Continued from page 26 it, to give guidance, to help it along, to analyse unwitting user of such terminology and a guide Language Acquisition of a Bilingual Child: A to avoiding its use. A chapter with tips for and evaluate it. Thus students are released from Sociological Perspective by Aivino E. Fantini. a passive role and are now interested, alive and visitors to the United States and an appendix 1985. College-Hill Press, Inc., 4284 41st Street, with a useful list of books on writing, cross- creative. All in all, students should be actors, San Diego, California 92105. 256 pp. $25.00. the teachersa director. cultural workshops, lectures, and publications Many of us who teach ESL/EFL not onlyare given. work in the field but live it raising our own Although some parts of this book were Learning English from Textbooks bilingual children. All of us confront the very written with executives in mind, anyone who sensitive issue of how to bring up Johnny ortravels or works with people of different Most students in China learn English from Jane bilingually. In fact, the problems encoun- nationalities will find the information useful textbooks. There are various unified textbookstered in the process can make or break a and the anecdotes and cartoons entertaining. according to different levels. These texts have family. Therefore, this book speaks to a very Sally La Luzerne two serious flaws. First, these texts are or- important issue. Trident School of Languages ganized around selected grammatical teaching I enjoyed and was reassured to read that Nagoya, Japan points. The language, especially in the text Fantini's child disdained speaking to anyone sections is strictly controlled with regard tonot fluent in Spanish. As my son once told aKorean Patterns by Paul Shields Crane. 1978. syntax. These passages often sound unnatural neighbor trying out her rudimentary Arabic on Royal Asiatic Society, C.P.O. Box 255, Seoul, and artificial. The second flaw isthat thehim, "You can't say thatthat's my mommy's Korea. 187 pp. $8.00. textbooks rarely present opportunities for language." Most interesting, perhaps, is meas- students to engage in meaningful communica- uring our children's language acquisition Based on his experiences during the 1950's tion. progress against that of Mario's, so clearly set and early 1960's, Paul Shields Crane's Korean The unified textbooks at advanced levels out in Appendix 2. Patterns is a collection of shrewd observations emphasize literature. The study of literature is I encourage anyone raising or contemplating by a physician who shared some of Korea's seen as a prestige field of English study. raising bilingual/bicultural children to read Dr. most difficult experiences. The first part of this Unfortuw :ely, the study of literature as a sole Fantini's book soon. Keep it on the bedside book illustrates basic traditional attitudes and emphasis at advanced levels is not the besttable and make daily comparisons; itwill reactions of traditionally minded Koreans. means of preparation for the sort of English fascinate you. Crane then discusses how these attitudes and skills China wants. Lee S. Tesdell behavior patterns have been and are now being Because of lack of contact with native King Fand University modified by Western culture. Although 1980's English speakers and without appropriate of Petroleum and Minerals Korea is much different from the Korea that American and British cultural background, the Dhahran, Saudi Arabia Crane describes, Korean Patterns isstilla English learned by students is marked by °id superb quasi-historical document. or archaic usage. In addition, since they areDo's and Taboos around the World compiled patterning their English speaking and writing by The Parker Pen Company. 1985. The George B. Patterson style on a Chinese model, their English isBenjamin Company, Inc., One Westchester Pagoda Language Institute always sprinkled with proverbs, slogans andPlaza, Elmsford, New York 10523. 183 pp., Seoul, Korea idioms. Students also tend to trust prescriptive $7.95 softcover; $14.95 hardcover. decisions regarding correct usage more than the opinions of native speakers. Do's and Taboos around the World is an easy-to-read guide to international behavior. The text focuses on customs, etiquette, body English Teaching Intensified language, and hand gestures, comprehensible drawings accompanying the explanation' on In recent years, English teaching in China has hand gestures. One chapter is dedicated to been intensified. A large number of students "American Jargon and Baffling Idioms." It is an and scholars have been sent abroad for eye-opening exposé of the chaos created by the advanced studies. Many foreign experts have been to China to provide valuable and focused assistance in English learning. They have brought new concepts of language pedagogy USE OF MELAB TO CONTINUE Research Associate with the ELI's Testing and and introduced new achievements in linguistic IN THE PRC THROUGH CIECB Certification Division, to Beijing in the Fall. At and communicative approaches. Thus some present there are 12 testing centers in 11 cities in English specialists in China have realized the The English Language Institute of The the PRC. problems in English teaching. In the fall of 1985 University of Michigan has recently signed an For further information, contact: Mary C. a new "College English Teaching Syllabus" was agreement with the China International Exam- Spaan, Research Associate, English Language established by the Ministry of Education of the inations Coordination Bureau (CIECB) for the Institute, Testing & Certification, 3023 North People's Republic of China. It says, "In the past extension of the Michigan English Language University Building, The University of Michi- teachers of English paid more attention toAssessment Battery (MELAB) in the People's gan, Ann Arbor, Michigan 48109, U.S.A. language knowledge, but neglected the coin- Republic of China. Telephone: (313) 747.0476 municative competence. Students manipulated The MELAB is designed to measure the more sentences and their language comprehen- English language proficiency of adult non- NEWSPAPER CURRICULA sion remained at the sentence level." The native speakers of English who will need to use SOUGHT BY ANPA syllabus rtatcs that teachers should pay greatthe language for academic purposes at the attention to manipulation of discourse level and university level. Approximately 400 institutions The American Newspaper Publishers Associ- the development of students' communicativeof higher learning in the U.S. and Canada use ation Foundation is collecting newspaper competence. Hence, though much remains to the MELAB to screen their foreign applicants, curricula used with ESL and/or bilingual be done, itis safe to say that as Chinaand the ELI-UM has some 400 examination students of all ages. The purpose of this search modernizes everything else, she is also in the sites in 120 countries around the world. is toassist publishers in their nationwide process of modernizing her way of learning There are three main consequences of ELI's newspaper effort to combat illiteracy. If you agreement with the CIECB. First, local admin. know of published or unpublished newspaper English. eistrative arrangements will be handled by curricula, texts, chapters, or any other format, CIECB; second, the MELAB will now be please contact Carolyn Ebel Chandler, Liter- About the author: ilou Zhimtng ts an assistant professor at offered on a group as well as an individual acy Coordinator, American Newspaper Pub- Shanxi University, Shanxi Province in the People's Republic of basis; and third, the number of test candidateslishers Association Foundation, Box 17407 China. He is presently at the University of South Carolina as a visiting professor on an exchange scholar program. His area of in the mic is expected to increase. TheDulles Airport, Washington, D.C. 20041. esearch is English teaching methodology. agreement followed a visit by Mary Spaan, Telephone: (703) 648-1000

.117 27 The China Experience refers to benevolence, rightness, propriety, wist.:,rn, tional acquaintance with her heritage. Never- and fidelity. The feudal ruler specified itas the feudal theless, identifying such pensiveness and help- by June Rose Cs rrott ethical codc. Leaving the content aside foramoment, ing to give it form is a ; v. Beijing, China we will find it did reassure the public; people thought they had a mainstay in their thought. They didn'twant That some hungry young Chinese stand in "What makes teaching in China so attractive to do anything which broke the rule. Perhaps that is one greater need of nourishment than do otherscan to you?" I have frequently been asked duringreason why Chinese feudal history lasted so long. be seen from a sentence written bya classmate the past two years. Not to belittle opportunities Ideological education provided the moral standard of Dong's: and ethics for people who followed it well, and society photographic, culinary, or cultural, myanswer We like our foreign teacher to that question has to be "The students," a retort would be quits peaceful, and the economy would very much, develop quite quickly. further, we hope her to teacherus till we gradu- that strikes some persons as trite. "What's But during the Cultural Revolution, as the overthrow ate. different about Chinese students?" theynext of the doctrine of Confucius and Mencius and the want to know. Actually, it may not be the turbulent situation, now the young gene rations f eel the "feachering" abroad is rot easy, butanyone students themselves who vary greatly from spiritual crisis. That is t. .ery important problem which who values close encounters with brightyoung students anywhere else. Rather, the opportuni- needs to be solveu. Sociologists should establisha new minds and spirits would do well to consider system of thought edocat;on for "hungry" young seriously the possibility ofan assignment in ties foreign teachers have to relate to their Chinese. students are greater than those they would enjoy China. on their home campuses. That thoughtful young woman has been About the author: JuneRose Garrott has been teaching in the For one thing, because long distance travel in unusually fortunate in having hadan older English Department, Second Foreign Language Institutein China is expensive, time-consuming, frustrat- mentor to guide her reading for several years, Beijing, China for the past year Ms Garrott completed her M.A. so at Western Kentucky University and plans to enter the doctoral ing, and arduous, students come to college inin all candor I cannot take cre lit for herexcep- program in TESOL at the University of Texas at Austin. late summer and stay there for five months, until a four-week break for spring festival (formerly called Chinese New Year). Upon returning, they once more take up residence for the four months t`5 Cs (S k. oce e35 50,,e502A5.0 'Ce5k prior to summer holidays. Becauseeven local eoei e ,e0t.0`3:ce se-opv (se transportation is also expensive, time-consum- p.osk, c,t,tgeokociaskl,c veetliot. i124:3e , \(X:Siessfsci,,,o iov'Ceek.(e4 ing, frustrating, and arduous, students seldom 88es,542, \se.,s4\C'''',\°o".ce5e5k leave the school grounds, never hold down e ice R),e, e° 2.CsitP\." Qs) szese cht:s 041/4 ViN e.Z:Ve?4,Si ,.2,0C(sCOCs#tic osge eve\ 5k e0 outside jobs, and find their social lifeas well as CP2. 2.09' fice <4:3 01gIleC \5,,ok`ec their academic life on campus. oee Ps405 ise &cs.c),,eieqecO° C3eQie .1,e4 Ise ice 04 Kes ,sscP Moreover, because Chinese institutions make ,se G2P cz's S* (s 0 esek 0,, 6o, (co. cpo 0:s 2,06 55e.50 ,,ex a concerted effort to house faculty members eez e within school walls, foreign teacherssee their 02P c.{. occ 2:? OA vc0\ 0\ ' q0cPeleriCe.C5e,4 2214P students at work or play every time they set foot 15\ oekie 0;1' dee.cesk tpe xs`;'2. 40ssd<1 s'P-ktP0 outside their flats. Students invite teachers to as e?' .q.p0 \\40'vc0c. join their parties and sports events, visit co, ,e e teachers' homes, accompany themon outings, \\I borrow tapes, books, and magazineslater .ce kfe ur LStSV6 OVV Cse ,Ae , ,10 kl° ,2.Se 4,\\ discussing animatedly what they have heard and t& lee ,pilicr- .4% 435 50e 6,6s c. cit. ke csq0,e oc,c5cPAiCe read. If it is true that a universal desire ofmost xsec teachers is to make a difference in the lives of clee, e

their students, then in Chinawhere the foreign C'e32;i:::.c9:55:of:000:0t,046 (;:o,c`:soczt3e;5,---5seccicseols,,,,c teacher has a greater likelihood of gettingto :In!:05:°::2.°4\ 55 PS). 2. (soCi know more students more intimatelythat \\4Cs bas desire can be satisfied to a greater degree than is ce5k k.e.ok..C4:3 V2P(s.1)?'(4CP\..5.400 4\c"ot, usually possible elsewhere. 0e2AZ 0,0 4,0"sece .ce5\ VAeesp05,ce4e0.0:z.o\ ,2p9_,00 c 'coe 2,002.e° eVe per Especially does a composition teacherenjoy costx5,5 42.9e ocpz vc0\ ,ces k;e:ke3e: an unusual opportunity, for in all probability he or she will be the first writing tecJher of English V".40;:coe641,?o("Ce..(4...\\5;\zc43: .005eL5 .coev:,?q: °.seck.de st556;4Cef\cs 57.:o0CiC° that the students have encountered, though they generally will have studied grammar, intensive reading, and conversation for severalyears. Edited by J. Charles Alderson, Karl J. Krahnke, and Charles W.Stansfield Even more novel to these students than simply Available Summer 1987 writing in English is being asked to choose a Reviews of English Language Proficiency Tests prov;desdescriptive and evalua- subject, think about it deeply, phrasea topic tive infix,- ration on the major ESUEFL tests being used in she world sentence, and plan for development through today. By provid- ing this information in a consistent format, Reviews assiststest users in selecting tests several paragraphsskills that havenever been appropriate to their needs and in evaluating the quality of thosetests. Each review be- stressed in their Chinese study, either. There- gins with a test entry that presents basic information including: fore, the first task facing the foreign English teacher is convincing students that their ideas Complete tide of the test are worth writing about. Next comes suggesting Intended examinee population a variety of ways to organize those ideas logi- Date of publication cally and present them effectively. The reward Acronym or commonly used short form of clue tide comes from watching young people such as Intended purpose of the test scoring method (byparts or sections of test) Type of administration (individual or group) Dong Zhi Feng (not her real name), a third-year Length of test student, gain confidence and control,as the Cost of test (1985-86) following unedited example written at the end Author(s), publisher, including complete address and telephone number of three months of composition study attests: A description of the test and a discussion of its reliability, validity, Education and related issues are contained in the review. Also included in each revieware reference materials: refer- Ideological education has been very important since ences cited by the reviewer and, in many cases, references added by the editorsto pro- society began. People, no matter from east or west, vide more comprehensive information on the test being reviewed. find a rule or belie/ in their daily time to guide their lifc, especially in moral lessons. In Western countries, Prepalcation price $14.00 people believe in the Bible and use it to educate and After September 1987 Members S15.00 Nonmembers purify their thought. They think Cod tells them howto S16.50 avoid evil things and to be kind to people; they regard Cod as their belief yet till now. In China for nearly 2000 years, people admired the doctrines of Confucius and TEACHERS OF ENGLISH TO SPEAKERSOF OTHER LANGUAGES Mencius. It laid down three cardinal guides, which means ruler guides subject, father guides son, and 1118 22nd Street, N.W., Washington, D.C. 20037 U.S.A. husband guides wife, and five constant virtues, which

28 TN 6/87 What is Expected of English Instructors in China by Su-ying Yang Shanghai Jiao Tong University

English language teaching in China has been ments in language teaching strategies abroad. Russian was the major foreign language in the undergoing many changes in recent years in This awareness has encouraged many teachers '50s. But in the 'GOs English gradually gained order to meet the various needs of Chinese to expand their teaching techniques and to popularity, and soon China faced a large students preparing to become English teachers, discard the grammar-translation approach. shortage of English teachers Former teachers translators, literature researchers, scientists, and They now try to handle their classes by a of Russian began to study English and tried to engineers, and preparing to study abroad. This combination of audio-lingual and communica- take over the responsibility for English instruc- article reviews these programs and the require- tive appy aches conducting pattern drills, tion. Some of them were quite successful and ments for instructors from my own perspec- explah.ing vocabulary in context, and provid- became qualified for their new jobs. But not a tive. ing students with opportunities to reproduce few of them remained limited in English My aim is to acquaint those who wish to texts orally in their own words. ability. Many who had been trained as English teach English in China with the demands of teachers regressed in skills because they lost their. potential assignments. Programs for Studerts Preparing to opportunities to be exposed to or use English Study Abroad during the 1966-76 Cultural Revolution. Al- though a certain percentage of English teachers Programs for English Majors At some key universities and colleges, outstanding graduate and undergraduate need remedial work, this situation is not nearly students of engineering and sciences are likely as critical as has been portrayed in recent Since the responsibility of instructors of to be selected for study abroad and are usually literature (Patric and Daum, 1980). In fact, English majors is to train students to be English given special English training in preparation for many English teachers have vet y high English teachers, translators, interpreters, or researchers this experience. This course allows theseproficiency and practice effective teaching of English literature, their academic require- students a little more time than the one for techniques. The fact that a great many students ments are exacting. They need to have both ordinary science students, but still far less than have been turned out with fluency in English good proficiency in the English language andthat for English majors. The course require- testifies to this. also a good knowledge of British and American ments include rapid readingespecially of Taking into account the aforementioned, it is literature. Many different sub-courses are reference books or materials in their own field, appropriate for foreign English teachers to offered in the program, such as intensive and comprehension of daily interactions andplace their emphasis on developing students' reading, extensive reading, listening compre- the academic lectures they attend. In addition, skills in whatever classes they are assigned to hension, writing, grammar, etc. Among them students are also required to write simpleteach. Those engaged in advanced teacher intensive reading is the core which is intended letters, academic paper abstracts end betraining should also work to improve students' to give students an all-round development of engaged in basic communication. The methodspractical skills and to introduce theories of both receptive and productive language for teaching these students vocabulary and linguistics. The argument that "Chinese abilities. Classroom procedures often begin listening comprehension are very similar to teachers of English seem reluctant to abandon with an instructor giving an oral reproduction those for English majors, As there is no division the grammar-translation approach" (Crabe and of a text composed of words or sentence of sub-courses, a single instructor gives students Mahon, 1981) cannot be generalized. Theories patterns from previous lessons, together with training in all four skills with a focus on reading about second or foreign language acquisition, new items from the text. This tunctions as aand listening. This job is very demanding on methodology, testing, and sociolinguistics are review of previous knowledge, a simple instructors, especially in light of their limited definitely needed by Chinese English teachers, introduction of new materials and a chance to teaching hours. Fortunately, the students are especially by those who are proficient in the develop listening comprehension. The audio- usually very bright and in spite of all disadvan- target language already. lingual approach is apparent in .he use of tages, results at e satisfactory. As there are national English curricula with pattern drills. However, many teachers also Overseas candidates are generally provided requirements set for English majors and non- provide situational contexts to explain key with an additional three to six month intensive English majors with respect to the four skills, words and expressions and to help students to English course in which the focusis on listening vocabulary and grammar, the chief goal of practice them. In a paired activity students are and speaking. Though not a regular program at most English programs is to meet the stated often asked to retell the story of a text in theircollege, this holds an important position in requirements. Methods need to fit in with this own words, either prepared ahead of time orEnglish tc.ching of the country. To meet the specific situation. Some methods in the com- on the spot. Discussion questions based on the special needs, language centers have been municative approach such as Total Physical text, an activity sometimes carried out in established in three different cities. In addition, Response or Silent Way may be welcome. groups, is also favored by both instructors andsome key universities also offer this kind of Task-centered communication activities also students. In an oral course component, instruc-course. Since everyone who is sent abroad to conform to the goal of English teaching as they tors create some specific simulated situations to pursue further studies has to get a TOEFL operate through the way that language content make dialogues or conversations more vivid, score of 550 out of 673, and a Chinese English is defined and organized. Such methods as real, and practical. Proficiency Test score of 110 out of 160, the late Counseling Learning or Suggestopedia may not stages of the course are made to fit in with the be favoured by Chinese teachers as these Programs for Non-English Majors requirements of TOEFL and Chinese English operate without an explicit syllabus model, Proficiency Test. It is so intensive that students which cannot give Chinese teachers a sense of security that they can accomplish what is The teaching hours of the English program do nothing but study English all day long. Four hours a day (usually in the morning) are for required by the curriculum. for non-English majors are far fewer than those The exchange of language teachers between for English majors, and there is no division of classroom work. During the rest of the day, sub-courses in the curriculum. It aims at students work independently on library assign- the People's Republic of China and the United ments, listen to tapes, or converse in pairs. TheStates and other English-speaking nations has, developing students' four skills with the focus no doubt, helped upgrade the level of language on reading, and one teacher often takes care of methods used vary from class to class and institute to institute. To develop speakingteaching, especially on the part of China. I the training for two or three classes. In a certain hope more mutual understanding will lead to sense, this kind of course is more difficult for ability, situational dialogues are often practiced instructors to deal with than that for English in pairs or in small groups. For teaching even better results. vocabulary or reviewing grammar rules, majors for it was in this area that the grammar- About the author: Suing Yang is an associate professor hi the translation approach prevailed in the 70sat apattern drills as well as contrast analysis are Department of Foreign Languages for Science and Technology time when English was not a subject of serious usually applied. Story-retelling is also a favored at Shanghai Iwo Tong University and writes on the basis of 25 concern and the course required only a little form. years of experience in teaching English at the college level. reading skill. The result of the approach was The Teaching Situation References that students learned how to analyze sentence Patrie, James and David A. Daum, 1960. Comments on the role structures but were handicapped in listening It is true that quite a number of Chinese of foreign expertise in des eloping nahom. TESOL Quarterly and speaking. Students resentfully calledteachers of English need to improve their I4(3):391.394. Crabe. William and Denise Mahon1960 Comments on English "a dead language." English instructors English skills. It was even more the case six or methodologymnented teacher training programs in China. in China are increasingly aware of develop- seven years ago. The reason ishistorical. TESOL Quarterly. 15(2):207.209, TN 6/87 1.19 29 GROW OVERSEAS Continued from page8 SYMPOSIUM ON INTENSIVE with ELS International ENGLISH LANGUAGE TRAINING IN CHINA '"'- /,* ifTrZAPA /Air l Educators interested in intensive language training are invited to attend a symposium on e the theme of applied linguistics and intensive 22Stir ar English language training being held October 4163:416rAr 30.31, 1987 at the Beijing Second Foreign aftr-.70 Languages Institute in Beijing, China. Itis being sponsored by the United Nations Devel- a opment Program and organized by the ESP 'Or Training Network in the Peoples Republic of China. For information about the symposium, contact Miss Ren, Ahen/Haishu Wang, Lan- "V' guage Training Center, Beijing Second Foreign Languages Institute, Beijing, China (P.R.C.). JACET ANNUAL CONVENTION The 26th annual convention of JACET (japan Association of College English Teachers) will take place October 9- 11,1987 at Established programs and curricula Kyoto Sangyo University in Kyoto, Japan. For more information write to Fumio Okutsu, American supirvisors Chairman, JACET Convention Committee, Competitive salaries and benefits The Japan Association of College English Furnished housing and aitfare (for most locations) Teachers, Rhine Building 204, 2-12-1 Kaguraz- ES!. positions are open year round, and you may choose from short- and long-term contracts, aka, Shinjuku-ku, Tokyo 162, Japan. depending upon location. We invite you to write for more informationon ELS International's overseas teaching opportunities. Please enclose a current resume with your letter. SAINT MICHAEL'S COLLEGE Recruitment Officer Winooski, Venison* MOS ELS International 5761 Buckingham Parkway Culver City, Calif. 90230 MASTER'S IN TESL 36 credits KING FAHD UNIVERSITY OF PETROLEUM & MINERALS 1 ADVANCED TESL Certificate Program DHAHRAN, SAUDI ARABIA 18 crocks 'INGLISH LANGUAGE CENTER

INSTITUTE IN TESL Since 1963 the E.L.C. has been responsible for preparing approximately 1000-1400 malestudents per year for study In allEnglish-medium technical courses loading to the B.S. degree In science, engineeringor management. The Center currently summersonly employs some 70 teachers (British, American, Canadian, Australasian and Irish) and Is expected 9 graduate cracks to expand. The program is biased towards English for Academic Purposes. %nig uipped language !Abe. 5 audio-visual studiosand 60 IBM PCs for CALL use form part of the technical equipment available. INTENSIVE ENGLISH TRAINING PROGRAM We have oportunitios for well-qualified, committed and experienced teachers of Englishas a Foreign Language as of September 1987. Applicants should be wilting to teach In a stm:tured. Intensive program whichis continually evolving and Intensive English courses for foreign students to which they are encouraged to contribute Ideas and materials. conducted on a sisaround basis Qualifications: M.A. in TEFIfiESL or Applied Unguist cis Experience: Minimum two years, teaching @ammo In TEFL/TESL overseas St. Huhn l's she offers wees dorm in Starting Salary: toinPe1414 ulanitd depending on MAW-MOM and experience Deeds at interview urns Salaries free orSaudi tuft. Education, Thickly. Adninietration and antral Peicholesi Additional &nettle: Alto evadable MEd. with concantratIons ti 1. All appointments are either single or married status TESL. Stseciel Educates, Adnisistreton. CArritullurn. 2. Rent.free. 61(4°nd:booed furnished accommodation. AS utilities Provided Rewire and Comp* Eiluasslon 3 GralulY d one month's salary f r each Year worked. payable on completion of final contract. 4. Two months' paid summer leave each yew %wits: Director TESL begun. S Attractive °dos/twat assistance grants for schoaage dependent children Son 11 ifferSPCAM1011 allowance St. *chests Cols 7, Possibility of selection for Urwersays ongoing Summer program and evening program withgood additional Wreak. Vowed 01104 compensatron. 1.1.SA 8 Outstanding recreational Homes 9. Free air Irinspodation to and from Dhahran each year. Contract: For two years renewable ICING FAHO UNIVERSITY OF PETROLEUM & MINERALS HOUSTON OFFICE, OEPTARTMENT 540 5718 WESTHEIMER, SUITE 1550, HOUSTON, TEXAS 77057

FREIRE WINS UNESCO PRIZE PAPERS IN APPLIED LINGUISTICS INFORMATION UPDATE Paulo Freire of Brazil has been named the An annual subscription (two issues) toPapers A free sample issue of Information Update, winner of the 1988 UNESCO Prize for Peace in Applied Linguistics-Michiganis $12.50 in the the quarterly newsletter of the Literacy Education. Freire, who has been involved with U.S. and $15 overseas. For more information Assistance Center in New York City is available the International Reading Association, has about this publication or to place an order, send to TESOL members. The newsletter contains worked for the past 40 years to provide literacy a check in U.S. funds payable to PALM and articles of interest to teachers of both basic training and education for the poor. He is the send to: PALM, The English Language Insti- literacy to native speakers of English and ESL originator of the literacy training method tute, 2001 North University Building, Univer- to adult basic education students. Address known as "education for liberation." This sity of Michigan, Ann Arbor, MI 48109, U.S.A. requests on your institutional stationery to John method isused inmany Third World counies. Garvey, Editor, Information Update, Literacy Reprinted from Reuling Today, April/May 1987 Assistance Center, Inc., 15 Dutch Street, New York, NY 10038. 30 .120 TN 6/87 La Universided de lea Americas, Puebla, Mexico. The University of Alabama, Tuscaloosa, Alabama. Teaching JALT '87 JOB CENTER language department of the UDLA has an opening for a chair assistantships for English Department ESL courses. Must be position in the field of TESOL/Linguistics. Required. admitted to MATESL program. Positions available August. The Japan Association of Language Teachers preferably Ph.D. in Linguistics or related arse, administrative 1987 For information on MA and suistantships (JALT) has announced that at the annual and oyeranas experience desirable. demonstrated leadership contact: Director of Graduate Studies. English Department, in program jAsign and implementation in EAP, minimum The University of Alabama, Drawer AL Tuscaloosa, Alabama conference, November 21-23, at Meiji Univer- commitment of two years. Responsibilities: chair department 35487. U.S.A. Telephone: (205) 348.5065. AA/EDE sity, Izumi Campus, Tokyo, an expanded Job of thirty teachers, supervise newly created Master's program Information Center will be featured in order to in TESDL teach undergraduate ESL and Nester's. Full -time Cana& '` Language Centres, Newnurket, Ontario. better serve the needs of the 1500 expected instructor position also available. Master's required. UDLA Canada, soul highly energetic. resulonented Recruiting (4500 students) is located 70 miles from Mexico Cr.y in the and Marketing Representatives. Qualifications, excellent participants. The service, available to n11 archeological region of Cholula. Send resume and three interpersonal skills, strong presentation abilities and ability registered participants free of charge, will hi.ve letters of reference to Dr. Bssilio Rojo, Dean, School of Social to speak, read andwrite English fluently A successful three information on some 200 positions available Sciences and Humanities, Umursided de las Americas, year track record in :slog and/or a background in teaching Santa Catarina Marta. 72820 Puebla. Mexico. Telephone: ESL woulo be distinct assets. Duties, recruit students. ages throughout Japan. Facilities will be provided (22) 47-0040 ext. 1135. 12 to 18, for our Intensive English Summer Program; for conducting interviews on the spot. establish a student recruitment network; compile mailing For further information about the Job Raytheon Company /Saudi Arabia. This large American lists; secure contracts with tour wholesalers, travel agents, company has an ongoing requirement for EFL instructors in government agencies, and educational organizations. Information Center contact: JA', c/o Kyoto a military-training program in Jeddah, Saudi Arabia. coordinate and supervise student travel to Cent a. Salary: English Center, Sumitomo Seimei Building- Minimum requirements are a BA. degree in EFL or related 10% commission plus bonus. Please send cover letter, 8F, Shijo Karasuma Nishiiru, Shimogyo-ku, field and four years teaching experience. A generous resume, references (name, address, tetephone number of 3) Kyoto 600, Japan. Telephone: 81-75-221-2376 compensation package is offered including base salary plus to Search Committee/Marketing Representative. Canadian premiums. medical/dental insurance, company savings and Language Cent's, Suite TL. 787 Pam Crescent. Newmarket. investn rent plan, vacation travel bonuses and compenY.Paid Ontario. L3Y 507 Canada. Tel: (416) 853.1610. fully fu nished housing in a westermstyle housing commu 1988-89 COMPETITION FOR nity,dth reasstion facilities. Two-year renewable contract, FULBRIGHT SCHOLAR AWARDS Send resume to Bernard Seward, Raytheon Subsidiary Jnhrenlity of Delaware English Language Institute. Newark. Delaware. Likelihood of 16.17 summer teaching Support Company, 11 Chestnut Street, Andover, MA 01810, positions available (July 18August 8, 1987). Salary $1148. The Council for Internationd Exchange of ESL Instructors, Curriculum Developers, Materials MA. in TESOL/Linguistics preferred. Resumes/2 recom Scholars reminds faculty and scholars that the Writers. RVA is an ESL materials development and teaching mendations to Scott G. Stevens. Director University of competition for the 1988-89 Fulbright grants is company. From time to time we have had a requirement for Delaware. ELL, 25 Amstel Avenue, Newark. DE 19716 in progress. Fulbright Awards are granted in ESL teachers or ESL course material writers both in the U.S. Telephone: (302)451-2674.1Limked free housing available.) all and oversees. We therefore welcome inquiries from ESL virtually alldisciplines, and scholars in professionals who are Interested in possible Job opportuni Hue Language Institute. Taipei, Taiwan, tepublk of academic ranks are eligible to apply. Applica- ties. We cannot promise placement in every cam but every China. Experienced TESOL teachers wanted for private tions are also encouraged from retired faculty inquiry will be acknowledged and will be held in the strictest English Institute for children. Responsibilities include and inclependent scholars. confidence. Please direct correspondence to Robert Ventre curriculum planning and development, teacher training and Associates. Inc. t0 Forty Wharf, Newburypon, MA 01950. coordination, student evaluation. and teaching of some The basic eligibility requirements for a An equal opportunity employer. classes. Candidates should have extensive experience in Fulbright Award are U.S. citizenship; Ph.D. or classroom teaching and curriculum planning for teaching comparable professional qualifications; univer- The Republic of Korea Consolidated Administration English to non-native speakers. Salary competitive and based School seeks experienced ESL teachers for an intensive ESL sity or college teaching experience; and, for on experience. 1 year contract. Transportation to Taipei. program for career officers starting January 4, 1988 Salary: Taiwan, rovided. Applicants should send full resume, selected assignments, proficiency in a foreign W1.485,000/mo. Other benefits: furnished twobedroom transcripts and names and addresses of three references to: language. apartment, utilities, round -trip air ticket. three -week Hue Language Institute, SF, No, 390 Fu Hsing S Road. Sec. use-Ilion, eight days sick leave. Medical insurance available. Application deadlines for the Awards are: One -year renewable contract. Send current resume. 1; Taipei, Taiwan, Republic of Chins, September 15, 1987 (for Africa, Asia, hurnpc, including Diploma, and three color photos to: Col, Jun Yong the Middle East, and lecturing awards to Jin. Director of Language Depanment, BOK Army Consoll The University of California, Irvine. has a position dated Administration School, P.O, Box 2, Chang Gok Dong, available for a lecturer with S or more years experience Mexico, Venezuela, and the Caribbean); No- Sungnem Cih, Kionggsdo 130.19. Korea. Telephone: Z02) teaching universirylevel ESL a minimum MA degree, and vember 1, 1987 (for institutional proposals for 402.2322 ext. 5384 (duty hours only) computer skills (preferred). Salary ranges from 520.000 $28,000. Requirements Include teaching eight ESL reading/ the Scholar-in-Residence Program); January 1, writing courses in a 9.month academic year. Apply by June 1988 (for Administrators Awards in Germany 30. 1987 to Robin Scaliest's, ESL Program. Univarsity of and Japan, the Seminar in German Civilization; Job Notices Information California, Irvine. CA 92717 USA, Tel. (714) 856.6781 the NATO Research Fellowships, and the Spain Research Fellowships); and February 1, Institutional and commercial members of Human Resources Development Institute, Yanbu, Saudi TESOL may place 100-word notices of job Arab:e. Openings for ESL instructors in the Institute's 1988 (for the France, Italy, and Germany openings, assistantships or fellowships with- vocatiantechnicat program. Duties include teaching and TraveOnly Awards). some curriculum development. Qualifications: M.A. in For applications, call or write Council for out charge. For all others, the rate is $50 per TESOL or equivalent, and two years experience as a 100 words. For institutional, commercial and language teacher, Salary competitive, depending on International Exchange of Scholars, Eleven noninstitutional members, the 100word qualifications and experience. Overseas experience pre. Dupont Circle N.W., Washington, D.C. 20036- limit is exclusive of the contact address and lured. Two-year contract. Individual furnished houstr.,0 1257. Telephone (202) 939-5401. equal opportunity employer /affirmative provided, married or single. Yearly paid vacation of 30 days action designation (EDE/AA) where appli- with round -trip ticket to point of origin. Medical care, cable. Words in excess of 100 are charged at transportation allowance. Send resume and photo to M the rate of $1.00 US per word. Helmi Kutbi. HROD, P.O. Box 30031, Yanbu Type ads double space: first list institution Saudi Arabia. and location (city and/or state/province and Free Job Listings country); title and/or position, qualifications The English Education Center, Jakarta, Indonesia, EEC sought; responsibilities; salary/benefits; invites applications from EFL/ESL instructors with appro. in Opportunity Bulletin resume, references, etc.; application dead- priate MA. & oversees T.E.F.L experience. Duties at EEC'S modern Language Training Center include developing and The ESL, Opportunity Bulletin, issued line; contact address and telephone if bimonthly by the TESOL Central Office, desired; and EOE/AA (where applicable). teaching TOEFL preparatory programs and occasional GMAT and GRE programs to Indonesians intending to study in publishes notices of jobs, teachers exchanges Do not underline words or phrases; avoid U.SA.. as well as general English classes for the public. 2 and grants at no cost to employers. abbreviations. Send three copies five to six year contracts with competitive remuneration package Employers should submit notices on a months in advance of application deadline' including return air fare, medical and assistance with standard form available from the TESOL to TESOL Publications, 1118 22nd Street, housing and local transport. Send resume, recent photo, Central Office as announcements in other N.W. (Suite $205), Washington, D.C. 20037, availability date, copies of relevant qualifications and names formats may be subject to editing for length. U.S.A. Telephone: (202) 872-1271. and contact details of 3 referees to: The Director, EEC. J1 The Bulletin is circulated to all subscribers Late job notices accepted provided there is Let. Jend. S. Pawners 66, Slipt. Jakarta 11410. Indonesia, .0 the Employment Information Service ($7 space. Call TN Editor: (212) 663-5819 or per year for members in the U.S.A., Canada (718) 626-5450. and Mexico and $9.50 for members residing Ream dad elsewhere; $15 for non-members in the 'Submit ad To appear in vista date U.S.A., Canada and Mexico and $17.50 for by this date this issue not earlier than non-members residing elsewhere). December 15 February A pnl 30 For more information about either service February 20 Apnl June 30 mentioned above, please write to: Employ- April 20 June August 30 ment Information Service, TESOL, 1118 June 20 August October 30 22nd Street, N.W. ($205), Washington, D.C. August 20 October December 30 20037, U.S.A. October 20 December February 28

31 TN 6/87 121 COLLIER MACMI SPAGHETTI, AGAIN?Jean Rodman and Judy McKoy a well-illustrated beginning reader with a variety of language development exercises students develop higher order thinking skills by questioning what they read a touching yet humorous story written in natural English with controlled grammar and vocabulary dramatic recording of the story available onan optional cassette

EXPLORATIONS: An Interactive Approach to Reading Alison Rice and Susan Stempleski designed for high beginning ESL reading courses 4 it le introduces students to a vz '.:ty of topics adapted from `.."; newspaper and magazine articles combines reading skills exercises with guided con- versation activities

Both Readers are Suitable for High Schooland Adult Students To Order Call Toll Free 800-223-3215 ESL Dept.,866 Third Ave., New York, NY 10022

Teachers of English to Speakers of Other Languages An International Profenional Organization for Those Concernedwith the Teaching of English as a Second or Foreign Language and of Standard Engin:,as a Second Dialect Officers 196748 President First Vice President JoAnn Crandall Second Vice President Richard Allwright Joy Reid Center for Applied Linguistics 1/epartment of Linguistics 1118 22nd Strevi, N.W. Colorado Stair University linker:sty of Lancaster Ft. Collins. Colorado h052.1. U.S.A. Washington, D.C. W037, U.S.A. Lancaster LAI 417. England Executive BoardMembers: Mary Ashworth, University of Bntish Columbia, Vancouver, British Columbia, Canada, Cathy U.S.A. Fraida Dubin. University of Southern C.alifornia, Los Angeles. California. USA.. Donald Day. Eastern Michigan University. 1 psilanti, Michigan, Ifandscombe. North York Board of Education, Toronto, Ontario. Canada. Linda SchinkeLlano, NorthwesternFreeman. School of Intenutiorul Training, Brattleboro, Vermont. US A, Jean Universits, Evanston Illinois. S A ,Joan Morley. Unisersity of Michigan, Ann Arbor. Michigan. USA Alice H. Osman, F II LaGuardia Community College. CVNY,Long Island City, New York, esA,Jackc Rkhuds. University of Hawaii at Stamm, Honolulu, 114%161 U.S.A. Lydia Stack. Newcomer Ilat School, San Francisco, California. U.S.A.Carole Shirley M. Wn..ht. George 11 ashington University. Washington. DK. U.S.A. Urvia. University of the Pacific. Stockton. Calafonda, US.A.. Executivedirector. JamesE. Atlas. Georiplown University. Washington. D.C.. U.S.A. Editor. TESOL Quatterly Editor. TESOL Newsletter Stephen J. Gates Alice H. Osman Urns ferny of Northern Iowa F. 11. LaGuardia Community College. CUNT Cedar Falls, Iowa 50614. U.S.A. Long Island City. New York 11101. US.A. TESOL Central Office Staff Esecutive Director. JamesEMath Executive AssistantsCarol LeClair Convention Coordinator:ChristopherR. Byrne Membership de Placement Sets ices:Edmund IACIaire Field Services Coordinator. Susan Bayley Publications Coordinator. JuliaFrankSlc::41 Development & Promotions: Aaron Berman. Box 14396. SanFrancisco.California 94114. U.S.A. TESOL tnembersbip includes a subscription to theTESOLQuarterly andthe TESOL Newsletter Annualmembership rates: Regular membership. $40; Student membership (for those engaged in at least half-time study). $20; Joint membership(twomember household). 360; Institution/Library membership. $75; Cmanicrcial mentbership.$2fA Paraprofessional. Retired. Unemployedor Volunteer meinbership, SW (For additional mailing fee outside the U.S.. contact TESOL) Please make check in U.S funds drawn on a US bank payableto TESOL. Mail to. TESOL. 1118 22nd Street. N W (Suite 205), Washington, D.C. 20037, U.S.A. Telephone: (202) 872.1271. For change of addressor other information, write to TESOL.

TESOL, 1118 22nd Street, N.W. (Suite 205), Washington,D.C. 20037, U.S.A. TESOL NEWSLETTER VOL. XXI, NO. 3, JUNE 1987 NON PROFIT ORC. U.S. POSTAGE DATED MATERIAL PAID A Bloomington, Ill. BARCELONA Permit No. 18 SUMMER'87 July 6-31

imroamknon FROM E.P. Mills ESADE Av. de Pedralbes, 60 .122 05034 Barcelona Spain (Tel. 93-203 64 04) Vol. XXI No. 4 Teachers of English to Speakers of Other Languages August 1987 Richard L. Calkins Takes Office as Full-Time TESOL Executive Director On July 1, 1987, Richard L. Calkins took members and friends of TESOL, I was made to office as the first full-time executive director in feel completely at home by the warm welcome TESOL's history. In assuming responsibilities given me. I particularly appreciated the as TESOL's chief appointed executive officer, genuine way in which so many people partici- Richard Calkins succeeds James E. Alatis, who pated in my orientation to the convention and served as part-time executive director of to the organization, taking time out from their TESOL from its inception in 1966. own busy schedules to explain convention Richard Calkins comes to this newly estab- activities and to discuss future directions for lished full-time position with an extensive TESOL, their concerns, and their ideas. background in two key areas: senior adminis- JM: How did what you experienced at the trative experience in both international educa- convention influence you as you anticipated tion and business management and a variety of taking over the reins of central administration teaching experiences in both secondary and and management of TESOL's affa;cs? college settings. He is highly qualified for the RC: It made me all the more eager to begin and position and brings to TESOL an impressive set to get busy working for the good of a dynamic of credentials and recommendations. His organization and a committed membership. It educational background includes a Bachelor of also set me thinking about what we might do to Arts degree from Westmont College (Santa retain the spirit which the convention generates Barbara, California) with a major in European and how we might extend that spirit over History, a Master of Arts in Political Science Richard L Calkins' longer periods of time, that is, between and International Relations from Whittier(4) The ED must combine commitment and conventions. College (Whittier, California), an MAT inservice to the membership of TESOL with Social Science from California State University professional leadership, doing so within the Continued on page 3 at Long Beach (California) and doctoral studies constitutional framework of a democratic in Business Administration at the University of association, and working closely with the Houston (Texas). officers and the EB, committee chairs, and INSIDE other members of TESOL who may from time TESOL grants and awards, page 26 Executive Director Responsibilities to time be entrusted with particular duties and 1987 TESOL award winners, page 28 The TESOL Executive Director is a positionresponsibilities. of critical importance in our organization as we Detailed responsibilities include policy, move into our third decade as a vibrant, finance, fund-raising, external relations, repre- Fred W. Malkcmes prize, page 29 creative, and influential force in the field. As sentation of TESOL at outside events, prepara- the full-time executive director (ED), Calkinstion of conventions and other events, interest Affiliate News 17 Letters 19 10 fulfills four basic functions: sections, TESOL affiliates, committee struc- Conferences/Calls ...5 Miniscules (1) As the chief executive officer of TESOL ture, flow of information, publications, Central IS News 7 On Line 13 the ED is responsible to the Executive Board Office, maintaining archives, consultation with Intl Exchange 6 President's Note 2 the executive director emeritus, and such other It Wod a 15 Reviews 9 (EB) for carrying out the implementation of Standard Bearer 11 TESOL policy and for making recommenda- activities as may be delegated by the EB. Job 0, nings 31 tions to the EB, as he thinks appropriate, in Joan Morley Interviews Richard Calkins matters of policy and developments in the Summer '88 feature, page 2 scope and activities of TESOL. JM: You had an opportunity to attend four New staff at Central Office, page 3 (2) The ED is responsible to the EB for the days of the TESOL '87 Convention in Miami An editor's farewell, page 4 proper custody of.the TESOL offices and their Beach and to observe 'TESOL in action' during Meet TN new editor, page 13 equipment, for the management of all financial the most exciting high point of our organiza- TESOL '87 registration figures, page 16 tional year. As you look back on this introduc- T'r.SOL's coming of age conference, by R. Eckard, affairs, for all aspects of administration, and for page 23 the employment and supervision of staff tion to TESOL conventions, what were your general impressions? Blackman wins prize, page 24 personnel. TESOL '87: area of work survey, page 24 (3) The ED ensures that the business ofRC: My first impression, in one word, was Affiliate and IS councils' EB nominees, page 24 TESOL is carried forward through its commit- 'enthusiasm,' a high level of enthusiasm for Courtesy and content resolutions, page 25 tees, conventions, publications, field services, everything going on and a sense of loyalty to and other activities. He serves as secretary ofTESOL that can only be described as conta- the EB and of the Legislative Assembly. gious. And, as I spoke with conventioners, Briefly noted and other items. pages 3, 8, 21, 28, 31 123 TESOL NEWSLETTER Alice H. Osman, Editor F. H. LaGuardia Community College, CUNY 1140 Thomson Avenue Pleacted4 Ito*to tieMeNteseft4 Long Island City, New York 11101, USA Telephone: (718) 482-5334 or My last note to you (in the June Newsletter) tance was underscored by the fact that (212) 663-5819 reviewed the resolution on language rightsNYTESOL, the New York State affiliate, which was passed at the Miami Convention. In Editorial Staff and Advisory Board brought the resolution to the Affiliate Council this column, I'd like to discuss another impor- meeting as did the ESL in Higher Education Richard Allwright, University of LancasterLancaster, tant resolution which we passed at that same England; Charles H. Blatdfforcl, Fair 0a 6, Califor- Interest Section to the Interest Section Council. nia; John Boyd, Illinois State University. Normal, Legislative Assembly: a resolution to grant The Professional Standards Com mittee worked Illinois; Mary A Royd, Illinois State University, credit toward university or college degreesto for many years to develop a set of Core Normal, Illinois; .- ny An Christison, Snow College, students who study English as a second/foreignStandards for programs in Ephraim Utah; Andrew D. Cohen, Pontificallanguage in English-speaking countries. With our field, and Catholic university of Sao Paulo, Sao Paulo, Brazil; established a mechanism, through the self- Cathy Day Eastern Michigan University, Ypsilanti, the passage of this resolution, TESOL took Irene study process, by which institutionscan rene Dutra, Bronx Community College, another important step in our continuing efforts evaluate how well they meet those standards. CUNY, Bronx, New York; Ronald Eckard, Western to improve the professional status and recogni- Kentucky University. Bowling Green, Kentucky; tion of our discipline. Members of this Committee work tirelessly in Winifred Falcon, American Language Program, their efforts to provide guidance to the TESOL Columbia University, New York, New York; Douglas This resolutionis important both to our Flahive, Colorado State University, Ft. Collins, students and to us as a profession. It helps membership in matters of professional impor- Colorado; Seigio Cain, Institute Melicmw-Norte- our tance, such as this one of granting credit. americano de Relaciones Culturales, A.C., Mexico students by demonstrating that the learning of City, Mexico; Liz Hamp-Lyons, University ofEnglish by speakers of other languages isas Currently, the Committee isinvestigating Michigan, Ann Arbor, Michigan; John Haskell, important academically as is the learning of employment standards in our field, with special Northeastern Illinois University, Chicago, Illinois; other languages by English speakers. If theattention to the part-time and non-contract Mary Hines, City College, CUNY, New York, New nature of much of our work. York; CarolJ. Kreidler,Georgetown University, study of foreign languages merits academic Washington, D.C.; Linda Kura, LaGuardia Commu- credit, then such credit should be provided for Our profession faces a number of other nity College, CUNY, New York, New York; Darlene the study of any language. For too long,problems as well. In many places, the ESL/ Larson, American Language Institute, New York EFL teacher with 40 or 50 students in class has University, New York, New York; Jean McConochie, English as a second language classes have been Pace University, New York, New York; Carmen viewed as compensatory or preparatory inonly limited access to texts or materials. In Judith Nine-Curt, Universidad de Puerto Rico, Rio nature and thus not deserving of academic others, local teachers with extensive language Piedras, Puerto Rico; Robert Oprandy, Teachers teaching education and credentials find they College, Columbia University. New York, New York; credit, even though the learning of another Howard Sage, American Language Institute, New language is not considered "preparatory" formust compete for jobs with native English York University, New York, New York; Richard other students. The study of a second languagespeakers who have little or no specialized Schreck, University of Maryland, College Park, language teaching education. Maryland; Use Winer, Southern Illinois. University, is a aaditional part of a liberal university Carbondale, Illinois. education; whether the language is French,or There is clearly much to be done if we are to Production Manager Spanish, or Russian, or Chinese, or English, the improve the employment conditions of our Lars LaBounty cognitive and affective benefits to the individ- members throughout the world and concomi- Pantograph Printing ual are equivalent. Clearly these benefitsare tantly, the learning conditions forour students. Bloomington, Illinois 61701, USA deserving of recognition through the granting This resolution, added to the considerable Advertising Manager of academic credit; all foreign languageswork already begun by the Professional should be awarded this credit to signify theirStandards Committee and many TESOL Aaron Berman academic importance. TESOL Development and Promotions affiliates and interest sections, isa good P.O. Box 14396 By granting credit for English language beginning. San Francisco, California 94114, USA study, we are also making a statement about As the theme of the "President's Note" ison Telephone: (415) 697-5638 the importance of our own profession. In tooprofessionalism, this is an opportune time to many institutions, especially in the United TheTESOL Newsletter (TN)is published six times a year, thank Alice Osman, Editor of the .TESOL February through December. it is available only throughmem- States, ESL teachers are a separate, and oftenNewsletter for the professional editorial bership hn TESOL or its affiliates See back page for member- ship kdorrnation. unequal, part of the academic community, direction she has provided during the past five TN welcomes newsitems from Affiliates, interestsections. often working on a part-time or contract basis, years. This is Alice's last issue of the TN. We are and organizations as well as announcements, calls forpapers, conference and workshop reports and general information of without the academic status or the benefits grateful to her and her staff for their effortson interest to TESOL members everywhere. A length of approxi- which professional rank would merit, unlikeour behalf. mately 300 words is encouraged for those items except for conference announcements and calls for papers which should our colleagues who teach other foreign lan- not exceed 150 words. Send two copies of these news items to guages. the Editor. Longer articles on issues and current concerns are also The resolution was drafted by TESOL's aCaL-- solicited, and articles on classroom practices at all learner levels Professional Standards Committee. Its impor- LJOANN CRANDALL and ages are especially encouraged. However, four copies of these are required as theyare sentoutforreview by members of the Editorial Staff andAdvisoryBoard before publication decisions are made. Longer articles arelimited to 1900 words or five typeddouble span pages. In preparing the manuscript, authors are advised to follow the guideunes found in the TESOL Quanerly. (Acopy of the guidelines may also be Advertising Feature on SummerPrograms requested from theTNEditor.) Authors who wish to contribute to specialsections of the TN Planned Again for February TN are advisedto send two copies of their items directly to the editors in charge of those pages.Affaia' teand Interest Section News: Mary AnnChristison, Snow College Ephraim, Utah Summer institutes, workshops or semi- Persons desiring information about ad- 84627;Book Reviews:Ronald Ecicard, Western Kentucky nars of interest to teachers of English to University, Bowling Green, Kentucky 42101;International Ex- vertising specifications and the fee schedule change: LizHamp-Lyons, English Composition Board, speakers of other languages (ESOL) will UniversityofMkhigan,1025 Angell Hall, Ann Arbor, Michigan should contact: Aaron Berman, TESOL 48109;It Works:Cathy Day, Eastern Michigan Universal', again be the focus of a special advertisingDevelopment and Promotions, P.O. Box Yosfianti.Michigan48197On Line:Richard Schreck, section in the February TESOL Newsletter. university of Maryland, University College, College Park 14396, San Francisco, California 94114, Maryland WM; Misused= Howard Sage, 720 Greenwid Institutions or organizations offering such Street (4-H), New York, NY 300l4; Standard Bearer (employ- U.S.A. Telephone: (415) 697-5638. The ment ues): Carol Kreidkr. School of Languages and summer programs in June, July and August deadline for reserving advertising space is Linguistics, Georgetown University, Washington, D.C. 200ST. 1988 are invited to participate in this December 15, 1987. Advertising ratesand informationare availablefrom Aaron Berman, TESOL Development and Promotions. See address feature. Summer conferences of interest to and telephone number above. For information 'in submitting ESOL teachers will be included as well. Conference Announcements Welcome job notices, see job openingspage. Deadlines for receiving copy: The feature has a two-fold purpose: 1) to Organizations or institutions holding December 15th for the February issue aid institutions in publicizing theirpro-summer conferences are invited to send February 30th for the April issue grams; and 2) to provide ESOL teachers April 20th for the June issue information about these events directly to June 20th for the Augustissue with a unified listing of various professional the TESOL Newsletter editor so that these, August20th for the October issue enrichment opportunities around the world October 20th for the December issue too, may be included in the summer in order to facilitate their making plans foropportunities section in the February 1988 Next Deadline: October 15th for the December 7W combined summer travel and study. issue. There is no fee for conference listings.

2 1 2 4 TN 8/87 .. an internationalorganization whose R. L. Calkins purpose is to promote scholarship, disseminate New Staff at TESOL Continued from page 1 information, and strengthen instruction and Central Office research in the teaching of English to speakers 3M: Let's let that last answer lead into yourof other languages and dialects . .." TESOL TESOL is pleased to announce the appoint- sense of priorities. As you have talked with has intended from its beginning to play an ment of three new staff members at TESOL TESOL members, people in leadership posi- international role. Now appears to be the time Central Office in Washington, D.C. tions, and the Central Office staff membersto assess cLrent directions and to determine Chito Padilla, formerly project business and and have reviewed TESOL's record of rapid future ones in the area of international con- logistics assistant at the Academy for Educa- growth and phenomenal development into a cerns. The EB has a sub-committee in place to tional Development and program assistant at world leader in the field, what kinds of thingsstudy this area thoroughly, and I will assist the Institute for International Education both in seem to you to be priority items? them in whatever way I can. Washington, D.C., is TESOL's new director of administration. Padilla has had extensive RC: Unquestionably, the immediate priorityJM: This will be a place where your seventeen experience in financial management and was has been the one dictated by the separation of years of administrative work and teaching ineducated in the Philippines, Japan, and the TESOL from the Georgetown University international educational institutions in Central U.S., receiving an M.A. from the Fletcher infrastructure and into independent status as an Europe will be useful. School of Diplomacy of Tufts University. administrative unit, July1,1987. Our firstRC: Yes, and I might add that my administra- Daniela Cuomo, a student at the School of concern here has been to put into place for tive duties included annual travel to more than Languages and Linguistics at Georgetown TESOL's Central Office staff members, em- fifty countries on four continents as an advisor, University, fills the position of receptionist. ployee insurance and benefits plans, independ consultant, and lecturer on aspects of interna- Cuomo has worked as legal secretary and ent from Georgetown but which are qualita- tional education, comparative curricula, degreeoffice assistant in private firms and ronprofit tively commensurate with them. And, ad-requirements, admissions policies and proce- organizations in Washington, D.C. and Chi- ditionally, the transition process has ne- dures. cago. cessitated the creation of a new administrativeJM: Next priority? TESOL's new publication assistant, Juana and accounting structure. This includes a RC: Socio-political issues.I was impressed Hopkins, will receive her Bachelor of Arts in departmental reorganization of Central Office with the Executive Board's thoughtful consid-international studies from the University of functions with clearly defined but broadlyeration of, and the organization's publicNorth Carolina at Chapel Hill in August 1987. drawn departmental tasks which will both resolution on, the 'English Only' issue in Miami. Hopkins worked as the general manager at the accommodate to current activities and allow By taking a stand which addressed the issue Summer Institute of Linguistics (SLL) during for adjustments with future developments. from a basic human rights viewpoint, TESOL Summer 1987. made an important international statement, Christopher Byrne has accepted the position JM: We had an opportunity to give a farewelleven thc..6n the particular instance was aof director of membership and placement 'thank you' to Administrative Assistant Carol country-specific problem It is an important services effective immediately. Byrne comes to LeClair at TESOL '87, but the careful transi-priority on my list to help TESOL continue to the position with a good deal of experience at tioning records which she prepared will take leadership in socio-political affairs. TESOL. Having worked in the membership continue to be extremely helpful as new and placement department throughout his JM: So far we've talked about Central Officeundergraduate study at Georgetown University Central Office staff members come aboard. restructuring, membership services, interna- What new names should members expect to see from 1983 to 1985, he has also worked as tional concerns, and socio-political issues. Let's TESOL publications assistant, and, most in their Central Office contacts in the near take one more priority. future? recently, as convention coordinator. RC: All right. Financial viability. This relates RC: I echo your comments about Carol Le- directly to my plan for an in-depth study of Clair ai.d add my personal sincere appreciation membership services. Satisfaction with mem- to her. I .:,ro greatly indebted to Carol for her bership services and their timely delivery keeps orientation work with me and with our newon members and attracts new members. In director of administration, Chito Padilla. Chito other words, I see it as an important 'fund- is a highly qualified financial manager and heraising' item. In addition, I see TESOL moving comes to TESOL with extensive experience in into non-traditional fund-raising avenues, international educational associations, both inparticularly as traditional means, such as U.S.I.A. Advisory Panel Washington, D.C. and elsewhere. private donors, don't apply to an association JM: Beyond the urgent need fa! administrative such as TESOL in the way they do to educa- for English Teaching restructuring, what other areas do you see as tional and charitable foundations. Honorary life member [of Minnesota priority concerns? JM: Let's end this interview on the 'light' side TESOL] Harold B. Allen, professor emeritus at and find out some of the things you like to do in the University of Minnesota, has been ap- RC: High on my list is a review of membership leisure time. pointed by Charles Z. Wick, director of the services. I want to conduct an in-depth study of TESOL's membership services as soon asRC: Sports of all varieties: biking, a good 50-60 United States Information Agency (U.S.I.A.), miles a day when time permits; skiing (I skied to form and chair the agency's newly chartered possible. TESOL's primary mission is to serve to work during the first two years I taught inAdvisory Panel for English Teaching. An all of the different segments of the member- Switzerland); and sailingmy favorite spot isearlier panel was discontinued in 1975. Allen ship. I want to do a careful TESOL assessment: the Aegean, particularly the Cyclades group of had previously chaired the National Advisory (a) one that looks at our members in each of the the Greek Islands. I collect literary travel books Council on Teaching English as funded by the different levels of education, in each milieu, in of the period between the World Wars. D.H. Rockefeller Foundation and served as an inter- each interest area; (b) one that relates toLawrence, Evelyn Waugh, Robert Byron. In agency liaison for the U.S.I.A., Department of membership selvices in order to streamlineWashington I'm a local historian, a licensed Defense, Fulbright Commission, State Depart- delivery of those already in place and to add Washingtonia guide as well. I conduct tours ment, Peace Corps, and Trust Territory. The others as a needs analysis indicates. We need to and lecture on a variety of subjects which in- life of this group ended in 1976. Since then, the have a detailed picture of the kinds of people clude political history, art and architecture ofU.S.I.A. did not receive advisory input from who belong to TESOL and the patterns of Washington, and specific periods of history the nongovernmental, professional ESL field. membership loss and gain. Two specific areas Isuch as Thomas Jefferson's Washington. And I The newly formed panel is expected to provide want to study are our Employment Clearing- love to travel. At one point in my career I that critical input. house and our various publications. logged 150,000 miles a year and loved it. Included in the ten-member panel are several JM: Any final comment you'd like to make? former TESOL presidents. Besides Allen, they JM: Are those areas which were brought to are Betty Wallace Robinett (University of your attention during the convention? RC: Yes. I welcome letters, calls, and visitsMinnesota), David Harris (Georgetown Uni- RC: Yes, although both were of concern to me from TESOL members. Write me or call me at versity), and Russell Campbell (University of early in my study of TESOL's functions and the Central Office. Come by the office if you're in Washington. Buttonhole me at conferences. California at Los Angeles). James Alatis, structures. retiring TESOL executive director, is also a Having caught TESOL's 'contagious enthusi- panel member. JM: What other concerns are high on your list? asm' I want to expand on it. RC: I'll comment briefly on three other priori- Editor's note: Other panel members are Mary Newton Bruder JM: Thank you, Richard Calkins .. .and (University of Pittsburgh), Johanna Destefano (Ohio State ties and report more on each at a later date. welcome to TESOL. University), Stephen Cates (University of Northern Iowa). One obvious concern, and one on the minds of Joan Morley Diane larseFreentan (School of international Training), and many members, is TESOL and its international TESOL President, Joy Reid (Colorado State University). role. By its very nature and its basic purpose, 1986.1987 Reprinted from the Minnetesol Newsletter, Spring 1987.

TN 8/87 125 3 TN Editorial Staff/Advisory Board, 1982-87 An Editor's Thanks and Farewell The last issue. In retrospect it hardly seems that five years have passed badger colleagues from near and far to write "a miniscule" for Miniscules at the editor's postpossibly because there simply hasn't been time to and thereby coined a new usage for the word whose form is deliberate; think about time. One has merely worked from one major or minorand Richard Schreck sought out users of the new technology in initiating deadline to another. On Line and helped us all to understand better the potentials of Putting out six issues of the newsletter a year would have been virtually computer-assisted language learning. Thank you to each of you whose impossible without the help of a large group of people, chiefly TN'sefforts formed a substantial core of each issue of the newsletter. Editorial Staff/Advisory Board (ESAB) but others as well. I would like The following ESAB members read and conscientiously commented to take this opportunity to recognize and to highlight, their contributions. on the numerous manuscripts that were sent to them for review. Dick Judging from comments by TN's stalwart page editors, the deadlines Allwright, Charley Blatchford, John Boyd, Mary Ann Boyd, Andrew seemed to come up at an even faster pace for them than they did for the Cohen, Doug Flahive, Sergio Caftan, Mary Hines, jean McConochie, editorbut persevere they did: Mary Ann Christison built up Affiliate/Judy Nine-Curt and Lise Winer. Interest Section News to a stage that the page begged to be divided into Another group of ESAB members in New York City provided regular separate features; Cathy Day helped to internationalize It Works by assistance with laying out TN's usual 32 pages, proofreading galleys, and regularly including an "it works" by an author from outside of the U.S.A. "making the copy fit the space Together we deliberated over the visual impact of each and every page. For the editor the making of each issue as well as from within; Ron Eckard encouraged and succeeded in gettingwould certainly have been a less joyous experience without a numerous TESOLers to critique the most recent ESOL publications for combination of effort from Irene Dutra, Winnie Falcon, Linda Kunz, Reviews; Liz Hamp-Lyons always managed to be first in with copy forBub Oprandy, and Howard Sage. each issue's International Exchange, proving that distance (Scotland) was Special mention must also be made of each person who experienced no obstacle for a feature editor; Carol Kreidler encouraged dialog in The "the agony and the ecstasy" of guest editing a TN supplement or Standard Bearer and succeeded in making employment issues and thematic issues: Ann Raimes (Writing and Composition); Irene Dutra professional standards come to life; Howard Sage, originally book(CALL. Computer-Assisted Language Learning); Lise Winer review editor during Ron Eckard's Fulbright year in Turkey, went on to Continued on page 8

4 126 TN d/87 TRI-TESOL II: NORTHWEST sis, Ethnography of SLA, Inter language, JALT '87 CONFERENCE REGIONAL CONFERENCE Language Universals, and Transfer. Presenta- IN TOKYO, JAPAN tions will be limited to 45 minutes, including 15 The Japan Association of Language Teachers The TESOL affiliates of B.C. TEAL (Britishminutes for questions. Send (a) J copies of a Columbia), ORTESOL (Oregon) and WAE- (JALT) will be held November 21-23, 1987 at 250-word abstract (name on one copy), (b) 1 Waseda University, Tokyo. Some 1500 partici- SOL (Washington State) announce the second copy of a 100-word summary, and (c) a 3" x 5" Northwest Regional Conference, TRI-TESOL pants are expected to attend over 250 sched- card with name, address, paper title, your uled sessions and plenaries. For more informa- II, on October 8-10, 1987. This conference, current professional status and area of research which draws presenters and participants from tion, contact: JALT c/o Kyoto English Center, to: Graham Crookes, Program Chair, SLRF '88, Sumitomo Seimi Building 8F, Shijo Karasuma the western United States and western Canada,Department of ESL, University of Hawaii at is held biannually and has an attendance of Nishi-iru, Shimogyo-ku, Kyoto 600, Japan. Manoa, 1890 East-West Road, Honolulu, HI Telephone: 81-75-221-2376. over 1,000. The convention program includes 96822, U.S.A. Abstracts must be received by plenary sessions by Richard Allwright (Univer-October 30, 1987. sity of Lancaster), Mark Clarke (University of 1988 IATEFL-TESOL SCOTLAND Colorado-Denver), Robert Pavlik (Cardinal PUERTO RICO TESOL CONFERENCE TO BE IN EDINBURGH ANNUAL CONVENTION Stritch College), and Sandra Silberstein (Uni- The 22nd annual conference of IATEFL versity of Washington) in addition to symposia, Greetings from Puerto Rico TESOL! Puerto (International Association of Teachers of papers and workshops by TESOL teachers and Rico takes great pleasure in hosting its 14thEnglish as a Foreign Language) will be held colleagues in related disciplines. For moreAnnual Convention and the 3rd Caribbean Regional Conference which will be held jointly with TESOL Scotland from April 11 to information, contact Elisabeth Mitchell, Con- 14, 1988 in Edinburgh, Scotland. ference Chair, P.O. Box 85038, Seattle, Wash- November 6-7, 1987 at the Convention Center Prospective contributors to the conference, ington 98195. Telephone: (206) 682-5718. Inin San Juan, Puerto Rico. The theme for this convention is Workingwho must be members of IATEFL, SATESL, Canada, please contact Moira MacLeod at or SATEFL, are invited to offer presentations (604) 980-3828 or Tony Souza (604) 980-5805. Together: The '87 Coal. We hope to provide you with outstanding academic sessions and a by completing a speakers' proposal form. SLRF'S CALL FOR PAPERS variety of social and cultural events which will Proposals may include talks, workshops, The University of Hawaii will host the eighth linger in your minds forever. resource demonstrations, creative activities, Second Language Research Forum (SLRF) Come join us in sunny Puerto Rico. Shop indebates, poster presentations, formal lectures, from March 3-6, 1988. Plenary speakers will be Old San Juan. Spend an afternoon at the beach or any other activities of relevance and interest. Susan Gass (Michigan State University), Eric or in the rain forest with us. At night, dance to The deadline for proposals is Nov. 26, 1987. Kellerman (University of Nijmegen), Barrythe rhythm of Caribbean music and fall asleep To receive a speakers' proposal form, McLaughlin (University of California, Santa to the sounds of our exotic coqui. registration or membership information, write Cruz), and Richard Schmidt (University of For more information, write to: Puerto Rico tothe IATEFL Office,3 Kingsdown Hawaii). We are soliciting data-based studies in TESOL, Convention Chairperson, Box 22795 Chambers, Kingsdown Park, Tankerton, Whit- SLA, including (but not limited to): Bilingual-U.P.R. Station, Rio Piedras, Puerto Rico 00931, stable, Kent England CT5 2DJ. ism, SL Classroom Processes, Discourse Ana ly- U.S.A. Continued on page 8

TEACHERS OF ENGLISH TO SPEAKERS OF OTHERLANGUAGES AN INTERNATIONAL PROFESSIONAL ORGANIZATION FOR THOSECONCERNED WITH THE TEACHING OF ENGLISH AS A SECOND OR FOREIGN LANGUAGE, OF STANDARDENGLISH 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 22ND ANNUAL CONVENTION 8-13MARCH 1988 TO TAKE PLACE AT THE CHICAGO HILTON ANDTOWERS, CHICAGO, ILLINOIS, U.S.A.

JOY REID MARX KNOWLES COLORADO STATE UNIVERSITY UNIVERSITY OF THE PACIFIC FORT COLLINS, COLORADO STOCKTON, CALIFORNIA PROGRAM CHAIR ASSOCIATE CHAIR L_>)TESOL'88 THE CONVENTION PROGRAM 4N\TESOL WILL INCLUDE PLENARY SESSIONS BY Al& INTERNATIONALLY-KNOWN SPEAKERS, PAPERS, NON-TESOL MEMBERS MAY WORKSHOPS, AND OBTAIN DETAILED COLLOQUIA BY TESOL INFORMATION BY WRITING TO TEACHERS AND THEIR TESOL COLLEAGUES IN RELATED 1118-22nd STREET, N.W. WASHINGTON, D.C. 20037 DISCIPLINES, EDUCATIONAL VISITS, EXHIBITS U.S.A. TELEPHONE 202 872-1271 AND SOCIAL EVENTS.

5 changes the British Council is co-operating with the Chinese authorities on a joint funded programme in ELT. The Role of the British Council From the Page Editor The present programme of British Council co-operation with China in ELT is through a This is the last issue of TESOL Newsletterserious financial implications, cannot be scheme funded by the ODA (Overseas Devel- under Alice Osman's editorship, and the lastpostponed much longer" (p. 19). The findingsopment Administration, a government body). International Exchange column under mine. I of the International Concerns Sub-Committee It has three parts aimed at reinforcing the have been proud to be associated with Alice, a of the Executive Board, formed last year as a trends outlined above. fine colleague and warm friend, and am veryresult of the final report of tl:R ad hoc First, there are 30 British teachers teaching in grateful to her for her tremendous support ofCommittee on the International Concerns ofChina under the British Council-administered this column. At the time of writing I do not TESOL, have not yet been made known, but itscheme. These teachers usually work in teams know whether the International Exchange willmay prove to be the case that they recommend of two or three, each in projects with specific continue under the new Newsletter editor, jean that membership vote on whether TESOLaims and built-in counterpart training. Under Zukowski/Faust: in any event I encourage all should retain the "international" in the sub-title the latter, two or three Chinese lecturers from committed internationalists among the News-of its name, and the kind of commitment that the institution where the project is based will letter readership to submit articles, reports, implies, or shed that commitment and the claim each year go to Britain for ELT teacher reviews, comments, etc. with an international made by the sub-title. Alatis feels that "This isa training, usually on an M.A. programme at a focus to jean. question about which members of TESOL British university. At the end of three or four In his recent article in TESOL Quarterlyshould make their thoughts known." I agree years, between six and nine counterparts will (21,1), Jim Alatis talks of the great challenges with him. However, unlike him I cannot behave been trained and will have returned to facing TESOL in the immediate future: he seesdispassionate. It is no secret that I am fullyChina to replace the British lecturers whose one of these challenges as "the issue ofcommitted to the vision of TESOL asan posts will have been assigned to new projects internationalism" (p. 17). He briefly describes organization for all TESOL professionalsagreed with the Chinese State Education some of the political and financial problems everywhere, a TESOL which is prepared to Commission. There is thus a rolling programme associated with internationalism in the TESOLface and shoulder the burdens which, as Alatis of projects, each of which has clear objectives organization, and suggests, "Perhaps the time is makes clear would go along with a trulyand a definite time-span. Present projects not far off when TESOL members will beinternational TESOL. For like him I believe include six involving advanced teacher training called upon to decide how "international" they that "It is teachers at all levels and in all parts of courses, two involving teacher training for want the organization to be. The politicalthe world that TESOL was always intended to middle schools and one involving direct decision on the future of TESOL asan serve." teaching of Chinese postgraduates preparing to international organization, which also has go to Britain to study for Ph.D.s in science and Liz Hamp-Lyons'technology, as well as syllabus design, distance learning, and textbook writing projects. Second, each year three or four teams of English Language Teaching in China lecturers come to China to run short intensive courses of 12 weeks. The courses are held in by Jaspar Utley those provinces which hitherto have received The British Council less attention from native speakers of English, With a country the size of a continent,between modernisation and the surge ofand concentrate on direct teaching or, where containing a quarter of the world's population, interest in learning English. possible, teacher training. The direct teaching any assertions about anything in China, let In ELT terms, an increase in the numbers of courses are usually for those postgraduates who alone English language teaching, are difficult learners of English is not the only, nor even the are intending to study abroad in the fields of or impossible. Accordingly, in this article I most important, result of the Nation's commit-science and technology. The effects on the restrict myself to talking about recent trends in ment to modernisation. The emphasis on whole are most encouraging: young teachers English language teaching in China and to thescience and technology has led to changes in are exposed to a range of new ideas that they role of the British Council. studezt motivation, teaching syllabuses and try out in their own colleges and adopt or adapt Trends in ELT materials, and less obviously in teacher training according to their own teaching conditions. In and examinations. One rapid change has been effect, the short courses "cast bread upon the People in China have been learning Englishin the attention given to different kinds of waters." Results, by definition, will not be for about a hundred years with two mainlearners of English. English departments in wholly visible in the short run but in the long breaks. The first was after 1949 when Russianinstitutions of higher education usually haverun it is hoped that the seeds of change will was favoured for a short while, and the second two main sections: one for English majors and have been sown. during the Cultural Revolution when no foreign one for general English. The second is oriented Third, each year five or six ELT specialists language was encouraged. Since 1975, how- towards English for students studying major from British universities come to China for ever, there has been almost exponential growth subjects other than English and in them about four weeks to reinforce the work done in the numbers of English language learners: it students have no desire or time to learn theby the above-mentioned projects. An advanced is now estimated that at any one time about 50 formerly-prestige subjects like literature orteacher training course may, for example, be to 60 million people are engaged in learning the theoretical linguistics. Further, China's moder- visited by a specialist in communicative testing language in middle schools, universities (over nisation programme has meant that the best or by an expert in English for Specific 1000), and in night schools and via distanceand brightest students tend to study science Purposes. Course participants are thus given learning. and technology or related fields rather than the the opportunity to explore in depth topics The reason for thisis simple: China has humanities. These students find the traditional raised during their regular programme. Fur- chosen to pursue "The Four Modernisations" materials dull, language drills next to useless, thermore, Chinese institutions are given the of agriculture, industry, national defence andand the teacher-centred classroom contrary to opportunity to exchange ideas with and make science and technology. And, whatever the their spirit of scientific enquiry. They wish to professional contacts in British universities. area of modernisation, it has been decided that acquire English as a tool to assist them to obtain the nation's education should be oriented to more knowledge in their chosen field and to Conclusion science and technology, to the outside world help them study overseas and quickly. This short account has attempted a brief and to the future. The decision of the CPC The needs of these students are now being outline of what is seen as a major trend in ELT Central Committee, May 1985, on the reform given top priority through new syllabuses and in Chinathat developi..ent and progress will of China's education structure, was that "We textbooks, which in turn will undoubtedlystem from work in English for science and should increase our exchange with foreignresult in the reform of ELT as, whole in China. technology and service English rather than countries through all possible channels andThe new methods, techniques and materials from regular courses for English majorsand build our education on the basis of thewill have an influence on traditional English to show how British Council/ODA involve- achievements of contemporary world civilisa- departments and ultimately on the middle ment in China is working with this trend in the tion." This decision inevitably involves theschools. The change will not be smooth nor learning of English. There is a direct link areas of teacher training, materials develop- regular, but it will happen. To assist with these ment, syllabus design and distance learning.9 6 128 TN 8/87 A Reminder about New IS Proposed Now It's Official Interest Section at TESOL '87 It'sofficial! TEDS (Teaching TEDS-ISEnglish to Deaf Students)is Membership(s) Video-IS FormingOn Friday, April 24, now an interest section of TESOL. Unanimous 1987, approximately approval by the Interest Section Council was An individual membership in TESOL in-30 TESOL members met in Miami Beach to followed by Executive Board approval at cludes membership in up to three of the sixteen discuss the formation of a video interest section TESOL '87 in Miami Beach. Approval of interest sections in TESOL. Primary interestin TESOL. Enthusiasm was high, and it wasTEDS-Ic. comes after three years of participa- section (IS) membership entitles members to noted that more than twenty presentations attion in annual conventions. At these conven- periodic newsletters, announcements and TESOL '87 had as their primary focus the usetions, papers have been presented on such voting privileges in that IS, while secondary ISof video in ESOL classrooms. In response to topics as the collaboration of deaf education members receive only the newsletters andthis show of interest, a prospective videoand ESL professionals in an urban community announcements during their membership year. interest section is being organized to bringcollege, evaluation of a bilingual (ASL/ (The number and frequency of IS publications users and producers of video togeier to shareEnglish) curriculum, and the use of captioned vary among the ISs from year to year.) their experience and expertise, and to encour- films in teaching English vocabulary. Membership in TESOL is on a 12-month age the best use of existing video resources. The establishment of TEDS-IS will bring flexible basisindividuals may join TESOL at As a follow-up to the meeting in Miami TESOl., to the attention of deaf educators who any time during the calendar year. It is possible Beach, volunteers for a steering committee met have not previously seen any connection to change primary and secondary IS member- in New York City on May 12, 1987. Plans were between this organization and their own ships anytime during the 12-month member- outlined for a video colloquium to be presented professional concerns. In addition, it should ship year. If you are not receiving IS newslet- at TESOL '88 in Chicago, the publication of a also prove a valuable resource of information ters, you may not have noted IS preferencesvideo newsletter, and the circulation of afor ESL professionals who find themselves when joining TESOL. In either case, contactpetition to have the pi °posed video interest teaching hearing-impaired students and lack Christopher Byrne, director of membership, section formally recognized by TESOL. background in the field of deaf education. We TESOL, 1118 22nd Street N.W., #205, Washing- TESOL procedures for becoming an inter, hope to expand the membership base to ton, D.C. 20037, U.S.A. When doing so, please section require a group to show evidence of include teachers from all levels, both in include your membership identific2''on num- professional interest and to obtain a minimumspecialized programs for the hearing-impaired ber which appears in the upper left hand corner of 50 signatures of TESOL members who are and mainstream programs within the publi' of all mailing labels as well as on yourwilling to declare the prospective interestschool systems. It seems we have already membership identification card. section as their primary interest section. This expanded the TESOL membership base. Of Annual TESOL membership air surcharges fall, copies of the petition will be mailed to the 66 individuals who signed our petition, 51 do not include air delivery of IS newsletters. interested colleagues in Canada, England,were not TESOL members in 1985, when In order to continue receiving IS publications Japan, and the United States. broad TEDS participation in annual conven- throughout the year, do not let your member- For further information, please contact: tions began. ship expire. Renewing a membership a month Susan Stempleski, Hunter College IELI, Room ESL and TED educators share many com- or two afteritexpires will reactivate the 1025 East, 695 Park Avenue, New York, NYmon concerns and questions, regardless of the membership, but only for forthcoming publica- 10021, U.S.A. Telephone: (212) 772-4290. level on which they teach. The establishment of tions and mailings. Back issues and mailings are this special interest section will allow us to not included in a reactivated TESOL member- by Susan Stempleski Hunter College, CUNY attempt to identify and address some of these ship. common issues at the upcoming TESOL '88 in Chicago and thereafter. John Albertini, chair Interest Section Membership of TESOL Members Margaret Walworth, associate chair The following table shows a o:...akdown of TESOL membership according to Interest Election Results Sections (primary members only). Not all TESOL members designate membership in an from HEIS Interest Section; therefore, the total for Interest Section membership falls short of thetotal TESOL membership: 10,944 in 1985, and 11,037 in 1988. The figures are taken from the 'iv§ Congratulations to the newly elected **Report of the Executive Director of TESOL at the 33rd Meeting of the ExecutiveBoard, members of the ESL in Higher Educa- April 20-26, 1987." tionSteeringBoard. Robert Oprandy (Teachers College, Columbia University) Interest Section* 1985 1988 differential moves from last year's associate chair to this year's HEIS chair. Newly elected officers are: Applied Linguistics 653 567 () 86 associate chair Robert Bray (Old Dominion Computer Assisted Language Learning 300 258 () 42 University); assistant chair Barbara Kroll English for Foreign Students in English- (UCLA); secretary Cheryl Roberts (University Speaking Countries 533 537 (+)4 of Northern Iowa); Steering Board member ESL in Adult Education 1,005 915 () 90 Terry Santos (California State University); ESL in Bilingual Education 267 271 (+)4 HEIS Nominating Committee Ravi Sheorey ESL in Higher Education 1,662 1,529 () 33 (Oklahoma State University); TESOL Nomi- ESL in Secondary Schools 668 649 () 19 nating Committee nominee Sergio Caitlin ESOL n Elementary Education 619 662 (+) 43 (Teachers College, Columbia University); Materia.: Writers 185 TESOL Executive Committee nominee Patrick Program Administration 168 194 (+) 28 S. J. Ruffin (Drexel University). As former Refugee Concerns 203 181 () 22 HEIS chair, Nancy Strickland becomes chair of Research 190 253 (+) 83 the HEIS 1987 Nominating Committee. Sndard English as a Second Dialect 74 71 () 3 Teacher Educ tion 310 275 () 35 Teaching English Internationally 1,827 1,888 (+) 59 Total number of members indicating Coming in October 8,435 a choice of Interest Section: 8,479 1987-88 Directory of Teaching English to Deaf Students does not appear in the table as it was approved as an Interest Section duringTESOL '87. Its initial membership is 68 Interest Section Officers

TN,8/87 129 7 Editor's Thanks... Continued from page 4 INVITATION TO SUBMIT Continued from page 5 PROPOSALS FOR TESOL (Branching Out); Bob Oprandy (reading SUMMER INSTITUTES thematic issue); and John Haskell (21st Anni- The TESOL Executive Board is invit- versary Issue). Yes, there was also an interna- U. OF MICHIGAN CONFERENCE tional thematic issue, which was done corpo- ing institutions to submit proposals to rately. ON APPLIED LINGUISTICS conduct Summer Institutes on their Another special-mention category was the The 11th University of Michigan Conference campuses. Applications should be sub- TN Study Group consisting of Dick Allwright, on Applied Linguistics will take place October mitted2-24years in advance. For Jodi Crandall, John Haskell, Jean McConochie9-11. The conference theme is Variation in information and Guidelines for Summer and Julia Frank-McNeil. In particular, withoutSecond Language Acquisition and organizing Institute Proposals, write to: Richard L. the unrelenting and persistent work of thethe events are Susan Gass, Carolyn Madden, Calkins, Executive Director TESOL, chair, Jean McConochie, to coordinate the Dennis Preston and Larry Selinker, conference Suite 205, 1118 22nd Street N.W., efforts of the committee there would beno co-chairs. For more information contact: Washington, D.C. 20037, U.S.A. hope for a less onerous job for future TN English Language Institute, The University of editors. Michigan, Ann Arbor, Michigan 48109 U.S.A. I had the privilege of serving under six TESOL presidentsalthough, technically speaking, I was but appointed under the first of these: John Fanselow, Darlene Larson, John Haskell, Charley Blatchford, Jean Hands- combe, Joan Morley and Jodi Crandall. They Internatkmal Linguistics Corporation gave generously of their wise counsel in many of my TN concerns. Each of the presidents in 3505 East Red Bridge Rd. Kansas City, MO 64137 office also took time from their already demanding TESOL schedules to write for TN's presidential column, A Note from the Presi- Your Company for Listening dent. The TESOL Central Office staff members Comprehension Materials also responded to various requests with a full measure of professional concern and personal warmth that made my task easier. I am grateful Featuring to each of them: Susan Bayley, Aaron Berman, Chris Byrne, Edmund La Claire, Carol Le- THE LEARNABLES Clair, and Julia Frank-McNeil, and also to former Executive Director Jim Alatis. He was For Beginning and Advanced usually the first to hear and support my major plans for the TN: classroom oriented supple- Learners. Teaches comprehension ments, thematic issues, special inserts,to of over 3,000 words. For classroom mention just a few. Special thanks, too, to Larry "Lars" La- and individualized instruction. Bounty, TN production manager at Pantagraph Available in English, French, German, Spanish, Rus- Printing (in Illinois), whose expertise we relied sian and Chinese. on heavily. His voice-with-a-smile materialized into a body at each TESOL convention at which he took a major portion of the photo- graphs used in the TN and, in addition, at FRO NS LANGUAGE THROUGH PICTURES several editors' workshops spoke on the topic, vfi "How to talk to your printer. Thanks for all of Teaches major grammatical struc- the extras, Lars. PICT tures and elementary reading Also, I wish to express my warmest thanks to family members and friends to whom I was not through pictures. as available as I would have liked; their le. understanding and forebearance has been deeply appreciated. A note of thanks also to a few herein ALL ABOUT LANGUAGE unnamed house guests, to Roger Falcon (a neighbor), and to live-in-nephew-while-in law- TeachesIntermediateLanguage school Steven Osmanall of whom willingly helped with a number of activities ranging Skills, through text, audio-cassette, from proofreading and mailings to xeroxing and patiently writing down last minute job and pictures. Each book emphasizes notices dictated over the phonesome from as one topicareaHOUSES, BUSI- far away (from NYC) as Saudi Arabia. Finally, it would have been totally impossi- NESS, WEATHER, POST OFFICE, ble for the editor to consider taking on the five- year commitment to the TN had it not been for SCHOOL, ETC. support from my institution: special thanks to Judith McGaughey, dean of the Division of Adult and Continuing Education at LaGuardia Community College, and to Joseph Shenker, president. SPONTANEOUS DESCRIPTIONS And to TN's readers and contributors alike: thank you. It has been a privilege to serveyou, 32 spontaneous narratives with text, and your feedback in the way of notes, letters, phone calls and ;elevator conversations at pictures, and audio-cassettes. For TESOL conventions has helped us understand If'SPONTANEOUS the intermediate Listener. your hopes and aspirations for TESOL's most DESCRIPTIONS widely read publication. Thank you to elland farewell. ILCYour Language Materials Cmnpany Alice H. Osman Call Toll Free 1-800-237-1830 (except MO)

8 130 TN 8/87 leaving the reader with fewer directly applica- Language Teaching Methods: Two Recent Texts ble ideas. Their writing is formal and avoids Approaches and Methods in Language Teaching: A Description and Analysis by Jack C. Richardsfirst and seccnd person pronouns. They, too, and Theodore S. Rodgers. 1988. Cambridge University Press, 32 East 57th Street, New York, NY attempt to be non-evaluative in their presenta- 10022 U.S.A. (171 pp., $8.95). tion. However, a reader may note that the section on communicative language teaching is Techniques and Principles in Language Teaching. Diane Larsen-Freeman. 1986. Oxford significantly longer than the other chapters and University Press, 200 Madison Avenue, New York, NY 10016 U.S.A. (142 pp., $5.95). concludes with a bibliography of fifty-seven Reviewed by Judy Shafarman items. The section on suggestopedia, by University of TexasAustin contrast, contains a bibliography of ten items So many new language teaching methJusintroduction to a method, the reader is given an including "a scathing review" from which the have been introduced in the past two decades "experience" in an idealized classroom. Theauthors quote repeatedly in their chapter that the time is right for someone to give us a experience is then reviewed considering the conclusion. systematic explanation of each one. Here are principles and techniques that have actually The authors of both of these books aim to two such attempts. In each book the treatmentbeen "observed." The reader may then general-inform about varying methods of language of the various methods is systematic and ize these principles to other classes at other teaching. Richards and Rodgers' work is cohesive; thus teaching methods may easily be levels; a few concluding paragraphs ask about particularly helpful in providing a background made subjects of comparison and discussion. the implications of the method for the reader's and bibliography for each method. Larsen- Therefore, for preservice training, teacher purposes. Each chapter ends with activities forFreeman's book doesn't list many references or educators may wish to select one of these brief checking the reader's understanding of theprovide a focal point for the researcher, but it texts for instructional purposes. method and for actually applying some of the does make available a whole range of language Both books devote a full ch-pter to the principles or techniques of the method. These teaching practices and ideas for the teacher. Audiolingual Method, the Silent Way, Sugges- exercises provide ideas not only for discussion Thus, neither one of these books it absolutely topedia, Community Language Learning, Total in a methods class but also for experimentation complete, while both provide a clear presenta- Physical Response, and the Communicative by practicing teachers. tion of language teaching methods in use today. Approach. Larsen-Freeman also includes Larsen-Freeman's style of presenting theA teacher trainer may end up choosing be- complete chapters on the Grammar-Transla- material is easy to read and speaks directly to tween these two books. In this case, a further tion method and the Direct Method. Richards "you." Her chapters include drawings of thenote should be made that neither book can be and Rodgers discuss there methods in theirhypothetical classes and give the reader anthe sole reading material in a university-level chapters on "The Oral Approach and Situa-impression that this small volume isn't to bemethods course. All perusers of the two books tional Language Teaching" and "A Brieftaken too seriously as a scholarly work. Each will note that Approaches and Methods leans History of Language Teaching." Richards andmethod is presented non-judgmentally, leaving toward the theoretical, and Techniques and Rodgers also include a chapter on the Naturalreaders the responsibility for making choicesPrinciples leans toward the applied aspects of language teaching. Approach. Thus, the Richards and Rodgers text about methods and techniques that will be might be considered more comprehensive thansuccessful in their ESOL classes. About the reviewer:Judy Shafarman is a graduate student of Larsen-Freeman's work. Richards and Rodgers address their material applied linguistics at the University of Texas at Austin. Formerly she was an EFL teacher trainer in Togo. More significant in comparing the two more theoretically than Larsen-Freeman does, books, is the manner in which the authors discuss their subject matter. To begin with, necessary terms for discussing each method are Headlines: A Tasty Pill to Swallow presented and defined differently. Larsen- Freeman writes a few prefatory paragraphsHeadlines: An Advanced Text for Reading, Speaking, and Listening by Priscilla Karant. 1985. and notes that "a method comprises both Prentice-Hall, Inc., Englewood Cliffs, New Jersey 07632. (224 pp., $10.95; cassette, $9.95) 'principles' and 'techniques. For Richards and Rodgers defining terms is almost as important Reviewed by Jacqueline Smith as discussing methods; they have a whole Teachers' College, Columbia University chapter on "The nature of approaches and methods in language teaching." (This chapter is Headlines is just the formula for advancedEgypt, fast food in Singapore, and learning based on the authors' 1982 article, "Method: ESL students still not at home in reading, English in Japan. All of these subjectsfood, approach, design, procedure" in TESOLspeaking, and listening. It provides practice in driving, and learning Englishare easily Quarterly 16(2): 153-68.) In their model, aall of these areas, builds vocabulary, andaccessible to the students. They can lead to method is broken down into approach, design, addresses some of the tricky idiosyncracies ofcomparisons with life in the U.S. or with the and procedure. Essentially Larsen- Freeman's our language that lead to errors. Yet it is an easy various language cultures represented in the "principle" encompasses Richards and Rod-pill to swallow. All of the exercises in each ESL class, making students' engagement with gers' "approach" and "design." "Technique"chapter are related to newspaper articles that the material even more immediate. Some of the and "procedure" are both defined as classroomare sometimes humorous, sometimes contro- more controversial issues brought up in the activities and practices. versial, and always interesting. Sugar-coated in articles include racial discrimination in the Richards and Rodgers use their terms as the relevant issues, the related exercises should go courtroom, book-banning, and smokers' vs. framework for each of their subsequent down easily. non-smokers' rights. These real and relevant chapters. They look first at the background of The various topics are carefully selected to issues will no doubt spark lively debate and the method; then, at the approach (theoretical appeal to the ESL student. The first article, encourage personal expression. rationales), design (objectives) and procedures"Chinese Accountants Find that America Is Headlines builds vocabulary with an empha- relevant to the particular method. Discussion isHard to Figure," is a splendid introduction tosis on weaning advanced ESL students from more detailed about history and theory, whilethe course. Its humor helps students relax and their dictionaries and making vocabulary only about two pages are given to descriptionget to know one another, and their own words their own. The vocabulary-in-context of classroom procedures, for any one method. problems in adjusting to American life can be exercises force students to guess at meanings of It is clear that the authors' intention is not todiscussed. Other articles discuss aspects of words and phrases and concentrate on reading train teachers to use one method, but to other cultures, such as "wild" driving habits in for the gist rather than for individual words. familiarize teachers or teacher trainees with The fill-in-the-blank exercises put the vocabu- many methods. lary words in new contexts or require selection Similarly, Larsen-Freeman doesn't aim to of the correct word form, thereby subtly convert the readers to believers in any one combining grammar with vocabulary. Other method. However, her principal consideration exercises ask students to follow examples in is with the application of methods rather than using the new words to construct their own their theoretical bases. After reading a short Continued on next page TN 8/87 131 9 Headlines focus on grammar and pronunciation. The role- play exercises provide practice in appropriate Continued from page9 speech in appropriate situations. The debate CORE exercise adds personal meaning as students sentences. In this way, students make the Reading and Vocabulary Development vocabulary their own. The last vocabulary express their own opinions and beliefs. And exercise is aimed at correcting the usage errors interviews take the topics into a more personal that English language learners commonlycontext. Since each type of exercise is sug- A TOTAL READING/LEARNING EXPERIENCE make. Students choose between the correct gested for each topic, the teacher and students can tailor the activities to their needs. For BUILDS VOCABULARY, READING SKILLS and alternative and the commonly misused word or CRITICAL THINKING SKILLS with computer acti- phrase. The exercise fine-tunes the students' example, if it is likely that students will engage use vities and offcomputer activity sheets. of English vocabulary. in some public speaking, they can do the one- The need for practice in listening and minute speech. Or, if students wish to interact *FLEXIBLE! Use from 5 minutes to 1 hour ! Use speaking naturally is met in part by the more on a personal level, they can interview ONLY the 'mons each studeM needs! telephone exercises. Even advanced ESL one another. students often experience difficulty on the The supplementary 30-minute tape practices DYSLEXIC SCREENING The computer alerts telephone. A helpful guide to telephone phrases listening comprehension of newscasts related to you to potential dyslexics. the topic(s) of the articles and furnishes similar ranging from informal to formal is provided at AUTOMATIC MANAGEMENT exercises (e.g., vocabulary in context, fill-in- Records perfor- the beginning of the text, and various telephone mance; reenters at proper point. exercises are recommended throughout. What the-blanks) which focus on meaning in another more natural, more useful context is there than mode of communication. the telephone? And what better way to get Headlines gives a good dose of interesting This outstanding program can be used with students acquainted, take the language out of relevant exercises and subjects. ESL students any of the major reading series." Bookhst 1 the classroom, and encourage natural speech? who use it will begin to cure themselves of bad Other exercises also particularly encourage habits and- anxieties about reading, speaking, speaking. The one-minute speech, based on the and listening. For Apple Family II, topic(s) raised in the article is intended to build About the reviewer: Jacqueline Smith is a TESL graduate TRS-80, IBM confidence in speaking in front of a group, student at Teachers College. Columbia University in New develop the ability to think on one's feet, and York City. 1001. S ESLS 1 UND. . . gSPE ° In the Autumn Wind by Dorothy Stroup. 1987. describes some of the many discoveries which Scribners, 597 Fifth Avenue, New York, NYhave drawn him to his beloved, adopted 10017. 437 pp. $19.95. ,.;ountry. Connecting his experience of the NOW present and his knowledge of the past, Brother Ms. Stroup, once a long-time resident ofDaniels explores the origins and causes of Japan, in In the Autumn Wind writes acontemporary Korean behavior. His book YOU'RE believable and touching account both of explains the fundamental aspects of Korean Japanese life in general and conceivably of culture, the family, the language, the time and TALKING Japanese life in Hirosh:ma from 1945 through the weather, the superstitions, the customs, and the present. It is her tribute to the tragedy at the Confucian tradition which are absolutely Hiroshima and her attempt to make the essential to understand the Korean people and English For Daily Living bombing of Hiroshima bearable. Although their culture. horror exists in these pages, the book does Since Korea's people, customs, and traditions much more than recount a cruel and grotesque are vastly different from those in the West, to Live-Action Video with event. It is, rather, the story of how one family view them with western eyes is to look at them Reinforcing Workbooks overcomes tragedy, managing to re-establish through a rain spattered window. No matter and Cassettes themselves in spite of great odds against them how one strains to see clearly, the most s/hecan and the enormous losses- they have had tohope for is a distorted picture. If one is to Easy to use and implement ! approach the truth about Korea, s/he must, endure. After the bombing of Hiroshima, Holds students' attention. Chiyoa mother who has lost her son in the first, forget standards of judgment learned in attack and a wife awaiting news of her husband the west and, second, be willing to accept the *Effective! An active ESL teacher in Siberiabegins a prosperous dollmaking validity of standards discovered in Korea. created it business. As she rebuilds her life, she discovers Consequently, a complaint that one frequently strength and love, especially the love of aman hears from Koreans is that foreigners fail to improvement is immediate ! towards a woman. As she bravely struggles to understand them because they do not makean play her part in the rebirth of her destroyed effort, in other words, they merely "lick the Reaches students with ditfe:ent learning city, Hiroshima, she is more than a survivor; she watermelon," as the common proverb des- styles ! is an overcomer. cribes it. Extraordinarily readable, insightful, and HIGHLY RECOMMENDED! Mary Yepez instructive, Brother Michael Daniels' book New York University provides invaluable information for both Frank Werth Director, United Nations scholars and non-specialists and is certainlya English School: "Both students and Through a Rain Spattered Window: Essays on valuable addition to the book collections of all teachers enthusiastically welcomed the Koreaby Brother Michael J. Daniels. 1973. ESOL professionals. course. ... (It) accurately reflect(s) Society of Jesus, Taewon Publishing Company, authentic, natural, American speech. Royal Asiatic Society, C.P. 0. Box 255, Seoul, George B. Patterson Happily the exercises are interesting and Korea. VI + 87 pp., $3.00. Pagoda Language Institute stimulating. ... you can be sure we will be Seoul,Korea making use of this exciting course in An excellent book for those working with future classes." Asian students, those planning to teach Asian students, and those desiring a profound Send Today for more information: understanding of the subtleties and complexi- ties of Asian cultures, especially Korean culture, Through a Rain Spattered Window isa AEDUCATIONAL ACIIVMES, INC. collection of essays which offers the readera P.O. Box 302, Dopt. TES unique, inside view of the realities of Korean living. In the essays, Brother Michael Daniels Import, NY 11520

10 J32 TN 8/87 the TESOL program team was concerned with 1) the graduate? rating of the TESOL M.A. courses and program structure and with their suggestions for its improvement; 2) ratings by graduates and continuing education partici- pants of continuing education offerings; and 3) There are as many kinds of self-studies as there are programs wishing to undergo them. Self- the nature of the graduate? current profes- studies may be general in nature studying several aspects of the program, or they may be focussedsional lives and the extent to which what they studying one or two aspects in depth. The second or focussed self-study is described here. learned in the TESOL program related to their The first self-study report of an M.A. program in TESOL was submitted by Teachers College, current professional lives. Very few studies Columbia University. The following suggestions from that self-study team are presented here to have explored the nature of the professional assist readers who may be contemplating undertaking a self-study. C.J.K. lives of ESOL teachers. The reported self-study project then was an attempt to apply the TESOL self-study guidelines specially con- Suggestions and Reflections for a Self-Study cerned with teacher preparation programs and, further, to explore the nature of the graduate's of a Teacher Training Program in TESOL life after graduation. by Kathy Akiyama, Mervat El-Dib, John Fanselow, and Fatima Nouiouat Step Three: Determine the Sample Teachers College, Columbia University Purposes determine target population. For In the 1985-86 academic year the TESOLthe consultant will need to spend time with the Teachers College purposes reported above program along with seven oth ^r programs at students and faculty, attend classes andthere were two types of population: the Teachers College participated in a Middle seminars and become familiar with the struc- graduates of the M.A. program and the States Accreditation self-study project. The ture and nature of the program. participants in the continuing education (PCE) project was concerned with the relationship courses offered through the program. The two between eight of its degree programs and the Step Two: Define Your Purpose populations included all of those who gradu- opportunities these programs provided for TESOL programs differ in nature, design,ated or had taken one or more continuing continuing education. emphasis and scope depending on varying education offerings from 1980.85. One reason In addition to its participation with the other strengths and needs. Therefore the reasons for for the five-year limit was the difficulty of programs at Teachers College, the TESOLconducting self-studies and the goals thelocating the names and addresses of the program initiated its own self-study to contactprograms may wish to reach when conducting participants before 1980; another was that the its graduates and find out more about their lives them differ accordingly. In any case, the design program prior to 1980 was extremely different after graduation hophig to discover ways toof the self-study needs to start with a clear from the more recent program. make the current program more congruent conception of the goals. The overall college questionnaire was sent to with their actual needs. The fast stage of our self-study was doneall graduates whose addresses were available. The process of conducting a self-study may within the framework of the whole college Two weeks later a second questionnaire was be unfamiliar to many. Moreover, the TESOL project. Although the details of that first stage sent out. From the first population of graduates self-study guidelines are suggestive in nature. will not be discussed here since a college team a second (TESOL) questionnaire was sent to They do not describe the actual process, was in charge of that part of the process, it stillthose who responded to the first college assuming that each program will develop itsoffers one alternative for doing a self-study. questionnaire and who the faculty members own procedures to meet its own goals. The For the overall college study, the TESOLthought were most likely to respond (203 team that was involved in the self-study of the team's role was to specify the goals of the questionnaires were mailed, 97 were delivered M.A. program at Teachers College believes program. These were then incorporated into and 88 were returned). This step no doubt that the eight steps discussed below may assisttwo scales: one, to measure the degree the biased the results; however, it led to a high other teams in making sound choices during the program fulfilled each goal from the point of response rate. Another option which decreases process of their self-study. Each sttp contains view of the respondent; and, second, to the chances of having a biased sample is to use general suggestions followed by examples from measure how each goal was relevant to the random sampling. our experience to complement and clarify thegraduate? professional lives. The results wet', The second population, the PCE, was suggestions. analyzed by the college team and published in included in this study because their responses, an overall college report. as more experienced teachers involved in the Step One: Form the Team The TESOL self-study started simultane-realities of current professional life, were The team that conducted the Teachers ously with the overall college self.study. The believed to reflect the demands of the profes- College study was composed of four members TESOL team goals, however, were much more sion and thereby could assist the team in who were intimately involved in the TESOLextensive than those of the college. In addition meeting the second purpose of the self-study: program: a professor and three M.A. graduate to seeking the degree to which the TESOL finding out the areas in which teachers feel they students.It was felt that this composition M.A. program provided competence in certain need more training and their suggestions for would offer an advantage to the projectareas and the degree to which these areas were new offerings. The response rate for the because not only were group members familiar important to the graduates' professional continuing education questionnaire was 65% with the inner workings of the program, but (130 questionnaires were mailed, 110 were they also shared a common working style. The CORE STANDARDS delivered and 72 were returned). team members made decisions and solved If you ha% e questions abut TESOL's Step Four: Try to Insure a Relatively High problems collectively as the self-study evolved Core Standards, its program regulation Response Rate and Compensate Your Re- and were assigned different responsibilities at efforts or the process of self-study, spondents various times as determined by group consen- contact Susan Bayley, TESOL, Suite If you consider mailing questionnaires that sus. For example, one member was responsible 205, 1118 22nd Street, N.W., Washing- are quite lengthy (ours was eight pages long), for obtaining names and addresses of the ton, D.C., 20037, U.S.A. Telephone: the chances of a significant return rate may be subjects from college administrators as well as (202) 872-1271. Endorsement of the slight. You may want to consider the following dealing with other aspects of bureaucracy; Core Standards is a prerequisite for compensation options all of which the TESOL others were responsible for constructing purchase of the self-study materials. program team offered to each graduate sent questionnaires. For the most part, however,the Multiple copies of the Core Standards the questionnaire: 1) a one year's membership study was conducted collectively. may be purchased at $1.00 each while in TESOL; 2) thirty dollars in remuneration; 3) After our self-study was concluded and as a the self-study materials (the manual and any suggestion the respondent may have; or 4) continuation of the self-study process, a visitor accompanying standards and questions) the choice of requesting no compensation if the sponsored by the Middle States Association may be purchased for $10.00 U.S. per respondent felt that he/she wished to donate visited the program and interviewed both the set, the complete set for 330.00 U.S. (the the time. These were offered on a separate research team and a number of M.A. students manual and accompanying standards sheet along with the cover letter that accom- still in the program. Having consultants visit the and questions for the four program panied each questionnaire. program is an alternative that you might levels). Please prepay orders under You may also want to consider setting consider for your self-study. The role of the $10.00. Continued on next page consultant, however, has to be well-defined;

TN 8/87 e 33 11 3 Self-Study aging a large number of responses and allowing ual points into broad categories, tally them the results to be reported on a general level.separately, or use a combination of both Continued from page 11The team decided to choose the other option, methods. The choice will dependon the time questionnaire return deadlines and then follow the noting of what each respondent said andand the goals of your study. ing up with phone calls and notes to those who tallying each point. We felt that withour did not resunnd. The team made follow-up concern for program modification the tallying Step Seven: Apply Your Results calls two weeks after the overall collegein broad categories only would not have This step is unique to eachprogram. After questionnaires were mailed and then sent brief offered precise representation bfresponses. reviewing the results you may see the need to reminder notes two weeks later to those whoFurther, we wanted to show that suggestions change your program to meet the needs of had still not responded. The 91%response rate made by a few were also valuable. What is current students and graduates of your pro- to the TESOL program graduate questionnaire mentioned infrequently is not necessarily less gram. The TESOL program at Teachers may be due to 1) the way the graduate sample important than that more frequentlymen- College made numerous changes and additions was chosen; 2) the compensation optionstioned. Attempts were made to remainas based on the indications in the study. The offered; and/or 3) the nature of the follow-up faithful as possible to the wording of respond- program now offers free professional meetings activity. ents answers. Thus one can Ic;iit at the data andfor graduates and students to meet faculty know with assurance exactly howmany members and to discuss professionalconcerns. Step Five: Design Your Instrnments (Question-respondents said what. In the M.A. progrant, Guided Teaching, the Obviously a selfstudy team can tally individ- naires) Continued on next page Questionnaires should be designed in light of the purposes of the study and the sample. The first and second ,purposes for the self-studyat Teachers College related to both M.A. gradu- Dictionaries To Help Teach ates and those who came only for continuing education workshops. Since we wanted the same kind of information in varying degrees English Language Usage To Beginners from both populations, the team designedtwo questionnaires that shared some similar items. With a clear purpose in mind questionscan be Lhiilditl Becjituier's \ Nit:Nst? posed that will elicit information appropriateto I/it:tit Wary En 66th the study. 4.,],j1k,ill Dictiormry AmERCAN You need to specify the particular aspect of IDIOMS your program that you would like to investi 1Noikboo gate. Although the purpose of the overall of D!tj16 college questionnaire, as well as the format and types of questions, had been determined bya college-wide group, the TESOL team could develop two questionnaires on itsown. In accordance with the first purpose, theteam decided to investigate the respondents' opin- ions about the courses and structure of the program; for the second, we solicited informa- tion about the areas in which PCE neededmore training and asked for suggestions for offerings. for the third, we asked about theircurrent professional life and the relationship of what Everyday American Beginner's English they had learned in the program with what they English Dictionary Dictionary Workbook do as practicing teachers. The FIRST American English learner's Practical source for English language For items in each questionnaire the team dictionarysimplified to integrate non- learners to build dictionary skills, better considered many formats. We presumed that native speakers learni-g English into com- understand how the dictionary worts rating scale items would be less timeconsum- munity "survival" vocabularies. Brief, and what kind of information it gives on ing and thus produce a higher return rate. %Ye clear definitions of 5,500 core English language. Maximizes learning potential also knew that compiling the rating scale mirds with examples of usage. Pronuncia of Beginner's Dictionary of American answers would be relatively simple. However, lion key based on International Phonetic English Usage through exercises for skill Alphabet. building in major linguistic areas rating scale items provide only limited informa- ISBN #0. 8325-0337-1: Paperback, $4.95 tion. This led us to integrate rating scale items spelling, pronunciation and grammar ISBN #0. 8325-0339-8: Hardbound. $7.95 usage. For use as a tool by classroom with open-ended items to allow respondentsto teachers or. with the answer key.as self. add information. Using a five point scale the Building Dictionary help study guide. respondent rated a certain course and then Skills In English ISBN #0.8442-0441-6: $3.95 answered two questions, "What didyou find Outstanding activity book teaches and Workbook Answer Key: roost /least helpful?" Even respondents who provides practice in language mechanics ISBN #0.8442-0442-4: No charge rated the course as average had something through reference to Everyday American favorable to say and some who rated the English Dictionary. NTC's American courses very good had suggestions for im- ISBN NO. 8442-0336-3: $3.95 Idioms Dictionary provement. With this information, the team Workbook Answer Key: NEW! Most up-to-date book of could formulate recommendations for the ISBN #0. 8442-0335-5: No charge American idioms available in one courses. volume. More than 8,000 common Beginner's Dictionary of idiomatic expressions. Unique Phrase- Step Six: Plan to Allow Time for Analyzing American English Usage Finder Index allows user to look up any Data Ideal beginner's dictionary for people major word in an expression and find unfamiliar with spoken American exact location in body of the book. In choosing the format of your items.you English. Combines 4.000 word references ISBN 00-8442-5452-5: Hardbound, $14.95 need to consider the time and effort involvedin with example sentences and illustrations ISBN NU-8442-5450-9: Softbound, $9.95 analyzing the data that each format yields. depicting everyday vocabulary use. Easy- While rating scale responsesare simple to to-use. complete reference for under- standing conversational American tabulate, the compilation of data fromopen- English. ended questions proves to bemore time National Textbook Company ISBN #0. 8325-0440-8: Hardbound. $7.95 4255 West Touhy Avenue consuming and challenging. Faced with these ISBN #0. 8325-0439-4: Paperback. $4.95 challenges the team saw two options for Lincolnwood, IL 60646-1975 analysis. One option would be to tabulate TOLL -FREE 1- 800- 323 -4900 (In Illinois 1-312-679-5500) responses into broad categories thereby man-

12 134 TN 8/87 Meet Jean Zukowski/Faust, TN's New Editor In the June TN we indicated that part two of "Computer-Mediated Communication as a Beginning with the October 1987 issue, the Tool for Language Learning" by Deniseperson heading up the editorial desk of the Murray would appear in the August issue. In TESOL Newsletter is Jean Zukowski/Faust of fact, parts one and two were inadvertently Northern Arizona University (NAU). incorporated into the same article in the June Jean, who has a Ph.D. in Applied Linguistics issue. and English Education from the University of Look for On Line in the October TN. Arizona, has been an associate professor in the --EditorDepartment of English at NAU since 1984. Prior to that (1972-83) she was at the University of Arizona. She also taught and held various 1 administrative posts in Turkey from 1963-71: at The School for the American College for Girls and Robert International College in'Istanbul; at the Middle East Techni- Training cal University in Ankara; and the Ataturk Lisesi Jean Zukowski/Faust in Bursa. "I became quite Plent in Turkish as a ., ...... ---- second language, too. Unfot4unately, it's gotten mous job ahead. A short trip to the TESOL me' .41-4s.oxirc mail a bit rusty now," admits Jean ruefully. Central Office and to New York City to tapIF. oalm.AMEM. ,,4_ .7 TESOL and Arizona TESOL (AZ-TESOL) participate in the dummying up of this issue of 1741ML -itx.24 have been fortunate in receiving a lot of Jean's the TN completed the formal orientation. "But -aft AmS_J natural energy, vitality, expertiseand time. I'm sure I'll be learning a lot more throughout NIMIE it 11" She has served on numerous committees, the year," says Jean. Jli . presented extensively at conferences of both "The October issue is already well Lind, TESOL and A7.-TESOL, and most recently, way, but there may be space for a fey: last Get a better fob. Do a better fob completed a t-i -year term as editor of the minute announcements and short items," Master of Ms In Teaching for Teacher Education IS Newsletter. reports Jean calmly. "However, persons who certUication and effective wish to submit articles or reports for future career preparation in An impressive list of edited and authored English as a Second publications fills nearly two pages of her issues should request a copy of TN Guidelines. Lancuaae resume, and these will stand her in good stead Topics on a broad range of ESOL- rciated areas French. Spanish Bilingual/Multicultural for the task of putting out the TESOL Newslet- are all welcome. Of course, articles on current education ter for the next three years. classroom practices are of special interest," In two consecutive summers or Jean's job as editor actually began at the concludes Jean. Iler address is: one academic year. Also. Master's In Intercultural Human TESOL convention in April where she had Service ManaG'oment extensive meetings with former TN editors Dr. Jean Zukowski/Faust (i).., no Salmi John Haskell and Alice Osman, and since then Editor, TESOL Newsletter c ,, Poe laternallosal Training CU~32 K7 plang Road. Brattleboro VT cool she has been occupied in setting up a TN office Northern Arizona University 1.60a4.51.4465 at her university and recruiting an editorial staff Flagstaff, Arizona 86011, U.S.A. and advisory board to assist her in the enor- Telephone: (602) 5234913 insights gleaned from the self-study process Self -Study of a Teacher Training Program and is firmly convinced of the necessity of Continued from page 12 conducting such self- studies. This article highlights sonic steps for proceeding with a or videotaped classroom observations. These major praeticum for all M.A. students with less self-study for TESOL programs at the graduate than three years teaching experience, has been are plans which we deem important still and level. It is important that programs teams be expanded to two semesters in order to give the are options you may want to consider in your willing to study their own processes and to students more time and opportunities to reflect initial self-study or in your plans for ongoing explore the professional lives of their graduates on their teaching, a request frequently voiced self-study. Yon may also consider v ranging a through the self-study endeavor so that they by the graduates. team whose members change but weet annu- can keep abreast of the changing realities of not What you decide to do with results will ally to conduct a self-study on current gradu- only the TESOL graduates' lives but also of depend on the availability of funds, instructors, ates. The important point is that effort is made those that currently challenge the profes- and opportunities. However, the team wants to to continue the self-study process. Just as the sion. a point out that initiating a self-study requires a TESOL program self-study at Teachers Col- commitment to applying the results in practical lege had been preceded by two dissertations Notes For copies of the questionnaire or more details about the ways. We feel that one of the primary purposes actual selfstudy. send your request to John Fanselow. Hos 68, studying the practica offered by the program TESOL Program. 17C3CIKIS College. Columbia University. of self-study is to act on findings rather than and is being followed by another dissertation New York. N.Y. 10027, USA. merely intellectualizing them. Further, the studying two basic courses, so the next steps About the as on: KatTry Ally's= has recently completed her value of self-study is that it can provide insights regarding actual practices of the graduates are !darters Vevey at Teachers College, Columbia University, and into the life of the department and its students; being planted. is now Washing English in Seoul. 1:1),C3, blervat EDib is on it should not be a singular, isolated activity. leave from the Faculty of Education. kfansoura University. Questionnaires have been the standard Egypt, and is currently working toward a doctorate in Self-study is something you will want to instrument for our self-study. On the basis of educatiost at Teachers College. Columbia University. John integrate into the foundation of your program. the outcomes of the program experience with Fanselow is one of the professors in the TESOL program at In other words, if step seven is not agreed upon self-study and in an effort to increase the Teachers College. Columbia University Fatima Nostiout has as one of the major goals of self-study before recently completed her Masters Degree at Teachers College, efficiency of its research process, the program Columbia University and is teaching English as a Foreign actually initiating the project, the value of theplans to revise the questionnaires to obtain Language in Algeria. whole process is severely limited and even updated feedback from its recent graduates on pointless. the changes that were implemented in the Step Eight: Plan to Continue Your Self-Study program as a result of the self-study. The program plans to observe the graduates in their You will want to continue studying your workplace as well. program in various ways. We found that our self-study provided valuable insights into our Conclusion courses, program, the current needs of gradu- ates and professionals and possible future The value of conducting a self-study cannot courses and activities. Due to lack of time and be overemphasized. The TESOL program in funds the team could not conduct phone and Teachers College, Columbia University, had face-to-face interviews nor participate in actual not anticipated the extent of the valuable

13 .1 :35 If it's not from Oxford, itsnot the best ESL dictionary

Only Oxford University Oxford Elementary Learner's Oxford Student's Press offers you a choice Dictionary of English Dictionary mf American English Especially for students in the early Now with a NEW workbook section of three dictionaries, so stages of learning English, this easy- providing comprehension practice, this you can select the one to-tize, informative, illustrated dictionary for intermediate students dictionary is perfect for beginners. presents over 35,000 words and most appropriate for your phrases. It is illustrated with over 140 beginning, intermediate, photographs and line drawings. or advanced students. Oxford Advanced Learner's Mail us the coupon, fora Dictionary of Current English FREE copy of Using a Regularly updated, this dictionary has won international recognition as an Learner's Dictionary in indispensable reference for both the Classroom, a rich advanced students and teachers of source of both information ESL. Over 50,000 words and 11,000 idiomatic expressions are defined. The and activities. 1,000 illustrations help clarify meaning. is Yes, send me my FREE copy of Using a Learners Dictionary in the Classroom Ma at moues% to: vv`aft, Oxford University Press Name English Language Teaching 200 Madison Avenue School Olt New York NY 10016 (212) 679.7300 Address Oxford City American And In CaItiornis: State Zip Oxford University Press English English Language Teaching Telephone Gradenevet No of ESL Students 1856 Cherry Avenue Suit. 634 Long Beach, CA 90806 Offer expires March 1, 1988 (213) 4334488

NEW TEXTS FROM NEWBURY HOUSE... LISTENING AMERICANA ARTICLES 1 START WITH LISTENING Reading the Culture Beginning Comprehension by Tacey Ruffner Practice Cultural messages expose by Patricia A. Dunkel & intermediate students to different Christine Corder aspects of the American experience Within the context of a story, this in this collection of news-based beginning level listening course readings. emphasizes the meaning in EXPERIENCES narration and dialog. Reading Literature PRONUNCIATION by John Dennis PRONOUNCING AMERICAN This multi-genre anthology makes ENGLISH unedited works by notable authors by Gertrude Orlon accessible to intermediate-advanced This complete pronunciation course students. is suitable for intermediate and BRIEF ENCOUNTERS advanced students who are A Practice and Act:ivItles Book developing the skill of for Intermediate ESL/EFL communicating intelligibly. Students READING by George P. McCallum DEVELOPING READING Brief encounters with literary SKILLSBEGINNING characters provide an interesting by Linda Markstein context in which intermediate This collection of high-interest, students practice reading, speaking, culturally-based readings adds a NEWBURY HOUSE and writing. beginning level to this popular PUBLISHERS IT'S ACADEMIC series. a division of Harper & Row, A Reading and Writing Text by Pat Currie & Ellen Cray AVAILABLE NOW Publishers, Inc. 10 East 53rd Street Exercises simulating actual university To request an examination New York, NY 10022 coursework cevelop advanced copy please contact us. (800) 722-2031 ESL/EFL students' reading and writing strategies.

14 136 TN 8/87 interest in students' countries an i cultures bu I think it works beet when the students have become comfortable enough with each other to share their writing, since I see this as an integral aspect of this assignment. I have also found it very useful for my students to have read some Both of these "It Works" ideas are geared toward students in higher education. However, it book reviews and other forms of critical prose seems to me that both are applicable at the secondarylevel as well. See if they might fit your before approaching this assignment. teaching situation with a bit of modification and try them. CD Some variations on this have included a group collaboration at the word processor (both the collaboration and individual critiques Who's Really the Expert? have been published in our program's campus- ESL Students Critique American Textbooks wide newsletter) and sharing of the critiques with a local social studies class. A less advanced by Cheryl Mason group of students could easily do a modified University of Iowa version of this assignment using elementary or junior high textbooks and a more advanced American social studies textbooks usually varied according to the country and the part of the w id, but ultimately each of my studentsgroup could broaden the assignment using feature descriptions of life in foreign countries. additional sources, such as the media. Our ESL students have actually lived thosehas been able to find at least one or two textbooks to check out. In the past, the assignment has tied in nicely lives. What, then, do they have to say about the with a visit to a local high school world culture views of their countries offered by American Their assignment that night is to answer the classroomin fact, Nriting about textbooks publishers? I have discovered many answers to following questions with one or more of the was first suggested by a colleague, Connie this question when my advanced intensive articles in mind: 1) Is the information found in the article(s) Greenleaf, after such a visit. It has also worked English students have written critiques of in conjunction with discussions of objectivity American social studies textbooks portrayingaccurate? and ethnocentrism in the American media, and countries from around the world. 2) Is any essential information lacking from the as a way to follow up on major international One of my priorities as an ESL writing article(s)? teacher is to have my students practice the3) Does the language used by the author(s) news stories in which American involvement kinds of writing they will be asked to completeconvey any messages or attitudes about your has stirred controversy. In short, the assignment has generated well-informed oral and written when they are regularly enrolled universitycountry? students. Several studies have suggested that work from my students and has, more impor- 4) Choose a historical event or person des-tantly, sparked their interest in developing critiques and summaries of textual material are cribed in the article(s): common in many fields, making this assign- Do you think the event or person is treated strategies for controlled, tightly reasoned ment a valuable precursor of future assign- fairly and accurately? argument. ments. Furthermore, the assignment has af- How did you study the event or lierson About the author: Cheryl Mason received her M.A. from forded my students an opportunity to write on when you were a student? Stanford University tn 1985. She is currently an instructor In the a subject which they are naturally motivated to The next day in class we discuss the students' Iowa Intensive English Program at the University of Iowa pursue and about which they already havespecific findings and try to make some expertise. Many teachers and researchersgeneralizations. Although this step could be rec.,gnize that such opportunities are invalua- skipped, I have found this discussion to be ble, but all too often our students havelively and worthwhile. In any event, students THANK YOU insufficient knowledgeand thus insufficient then are asked to use their journal writings from I'd like to thank all of the readers and investmentto construct a sustained academic the first day in class and from their homework contributors to It Works who have argument. This assignment provides oneassignment to write a rough draft of their helped me for the past five years. Please occasion where knowledge is already present. critique. At this point, I tell them to concentrate keep sending those classroom-tested It simply needs to be shaped appropriately. on summarizing the article and conveying their ideas in I begin by asking my students to write for atreactions to it. Beginning the next day in class, Cathy Day least 20-30 minutes on the question: "If awe respond in detail to each student's draft, committee of authors who knew nothing aboutboth in pairs or in small groups and as a class. your country asked you for advice in writing a 2-3 page article concerning your country, what My response then is just one source of feedback would you tell them?" Students are usually still and for each critique there is someone other Bridging the Gap fully engaged with this question when, as a than me actively participating in the discussion follow-up, I ask them to list the most important about it. Subsequent revisions are also read by by Charlotte Kessler and Ann Mott events that have occurred in their countries in at least one other person besides me. American College in Paris the past 25 years and then to list the names of Regardless of the country or the textbook, I To teach English for academic purposes to their countries' most important/famous people have found every student eager and able to students whose native language surrounds them (politicians, artists, athletes, etc.) of the past 25 produce good writing for this assignment. all day presents a challenge. The American years. Because they are so eager to share their College in Paris offers higher education in the By this time, the students' curiosity is piqued expertise, this is also an assignment that by itsAmerican stream and in English--an island of and they are eager to go the next day to the very nature lends itself to writing for a largerEnglish surrounded by an ocean of French University of Iowa College of Educationaudiencecertainly beyond just the teacher speakers. Many institutions overseas are in this Curriculum Library to look through an exten-and possibly for the larger academic commu- position, of course, but that position makes the sive collection of social studies textbooks for nity, as wc. have sometimes done. Finally, and problems of cultural integration almost as chapters about their countries. We've beenagain because students are so eager to share important as the process of language acquisi- their findings, students are more motivated and fortunate in our access to this resourceand in tion. the librarians' patience and cooperation during able to provide textual evidence, anecdotal The American College in Paris uas an our animated discussions of what we'veevidence and even unsolicited support fromenrollment of close to 1000 students, 50% of foundbut other sources are readily available, other sources to back up their assertions. In whom2a Americans and 50% non-Ameri- such as the public library or social studiesreading response groups, students have re- cans coming from 65 different countries. The sponded enthusiastically to each others' cri- teachers. The availability of useful chapters has College offers an intensive language program, tiquespointing out the need for additicnalorganized by skills, for those non-native support for assertions, questioning conclusions students whose academic background makes and asking for clarification about refercnces tothem acceptable to the College but whose cultural details. As a result of this feedback, and English language skills need further refine- because of their commitment to the assignmentment. Within and beyond the usual courses of generally, the revisions of this assignment are writing, reading and vocabulary, and grammar, invariably the most substantial ones of thethe problem of integrating the 40 or so students semester. This assignment could be made at any point in the semesterat the beginning to provoke Continued on next page

15 wl Bridging the Gap TESOL '87 Convention: Continued from page 15 Geographical Breakdown ofRegistration Figures into the American system of education and into A total of 3840 people from 61 countries participatedin the 21st annual TESOL Convention in the student body has been a major concern. Miami Beach, Florida. This figure includes 470 exhibitors, One course which assists the students in local committee volunteers, and staff. bridging the gap between their own educa- Participants from outside the United States comprised16.6% (636) of the total attendance at tional backgrounds and the Americanway of TESOL '87 in Miami Beach, compared to 9% (394)at TESOL '86 in Anaheim, California and 16% teaching is a course that we have notvery (763) at TESOL '85 in New York City. Approximately16% of the participants at TESOL '87were originally titled Lecture Skills. Thiscourse is from Florida. geared to improving critical listening and academic organizational skills, and its effec- AU Countries Registration Registration Sub-Totals for the UnitedStates tiveness lies partly in the fact that the lecturers Afghanistan 1 Alabama 9 Argentina are all faculty members at The American 11 Alaska 8 College. Essentially, once a week, the class- Australia 4 Arizona room becomes a simulated College classroom. Bahrain 62 4 Arkansas 6 And of course, the College classroom is the goal Belgium 1 of our language students. California 327 Bolivia 1 Colorado 45 The class meets five hours per week in four Brazil 20 seventy-five minute sessions. The teacher of the Canada Connecticut 16 118 Delaware class selects a lecturer from the College faculty Chile 25 7 each week; that choice is based on the interests District of Columbia China, People's Republic of 3 156 and prospective majors of the students and on a Colombia 12 Florida 606 variety of lecturing styles by the faculty. Costa Rica Georgia 36 Lecturers are also chosen from different 36 Dominican Republic 20 Guam 1 disciplines in areas with which all students will Ecuador 11 Hawaii 27 need to be familiar. A typical semester'srange Egypt Idaho of lecturers has included the following: The 11 1 Finland 4 Illinois 158 Nature and Contradictions of Colonial Devel- France opment in the United States; Paris and Its 7 Indiana 35 Germany, Federal Republic of 7 Iowa 21 Growth through Architecture; Short Story Greece Components as Seen through the Works of 6 Kansas 12 Guatemala Bierce and Hemingway; Development of 3 Kentucky 9 Haiti 23 Specific Marketing Techniques: a Timex One- Louisiana 31 Honduras 5 minute Sugar Bowl Commercial. Maine 3 Hong Kong 5 The faculty lecturer is requested to supply Maryland 46 the class with an appropriate reading assign- India 3 Massachusetts 152 ment the week prior to the lecture. In keeping Indonesia 1 Michigan 70 with the guiding principles of thecourse, the Israel 11 Minnesota 35 students are expected to underline main ideas Italy 1 from the text, take notes and summarize the Jamaica 3 Mississippi 6 -naterial in an abbreviated outline form. During Japan 22 Missouri 26 the lecture, each student takes notes whichare Korea, Republic of 3 Montana 3 then transcribed and returned, in outline form, Kuwait 7 Nebraska 2 to the course professor the following day. Macao 2 Nevada 5 The two class sessions following each lecture Martinique 3 New Hampshire 6 Mexico are spent discussing the subject, being tested on 45 New Jersey 105 the material and working on in-class Lomework Morocco 2 New Mexico 22 assignments designed by the lecturer. These Oman 3 New York have ranged from designing is arketing strate- Netherlands 329 4 North Carolina 17 gies to sell French wine to the American Netherlands Antilles 2 North Dakota 5 consumer, to writing a ten-line program for use Nigeria 1 Ohio 57 on the computers to analyzing writing styles in Norway 1 American and French newspapers. Pakistan Oklahoma 28 1 Oregon To complement in-person lectures, Abelle Panama 19 49 Mason's Understanding Academic Lectures Pennsylvania Papua, New Guinea 1 72 (Prentice-Hall 1983) is used throughout the Paraguay 2 Puerto Rico 28 semester. The students listen to taped lectures Peru Rhode Island 21 on various topics by American university 33 mnmes South Carolina 18 professors and follow the step by step outline 4 Pon 2 South Dakota 1 which accompanies each lecture. In addition, Saudi Arabia Tennessee studr..ts are required to lecture for fifteen 26 20 Singapore Texas minutes to the class on subjects of their choice. 4 140 South Africa 4 Utah 40 The course works. The students respond Spain positively to the task demandedthe critical 12 Vermont 14 Sudan 2 Virgin Islands 2 listening, the note-taking, the outlining Switzerland because they see it as a dress rehearsal for the 4 Virginia 64 Taiwan big performance. They also feel integrated into 1 Washington 46 Thailand 5 the College because they know how classes in West Virginia 2 Trinidad & Tobago 1 economics or sociology or art historyare Wisconsin 29 Turkey 4 conducted and because they know many of the Wyoming 2 faculty. And (perhaps this is one definition of United Kingdom 44 integration) they begin to feel at home. United States 3204 Sub-total 3038 3 Uruguay 1 Exhibitors (no geographical About the authors: Outdone Kessler is the assistant dean of the Venezuela 14 American College in Paris and coordinator of the Englishas a breakdown is available) 166 Foreign Language program. Aro Mott has taught various courses in this program for five years and the Lecture Skills Grand Total 3840 Total course for three years. 3204

16 TN 8/87 1 R8 Outreach Workshops in Upcoming 1987-1988 TESOL Affiliate Meetings Hermosillo (Meetings are in the U.S.A. unless otherwise indicated.) October 8-10 Tri-TESOL Regional Conference, Seattle, Washington Ohio TESOL, Columbus, Ohio For several years, members of October 16-17 AZ-TESOLAZ-TESOL have been cooper- October 16-18 California TESOL, Nevada Chapter ating in an annual series of daylong workshops October 16-19 Mexico TESOL, Monterrey, Mexico held by Mexico TESOL in Hermosillo, Sonora, October 17 California TESOL, Steinbeck Chapter Mexico. The exchanges began informally October 17 California TESOL, San Diego Chapter among friends in the two organizations and October 17 Indiana TESOL, Indianapolis, Indiana proved so rewarding that in 1985 the AZ- October 17 Massachusetts TESOL, Medford, Massachusetts TESOL board voted to fund two members per year to travel to Hermosilln and conduct October 22-24 Southeast Regional Conference, Nashville, Tennessee workshops. Besides mutual goals of engender- October 23-24 Honduras, TESOL, Tegucigalpa, Honduras ing goodwill, these sessions provide other two- October 23-24 Oklahoma TESOL, Stillwater, Oklahoma way benefits. First, they help provide Mexican October 30-31 Mid-TESOL, Cedar Rapids, Iowa colleagues with theoretical perspectives, and November 6-7 Texas TESOL State Conference, Dallas, Texas second, they help provide the U.S. members November 6-7 Intermountain TESOL, Salt Lake City, Utah with new views of teaching EFL. November 6-7 TESOL Italy, Rome, Italy These workshops are important to the November 6-7 Washington Area TESOL, Rosslyn, Virginia English teachers in Hermosillo because, like their counterparts in other countries, many lack November 6-8 New York State TESOL, Buffalo, New York formal EFL training and many are not native November 7 TESOL Scotland, Stirling, Scotland English speakers. The information exchanged November 12 TESOL Ontario, Toronto, Ontario, Canada in these sessions helps enhance their adaptabil- November 12-14 Rocky Mountain Regional Conference, Denver, Colorado ity. As the workshop organizer, Ricardo Garcia, November 21-23 Japan Association of Language Teachers, Tokyo, Japan explained, "Textbooks are often too expensive More information on these meetings from: Susan Bayley, Field Services Director, TESOL, or not available. Teachers need to extract Suite 205, 1118 22nd Street, N.W., Washington, D.C. 20037, U.S.A. teaching material from whatever sources they have on hand. Because of their lack of training, some teachers feel insecure about excerpting material and adapting itto their particular needs." The workshops focused on giving EFL teachers in Hermosillo more confidence in understanding methodologies and materials and inherent cultural implications. AZ-TESOLCongratulations to Sarah Sme- NYS TESOLAlice Perlman, a former At my workshop in Hermosillo last No- tana and Cheryl Weiss who NYS TESOL president, re- vember, I focused on published songs, cartoons have been selected by AZ-TESOL to receiveceived the Distinguished Service Award for her and comic strips, and nonverbal behavior as a the Cheryl Walsh Memorial Scholarship. Bothyears of dedication to NYS TESOL and to the means of helping EFL teachers understand the Smetana and Weiss received financial assis-profession. Although she is now retired, she cultural implications in EFL methodologies tance to attend the 21st Annual TESOLremains ready to serve the organization in any and materials. I presented activities that would Convention in Miami, Florida. Smetana teaches way possible. encourage vital conversation practice in for the Center of English as a Second Language Rebecca Gitt of New York University and English. We first discussed published songs in (CESL) at University of Arizona and for Pima Patricia Ehurnaker of Hunter College/CUNY ESL and the potential risks inherent in their County Adult Education. Weiss teaches at Lake were recipiems of the James E. Weaver culture-bound agenda. Texts may offend or be View Elementary School in Page, Arizona. Memorial Award which was presented for the experientially ridiculous. We experimented Congratulations are also in order for Joyce first time at the Sixteenth Annual Conference in with a technique developed by Roy Howard Winchel Namde. The AZ-TESOL ExecutiveNew York City. The award was given to Ms. where students create their own songs from Board selected her as Educator of the Year for Gitt and Ms. Shumaker because they represent their own compositions. We also discussed 1987. Namde is presently project manager of the characteristics of professional and per'onal cartoons and comic strips. Like lyrics, they may the Pima County Adult Education Refugee integrity associated with this award. Both also be situationally incomprehensible or Education Project. She is also past AZ-TESOL recipients are students. offensive. We also discussed nonverbal behav- president. ior, by discussing culturally prescribed reac- TEXTESOL IAlma Rosa Rodriguez, an tions to a variety of school related conversa- ESL teacl.er at Bowie High School, was selected by the Texas Teachers tional situations. Teachers found the activities HCTE presented three teachers its and discussions worthwhile and provocative. HCTE Foreign Language Association as the ESOL Excellence in English TeachingTeacher of the Year. She was presented a As a presenter, I acquired new views on EFL. award at its annual convention on November 1. AZ-TESOL is anxious to increase participa- certificate and an honorarium at the National The winners of the award are Joy NakashimaConference of the American Council of tion in these workshops. We thank our gracious of ASSETS School for elementary teaching; colleagues at Universidad de Sonora in Hermo- Teachers of Foreign Languages held in Dallas Georgia G. Cocas, teacher at Konawaena Highlast October. sillo, Mexico, Ricardo Garcia and ExeleeSchool, for secondary teaching; and Ned B. Krekler, for their support and encouragement. Williams of Brigham Young University Continued on next page We have plans to continue the workshops in Hawaii Campus for college and university , 1987 and recommend the outreach program to teaching. '1IA other affiliates as well. -.-

:-. For more information on outreach work- ..7-". -: Vi -----. --,-- shops contact Michaela Safadi, 7625 East -. ;',._:= -..V-.--,',-;1. .1:*._,.. ._ ' Camelback Road, Scottsdale, Arizona 85251. Congratulationsto --- -=- -772,,- -,.. :... KANSAS TESOL -1,44.-.....;. Christine Chalender, -, __... .*-- 4 ---R, its tits 440 an ESL coordinator from Hays, Kansas, who ":=2 . by Michaels Safadi was recently named Outstanding Teacher in ...- - :. _ Arizona State University Kansas this year. - _- .-e.--- 119 17 Let's Continued from page 17 Learn English Win A Cisneros Original conducted a raffle with a Second Language Activities TEXTESOL Isuper prize! The lucky for the Primary Grades winner received a stunning pen drawing by Jose Cisneros, the famed El Paso artist of the horsemen of the Southwest. Chances cost $1.00 G. Yvonne Perez, Idolina G. Vela, and were sold to benefit an ongoing scholarship & Carroll Frankenberger fund. The proceeds were donated to support an ESL student in his/her first year of college. , TEXTESOL Iis always coming up with For grades K-3 Available Now excellent ideas for their fundraisers. If you have . 96 pages, paperback, $9.95 questions on this project contact Gloria Pan, ISBN 0-673-18371-8 do TEXTESOL I, P.O. Box 12340, El Paso, Texas 79913. Reward Your Students A resource rich in the features that meet theneeds of second language learners and teachers NYS TESOLdesigned an awards certifi- cate which can be pre- Consistent 4-step lesson plans on the themes of me, family, food, home, sented to outstanding students in any ESL and schoolExperientially based activities involve students in activities program. This is one way of recognizing they enjoyReproducible worksheets Optional extension activities students who have made outstanding progress relating to science, math, and social studies while calling attention to ESL as a discipline Supplements any basal which has such students. NYS TESOL made program A success-oriented approach that nurtures positive social single copies available to all programs in the communication! state. The certificates are to be kept on file and duplicated by programs as needed. Certificates A S./ can be enhanced by adding a gold seal, a red GOOD For further information, write to: ribbon, or other adornments. NYS TESOL also YEAR J. Toms, TENEWS Good Year Books suggests graduation exercises and awards BOOKa1900East Lake AvenueGlenview, IL 60025 USA ceremonies to reward outstanding students.

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18 TN 8/87 -,. 140, WONDERFUL ANNIVERSARY ISSUE

To the Editors: I just got around to reading the anniversary issue and feel compelled totell you how The f oUowing letters were aU written in response to "The ESL Textbook Explosion: A Publisher wonderful it is. There is so much information Profile" by Pearl Goodman and Satomi Takahashi. that I know I will be going back to it time and Early in the phases of the 21st arniversary issue (April 1987), in which the article appeared, the time again. Thanks to all. editors had suggested to the authors that their manuscript be circulated to the publishers for comment on the accuracy of the "profiles" and other publishing information. The authors did so. Helen Slivka Due to the close timing of the receipt of the commentary from the publishers and the need to New York, New York lay out the April issue (in January), it became apparent that it would not be possible to incorporate aU of the information into the article itself. Thus, the editors' decision was to print the Goodman/ AND FROM SINGAPORE Takahashi article in its oriqinal form and to include the publishers' letters of comment to Goodman and Takahashi in the June issue. When space in that issue did not permit aU of the comments to be To the Editors: included together, we arbitrarily decided to publish aU of the letters in the August issue. We The 21st Anniversary Issue of the TN is great.apologize for neglecting to make note of that fact in the June TN. A.H.O. and J.F.H. "Nice job." FROM McGRAW-HILL BOOK international publishing endeavors, which Margaret van Naerssen include the development of locally authored Regional Language CenterCOMPANY Singapore and produced language programs in publishing centers around the world. Bringing products to Dear Professor Goodman: our customers at a fair and affordable price is a ANNIVERSARY ISSUE LISTED Thank you for your recent letter regardingmajor goal... . FOR TEACHER TRAINING WORK- "The ESL Textbook Explosion: A Publisher's SHOPS IN JAPAN & U.S.S.R. Profile" compiled by yourself and Satomi Lauri Likoff Takahashi. English Language Teaching To the Editors: We appreciate your inclusion of McGraw-Hill McGraw-Hill Book Company Congratulations on your anniversary issue of in your list of ESL publishers, and would like to 1221 Avenue of the Americas the Newsletter, April 1987. I am listing the take this opportunity to clarify and expand upon New York, N.Y. 10020 entire issue in bibliographies I am preparing for some points raised in your study... . teaching training workshops in Japan and the One difficulty that I see in assessing your U.S.S.R. this summer and fall.. .. survey is the lack of relative "weight" given to FROM HARCOURT BRACE types or classifications of product. Within theJOVANOVICH, PUBLISHERS Bernard Choseed publishing industry, basic courses or basals are Associate Professor Emeritusquite a different animal to produce than small Dear Ms. Goodman: Georgetown University graded readers of 64 pages or less. A basal Please be aware that our company name is course may consist of six levels, each carrying a Harcourt Brace Jovanovich. When referring to AN ADDENDUM TO THE series title, but with each text being a full- our firm, all three words should be used. The TESOL QUIZ bloom project replete with ancillaries such asacceptable and preferred brief form is HBJ. cue cards, cassettes, and texts. Teacher's William C. Cannon To the Editor: Editions and Workbooks are additional book If you will forgive a bit of personal pride, Ititles. A six-level program may easily have 18 Harcourt Brace Jovanovich, Publishers text or print components, with another 18 non- 1250 Sixth Avenue would like to make an addendum to the answer San Diego, California 92101 to Question 2 in "Facts and Faces: TESOLprint ancillaries. To label all this as one title, of 1966-1987: A Quiz" in TN XXI:2 4/87, p. 2;equivalent weight to a small reader, creates, I answers on p. 52. believe, an imbalance in your publisher FROM OXFORD UNIVERSITY PRESS Teachers College, Columbia University was"profile." Major basal publishers will have the first institution to award a degree in TESL, fewer titles in your listing, but a much broader To the Editors: but it was an Ed.D. to me in June 1948. Aileen and deeper impact in the field, than could be We were glad to see the Newsletter highlight Traver Kitchin came from the University of surmised from your hierarchy. publishers in the April issue and read "The ESL Michigan, where she worked with C.C. Fries Publishers with serial readers, which I wouldTextbook Explosion: A Publishers Profile" with and others, to T.C. Columbia for the Springsuggest could be collapsed, as are the basals,interest. Since the portrayal of each publisher's Semester of 1946. I was one of her first students came up with the lion's share of titles. Again, I list was based on a single distributor's catalog there and worked under her until I completed feel this skews your results. and not on the publisher's current catalog, there the degree program and was awarded my Regarding specific categorization of product are some inaccuracies, and we'd like to correct Ed.D. in June 1948. That puts me two yearsfor McGraw-Hill, I would like to append your the image presented of Oxford University ahead of the M.A.s in 1950. description to include grammar and skill-based Press: materials. In Appendix II, nine titles are While our British office has been producing Walter P. Allen indicated in the grammar area but are not ESL materials for many years, Oxford Ameri- Professor Emeritus mentioned in your written summary, whilecan English, based in New York, has been University of Houston-University ParkTesting, with seven titles, is featured. producing American English titles for the U.S. Houston, Texas 77004 In addition, titles such as Life in the USA, and international markets for ten years. We and Hear America Speak, while primarily publish a full range of American English A NOTE OF CORRECTION FROM reading and listening comprehehsion texts, also materials for elementary through adult stu- THE CONVENTION DAILY provide American culture through content and dents, including basic series, supplementary topic. The survey shows no titles for thismaterials inall skill areas, dictionaries, and To the Editors: category. professional books for teachers. We are glad to I want to congratulate you on the Newslet- In Appendix IV, I would point out thatanswer questions or send catalogs. Please McGraw-Hill has quite a bit more product at ter's "Celebrating TESOL's 21st Anniversary" contact us for further information. Call (212) issue. It was a very nice job.. . the primary level than you indicate, having just 679-7300 or write: I wanted to mention, for future reference, a acquired the Economy Company, which Susan Lanzano mistake in the Newsletter. On page 15 the publishes extensively at the K-8 level in ESL. OUP English Language Teaching Convention Daily editor is listed as just Bill At the secondary/adult level, [we have] three 200 Madison Avenue Powell. There were two I was the other. There major programs: Pathways to English, Bridges New Yo-k, New York 10016 will be two next year; I will be the other. . to English and English For Today. At the voca- tional/adult level we have English At Work. Richard LeMon Our basic ESL publishing policy isto Co-Editor, Convention Dailyproduce and market pedagogically sound, Florida State University high-quality English Language Teaching mate- Continued on next page Tallahassee, Florida 32306 rials in global markets. We are committed to 141 19 Letters Continued from page 19 FROM ALEMANY PRESS

Dear Pearl: Dormac,Inc. Thank you for the opportunity to preview P O Box 1699 Beaverton, Oregon 97075-1699 USA (S03) 601-3128 Toll Free 800.547 8032Telex 990104 your draft of "The ESL Textbook Explosion." We welcome the opportunity to commenton your "profile" of Alemany Press. First, it does tot seem appropriate to profile publishers based on a sampling of only textual (student used) publications. It seems relevant Thenew name to include other genre of publications if accurate profiles are desired, profiles that reflect the publishers "published" priorities to watch overall. In the case of Alemany Press publications, we consider "Teacher Reference and Re- source" materials to be one of our strongest in ESL publishing. forms of instructional materials (32 titles). We consider these to beinstructional materialsin that they consist of lesson plans that do not requite student text or workbooks. A second Editorial Consultancy Board: strong suit, university-level texts in linguistics and applied linguistics, is excluded from your Jean Handscombe study, yet we feel it is an important component Jean McConocbie of our over-all "profile." A third category, Diane LarsenFreeman which is also "student-used instructional materials," seems to have been left out ofyour Pamela Breyer study: our 33 titles for Sheltered English Raymond Yuen (content area ESL), titles that were specifically developed for low-level students to help them with 'Mainstream" curriculum. The "strong case" point is that a profile should reflect accurately a publisher's priori- Acquisitions Editor: Pamela Breyer ties. It should reflect the publisher's interest in non-textual-instructional and non-textual- reference materials.... Second, it seems that your study may be January. We release our catalog in the Fall, just through Alemany Press since April of 1985. inadvertently skewed toward Adult Education about at the same time that the distributor takes The enclosed chart (see below) compares the and away from K-12 as well as university EFLhis galleys to his printer. Hence, the distribu- number of "skills" titles that your study segments of the ESL world. tor's 1987 catalog will reflect our 1^85 list. This identifies as published by Alemany Press with Primary instructional materials for K-12 dotime-delay factor may account for our 33 the numbers obtained from the Alemany Press not tend to be marked through distributors. Sheltered English titles inadvertently being left 1986 Catalog. We list 131 titles in the skill areas Supplementary materials are frequently dis- out of your study. It may also account for your you identified, a discrepancy from the 32 tributed by dealers and jobbers, but primary identifying Pergamon Press as one of the reported in your draft. learning system materials not. The time and publishers in your study, even though their Roger E. Olsen eneris, required to develop and subsequentlymaterials have been exclusively available Marketing Manager market these products simply does not usually lead to a publisher-distributor network for these materials. Consequently, many publishers excludedistributors from their learning system Alemany Press publications. University setting (ALI, ELI, as Reported Actual etc.) courses are frequently served by univer- in Appendix (86 Catalog) Error sity-setting bookstores.... This "distributor factor" seems to have Reading 2 28 +26 ESP affected your study. You identify Alemany 2 6 + 4 Press as having three tests. Alemany Press does Composition/Writing 3 3 Correct publish three tests which are available through Grammar 0 0 Correct distributors as well as directly from the Conver_ation 1 11 + 10 publisher. But Alemany Press also publishes 2A Basal Texts 3 6 +3 Listening Comp 1 highly controlled, standardized tests that may 0 1 be sold only to professionals with appropriate °Duplicating Masters/Visuals 0 12 + 12 APA certification. These tests, as one would Testing 3 27 +2A American Culture/Citizenship expect with the Michigan Tests, the TOEFL, 6 7 1 the CTBS, or the Stanford-Binet tests, are only Vocabulary 3 14 + 11 available from the publishers for obvious test Dictionaries 0 0 Correct security reasons. Computer Software 0 0 Correct The "strong case" point is that your study Pronunciation 2 5 + 3 should not seek to make generalizations about Games 5 11 + 6 Idioms K-12 where learning systems or other con- 1 1 Correct trolled distribution items are not usually Video 0 Correct available to distributors or about University- 'Engl. thru the Arts 0 0 Correct setting EFL where the bookstore distributions Spelling 0 0 Correct mechanism tends to by-pass distributors. A less Sheltered English ignored 33 strong conclusion might be that your data reflects an adult education segment of ESL. + 99 Third, it seems that your sampling may have X= 4.95 been affected by a "time-delay" factor. Your 'English thru the Arts books are distributor's catalog. is usually published in black line Duplicating Masters Continued on next page 20 .14 2 TN 8/87 Conversation (4). We also publish two activity/workbooks for Letters Continued from page 20 Basal Texts (8). These six texts cover all the elementary-school ESL teacher: EFL/ESL proficiency levels from beginning throughPoems and Fingerplays and Let's Learn FROM ADDISONWESLEY advanced. They include all four language English. PUBLISHING COMPANY skills, pronunciation, cognitive skills and In addition, since your survey was done, academic content. Special emphasis is placed Little, Brown and Company has merged with Dear Ms. Goodman: on developmental, spiraled language acquisi- Scott, Foresman. The more than twenty titles While I found your proposed study quite tion. described in the enclosed Little, Brown catalog interesting, it does not cover all of ESL/EFL are now distributed by Scott, Foresman. In the publishing. A more accurate title would be: Reading (5). Four of these reading texts form future, they will carry the Scott, Foresman The ESL Textbook Explosion: A Profile of an articulated developmental reading pro- copyright. Higher Education ESL Publishers. This, of gram from beginning through intermediate I hope that the information about Scott, course, may be your intention, but it does not level. The fifth is a reader focusing on the Foresman can be clarified in a future issue of deal with the much larger areas of IC-12 and culture of the United States. the newsletter. I know that you were eoncen international publishing in which Addison- Composition/Writing (4). These texts in- trating on college product, and I realize that Wesley is a major "player." clude one supplemental writing activities text you counted a multi-volume program as a Consequently, I was rather disappointed for intermediate level; the other three texts "text," but as we publish or distribute more with he brief two line summary of our are full writing/composition texts for inter-than 150 separate ESL titles, it's odd to see us Company, particularly since one of your mediate/low advanced levels. listed as publishing only four. criterion was, "Publishers were selected for Conversation (4). One text develops conver- inclusion largely with regard to how widely Mary Jane Maples sation skills with a focus on accurate use of Scott, Foresman and Company their books were sold." I believe that itis colloquial speech and idioms, as well as significant, for example, that one of our series, 1900 East Lake Avenue pronunciation skills. Two of these texts Glenview, Illinois 60025 New Horizons in English, has sold over 14 provide extensive vocabulary development. million copies worldwide and continues to sell The fourth focuses on functional communi Continued on page 30 well in adult school ESL classes in the U.S. Or, cative skills. All are at the intermediate level that our K-8 series, Yes! English for Children, is of proficiency. probably the most widely used American English series atthis level throughout the In addition to the above, Heinle & Heinle world. publishes methods texts, as well as classroom The other point that I find not quite accurate management/student evaluation packages for is in your conclusion where you refer to the use with their basal programs. BRITISH COLUMBIA EDITOR "internationalization of the industry" as if it RECEIVES U.S. AWARD were a new phenomenon. In fact, a smallFROM SCOTT, FORESMAN AND Joan Acosta, editor of The Westcoast handful of us ,here have been involved in the COMPANY Reader, was selected in March 1987 as a grand international market place for years, and award recipient of ihe "Leaders of Readers" indeed, many of our titles were intended for Pearl Goodman Recognition Award sponsored by Family overseas markets. University of Illinois at UrbanaChampaign Circle magazine and the Council for Periodical One could go on, but let me conclude by3070 Foreign Languages Building Distributors Associations (CPDA). saying, your article is fhie as it pertains to U.S. 707 South Matthews Avenue The Leaders of Readers Award recognizes post-secondary ESL publishing, but you should Urbana, IL 81801 individual graL.root efforts to fight illiteracy is only a part of the U.S. realize that it Dear Ms. Goodman: and create a society of active readers. The publishers ESL/EFL effort. Westcoast Reader also received $5,000 U.S. I was sorry that the information about Scott, from CPDA to further the work of the Robert D. Naiva Foresman's ESL publishing efforts did not newspaper. World Language Division reach you in time to be included in the survey The Westcoast Reader is a four-page tabloid Addison-Wesley Publishing Company for the TESOL Newsletter. newspaper for people who are learning to read. Reading, Massachusetts 01887 Scott, Foresman is one of the largest educa- It is published monthly and functions with the tional publishers in the country, so large that we cooperation of The Vancouver Sun and The FROM HEINLE & HEINLE publish separate catalogs aimed at a variety ofProvince in British Columbia. PUBLISHERS customers. I have enclosed three of them, so you can see that materials for adult education Dear Ms. Goodman: and GED are only a very tiny part of our We received the preliminary draft of yourpublishing efforts. (The College Catalog, bySAINT MICHAEL'S COLLEGE study of ESL textbook publishing to bethe way, is one of six aimed at the college published in the April issue of TESOL Newslet- market. Scott, Foresman's College Division Winooski, Vermont 0$404 ter. Thank younot only for such a valuable publishes materials in business, economics, piece of work, but also for the chance tohistory, political science, psychology, mathe- MASTER'S IN TESL suggest additions or revisions to the description matics, and many other fields.) 36 credits of Heinle & Heinle in this study. Scott, Foresman publishes a wide variety of ...If I may, I would offer the attached ESL materials, including: ADVANCED TESL Certificate Program revision of your profile, to more accurately 18 credits reflect our list and our publishing program.. . no. of INSTITUTE IN TESL Roger Hooper title age lever titles summers only 9 graduate credits Heinle & Heinle Publishers Inc. My English Book 20 Park Plaza Series 3-6 yrs. beg. 12 Boston, Massachusetts 02118 I Like English 5.12 yrs. beg. 30 +INTENSIVE ENGLISH TRAINING PROGRAM English for a Intensive English courses for foreign students P.S. You will note that the revised profile, Changing World12 yrs. & up beg. 25 + conducted on a yearround basis among other differences with the original draft, English in Tune H.S./adult beg. 20 + does not mention ESL Video. Since Nelson Toward American St Michaers also oilers Masten domes in Filmscan has been incorporated into the English college adv. beg. 4 Education. Theobtsh Adnursatrasat and anvil Psucholost English That Also available MEd lank concentrations In LINGUAPHONE company in Britain, no TESL. Spocal Education. Acirrinotsason, Curriculum. Works H.S./adult LEP/ESP13 Reading and Consular Education longer a part of the Nelson or International Basic Composition Thomson organization, we are no longer for ESL college adv. beg./ 1 vents. Condos actively handling these video packages. int. TESL Prowls H.S./adult adv. beg./2 Box U Body English St. Mtelvies Cokes Heinle & Heinle (22)Revised Profile int. Winooski. Vermont 06404 This publisher's major interests are Basal Texts beg = beginner; adv. beg. = advanced beginner; adv beg / USA. (6), Rending (5) Composition/Writing (4) and int = advanced beginner/intermediate

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Current Children andESL:, Perspectives On °PERspEccrivEs "We are writing to Pronunciation classroom teachers, both mainstream and ESL, to JOAN MORLEY, editor those who educate Current Perspectives focuseson: classroom teachers, and to those who study teachers o Pronunciation as an integral part of _ommunication and children working o Linking and deletion within andacross word boundaries together in the o Natural and contextual speech modeling classroom." o Learner variables and prepronunciationconsiderations Edited by:Pat Rigg and o Pronunciation and listening comprehension D. Scott Enright o Applied phonetics Articles by:Courtney Cazden, Sarah Hudelson, o Speech awareness and self-monitoring Pat Rigg, o Theoretical and pedagogicalconcerns in pronunciation teaching Carol Urztia and D. Scott Enright $12 Members, $14 Nonmembers MOO members. $12.50 non-members, plus $1.50 Plus $1.50 postage. All orders must be prepaid. postage Teachers of English to Speakers of T Other Languages E S 0 L Suite 205, 1118 22nd Street, NW, 1118 22nd Street, N.W., Washington, D.C. 20037USA Washington. D.C., U.S.P 20037

22 144 TN 8/87 F5s TESOL's afti6stiMFOConference

by Ronald Eckard Western Kentucky University

A party atmosphe-e pervaded the conven-projects, games, simulations, and roleplays that presentation. tion as TESOL celeb. its 21st birthday withare directly related to the students' interests. Communication and interaction were also the theme "Coming ofRe." It was a time for Wilga Rivers, agreeing with Strevens, ex- major concerns in the presentations on teaching Harold Allen, TESOL's first president, toplained how students can be involved in small- composition and listening skills. Although recount TESOL's beginnings and early years; agroup projects to create interactional situations. 'process' was still the key word in all the time for James Alatis, TESOL's first executiveAccording to Rivers, "Interaction is the central composition discussions, itis the process of director, to review the current status of TESOL activity for which language is used in human communicating that was emphasizedthe and to forecast a bright future for the organiza- relations." writer communicating to the reader and the tion he has seen grow from a membership of Strevens, Rivers, and others also emphasized writer using self-reflection and interaction with 350 in 1988 to a membership of more than that students should be involved in planning the peer writers in order to make valid choices 11,000; a time for old friends to meet at curriculum. Use Winer, for example, explained about content, form, and format. The presenta- poolside for sun and memories; a time forhow she designed a specific course syllabustions on listening comprehension often focused TESOL affiliates to gather on the beach or on after learning that her students wanted to know on developing effective listening strategies and both sides of the volleyball net. The mayor of more about sharks. All the students read the techniques for asking for clarification or Miami, in his welcoming speech, promised the latest research on sharks, and one grouprestatement. convention goers five days of beautiful prepared a proposal for a grant to further their Melanie Schneider and Jerri Willett set their weather. He kept his promise. For those who research. Another group was assigned to study workshop participants to the task of studying tired of too many convention sessions, thereand discuss the proposal and then respond in various interactional techniques right at the was always the beach, the swimming pools, the writing to the applicants, giving their rationale convention site. After discussing several boardwalk, and the surf. Thus the celebrationfor either accepting or rejecting the grant ethnographic approaches, participants posi- continued inside and outside the Fontainebleau proposal. tioned themselves in the lobbies and hallways Hilton Hotel from April 21 to 25. Administrators at Columbia University's of the Fontainebleau Hotel for thirty minutes to Despite the rounds of parties, the necessary EFL program reported a dramatic increase in observe and record different types of personal business meetings and legislative sessions, the both enrollment and student interest when they interaction between unsuspecting convention- impressive exhibition by the publishers, and the changed from a 14-week course with a gram- eers. Afterward they reassembled to compare busy job placement center, the heart of the matical syllabus to three- and four-weektheir findings and to suggest ways of adapting convention was individual paper presentations, sessions with au ESP focus. When their students this method to language classes. demonstrations, colloquia, and workshops.take a walking tour of New York's Central In addition to the myriad of practical According to the 300-page program guide, 58 Park, for instance, the science students focus on demonstrations and workshops, the convention of the 500+ sessions dealt with methodology the ecology of the park, while others study included a meeting of the Legislative Assembly and teicher training 57 were about curriculum either the history or the social uses of the park.during which two official resolutions were or materials development; 50 had to do with Detailed packets of worksheets are available adopted. The first one called for institutions of composition/writing 45 were concerned with for each project. higher education to grant degree credit for second language acquisition; and 38 foctisPd on At Harvard University, in the meantime, the courses in ESL/EFL. The second resolution, reading or literacy. Other major topics that emphasis for some of the students is on business more powerfully worded, recognized "the were well represented at the conventioncase studies. To enter the highly competitiveright of all individuals to preserve and foster included program administration, computer-business project, each student must make atheir linguistic and cultural origins" and assisted instruction, discourse analysis, sociolin- formal application and pass a personal inter- resolved "that TESOL oppose all measures guistics, and testing. Of course, Here were view, much like a job interview. If they aredeclaring English the official language of the numerous others as well. accepted, they read and study financial United States." records, sales reports, and personnel files If one were to characterize the major themes About the author: Ronald Eckard is the director of ESL and or emphases of these presentations, one could before making recommendations for changes TESL programs at Western Kentucky University and has say that language teaching today is highly in a particular company. These advanced served as TN's book review editor over the past five years. lie interactional, learner-centered, and life related. language learners work in small groups to study writes periodically for the EFL Gazette, Peter Strevens, who presented a major and make suggestions for the most effective Note: Reprinted with permission from the EFL Gazette, June address, pointed out that all language learners ways to make the recommendations. The 1987. Persons interested in an annual subscription to the have a reason for wanting to learn a particular culminating activity is a simulated business Gazette (12 issues at 927 U.S. or 21892 U.K.) should write to: language. It is up to the teacher to make an meeting in which students make a formal EFL Gazette, Abbott House, 1/2 Hanover Street, London W1R presentation that is videotaped. Peer evaluation 9WB, England. inventory of the students' interests and to use Continued on page 24 this inventory in designing activities, tasks,and self-evaluation are used, to critique the

t.

5 23 TESOL '87 Conference 1987 Convention Preregistrants Continued from page 23 Respond to Area-of-Work Survey

Affiliate and IS On the 1987 TESOL convention preregistra- represents the same number as a percentage of Councils Elect tion form, participants were again asked tothe total responses. In a similarsurvey for check off their area of work in ESOL. Approx- TESOL '88 in Anaheim, only the percentages EB Nominees imately 88% of the preregistrants responded toare reported. that survey. In the breakdown below, the At their respective meetings at TESOL '87, figures in the 1987 column show the number of Preregistrants' the Affiliate and Interest Section Council each times preregistrants indicated one of four areas Areas of Work In 1987 In 1986 elected three nominees to stand for election to of work, and the number in the parentheses the TESOL Executive Board for 1988-1991. Pre- and Elementary The names of these affiliate and interest section School 508 (16%) (10%) nominees will be added to the slate being Secondary School 508 (16%) (16%) prepared by the TESOL Nominating Commit- More on TESOL '87 College or University1,449 (46%) (51%) tee. Adult Education 716 (223) (23%) From the Affiliate Council the nominees are in the October TN Total Responses 3,181 (100%) (100%) Donald Byrd (New York State TESOL), Continued on page 25 Ernest Hall (British Columbia TEAL), and "Tippy' Schwabe (California TESOL). The Interest Section Council nomineesare Fred Genesee (Research IS), Joyce Namde (Adult Education IS), and Cao Anh QuanI-New (Refugee Concerns IS). 1987-88 Nominating Committee The members of the Nominating Committee from Cambridge are D. Scott Enright, chair, J. Wesley Eby (Arizona TESOL), Sarah Hudleson (ESOL in Elementary Education IS), Linda Tobash (New York State TESOL) and Dennis Terdy Interactive Language Teaching (Adult Education IS). The affiliate and interest section representatives on the Nominating Wilga M. Rivers, Editor Committee are elected by the TESOL Legisla- 224 pp.Illustrations, tables, and diagrams tive Assembly from the slates prepared by the 32216-2 Cloth $27.95 Affiliate and Interest Section Councils. The 3 1 108 -X Paper `!0.95 chair is appointed by the Executive Board from among the members of the immediately Strategic Interaction previous Nominating Committee. Learning Languages Through Scenarios Robert J. DiPietro Althia Blackman Wins 160 pp. Tables and diagrams SF Grand Prize 32425-4 Cloth $24.95 Just ask Ms. Althia W. Blackman what made 31197-7 Paper S 9.95 life BEARable at TESOL '87 in'iami Beach. Ms. Blackman, a teacInr at the Playschool Principles of Course Design for Language Teaching English Cleo in Fort-de-Prance, Martinique, Janice Yalden won the Grand Prize at the Scott, Foresinan 208 pp. Tables and diagrams 30989-1 Cloth $27.95 31:21-3 Paper S 9.95 The Bilingual Family A Handbook for Parents Edith Harding and Philip Riley 169 pp. 32418.1 Cloth $24.95 31194-2 Paper $ 9,95 English for Specific Purposes Althla Blackman (left) with Eileen Peters, A Learning-Centered Approach manager of Promotion, Customer Service and Tom Hutchinson and Alan Waters Operations at Scott, Foreman. 192 pp. 26732 -3 Cloth 527.95 booth. The lucky winner walked off witha five foot, white stuffed bearpart of Scott, Fores- 31837-8 Paper $10.95 man's promotion for its My English Book Series, a preprimary English as a Second Language (ESL) program. Ms. Blackman has taught at Playschool, a private school with approximately 400 stu- dents, for three years. According to Playschool Directress Maryse Francois, the school opened five years ago as the first English school of its kind in Martinique to teach English to children from the age of four years. CAMBRIDGE UNIVERSITY PRESS by Robin T. Watson 32 East 57th Street, New York, NY 10022 Scott, Foreman and Company

24 .14 6 TN 8/87 TESOL COURTESY AND CONTENT RESOLUTIONS 1987

Seven courtesy resolutions and two content resolutions were passed at the Legislative Assernb6, on April24, 1987 in Miami Beacb. The first of the contant rrsolution.c, :7ES01. Resolution on language Rigbts," was printed in tbeJune ksue of the TNand it tbereforrdoes not appaar below. RESOLUTION ONE Be it therefore resolved that Michele accept our Whereas all of the members of the local commit- tees, from A-V to volunteers, have offered TESOL Whereas Joan Morley, our President, abandoned most genuinely offered thanks for her gifts to the tang of key lime, the flash of art deco, the her hearth and home frequently to affiliate with TESOL and for her weeks away from Rachel and warmest of our Florida friendliness, the excite- thousands of educators and educate dozens of her Houston "beat" and ment of virtue, and tropical indulg*mces (not vice) affiliates, and Be it further resolved that Michele take with her the knowledge that TESOLers appreciate and Be it therefore resolved that the local co chairs and Whereasshe converted her home into a treasury of every committee member take back to their TESOL tasks, stacked high and wide, al,f which recognize the footprints of leadership she has imprinted on "the coast" and "this coast" in our homes the admiration and appreciation of each of only she could have ever completed, and behalf. the 4000 attendees at the conference that YOU Whereas she has given to us the gifts of her planned for them. warmth, energy, unflappable and guiding direc- RESOLUTION FOUR tion, inspiring us to follow her lead whether it be on two legs or one, and Whereas Lydia Stack has demonstrated her RESOLUTION SIX superior ability to plan, organize, and conduct a Whereas her two decades of TESOL expertise TESOL conference second to none, and Whereas Alice Osman, as editor of the TESOL have been enveloped with uncommon love for Newsletter, created for us a new piece of each and every person in our field, Whereas Sarah Hudelson has kept it together, literature, conceived with innovation expanded in "chilled out," as Miamians say, serving as associate Be it therefore resolved that Joan Morley be vision, and imbued with variety and information, chair, efficient in mustering and directing the and buoyed by the compassion we reflect back upon wealth of resources in the Dade County area, her and the family and friends who wait in Whereas Alice has woven a rich fabric of words, Michigan, and Be it therefore resolved that the TESOL member- the product of sleepless weekends, a.m. calls, and ship, having huddled together and stacked up their tired eyes, Be it further resolved that Joan accept into her gratitude, now offer it to our selfless colleagues, heart our immense gratitude for having taught us and Be it therefore resolved that Alice permit the the true meaning of "goodness in action" not only TESOL membership to stop its presses to headline this year but for the past score-plusone years. Be it further resolved that Sarah and Lydia note in our appreciation for all thzt her labor has brought the program of their lives that TESOL is enriched in assistance, and by the tropical fruit of their labors. RESOLUTION TWO Be it further resolved that Alice Osman accept our RESOLUTION FIVE best wishes for a fruitful adjustment to life without Whereas Charley Blatchford, our current Past Past deadlines and with a large circulation of rejuvenat- President, has rendered unto TESOL five-plus Whereas Twill Ix, the day after TESOL ing leisure. years of direction, leadership and guidance, and and throughout Flamingoland Whereas Charley has amused, amazed, and the whole local committee dazzled, leading us to unexpected heights and will be out on the sand RESOLUTION SEVEN sights from TESOL's adolescence to its majority, margaritas in hand Whereas Carol LeClair has served TESOL and thinking: wasn't it grand! throughout its entire lifetime as Whereas Charley has, with wit and charm, Later these hard workers all the pillar of the central office provided us with creative and innovative leader- will collapse in their beds the calm in the storm ship, flashes of bags, books, badges and balloons the keeper of the purse swirling in their dream-filled heads. the oasis on the phone Be it therefore resolved that TESOLers remove the font of all procedural knowledge their T-shirts and tip their caps in a loving salute to All the bookbags will've been packed the pinnacle of perseverance our Past Past President, and in suitcases with care the princess of patience in hopes that another conference Be it further resolved that Charley carry our the oiler of the TESOL machinery soon we will share. sincere gratitude with him as he continues to smile and the co-signer on your membership dues with those he cares about and those he teaches, as As we board our planes to be on our way checks, and we who care and who are taught smile with him. with the fondest of memories well look back and say Whereas Carol has been an instrument for Thanks, local committee, in a very big way! smoothness at headquarters for as long as TESOL RESOLUTION THREE and has existed, Whereas Michele Sabino who, as Second Vice Whereas Richard Firsten, Niercedes Toural and Be it therefore resolved that Carol file into her President, provided for our twentieth reunion in Rein* Welch, the local co-chairs, and Jim Stack, life's vault the heartfelt and long.lived gratitude of California and gave this additional year of service assistant to the chair, have courted the hotel, the TESOL membership which she is partially to the Executive Board, is completing her term of written guidebooks, moved A-V equipment, responsible for developing, and office, and coordinated events, and performed their hercu- Be it further resolved that the next adventurous Whereas she has enriched our pre:ea:ion:11 lives by lean tasks with efficiency, calmness, and unity, stage of her life be as fulfilling to her as this her own zeal and charm most real, and TESOL stage has been appreciated by us.

Resolution on Granting Credit for ESL in Institutions of Higher Education

Whereas large numbers of non-native English not eqeate with remediating first language Therefore be it resolved That TESOL recom- speaking students have been accepted into skills), and mends to institutions of higher education that institutions of higher education in English Whereas these nonnative English speaking they grant credit toward the college/univer- speaking countries, and students deserve to earn academic credit for sity/postsecondary degree to non-native English speaking students for their study of Whereas these students are generally required their study of English as a second or foreign English as a second or foreign language and to take English as a Second Language (ESL) language, just as native English speaking courses as a part of their academic program students earn credit toward the college/ Be it further resolved That TESOL make this because they have demonstrated need for university/postsecondary degree for their resolution known to its members through additional learning opportunities to be able language study and for courses in linguistic publication in its newsletter, and to do successful competitive work with analysis, and Be it further resolved That TESOL send copies native speakers of English, and Whereas receiving credit for ESL is likely to of this resolution to appropriate academic Whereas the material studied in these ESL increase student motivation and perfor- officers, administrators, and faculty in courses demands the highest level of second mance in these courses, and institutions of higher education upon the language proficiency, including knowledge Whereas these students may be required to take request of TESOL members. of contrastive phonetic, syntactic, semantic, a minimum number of credits in order to be Adopted at TESOL Legislative Assembly and rhetorical information (studies that do considered full time students, April 21.1987

,TN 8/87 147 25 TESOL GRANTS AND AWARDS

The TESOL Research The Awards Committee of TESOL is pleased to provide information aboutcurrent awards and interest Section/Newbury House grants. Deadlines for award applications vary so please make special note of the deadline forthe Distinguished Research Award award you are interested in. Only members of TESOLare eligible for awards, but membership may be forwarded at the time of application. Recipients of TESOL awards and travel grantsarePurpose: To recognize excellence in any area not eligible to win the same award twice. of research on language teaching and Letters of reference should be sealed by the writer, then signed by the writeracross the sealed learning. flap. The applicant should forward these letters along with all other documents.Requests for Amount: 31,000 U.S. multiple copies of documents do not include letters of reference. Send onlyoriginals, sealed and signed as directed. Only applications with all required documentation will be considered. Who's Eligible: Anyone who has done the Some awards are cosponsored by TESOL and a donorNewbury House Publishers, Inc.,a following: division of Harper & Row, and Prentice Hall Regents Publishing Company. Otherawards and completed a research project, and travci grants come from TESOL funds and the interest on TESOL funds. Perhapsyou have noticed that you have the opportunity to contribute to the General Awards Fund has not submitted the manuscript for when you register publication, and for a TESOL convention or when you pay your annual dues. These contributionsgo to support the Ruth Crymes Memorial Fund, the Albert H. Marckwardt Fund and the Cenbal submits the final manuscript for review by Awards Fund. We the deadline listed below. encourage you to contribute whatever amount you can afford whenever you write to the TESOL Central Office, identifying the fund : ou want it to support. Criteria: Manuscript will be evaluated on the This year the committee is pleased to announce twonew awards, the James E. Alatis Award for basis of the following criteria: Service to TESOL and the Mary Finoechiaro Award. The Mary Finocchiaro Award,however, will a significant research problem in the field not be awarded until the fund has been firmly established. Please send whateveryou can to help of TESOL support these awards. clear statement of theoretical issues and The Albert H. Marckwardt research questions James E. Alatis Award evidence of sound research design and Travel Grants for Service to TESOL methodology Purpose: To assist graduate students travelingPurpose: To acknowledge outstanding and clear analysis of the data to a TESOL convention. extended service by TESOL members at persuasive interpretation of results and Amount: About 3i50 U.S. and convention international, regional, and local levels. conclusions registration is waived by TESOL. Award: A commemorative symbol presented clarity of writing Who's Eligible: Graduate students whoare to the recipient at the TESOL convention enrolled in a program preparing individu- awards ceremony and the recipient's name To Apply: Send the following items to the als to teach English to speakers of other placed on a large plaque in the TESOL address below: languages and who are not eligible for Central Office. One award will be pre- two anonymous copies of the previous, USIA/IIE Travel Grants. sented each year. unpublished manuscript. It should be no Criteria: Applications will be evaluated on the Who's Eligible: Any TESOL member. A longer than 30 page: and it should be basis of your involvement in and commit person considered for this award will prepared according to the current TESOL ment to ESL teaching and the profession, possess the following attributes: Quarterly specifications. scholarship, personal az;:ibutes and finan- a genuine and long-lasting vision of what Eight anonymous copies of a minimum cial need. TESOL is and can be 400-, maximum 500-word abstract. (Initial To Apply: Send the following items to the screening will be done on the basis of this ability to combine professional and abstract.) The following must be included address below: administrative roles in TESOL in the abstract a letter of application stating your name, ability and desire to represent and pro- mailing address, institution and program statement of the problem mote TESOL statement of the research question of study. Please include courses com- efficiency pleted, in progress and to be taken. description of design and method personal dynamism outline and interpretation of results a brief biographical summary including major conclusions your good cheer ESL teaching experience 3 x 5 card with your name, address, Service to and involvement in any local, To nominate: A TESOL member, Affiliate, affiliation, telephone number (both home regional, national or international Interest Section, or any other TESOL and work), and the title of the paper. ESL/TESOL activities group submits a letter of nomination to the a fifty word blo -data statement. career plans upon completion of your TESOL Central Office. study Supporting Documentation: A letter of nomi Supporting Documentation: none. current financial situation. nation describing the candidate in terms of Additional Information: The money for this Supporting Documentation: Ask your super- the attributes listed above and an itemized award is donated by the Newbury House vising faculty member to send a letter of description with dates of the nominees Publishing Company. recommendation including information service to TESOL. Date Due: November 1, 1987. about your scholarship, your personalAs, ,,, Comments: The first award wasSend to: RIS/NII Research Award Selection attributes and your program of stud? est' lied on April 24, 1987, to honor Committee the address below. Iant /3. Alatis for his twenty-one years of TESOL Central Office Additional Comments: The Albert E. Marck- :',.e ed service as TESOL% first executive 1118 22nd Street N.W., $1205 wardt Memorial Fund was established and Washington, D.C. 20037, U.S.A. is maintained through your contributions. D e Date: December 1,1487. Date Due: December 1, 1987. St, ti to: James E. Alatis Award Mary Finoccliiaro Award Send to: Marckwardt Travel Grants Selection Selection Committee TESOL Central Office The Mary Finocchiaro Award has been estab- Committee lished to recognize excellence in the TESOL Central Office 1118 22nd St. N.W., 11205 Washington, D.C. 20037, U.S.A. development of pedagogical practices and 1118 22nd Street N.W., #1205 materials. It will be awarded to a TESOL Washington, D.C. 20037, U.S.A. member who has written or done some- thing with a significant classroom applica- tion. More information will be released .148 about this award at a later date. 26 TN 8/87 The TESOL/Newbury House Award Additional Comments: The funds for this The TESOL/Prentice Hall Regents for Excellence in Teaching award are donated by the Newbury !louse Publishing Company Fellowship Publishing Company, a division of Harper for Graduate Study Purpose: To honor a teacher who is considered & Row. New York. by his/her colleagues tc: be an excellent Date Due: December 1, 1987. Purpose: To support graduate studies in the teacher. Send to: TESOUNII Excellence in Teaching teaching of English to speakers of other languages. Amount: $1,000 U.S. Award Selection Committee TESOL Central Office Amount: $5,000 U.S. Who's Eligible: Any member of TESOL 1118 22nd Street N.W., $205 Who's Eligible: Classroom teachers who are whom you consider to be an excellent Washington, D.C. 20037, U.S.A. teacher. The person you nominate must be presently enrolled or who plan to enroll a member of TESOL and must have at within the calendar year in ar, graduate least five years of experience in the ESL The United States Information teacher education program which pre- classroom. Agency/Institute of International pares teachers to teach English to speakers Education (USIA/I1E) Travel of other languages. Criteria: The materials and testimonies submit- Criteria: Applications will be reviewed in ted will be read for evidence of the Grants terms of your teaching experience, your nominee? adjustment to their teaching participation in professional and commu- situation and their students and of their Purpose: To assist graduate students traveling to a TESOL convention within the U.S. nity activities, your financial need, your ability to motivate rind encourage students Amount: About $250 U.S. and convention reasons for pursuing graduate studies and as well as engage them in productive and your description of a classroom-centered registration is waived by TESOL. challenging learning. Effective lesson plan of your coursework. Preference will strategies and fair evaluation techniques Who's Eligible: Graduate students from coun- be given to those who wish to initiate or are all found in superior teaching. Nomi- tries outside the United States currently finish a master's degree in the teaching of nees should also be able to serve their pursuing a course of study in the United English to speakers of other languages. students outside of the classroom in social States. You must be enrolled in a program Studies committed to providing tangible and personal wsivs. Their involvement in preparing individuals to teach English to results that can be applied to the classroom the community and with their colleagues speakers of other languages. You cannot be are favored. will be examined as well. Continuing receiving either travel or academic ex- professional development indicates a penses from the U.S. government, but you To Apply: Send five copies of each of the desire to improve and expand. may be receiving partial support from following to the address below: your curriculum vitae To Nominate: The nominator must be a other sources. If you have received this award before, you are not eligible. If you TESOL member who has seen the nomi- a statement of financial need are eligible for this travel grant, you are not nee (another TESOL member) teach. You a description of your volunteer service to must write a letter of nomination which eligible for the Albert 11. Marckwardt Travel grant. All names submitted are TESOL, an affiliate, or to other profes- describes the class observed, telling why it screened by the IIE for eligibility. sional or community organizations was a thrill to watch and an accomplish- two lesson plans of your ESL teaching ment to be recognized. What suggests to Criteria: Your applications will be evaluated you U. excellent lesson you witnessed on the basis of your involvement in and a statement of the purpose of the study (no and de,. -ed was not aonce-ina-tifetime commitment to ESL teaching and to the more than five pages). Describe what is to event? Include other information you profession, your scholarship, your personal tdone, why, what previous work makes know of personally which convinces you attributes and your financial need. it likely that the project will be completed that the nominee is the kind of teacher who To Apply: Send the following information to and that you are competent to undertake should he recognized internationally as the address below: the project. Comment on what influence one who is achieving excellence. or aid the completed project will be to a letter of applic.ation stating your name, your instructional setting and to the Supporting Documentation: The nominator U.S. mailing address, institution, program profession. Mention the institution where should send the following information to of study, home country and institutional the work will be done and the advisor the address listed below: affiliation (if any) in that country. Include under whom you plan to study. a brief biographical summary of any ESL letters from five other people who can teaching experience you may have had, Supporting Documentation: Ask a colleague, a write about the nominee giving informa- your service to and involvement in local, professional who is well acquainted with tion relevant to the forenamed factors as regional, national or international ESL/ your classroom performance, your profes- well as others pertinent to the teaching TESOL activities, your career plans upon sional activities and your scholarship to situation. Letters might corr.e from a completion of your study and your current write a letter of recommendation on your student, a parent, a colleague, a commu- financial situation. (Be sure to state behalf. Have that person send it directly to nity person, a professional in another whether your education and/or living the address below. geographic area who knows the nominee, expenses in the United States are being Additional Commer2s: The funds for this a former superior or an administrator. funded by a source other than you or your award are donated by the Prentice Hall a statement from the nominee of no more family. If so, by whom and to what Regents Publishing Company of New than 250 words on the nominee's view of extent?) York. If you win this award, you will be excellence in teaching as it applies to his/ Supporting Documentation: Ask a faculty expected to present 'he results of your her teaching situation and students, or a member to send a brief letter of recom- study or project at a TESOL convention description of his/her most successful class mendation on your scholarship, personal within three years from the date of receipt. and the following: attributes, and course of study to the Date Due: December 1, 1987 A biographical sketch, including his/her address below. Send to: TESOL/Prentice Hall Regents education and how itis that he/she Additional Comments: These funds are pro- Company became a teacher. vided by the USIA and the amount Fellowship Selection Committee An outline of his/her professional devel- available varies from year to year. Appli- TESOL Central Office opment. Here, indicate his/her teaching cants are advised that delays may occur in 1118 22nd Street N.W., $205 experience, workshops he/she has given the release of these funds; notification may Washington, D.C. 20037, U.S.A. and committees on which he/she has be received only a week or two in advance served, his/her plans to continue learn- of the convention. ing. about teaching and other creative endeavors or activities which enhance Due Date: December 1, 1987. his/her teaching. Send to: USIA/HE Travel Grants Selection A brief statement of his/her school Committee activities other than classroom teaching. TESOL Central Office A letter from his/her immediate super- 1118 22nd Street N.W., $205 visor. Washington, D.C. 20037, U.S.f. Continued on page 28 , . 49 27 TN 8/87 ".:r.; ,-, f Continued from page 27 1987 TESOL Awards WinnersAnnounced The Ruth Crymes Fellowships to the TESOL Summer InstiNte TESOL/Newbury House Distinguished ResearchAward Goes to Lynn M. Goldstein Purpose: To support a teacher who wishes to aii:nd the TESOL Summer Institute and Research into the nature of language learning She has made nu- spend the summer renewing and expand-and teaching is vital to the development ofour merous presenta- ing abilities. profession. The generosity of the Newburytions at regional and Amount: The amount varies according to the House Publishing Company, a division ofnational conferen- cost of tuition, room and travel and theHarper be Row, makes it possible each year for ces. money available. Some years more thanTESOL to recognize one researcher who had Lynnreceived one fellowship may be awarded. made a significant contribution to our field of her doctorate from Who's Eligible: Classroom teachers andstudy. Teachers College, teacher trainers/supervisors. The 1987 award recognizes Lynn M. Gold- Columbia Univer- stein of Monterey Institute of International sity, and is currently Criteria: Selections will be made on the basisStudies, Monterey, California. Her work an assistant profes- of your reasons for wishing to attend the includes research in composition, sociolinguis- sor of applied lin- TESOL Summer Institute, your participa- tics, and second language acquisition. tion in and on behalf of TESOL or other guistics/TESOL. Lynn M. Goldstein similar professional organizations and your professional preparation, goals and expe- Judy Yaron Recipient of the TESOL /NewburyHouse rience. Award for Excellence in Teaching To Apply: Send the following items to the The TESOL/Newbury House Award for address below: twelve years, Judy has taught both in private Excellence in Teaching recognizes the teacher institutions and in public schools in Israel. She is five copies of a personal statement des- , who exemplifies those presently teaching EFL. Of the four classes she cribing your reasons for attending the qualities associated with teache three consist of socially disadvantaged TESOL Summer Institute, especially excellence in the lan- and special education children. noting the ways in which it will enhance guage classroomskill- For the past two years, Judy has participated your teachinz on return to the classroom. ful teaching, student and in developing a project for teaching English Please include y,..= -zzlessional goals. community involvement, LEP learners. The success of the project, flve copies of your curriculum vitae. Be continued professionalinvolving international understanding in the sure that your profession preparation, development, and shar-classroom, has resulted in her school ben work experience and service activities for ing information with coi- accepted as a member of the Azsoc ,.ed TESOL or other professional organiza- 1 leagues. Schools Project of UNESCO. tions are noted. Judy Yaron The 1987 award hon- Although teaching consumes all of her time ors Judy Yaron of the Ben ZN.: junior High at present, she hopes to go back to school for Supporting Documente:ir: Ask two profes-School in Kfar Saba, Israe:. For the past her master's degree in educational technology. sionals who are well acquainted withyour classroom performance and your profes- sional activities to write letters on your TESOL/Prentice-Hall/Regents Fellowship behalf to the address below. Awarded to Lynn M. Goldstein Additional Continents: The Ruth Crymes The story of Lynn M. Goldstein, winner of Fellowship Fund was established in appeared in the June issue of TESOL Newslet- mem- the TESOL/Prenticeliall/Regents Fellowship, ter. ory of Ruth Crymes, one of TESOL's most active and devoted members who died in a plane crash en route to TESOL 18 in Three Albert H. Merckwardt Travel Grantees Mexico City. The award was established in 1981. Three graduate students received the Albert workshops for ESL volunteers and with the H. Marckwardt Award to aid their travel to the Dale Due: January 15, 1988 regional newsletter. After graduating this May. TESOL convention. The 1987 granteesarc: she hopes to have the opportunity to teach in Send to: Ruth Crymes Fellowship Selection Julia S. Austin is a graduate teaching assistant japan. This will be her first national TESOL Correnittee in the TESL masters program at the University convention. TESOL Central Office of Alabama. While completing her M.A. in 1118 22nd Street N.W., 11205 James Sayers also anticipates graduating in Literature several years ago, Julia was recruited May and is interested in pursuing his orofession Washington, D.C. 20037, U.S.A. to teach freshman composition to non-nativein Southeastern Asia. A former teacher to speakers. Her interests and career plans began Native American students in Utah, James to change almost immediately. After sheimplemented many TESL techniques before completes her ESL degree, she plans to teach actually coming to the TESOL cla:.troom. He fer a few years before pursuing her Ph.D. has worked consistently to bring attention to Freacis Griffin taught ESL classes in Texas the needs of these special 1.2 learners, both in CROSS CURRENTS and Kansas before beginning work on her M.A. and ;Jut of the classroom. James is currently in TESL at Oklahoma State University. She h.s.; enrolled in the TESOL M.A. program at Cross Currents is a biannual journal ofbeen active in OKTESOL, helping with language teaching and cross-cultural communi- Northern Arizona University. cation published by the Language Institute of Japan. The current issue (volume XIII,no. 2) 12 Graduate Students Receive Via UnitedStates Informs includes, among others, articles by George Agency/Institute of International Education TravelGrants Jacobs (Using Humanistic Techniques in Writing Class) and Su-ying Yang (/ Compari- The USIA/IIE Travel Grants are awarded to trainer and research collaborator in Italy...ore son between Chinese and American Cultures in students from countries other than the U.S. coming to the U.S. to study. Forms of Address, Greetings and Farewells, who are pursuing a graduate degree in TESOL Devashree Chattopadle.sy, a native of India, and Compliments). In addition to innovative at a U.S. institution and who wish to attend theis presently working towad a doctoral degree classroom activities noted in "Bright Ideas" and TESOL convention This year's twelve recip- in TESOL in the Linguistics Department at book reviews, this issue also containsa series of ients come frcm eight different countries. SUNY, Stony Brook, New York. She teaches articles on teaching in the developing world. Giovanni Bennardo is currently a student at several classes in composition, word structures, Manuscripts are currently being solicited for Ohio University. Giovanni has been theand second language aNuirition. Uponcom- future issues. Please address all correspondence recipient of Fulbright and British Councilpletion of her degree, she plans to return to to: Cross Currents, Language Institute ofFellowships. has studied at the Universities of India to structure ESL programs and to teach. Japan, 4-14-1 Shiroyama, Odawara, KanagawaEdinburgh and Kent as well as at the Davies' 250, Japan. School in London, and has served as teacher continued on next page ffi .150 TN 8/87 Continued from page 28 Di Pei-xian (Betsy), a teacher of English for Glenn Wharton, a native of Britain, taught Maria Dantas of Brazil has a teaching twenty-two years at Xi'an Foreign LanguagesTEFL at several schools in Spain, from 1977 to assistantship at Northern Arizona UniversityInstitute in China, is currently pursuing a 1985, before coming to the U.S. He is currently where she is pursuing an M.A. in TESL. During degree in the TESL Certificate Program atattending Southern Illinois University at the past year, she has presented several papers Brigham Young University. She is a member ofCarbondale where he is both a graduate on second language acquisition and cross-Shaanxi Translaticn Association and the assistant and a research assistant in the Depart- cultural communication and has been active inShaanxi Audio-Visual Education Association. ment of Linguistics. While in Spain, Glenn AZ-TESOL. Before coming to the U.S. to She is a member of I-TESOL. After graduation attended two national TESOL conventions. study, she taught and was a curriculumthis spring, she plans to go to Japan to teachAfter graduation, he hopes to obtain a teaching designer at Horizon English Courses in Rio de English and Chinese for a year before she post in Southeast Asia. Janeiro. returns to China. Helena Yimking Wong attends Georgetown Ninth Duignan, also from Brazil, taught Mangie 0. Rakale is from Mmabatho, University as a donral student in the Linguis- EFL oral, writing, and reading skills for eight Bophuthatswana, South Africa. She is currently tics Department. Her interests are primarily years before coming to SUNY, Stony Brook, to a graduate student in the MATESL program at ESL/EST teaching and testing, ESL writing, obtain her master's degre.. in Applied Linguis- the University of Washington in Seattle. Beforeand contrastive rhetoric. Before enrolling in her tics (1984). She presently coordinates the ESL coming to the U.S. to study, she taught at current graduate program, she was an instruc- reading program and teaches ESL adult Patshima High School in a rural area of hertor at the English Language Teaching Unit of education at Stony Brook. She plans to use her country. She plans to focus her studies on the Chinese University of Hong Kong. For- doctoral research on reading comprehension curriculum development so that she can help tomerly involved in course design, materials processes in her teaching when she returns to update the educational system in her countrypreparation, and testing, she plans to return to Brazil in 1988. on her return. Hong Kong to devote herself to the further Araya Niemloy, an active TESOL member, Lixing Tang is a native of the People's development of programs there. attended the 1988 convention in Los Angeles Republic of China where he is affiliated with Yun Thou is from thi. 2eople's Republic of and presented a paper in that same year to the Shanghai Teachers University. He began his China and is currently enrolled in the TESOL San Diego Regional TESOL conference. career as an English teacher in 1968 at the graduate program at Brigham Young Univer- Before becoming a doctoral student at Stanford secondary level and was teaching at the sity. She taught science students and then EFL University, Araya participated in an English university level and supervising studentfor three years at Zhejjang University in Teacher Development Program in Australia teachers in 1984 before he came to study for a Hangzhou before deciding to pursue her own and helped prepare a Thai-English audio doctoral degree at New York University. He is education further. When she graduates, she language course for children. After graduation, a member of the CI is TESOL Association,plans to return to her position at Zhejjang she plans to return to 111,:iland to teach English Shanghai Foreign Language Association, and University. at the university level. International TESOL. Anne Christine Nutall is a British student Adelaide de Oliveira and Janet Lanier Are enrolled at San Francisco State University in Winners of the Ruth Crymes Fellowships the M.A. program in TESL. At the age of twenty-six Christine has already taught in Spain The Ruth Crymes Fellowship was estab-fellowships have been awardedone to Ade- and China. In addition, she has established a lished in memory of one of TESOL's mostlaide de Oliveira from Salvador, Bahia, Brazil, co-operative language school of her own which devoted and outstanding members. Each year,the other to Janet Lanier from Nashville, is now in its fifth year and employs six full-timethis fellowship provides at least one classroom Tennessee, U.S.A. (More about these award teachers for almost four hundred students. teacher with the funds to attend the TESOL winners will appear in the October TN.) Summer Institute. For the 1987 Institute, two

The American Language Institute TESOL Publications of the is pleased to announce School of Continuing Education of Selected Articles New York University from the and TESOL Newsletter Language Innovations, Incorporated (LINC) are pleased to announce the inauguration of the annual 1966-1983 Edited by john F. Haskell Fred W. Malkemes Prize Fred, a member of the faculty of the American Language Institute of NYU for neatly twenty years and an active member of LINC and a member of its board, had Contains more than 100 articles in the many areas of interest. He devoted special attention to helping adults develop areas of Methodology, Professional listening, speakidg and conversational skills; the application of the principles of 'reparation, Language and Culture, Sector Analysis to classroom practice; exploring the special nature of teaching Linguistics and Grammar, Standard English in Puerto Rico and Kenya; developing materials for use in ES0', classrooms English as a Second Dialect, Language for beginning students; adult literacy; computer-assisted language learning. Assessment, Composition, English for The prize of $1000 will be awarded for an article in English published in the two Special Purposes, Reading and years preceding the submission deadline. While special consideration will be given to Vocabulary, Classroom Practices and articles which explore topics that interested Fred, articles on any topic which make a more. contribution to our knowledge of teaching and classroom practice are welcome. Includes index of Newsletter articles Authors, editors, publishers and readers are welcome to submit articles deemed worthy of special recognition In a cover letter which includes the name(s) of the $15 00 Members, $16 50 Non-Members author(s) and the date and place of publication please remark briefly which special Plus $150 postage and handling. Alt orders feature of the article, in your opinion, makes it outstanding and appropriate for the must be prepaid. Malkemes Prize. Send the letter, together with six copies of the article, to The Malkemes Prize, the American Language Institute #1 Washington Square North, New York, New York 10003, U.S.A. Submissions must be posted no later than November TES O L 1,1987. All persons professionally associated with New York University or 1118 22nd Street, N.W., Language Innovations, Incorporated, are ineligible for this award. Washington, D.C. 20037 U.S.A.

. TN 8/87 29

.4; American, take our word for it: you will not be ies can be persuaded to pay part or all ofa able to straighten things out on site; go through monthly urban transport pass in Paris. And who the regular channels first. in the world are "the growing number of Where minimum salaries are concerned,we commuters from outside"? Continued from page 21also found the information rather sketchy, I would be interested in feedback on Butler's perhaps somewhat dated. You would havearticle from teachers in other countries. The "STANDARDS FOR A LIVING WAGE": done better to consult TESOL-France's annual U.S. READER BEWARE idea of such a comparison is terrificbut in the survey of EFL teachers and working conditions case of the country I know best, the results are To the Editor: in France (1986 report enclosed herewith). not accurate enough to be of much real help. As many EFL teachers know, cross-culturalAccording to our respondents, real accommo- dation costs are far higher than estimates Chris Durban communication presents problems that go contained in Butler's article. Advertising Editor, TESOL-France News beyond the language itself. How interesting (& Compiler of Working Conditions Statistics) that even a professional journal in your field Finally, we find the "Other Information" should fall into this trap. frankly mystifying: there is no such thingas a 70, Rue de Rome I refer to your reprint of Melanie Butler's"metro season ticket," although some compan- 75008 Paris, France item from EFL Gazette, entitled "Standards for a Living Wage: A Guide to Working Abroad" [TN, April 1987] and more specifically to the FROM LATERAL entry on France. Unfortunately for your U.S. readers, a number of points in this sectionare BASICS IN ESLCOMMUNICATIONS either misleading or unclear, perhaps because of the article's British origins. STRATEUIES IN I =3117..F`,11 FACES LISTENINGE.L

REFINING COMPOSITION ACTIVE WRITING SKILLS R. Smalley/M. Ruetten T. Robinson/ L. Modrey An intermediate writing text that com- An advanced writing text that bines extensive practice in rhetorical teaches students to write the aca- techniques with a review of grammar. demic English required in college Deductive in approach, it progresses freshman composition courses. from simple paragraph writing to multi- The material is free of U.S. cultural paragraph essays and includes pro- expectations, and includes current fessionally authored reading selections. thinking on writing as a process. Other Writing Texts EXPLORING AMERICAN ENGLISH Martin/Seltzer/Kimmelman/Krantz RHETORICAL READER FOR ESL WRITERSRaphael WRITING STRATEGIES FOR ESL STUDENTS Johnson A PRACTICAL GUIDE FOR ADVANCED WRITERS hi ENGLISH AS A SECOND LANGUAGE Munsell/Clough lb Order Ca1111)11 Free 800. 223-3215

ESL Dept., 66 Third Ave., NewYork, NY 10022

Teachers of English to Speakers of Other Languages An International Professional Organization for Those Concerned with the Teaching of English u a Second or Foreign Language and of Standard English as a SecondDialect Officers 1967-88 President First ice President Second Vice President JoAnn Crandall Richard Allwright Joy Reid Center for Applied Linguistics Depvement of Linguistics Colorado State University 1118 22nd Street, N.W. University of Lancaster Ft. Collins, Colorado 8052.3, U.S.A Washington, D.C. 20037, U.S A. Lancaster LAI 4YT, England Executive Board Members MaryAshworth, University of British Columbia, Vancous .rx, British Columbia, Canada, Cathy Day, Eastern Michigan University, Ypsilanti. Michigan, U S A , Freida Dubin, University of Southern California, 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, Ontario. Canada, Linda Schinke-Llano, Northwestern University, Evanston, Illinois, U S A, Joan Morley, University of Michigan. Ann Arbor, Michigan, U.S A , Alice H. Osman, F H LaGuardia Community College, CUNY, Long Island City, New York, U S A, Jack C. Ridiards, University of Hawaii at Manna, Honolulu, Hawau, U SA , Lydia Stack, Newcomer High School, San Francisco, California. U.S A , Carole Urnia, University of the Pacific, Stockton,California, U.S.A. Shirley M. Wright, George Washington University. Washington, D.0 , U.S.A. ElealtIve Director:Richard Calkins Editor, TESOL Quarterly Editor, TESOL Newsletter Stephen J. Gales Alice H. Osman University of NorthernIowa F. H. LaGuardia Community College, CUNY Cedar Falls, Iowa 50614, U.S.A. Long Island City, New York 11101, U S.A. TESOL Central Office Staff Executive Director:Richard Calkins Administration:Chito Padilla Convention:Roger Rivera Field Services: SusanBayley Development Ic Promotions:Aaron Berman Membership fc Placement Services:Christopher Byrne Publications:Julia FrankMcNeil TESOLmembership 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), 360; Institution/Library membership, $75; Commercial membership, $200; Paraprofessional, Retired, Unemployed or Volunteer memberelip, $20. (For additional mailing fee outside the U.S.,contact TESOL.)Please make check in U.S. funds drawn on a US. bank payable toTESOL.Mail to.TESOL, 111822nd Street, N.W. (Suite 205), Washington, D.C. 20037, U.S.A. Telephone: (202) 872-1271. For change of address or other information, write toTESOL.

L=ZTESOL'88 TESOL. 1118 22nd Street, N.W. (Suite 205), Washington, D.C. 20037, U S A totiN ECTING TESOL NEWSLETTER VOL. XXI, NO. 4, AUGUST 1987 NON PROFIT OR.;. U.S. POSTAGE DATED MATERIAL PAID ll Bloomington, Ill. Permit No. 16 ..OUR KIND OTTIPAIN March 8-13, 1988 For information write to: Joy Reid 1,x'4 Convention Program Chair Colorado State University Fort Collins, Colorado 80523, U.S.A. Vol. XXI No. 5 Teachers of English to Speakers of Other Languages October 1987

GIVING AWAY THE POWER by Joan Klyhn Professional Development Specialist 4 4 Marcel's knowledge of English is good. I Ticia will need to put her native good manners see him on the bus in the morning, lost in Time to work in English; that Koji will need to make c. The Economist, at the pub in the evening, a leap across cultures; that Luis will agree to let chatting to just-met English friends. But when go of a bit of his Spanish-ness to plaice space he gives a presentation to a group, he reads for some English-ness, and that Helmut man- from his rotes and gets flustered by questions. ages to convince himself of the advantages of IL Luis speaks English fluentlywith an im- dialogue over monologue. It mear_s that these penetrable Spanish accent. Not only his accent students need to participate in work-like, life- but all his nonverbal cues are Spanish. From a like situations during the course; presenting, distance (and even close-by, unfortunately) negotiating, debating, and solving problems anyone would say "that man is speaking Span- in small groups, as they normally would at ish." Ticia does not have a problem with her their jobs, and where the teacher observes their pronunciation or saying what's on her mind, ability to accomplish these tasks in English, TESOL's Barcelona Summer but she comes across brusque and aggressive and gives them feedback accordingiy. over the telephone, though her job is in public Having pointed out these students' needs, Page 5 relations.Koji will not speak unless he is I should also p:int out their individual, notable asked to; then he acquits himself well. Mas- strengths: Massimo 's enthusiasm for learning; simo is very well spoken, but he does not Luis's skill at getting a group to work together organize Ms ideas. They pour out, confusing on aproject; Marcel's grasp of the subtleties of people. In turn. '-te always seems to get the British law, politics, and grammar; Ticia's wrong end of tl, ; stick. He explains: "My fluency. These students, with their particular hearing is not so good." Helmut is primarily range of qualities, belong to a classful of Inside interested in getting corrected by his teacher. people with many other skills and needs. In fact, his English is usually grammatically How do I run a course thatis going to Affiliate News ... 9, 10 accurate, but it has a stilted sound to it as if he's challenge every participant? How can each Book Reviews ...13, 19 rehearsing every word he says. Helmut often one go as far as possible toward his or her Brief Notes ... 20 sounds as if he is talking to himself, rathergoals? The answer, I believe, is for students Conferences and Calls for Papers... 20 Ed: orial ... 4 disconcerting to a listener. to assume responsibility for their learning in Job Openings ... 23 These people, who work for a multina- the course. They need to determine what to go ETS on the Test for Teaching ESL ... 7 tional corporation, have been sent by their for and how, and when to go for it. I need to sat TESOL's Barcelona Summer ... 5 managers from their respective countries to up a supportive environment with the tools and Chicago TESOL ...11 England for an intensive, weeklong, advanced inform atior that will best assist them. And the Giving Away the Power ...1 English course. They hold various types offirst thing I need to do is to hand over the Ruth Crymes Award Recipient ... 12 power. Inter= Section News ... 21 jobs: sales, technical, administrativefrom International Exchange: clerical to managerial, all of which require (or I can have a lot of control in a classroom. Challenges of Teaching EFL in Korea ... 15 will require) the ability to communicate effec- Conscientiously correcting grammar and pro- Miniscules... 22 tively in English. This level of language isnunciation; being a :raking dictionary for the Report from the Executive Director ... 4 more than getting by: it means being as pro- correct word, phrase, or structure and the last President's Note ... 2 ductive and efficient in English as in their own language. In other words, it means that Mas- Continued on par 3 simo will have to talk less and listen more, that .1 / -1 i ,t, 1Fi TESOL NEWSLETTER President's Note

Jean ZukowskFFaust, Editor Department of English NAU Bee 6032 Northern Arizona University Flagstaff. AZ 86011 USA It seems to me that one of the mos t to be inspired by plenary and other speakers, important functions of a professional associa- and simply to share ideas with colleagues from Telephones: (602) 5234913 (602) 526-5585 tion is to provide opportunities for ongoing around the world (many of whom have become education and professional development to its friends who see one another only this one time The Editorial suit MayArn Quietism of Snow Collep inEphraim, I.Tf; Roulet Mad of Western Kernucky University is Bowling members. TESOL does this in a number of a year), is also an important source of ongoing Green, KY: David Wiry oldie University of Southern California in ways. education and motivation. In fact, for teachers Los Angeles. CA; Lk HampLyens of the University of Michipn in Ann Arbor. MI:John lissell of Noetheestern Illinois University in I am preparing this President's Note as with large classes, long hours, and poor sala- Chicago. IL; CarolL Kriedier of GeoreetownUnivenity in Wishing- members of our organization are returning ries, the Convention, and all the local, regional, me. DC; Darlene Lance oldie American Lepage Imam of New YorkUnivenity in New YorkCity: Patticialtiulligan of Arima Stare from the TESOL/IP_TEFL Summer Institute, and national workshops and conventions or- University in Phalle,' AZ; Alice Osmond H.LaOurdia Commu- nity Cdlege, CUNY, in Long Wand City, NY.; and Howard Sap of which was held in Barcelona. The Barcelona ,,anized by TESOL affiliates, provides much the MIMIC= Language Institute of New York University in New Institute was noteworthy in a number of ways: needed rejuvenation and a reaffirmation of the York City. it provided an excellent example of coopera- importance of our work. Production Msnapr: tion between professional associations, bene- TESOL also provides professional devel- Shen-y Romberg= fiting those who attended with an interna- opment through its committee activities. Here Soft Rom Computer Center tional educational experience as well. In the 2724 E. Lakin Drive 65 the work of the Professional Standards Com- Flagstaff, AZ 86004 USA course offerings, the Institute allowed for mittee comes clearly to mind, with the develop- Telephone: (602) 526-8312 continued growth by inviting experts of di- ment and dissemination of Core Standards and Printing and Dissemination Manger verse backgrounds from around the world. Of a process of self-study by which programs can

Lars La Bounty particular interest in this Institute was a set of evaluate themselves and plan for the future. Pantagreph Priming courses designed especially for secondary The core standards and self-study questions are Bloomington, Mines' 61701 USA school and adult school teachers in Spain. At particularly relevant as they apply to teacher Advertising Menage the same time, the Institute also provided a preparation programs because these programs, Amon Barmen wide range of courses in applied theory and in a very important way, help set the criteria for TESOL Development and Promotions P.O. Box 14396 practice of direct relevance to the practicing determining when teachers are adequately pre- San Franc:-co, CA 94114 USA teachers who attended them and indirectly to pared to teach. There are other less obvious Telephone: (415) 697.5638 their students. ways in which TESOL works, as well. Here I The TESOL Newsktur (77/)is published six times a year, There are a number of other ways in am thinking of a series of recent meetings with Febnary through Decembe. Ills ridable only through membership in TESOL or its Zaino. Seebeck pap for membenhip information. which TESOL helps members to keep current staff from the Educational Testing Service in IN welcomes rem: items front affaissea. inmestsectioreoutd cat in their field. Our publications are the most ganizations u well as anemone:M. calls for papers, conference Princeton, New Jersey. ETS contacted TESOL and workshop reports, srI penal Wm:nation of inmost to TESOL .ibvious examples. The 7N contains numer- as a group of testing experts were beginning the members everywhere. A length of apprcetionsely 300 words is e. courted for those hem except for conkeence amouncements and ous articles about activities, methods, or even process of developing a specialty exam for Cal for papers which should nu exceed 150 words. Send two espies approaches to try in the classroom. Although ESOL teachers which will accompany the Na- of such news hems to the editor. Looser snicks at issues sad cures concerns are also solicited, initially intended as an informal educational tional Teacher Exam, which is widely used in and articles onclusroompncticee atallIcamerlevels adages atone. publication, the issuesespecially the sup- the United States. Although many of us who courapd. However. throe Copia are required (one typed criginel and two photocopies) as they are sent out for review by members of the plements dealing with listening comprehen- have participat-,d in the process are skeptical of elite/ill staff and advisory Mad before pabliceices declaims are sion or computer assisted language learning made. Lupe seides are limited to 1200 worm., or five typed pigs if a paper and pencil examination to assess doublepeord. In preparing the munieript, athors are advised to often are incorporated into teacher educa- teacher competence, we are pleased that our follow the guidelines found in the TFSOL Quarterly. Anthers who wish tmentribnie to spedal sections &the TH are tion programs. It is not surprising, then, to input has been solicited, on a continuing basis, advised to send two copies oftheir lime directly to the sectionediton: learn that the 21st Anniversary issue of the for the test was likely to be developed anyway, Affable and Interest Section News: May Ann Ctristieorm Snow College; Ephriam, UT 84627 USA Telephone: (801) 2E3-4021 Ext. 7N, put together by John Haskell and Alice given the number of requests for such an exam 219. Teacher's Boolehelf Reviews (probe:dud books): David &- Osman, has also berved, in its entirety, as a from many of the US state-level departments of key; EDPA: University of Soothem California; Los Apples, CA 90089-0331 Telephone: (213)743-2465. CLASS-la (Book reviews text for a summer workshop for teachers. The education. These departments assum , that if of ESL classroom tratbooks): Seed to ken Zskowski/Faust (3M1) until a new editor is announced for this omen. Imeenstional Ex- TESOLQuarvrly also provides professional there are already tests for music teachers, cheep: Send to1Z/Fnmel anew editor haneamcedfar this section. development, making, research results, book mathematics teachers, and language teachers Workm Send tori/Prmta a new idler is announced for this section. On Seed to1Z/Funtil anew edbx is announced fix this section. reviews, and other more in-depth analyses of of French, German, and Spanishshould there Minis:niece Howard Sage; 720 (Weinrich Street (4-H); New York, classroom pract;..es available to all, even not also be a test for ESOL teachers? New Yolk 10014. Standard Beazer: Carol Kreider; School of Lan- guns= and Linguistics; Georgetown University; Washington. DC those who do not have access to an institution It was interesting to note the degree of 20057. that can provide language teacher education. agreement among the TESOL professionals Advertising rates and iliCROldi011 are aye:labia from Aaron Bar- TESOL's other publicationsbooks on who attended the meeting about the kinds of Inue,113SOL Developcneatand Promotions. (Addren above). For in- reading, pronunciation, classroom practices formica on submitting job notices, are the job openings page. knowledge that ESOL teachers should have: Deadlines: For the December '81774 the decline is October 15, in elementary or adult ESL, testing and so general linguistics (phonology, morphology, 1967. Atthat, die deadlines will follow this schedule: For the Febnutzy issue. the deadline Is December 1. forth-- are also helpful in that they are written syntax, semantics , and pragmatics, especially For the Alma isne, die deadline is February 1. specifically with the teacher of English to as they apply to English); psycholinguistics For the June Issue, the deadline is Apra 1. For the August ism, the deadline is June 1. speakers of other languages in mind. Atten- (language acquisition and development the- For the October issue, the deadline is August 1. dance at TESOL conventions, where one has ory);sociolinguistics(especially language the opportunity to listen to changing practice use, bilingualism, and code-switching); and

in progress, to learn new techniques in work- continued cm next page shops, to review new texts in the exhibit hall, TN 10/87 co:timed hornpipe 2 POWER continued from page 1 what hardware and software are available. There is tin to to explore the classroom singes. language tez,ching methods and techniques, as word on what's "right" or "wrong"; trying to with open shelves o f very accessible materials: they apply to teaching the four language skills speak clearly at all times; selecting and editing portable tape recorders, dictionaries, current to children and adults; and, of course, a com- articles before exposing students to them to newspapers and magazines; a TV set and a petence in English. Additionally, the group save them time and possible frustration; pro- VCR. Clearly labeled activities are filed ac- identified the following areas for some atten- viding topics for discussion; setting up and cording to topic, color-coded for difficulty, tion on the test evaIuationitesting; curriculum closely supervising activities; repeating in- and have at-a-glance descriptions of aims/time and materials; programs and models; cultural structions to ensure everyone gets themall needed/group size, and so forth. For instance, awareness and sensitivity; and ESL and theof these helpful, teacherly activities can be under the topic SPONTANEOUS SPEECHES, seven content areas. The test, then, will focus oncounter-productive to the advanced ESOL types of speeches are listed, with instructions. three main areas: language (linguistics, psy- learner. They focus attention on the teacher, Classroom seats and tables are not fixed; fur- cholinguistics, and sociolinguistics); class- site power in the teacher, and discourage re- niture gets shifted around as groups form and room (culture, methods, and evaluation); and sponsibility in the student. Many competent re-form, the end of this half-day, the ice has educational programs (curriculum, program professionalsfeelde-skilled when they been broken; students are ready to take respon- models, and ESL and the content areas) with a struggle to express themselves in a foreignsibility for their learning. Most accept the breakdown of approximately 45% each for Itelanguage. Feelingdiscouragedduringa teacher as a resource and a support, and are first two areas and the remaining 10% N. thecourse, some easily regress to a childish state, ready to work with, help, and learn from one third. harking back to schooldays when they looked another. A skeleton timetable is put up at the What other types of professional devel- to an all-powerful teacher.They become end of the day; pzople begin to sign up for opment should we provide or encourage others teacher-dependent,passive,irresponsible, different tasks and activities: for instance, we to offer? Should we offer continuing educa- easily frustrated, and sometimes develop psy- start each day with a news review. Some want tion units or some similar type of credit forpar- chosomatic ailments such as imp aired hearing, to listen to the radio news for comprehension ticipation in conventions, workshops, semi- unusual fatigue, and phobic fear of speaking (one member of this group will tape a Radio 3 nars, and institutes? Should we encourage the to groups. broadcast before breakfast on his personal development of distance learning approaches The challenge is to provide a scenario that radio-cassette.) Others prefer to read the news- to providing teacher education? Should there avoids high teacher/low student initiative.paper and discuss the day's hot topics. A be encouragement of courses by radio or TV Much of the planning, decision making, couple want to focus on the language of head- which could be provided to teachers through- choice and running of activities, and above all, lines with the help of the teacher. One wants out a school system or country, especially to most of the talking, including feedback, to read an editorial and summarize it to the provide opportunities to continue growing as should be done by the students. This "un- group. professionals for those who are unable to at- planned plan" must be made credible from the At times during the days that follow, it is tend a university or institute program? In first day to students whose pencils are poised hard to take a back seat, especially when things places where English is only occasionally over notepads they expect to fill with lists of are not going as well as they could and it looks used, these courses could also serve as sources rules and useful expressions, and who are not as if I could set things so easily. It is also hard of comprehensible input to encourage contin- going to have the opportunity to do so. to stay out of a lively debate when my role is to ued acquisition and retention of English skills. It is essential to set the scene from the observe and make language notes for a feed- Should we encourage institutions to award start of the course. In a five-day course, a good back session. But thor.uglish that is pulled out graduate degrees to those who have completed part of the first half-day is given to personal in- and practiced in solving problems, bashing a certain number of units at TESOL Summer troductions, goal setting, and small group dis- through pros and cons and keeping a debate Institutes? In the past, it was possible, in three cussion of how individuals use English, when from turning into a free-for-all is useful learn- summers, with sufficient coursework and the they feel competent and when they feel inade- ing for the students. Knowing the teacher is development of a thesis, to earn a Master's quate doing so and why. These activities not going to intervene if things go wrong, they degree through Antioch College in Yellow create a sense of community; group interests, are doing more than practicing, they are taking Springs, Ohio USA. Should other institutions group needs, group strengths, common prob- charge of the activity and assuming responsi- be encouraged to offer this kind of graduate lemsindividuals getting to know one an- bility for the results. They choose Marcel's pet program? otherand introduce the possibilities of shar- peeve "Dogs in Flats" rather than Helmut's TESOL provides a great deal of profes- ing expertise.Invariably, certain students more businesslike "Company cars as an incen- sional development, but there are always ways already negotiate or present in English, run tive," Int they are carrying out the debate as in which we might serve better. I am interested meetings or use the phone frequently expe- responsibly as they would a meeting back at in hearing some of your suggestions. riences they can share with others.Some work. Instead of leading, I follow students JoAnn Crandall students do work others are interested in hear- who progress more on their own than with my ing about, others have intriguing hobbies.lead. As well as observing and giving feed- Talking about the benefits of a week in Eng- back on most activities, I can counsel indi- land, one participant vows to learn the rules of viduals in brief one-to-one sessions; I can cricket once and for all, while another plans to simply listen to Marcel, for example, as he spend spare time seeking antique furniture. pours out his resentment at being passed over TESOL Central Office Some confess to "terrible" weaknesses in for promotion because his English is not good has a new telephone number: English and find that others claim these weak- enough. As long as he resents having to use nesses too. As the group bonds, I fade into the English on the job, feeling he is being judged (202) 872- 1271 background; I'm there, guiding people to workfor his English rather than his work, he is in pairs, and small groups, and getting them all effectively braking his progress. He realizes together from time to time for group reports. this problem and is talking it out. Koji expe- I'm also there to tell them the possibilities ofriences resentment too. He has learned a the course; what activities, what materials, continued on page 17 TN 10/87 t ". 157 3 The reorganization of the Central Office IMPLEMENTATION There were From the involved the following considerations: many adjustments and questions once the sys- 1.Staff analysis tem was implemented. Furthermore, organ- TESOL Central Office: 2.Departmentalization izational necessities such as a bene fits plan and 3.Position definition a personnel handbook of rules, regulations, The 4.Position responsibilities and procedures had to be created. As TESOL CALKINS REPORT 5.Implementation had been subject to the benefits, policies, and 6.Evaluation. personnel procedures of Georgetown Univer- Accordingly, I would like briefly to review sity prior to July 1st, all of these areas had to each of the above as they relate to the Centralbe created and were in place by July 31st. by Richard L. Calkins, Office and to the TESOL membership. EVALUATION During the first year, TESOL Executive Director STAFF ANALYSIS Prior to July 1st, I evaluations of performance, job descriptions, was fortunate to speak at length with all keyand progress will occur semi-annually.All The summer months, replete with the staff me. hers individually concerning the re- these areas are task-oriented, which means that Iran/Contra hearings and record heat, have sponsibilities of their positions.I concludedall individuals in the Central Office will be passed eventfully in Washington. Similarly, that further definition of responsibility was evaluated according to the tasks outlined in life at TESOL Central Office has not been needed and additional responsibilities were their respective job descriptions. This is also without occasion, as the transition of TESOL justified if a new organizational scheme were a time to re-evaluate the goals we have set for from the infrastructure of Georgetown Uni- to be implemented. The resignation of threeourselves at TESOL, and to take a hard look at versity to an independent administrative unit key members of the Central Office necessitatedtheir practicality and applicability. became a reality on July 1,1987. The process careful recruitment and selection procedures. My purpose is to help establish an office leading to this event was lengthy and carefully With the help of Carol LeClair, new membersorganizationthatispredictableand planned. The shift to a full-time Executive were oriented during the first half of July andefficient,so that we may get on with the sub- Director was necessitated by TESOL's phe- are now involved. The Central Officestantive issues of TESOL. I will in the future nomenal growth since its inception in 1966 staff,both new and continuing members, are abe addressing some of these issues mem- and its projected future growth. Indicative of talented and cohesive group; it has been abership service, TESOL's increasing member- TESOL's seriousness of purpose, the search pleasure to work with them. ship and its demands, internationalism in undertaken by TESOL was well-organized DEPARTMENTALIZATION I haveTESOL, and sociopolitical issues, among and carefully conceived. organized the Central Office into departments, other areas.I welcome the opportunity to The orientation of the new Executive each department headed by a director, with serve TESOL as its first full-time Executive Director was equally comprehensive and each director assuming the administrative. re-Director, and speaking for the Central Office, well-planned. After a thorough search proc- sponsibility for his or her personnel and forlook forward to your support. ess, several planning sessions, attendance at budget monitoring. Beginning with the next the Miami convention, and numerous organ- fiscal year (November 1, 1987) departments izational meetings, any newness or apprehen- will be monitoring the budget more frequently sion involved with assuming a position of this in order to increase effectiveness in controlling From the Editor importance dissolved. The orientation pro- costs. As a result, budget categories and line- cess lent continuity to the transition to full- items have been reassigned by d:partments. time director. Also, the new scheme facilitates periodic de- Yes, TESOL fans, this is your newsletter. Meeting the membership in Miami was partmental staff meetings to evaluate progressIt might look a little different from the regular clearly the most helpful introduction to and plan for the furre. fare, but that's because of a new production TESOL. Having worked both in and outside POSITION DEFINITION Such a reor- system, the same one that Richard LeMon and the United States as a public and private ganization requires new and continuing staff toBill Powell use for the Convention Daily; that school teacher and administrator at the secon- evaluate (or re-evaluate) their respective roles is, PageMaker. This desktop publishing sys- dary and university levels and as a corporate in the Central Office.This self study wastem is exciting as well as challenging, espe- executive, I encountered hundreds of TESOL embraced enthusiastically and resulted in acially for a technophobe like your new editor. members in Miami with similar experiences. healthy discussion of the issues involved in(I'm the kind of person who needs to read the The Miami experience helped provide defini- "where we are now and where we'd like to bedirections in order to relearn the use of an tion to my role in the service of the member- by this time next year." electric can opener, the kind of person who ship and its elected officers. Apprehensive at POSITION RESPONSIBILITIES As can't remember how to turn on the car heater.) the outset, I was embraced by an enthusiastic most job descriptions were at least two yearsThat is to say, this first desktop published 77s/ and dedicated membership, anxicns to in- old, it was time to use the information in theis not perfect. I haven't found out half of what volve me in TESOL's rites of passageI was self-study to update existing job descriptions. this program can do, and yet, I think this grateful and motivated to get on with the task A job description normally serves several pur-phase of TESOL's publishing is very positive. at hand. poses: Please be understanding of missed accent My initial task was to establish a cost-ef- 1.Guide to current responsibilities marks and tildes. And I am hoping that the fective organizational plan for TESOL that 2.Source for position re-evaluation computer's astigmatism is not as bad as mine. coincides with its mission and is sequential in annually The advantages of a desktop publishing its development. The purpose of this and sub- 3.Framework for job evaluation system for TESOL are many. For the entire sequent periodic reports is to inform the mem- 4.Guideline for future recruitment or membership, the desktop publishing venture bership of progress in that respect. The sub- selection. ought to mean a savings for more publishing. ject of this initial report regards the most Each of the department heads has re- The 77s/ should eventually be less difficult to immediate prioritythe reorganization of the sponded enthusiastically to this position analy- TESOL Central Office. sis; we will continue this process annually. EDITORIAL continued on page 17

4 MS TN 10/87 TESOL'S BARCELONA SUMMER

by Craig Dicker with Brim Zovich

Caiolauryerrionshed Tomer. so rico i pied ENciarrere amete jest Tax *is i can swabs. Moo** Catatonia will once gabs berichandfull evil dun intruders so prow and aerates!.

- These first few lines of the Catalonian na- One should ilOtC that 78 of,the Spanish "a good chance to hear different views." An- tional anthem portray the fierce pride andnationals were enrolled in a separate program other participant, in contrast, complained strong nationalistic fervor of the hosts of thewhich happened to be the initial stimulus for about the heavy British representation, saying seventh annual TESOL Summer Institute,bringing the Summer Institute to Spain. Each that "there were too many British titles in the which was also sponsored for the fn.i time bycourse in the "Special Course" program forbook selections." Professor John Fanselow the British equivalent of TESOL, IATEFL.Spanish/Catalan teachers of English (thereof Teachers College, Columbia University, This joint sponsorship, combined with thewere only 5 non-Spanish/Catalans admitted along with Henry Widdowson and Peter Stre- unique location for the Institute, made thisinto the program) was join"y taught by anvens, was in on the Barcelona plan from the summer a very different experience in both anAmerican and a British professor, assisted by very beginning. Fanselow said that he be- academic and a social sense. two Spanish colleagues who helped the profes- lieved it was this collaboration, especially in It wouldbe a difficult task to describe Bar-sors gear their courses to meet the specific the Special Courses with Spanish instructors celona as anything but a stimulating, enchant-needs of the Spanish/Catalan EFL teachers. that made this Institute different. ing, and exciting city. Some participants feltCourses in this "Special Program" were of- At the same time, these different ideas that there were too many distractions which cutfered for the entire four week stretch, whereas and backgrounds created a great challenge for into their sleep time, if not into their study time"General Program" courses, following the the instructors.Peter Strevens of the Bell as well. One could easily see what these peopletraditional TESOL Summer Institute format Educations.. Trust and former president of were talking about.Barcelona is a city ofwere given in two-week sessions. IATEFL, noted that "because of the different phenomenal restaurants, great tapas bars, The diversity among participants was not backgrounds involved, numerous discussions, ama: atg museums, and interesting dance ven-restricted to nationally and residency. The arguments, and in-depth communications are ues. During the month of July, the city ofparticipants' teaching situations, educational necessary to find out where our differences are Barceloua sponsored numerous outdoor con-backgrounds, teaching experience and general terminological and where they are philosophi- certs in the "Grec '87 Festival," ranging fromeducational philosophies were equally as di- cal." That is not to say, in any way, that there Miles Davis to Paco de Lucia, from classicalverse.Such a wide range of attitudes and were not a few key philosophical differences music to rock and roll. On top of all this, theobjectives proved to be both stimulating and between the British and American contin- organizers of the Institute provided partici-frustrating from the standpoint of the instruc- gents. Research, for example, has different pants with social activities like trips to thetors as well as that of the participants. Henry connotations and implications in Britain than beach, outings in the park, and parties in theWiddowson, one of the "founding fathers" ofit does in America. According to Strevens, residence halls. the Institute, noted that with a greater differ- "Research is granted higher prestige in the Perhaps it was the people who participatedentiation of student needs, one might find 20 United States than in Britain.In Britain, in this unique event which made this Summerdifferent oLit.ctives. You really can't form a research illuminates teacher understanding, Institute so special. Over 400 teachers from 43cohesive group in a matter of two weeks. "All whereas in the United States research is more countries participated. The following is a gen-you can do is allow various members to speak directly relevant to teaching and teacher-train- eral breakdown of the geographic origins ofup." Many participants noted this need toing." Yet, overall, these differences were far participants by nationality and residency. accommodate the wide range of student objec- more complementary than contradictory. tives; some found the situation fascinating From the participant point of view, these while others found it, at times, quite frustrat- differences created a wealth of different op- Region Nationality Residency ing. portunities to learn. One student stated, "I Some of the most respected British pro- never thought SLA could be so interesting." Spain 159 201 fessors in the field of ESL/EFL education were Another thought she could use what she United States 138 90 on the faculty. Although few British partici- learned to continue her own research. Realis- Middle East 38 55 pants made it down to Spain because, as Pro- tically, however, one can learn and retain only Great Britain 24 2 fessor Widdowson stated,'attending insti- so many ideas after a two-week course which Far East 18 24 tutes is an American tradition, not a British met four days a week for three hours a day. Remainder-Europe 13 21 tradition," there was a large number of British Widdowson noted that in-service training in Latin America 10 11 instructors. Of the 24 instructors at the Insti-general "creates a set for the work you do. It Canada 8 5 tute,15 were British. According to one partici- Africa 6 5 pant, the British presence gave the participants

continued onpast 12

TN 10/87 159 5 Learning English Should Be The Hard Part Not Taking The Test

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6 160 TN 10/87 Committee of Examiners write items and review the the Teacher Programs Council or ETS, and therefore entire item pool from which the actual test items are would be legally indefensible. The 96E Programs' selected.In addition, the Committee reviews the The Content of the Test At this time I can pro- assembled tests before printing and administration. vide on ly the general test outline set forth by the Com- Test for Teaching Representing the concerns of the ESL community on mittee of Examiners. Once the Committee approves the Committee of Examiners are Janet Fisher, Maria the final test specifications, a more informative out- English as a Second Ginty, Martha Elizabeth Jaraba, James Ney, Virginia line will be available through an NTE program' Rojas, and Phillip Roth. publication. Language Examination As a test specialist at ETS and an ESL teacher and The test will cover three areas: linguistics, peda- tea cher edu cator, I have been actively participating in by Felicia De Vincenzi gogy, and the profession. Ninety percent of the test the test development of this exam. Other ETS staff will be divided equally between linguistics and peda- ETS Test Specialist working on this test are members of the ESL commu- gogy, and ten percent devoted to the profession. The The topic of teacher preparation in ESL has been nity as well and share the concerns of the CPS and the outline is as follows: a priority for the TESOL Committee on Professional rest of TESOL for the anphasis on high standards in Standards (CPS) for a number of years. At the Miami teacher preparation. Among them are Helen Bere- Content Categories conventicn in April, 1987, 1 was invited by the zovsky, Bronwyn Norton Peirce, and Annabelle Committee to speak on the latest developments in the Calera Simpson.En. staff have been working 1. Linguistics NTE programs' Test for Teaching ESL, and I am closely with the Committee of Examiners to ensure A. Phonology happy to have the opportunity to share this informa- that the resulting examinations reflect the intent of B. Morphology tion with you. this new Specialty Area test: to measure knowledge C. Syntax The History of the TestNTE Programs was and skills a beginning teacher of ESL needs in order D. Psycholinguistics created in 1940 by the American Council on Educa- to function effectively in his or her new teaching E.Sociolinguistics tion. At present, the Teacher Programs Council is re- position. II. Pedagogy sponsible for reviewing existing NTE programs' tests The Design of the TestIdentifying the content A. Methods and Techniques as well as recommending future directions for teacher and parameters of the test is a challenging task. The B. Evaluation and Assessment programs and services provided by the Educational Committee is faced with a number of constraints that C. Cultural Awareness Testing Service (ETS). ETS staff works in conjunc- are characteristic of test development. These are as III. Profession tion with other educators to update existing examina- follows: (i) The test needs to be machine-scorable. A. Curriculum and Materials tions and to develop new examinations as the need The necessary materials are a No. 2 pencil, test book, B. Program and Models arises. NTE programs tests are used by colleges and and answer sheet. Because the NTE programs' tests universities, state departments of education, state are administered at a variety of test sites, from audito- The candidate will be required not only to recall boards of education, state licensing boards, and riums to smaller classrooms, the machinery required facts about the above topics, but will be asked to school systems for a variety of purposes. These for the test administration can be no more sophisti- perform tasks of a higher order, such as comparing include entrance into t',acher preparation programs, cated than a tape recorder.(ii) The material tested and contrasting ideas, determining the advantages college graduation exit requ i rements, pro gram evalu- should be only that which is necessary or extremely and disadvantages of techniques and methods, and ation, initial certification, renewal recertification, important for the entry-level teacher of ESL from applying teaching principles to specific situations. new certification categories such as career ladder kindergarten through 12th grade. Identifying entry- SummaryThe major descriptive points about steps, master teacher plans, and altemate routes, level material appropriate for this test is an ongoing the new NTE programs' Tests for Teaching ESL are course equivalents, and the creation of a pool of task for the Committee and ETS test specialists. (iii) as follows: It is still in the developmental stage. It is candidates for employment. The examination must contain only that material being developed at the request of states, teacher The new Test for Teaching ESL is the thirtieth of which candidates will have had the opportunity to training institutions, and other agencies currently a series of NTE programs tests called the Specialty learn through undergraduate teacher-training pro- using NTE Programs' tests. What will be tested and Area tests.All Specialty Area tests are two-hour, grams. While experienced teachers may be among how it will be tested has been prescribed by ESL multiple-choice examinations, designed to measure the population tested, the target candidates are gradu- professionals, teacher educators, practitioners, and knowledge and skills acquired by candidates prepar- ating seniors or recent graduates of a teacher training administrators in cooperation with ETS testing spe- ing for careers in special fields, such as music educa- institution, assumed to have had the proper training. cialists in the field of ESL. The information tested will tion and foreign language teaching. Intended forESL (iv) The NTE ESL test is to be an objective test. be only that which is critical or very important for the teacher candidates, this new measure is being devel- Therefore, questions can deal only with information beginning teacher of ESL students in K through I2th oped in response to a number of requests by the states on a conceptual level. A candidate may be asked to grade. The information will bethat which is acquired and institutions that use NTE Programs tests as part of interpret other teachers' behaviors in case studies through formal study, not on- the -job experience. It is the criteria for granting teacher certification. within the exam, but a candidate's performance on the intended to measure a candidate's knowledge of the The Test for Teaching ESL is still underdevelop- exam will not predict how the same candidate will process and content of teaching ESL, not the ment; the first test administration is pn,jected for function on the job. Personality, behavior, and other candidate's communicative competence in English. November, 1988. As is the case for all the Specialty subjective aspects of the teaching candidate must be If you would like more information on the test Area tests, the content of the Test for Teaching ESL observed using different measures. For this reason, for Teaching ESL or on NTE Programs in general, has been prescribed by a number of specialists in the NTE Programs requires that exam scores never be write to me or to Catherine Havrilesky, Executive professional community. ETS was fortunate to have used as the single criterion for credentialing. Director, Teacher Programs & Services, Educational members of the TESOL's Committee on Professional The discussion of the other criteria necessary for Testing Service, Princeton, NJ 08641 USA. Standards serving on the planning committees for this credentialing ESL teachers is outside the scope of this test. Other areas of the ESL community were repre- article. However, one issue, that of English language About the author: Felicia DeVincenzt is an Asso. sented as well: classroom teachers, teacher educators, proficiency, was a lively point of discussion at the ciate Examiner at Educational Testing Service, and program administrators. The members hailed committee meetings and needs some attention here. It where she participates in thedevelopment of a variety from all over the country, including New York, is important to stress that the Test for Teaching ESL of language proficiency tests as well as the Test for Texas, Arizona, Illinois, and California. By forming will not be a measure of the candidate's proficiency in Teaching English. advisory committees this way, we intend to address English. There is an underlying assumption that a and attend to all the possible concerns of the people candidate's English skills must be sufficiently ad- who are affected by an ESL teacher certification test: vanced to read the exam, but this holds true for any CZTESOL'88

TN 10/87 7 161 a NEW TEXTS FROM NEWBURY HOUSE... LISTENING AMERICANA ARTICLES 1 START WITH LISTENING Reading the Culture Beginning Comprehension by Tacey Ruffner Practice Cultural messages expose by Patricia A. Dunkel & intermediate students to different Christine Gorder aspects of the American experience Within the context of a story, this in this collection of news-based beginning level listening course readings. emphasizes the meaning in EXPERIENCES narration and dialog. Reading Literature PRONUNCIATION by John Denids PRONOUNCING AMERICAN This multi-genre anthology makes ENGLISH unedited works by notable authors by Gertrude Orlon accessible to intermediate-advanced This complete pronunciation course students. is suitable for intermediate and BRIEF ENCOUNTERS advanced students who are A Practice and Activities Book developing the skill of for Intermediate ESIJEFL communicating intelligbly. Students READING by George P. McCallum DEVELOPING READING Brief encounters with literary SKILLSBEGINNING characters provide an interesting by Linda Markstein context in which intermediate This collection of high-interest, students practice reading, speaking, culturally-based readings adds a NEWBURY HOUSE and writing. beginning level to this popular PUBLISHERS IT'S ACADEMIC series. a division of Harper & Row, A Reading and Writing Text by Pat Currie & Ellen Cray AVAILABLE NOW Publishers, Inc. 10 East 53rd Street Exercises simulating actual university To request an examination New York, NY 10022 coursework develop advanced copy please contact us. (800) 722-2031 ESL/EFL students' reading and writing strategies.

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8 TN 10/87 f liate News

TESOL GREECE Reacts will provide teachers with something more try, the knowledge of English is a basic re- substantial than just a professional member-quirement directly linked to professional, to TESOL '87 ship. social, even personal benefits and advance- by George Drivas The convention was a huge affair by any ment. TESOL Greece Vice - Chairman standards. With thousands of people attending On the whole, the sessions that were of and dozens o f presentations, workshops, group interest to me and those! attended were mainly TESOL Greece was fortunate enough to meetings, and panel discussions going on at research oriented. However, the major worry have arepresentative at the Miami convention. once; it was a unique experience. It was like a of the greatest number of attendants seemed to This trip was made possible only because our crash teacher training course in English as a be the day to day classroom struggle. This was affiliate received a grant to help defray travel Second Language in the United States. I had evidenced by the number of people attending expenses which were quite substantial.It neverrealized how important teaching English the more practical sessions. helped us to maintain our affiliate status, to get was in that county. ESL is an every-day I found it very reassuring to see all these an insight into the wo.:sings of the central or- probloun simply in a different scope.Inpeople working so hard, sometimes twelve ganization and to put certain issues into aGreece, a non-English speaking country, hour days, for almost a week and next to a very different perspective. learners are mainly seeking qualifications that tempting ocean. It made me feel proud of what TESOL Greece in all its years of existence will help them at some point in theircarcers. In I do and once again reaffirmed my feeling that has seldom been properly represented at affili- the United States, an English speaking coun- language teachers arc a very special kind. ate eve .its. Such a representation is one of the requirements we have to meet in order to continuebeingconsideredanaffiliate. TESOL is an international organization with people that share. the kind of worries and UPCOMING 1987-1988 TESOL problems we face here in Greece. Such prob- lems as dwindling membership, raising funds, AFFILIATE MEETINGS organizing successful conventions and meet- (Meetings are in the USA unless otherwise indicated.) ings were but a few of those. The TESOL meetings offer the chance to meet the people 1987 whose names we have come to recognize in October 22-24 Southeast Regional Conference, Nashville, TN letters or circulars. They put a personal touch October 23-24 Honduras TESOL, Tegucigalpa, Honduras to an otherwise distant and loose relationship October 23-24 Oklahoma TESOL, Stillwater, Oklahoma and establish contacts. It is important for all October 30-31 Mid-TESOL, Cedar Rapids, Iowa affiliates to have the connection. November 6-7 Texas TESOL State Conference, Dallas, Texas As a representative, I was not fully pre- November 6-7 Washington Area TESOL, Rosslyn, Virginia pared. If an affiliate from outside the United November 6-7 Intermountain TESOL, Salt Lake City, UT States is to make its presence felt at such an November 6-7 TESOL Italy, Rome, Italy international event, it must invest a lot of time November 6-7 Northern New England TESOL, Bethlehem, New Hampshire and effort to understand the particulars of the November 6-7 Puerto Rico TESOL, San Juan, Puerto Rico organization. When we joined TESOL November 6-8 New York State TESOL, Buffalo, New York Greece, very few of us had all that in mind, and November 12-14TESL Ontario, Toronto, Ontario, Canada this realization came as a shock. But, I was November 12-14Rocky Mountain Regional Conference, Denver, CO glad to share my experiences in TESOL November 14 Baltimore TESOL, Baltimore, Maryland Greece with a number of people and to hear November 21-23Japan Association of Language Teachers, Tokyo, Japan their views on international and local issues relating to language teaching. 1988 One cannot help being skeptical, though. January 22-24 Thailand TESOL, Bangkok, Thailand Is the whole effort worth it? I think the answer February 12-13 New Mexico TESOL, Las Cruces, New Mexico is definitely positive. Ours is an international April 9-10 Louisiana TESOL, Baton Rouge, Louisiana profession simply because it cuts across cul- April 11-14 TESOL Scotland, Edinburgh, Scotland tural and language barriers. As such, it needs April 15 California TESOL, San Francisco, California the kind of international contacts and bidirec- March 18-19 British Columbia Teachers Association of English as tional flow of information that such an organi- an Additional Language, Vancouver, BC, Canada zation can offer. There are people out there who can and will offer their help and expertise For more information on these meetings: Susan Bayley, Field Services Director, when asked. TESOL should perhaps be work- TESOL, Suite 205,1118 22nd Street, NW, Washington, DC 20037 USA (202 -872- ing more in the direction of bringing these 1271). people together. The organizational challenge is tremendous. If it is managed successfully, it

TN 10/87 163 9 AFFILIATE NEW

NYS TESOL At NY TESOL'S 16th annual conference, a special award was pre- sented to James E. Alatis, Dean of the School of Languages and Linguistics at Georgetown University and Executive Director of TESOL for 21 years. Dr. Alatis was honored for the support he extended to NYS TESOL during the last 16 years lending time, energy, expertise, and financial resources. He helped a fledgling affiliate achieve a position of na- tional leadership.

The May 15,1987 APP! (TESOL) meeting in Lisbon participants asked in particular for Lisbon, Portugal, featured TESOL' s president information on the role of culture in English Joan Morley and CALICO's Executive Direc- language teaching, trends in preparation of AFFILIATE NEWS tor, Frank Otto through the USIS-sponsored teachers, and in the explanations of how tech- WORLD NET. Twenty-five educators came nology can assist teachers in the classroom. The editorOf this page is Miuy Ann Quistison, to the USIS WORLD NE,' room to originate The practical aspects of teaching and learning Efigliih, Traiaing Ceder,. Snow Whit, all questions for the guests. Joined by approxi- and the humanistic use of technology advo- Ephraim, Utah '114627 USA:Send Interest Sea- mately 350 other seconds./ and university cated by Morley and Otto were enthusiasti- 600 anti,otbci English language and culture teachers and cally received, according to the report by JSIS iienistO hei(500 voids) **the deadline Ministry of Education officials who viewed acting director Marvin L. Stone. US:a makes stated'on page 2 of the TN. , the program live in a nearby auditorium, the available videotapes of WORLDNETdia- APPI (TESOL) question originators and Mor- logues for inservice and teacher training pur- ley and Otto engaged in exchange of ideas and poses abroad.(United States Information update information on current issues. The Agency, Washington. DC 20547 USA) "What's the Story?..." To find out, return this coupon and receive a book to examine FREE!

MR. The four unique wall charts with sequential photographs of LiciTAE twelve different stories are designed increase converse:lion skills and stimulate students' imaginations.

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Return coupon to: Longman Inc. Dept. P 95 Church Street White Plains, NY 10601 Longman::: -J 10 .1 g 4 TN 10/87 STEP TEN: The Chair notifies abstract sub - FROM LATERAL mitters whose papers have been accepted for the program. Those whose papers have been COMMUNICATIONS . BASICS IN ESL selected must notify the Chair that they accept STRATEGIES IN FACES the invitation. LISTENING EXCHANGING VIEWS IN TASKSFORUSENIM 3 DEMOUNT ENGLISH By 111ohool ANC By A. Dinky, E. Chaleouloff STEP ELEVEN: The Chair informs abstract A liable mks d task based An activity-based course Woke for low inkrmsdale dawned to sbmulate self- submitters whose proposals were unable to be students. using auennk racordngs expression and discussion of d 25 dilatant Amerlosn speakers personal topics and cross-cultural placed on the program. Eachlemongives abknts practice, issues. The actual experiences with chsisriging and reelsfe.- and opinions of English speakers listening tasks: Follow-up pair wodc from ten different countries speobexeresrodiar dlestls=1: provide the focus for the course.

classroom or language lab.

BASICS iIN ENGLISH FIRSTHAND CHICAGO, LISTENING A COMMUNICATIVE SHORT TASKS FOR APPROACH TO DEVELOPING THE CITY OF LISTENING DEVELOPMENT -LANGUAGE SKILLS By M. Root. N. Row Mandeville, A popular beginning ESLIistenIng . R. Jordan THE BIG SHOULDERS, course. consisbng of 68 short A functional coursebook for task based kanns.eachdealing' elementary students. designed to WELCOMES wWn aspecifictherneor language in function. Tasks movie practice anteduspnenceEngksh. with global. selective. and The lessons include pa.: work. TESOL'88 intensive kdening. Suitable for individual selfcheddng, and language tab or dassroorn yea listeninn practice based on authentic recordings

Lateral Distributed by RANDOM HOUSE While the name "Chicago" conjures up Communications For more information, please contact: many images, the reality of Chicago mirrors RANDOM HOUSE this city's great spirit its host .tality, its re- P.O. Box 14024 703 Market Stsent, Suite 404 nowned medical centers, its ethnic neighbor- San Francisco, CA 94103 San Francisco, CA 94114 Lateral Tel: 800-824-6478 or hoods and diverse populations, its famed Cornmunkations (in California) 415-543-2886 museums, magnificent outdoor sculptures, lovely parks, and beautiful Lake Michigan. First-time visitors will be captivated and will want to come back. Return - visitors will surely find new avenues to explore. The headquarters for TESOL '88 will b: at the Hyatt-Regency Hotel in the heart of the downtown area. The HOW DOES A PAPER GET SELECTED FOR PRESENTATION AT THE TESOL beautiful Lake Michigan shoreline is only a CONVENTION? THE SELECTION PROCESS FOR SUBMITTED short walk through Grant Park and past Buck- ABSTRACTS ingham Fountain. A few blocks north is the by Joy Reid, Chair for TESOL '88 in Chicago world famous Art Institute of Chicago and the Goodman Theater. The Museum of Natural STEP ONE: Abstracts arrive at the Central has been "slotted." Note: each IS has a mini- History, the Adler Planetarium, and the Shedd Office. Late abstracts are not considered, and mum of 15 "slots"; each "slot" is a one-hour Aquarium are also only a brisk walk away. incomplete abstracts are returned to the writer. presentations. Colloquia/workshops use threeNorth Michigan Avenue is known as the slots each. Magnificent Mile and it lives up to its name. STEP TWO: Abstracts are sorted by the Inter- Starting with Water Tower Place, it is lined est Section that the writer has selected on the Besides the 15 slots, Interest Sections are with the most exclusive stores in the country, submission form. given additional slots based on the total num- art galleries, restaurants, theaters, museums ber of submissions. Generally cpeaking, each and architectural landmarks. STEP THREE: Abstracts are sent to the Inter- IS is able to invite about 1/3 of the abstracts it A little west of Michigan Avenue is State est Section (IS) Chairs. receives. Street -- that great street-home to numerous Chicago landmarks such as Marshall Field's, STEP FOUR: Each abstract is sent to three STEP SEVEN: the IS Chair recommenda- the Reliance Building, Carson -Pine Scott, the readers ; this committee of readers is selected tions are sent to the Convention Chair. Thehistonc Chicago Theater, and Printer's Row. from the IS by the IS Chair. Chair abides by the recommendations for theTo the west of the Loop are the University of allotted number of slots. These submissions Illinois at Chicago, Greek town, and little STEP FIVE: Reader evaluations are sent to are invited to present. Italy. To the south lies Chinatown. To the the IS Chair, who reviews and compiles the re- southwest is the Pilsen area, home to thou- sults. Each abstract is placed in one of three STEP EIGHT: As the program permits, addi- sands of Mexican-Americans. Heading north categories: (1) "Absolute Must" for the pro- tional abstracts are selected. that balance the on Lake Shore Drive is the Gold Coast and gram; (2)possibility if space permits; (3) not- Convention in terms of content, geography, Lincoln Park where again the restaurants, recommended . old and new faces, general interest, and, espe-galleries, and boutiques abound. Plan now to cially, quality. join us in Chicago from March 8th through STEP SIX: the IS Chair recommends the March 13th, 1988. Come and share our spirit number of "absolute must" papers that the IS STEP NINE: The Chair schedules the papers. and diversity.

TN10/87 11

1 5 BARCELONA mallard trampass Wednesday Sessions!" exclaimed one partici- Although the TESOL Summer Institute pant. Almost everybody seemed to appreciate won't be held in Barcelona next year, John could have an effect on the teachers' attitudes the change of pace in the middle of the week. Fanselow seemed optimistic about the con- toward education.It promotes professional To go into any detail about who the tinuation of some sort of program, perhaps curiosity and stimulates teachers to take ainstructors were and what courses were of- sponsored by Teachers College, Columbia more evaluative standinreference to their own fered might become a bit monotonous and University and the University of London's work. We hope we are persuading the teacheroverwhelming. It would not be an overstate- Institute of Education, nextyear. Perhaps only to take charge of his own development as a ment to assert that whether your interests lay in the Special Program for Spanish EFL teachers professional." Second Language Acquisition or in Computer will continue. Maybe courses for a wider In addition to the two-week courses Assisted Language Learner, in Teacher Train- range of EFL/ESL teachers will continue to be meeting four times a week, the Institute in- ing or in English for Specific Purposes, in offered for years to come. Who knows? Keep cluded a conference format day, every Wed- Culture and LP" ,..age or in Literature andyour t...yes peeled for further developments. nesday, for those enrolled in either the General Language, in 'theater in the classroom or Or, as the second verse of the Catalan National or the Special Course Programs. Here, partici- Poetry in the classroor, there were courses Anthem goes: pants, as well as instructors: offered 1 1/2 hour offered which could address your needs and workshops, Rap Sessions, and Presentations in interests, given some of the people who are Arees them Catalans Ara'es there &ester a:epee their area of expertise. "Thank God for the in the forefront of the profession. Per emus viegui as etre Jetty Emotes. hem be les elan

Cetelesis, this is the time This is the time to be alert Wheel *mother hum comes (Probab4 484) Be tire to sharpers your tools eta tilting look at today's "hot" issues In ESIJEFL Instruction! (Catalan and translations by Cam Guixens) :eTESOL Professional Allthology

,/Edited by CarolCargill, Director, International language Institute, ADELAIDE ,University of South Florida, Tampa 'A comprehensive and insightful look at the most relevant concerns DE OLIVERA: facing teachers of English as a second language today.. (The TESOL Anthology) offers teochers practical methods and procedures thatcould Ruth Crymes Award g4cipient be opplied in then own classrooms.' Oklahoma TESOL Newsletter

Coilection of outstonding articles in 3 volumes, written by distinguished ESUEFL professionals. Invaluable practical reference for any educator by Sara Wilkins ZovIch who must stay current with latest developments in ESUEFL instruction. When she applied, she thought, "Who knows/ I 3-Volume TESOLProfessional Anthology...foruse lode- might get it." When she got it, she felt "se pri sed and pende ntly, or os a sot. rewarded." She is Adelaide de Olivera, one of the two 1987 Ruth Crymes Fellowship recipients. The Fel- GRAMMAR AND COMPOSITIONCollection of 9 articles in 2 units focuses on importance of writing development in the ESL lowship enabled Adelaide to participate in this year's curriculum. a TESOL-IATEFL Summer Institute in Barcelona, Unit 1: Focus on Grammar Unit 11: Focus an Writing Spain. Adelaide lives in Salvador, Bahia, Brazil, Includes "Teaching Survival -level Includes "Teaching Intermediate where she is currently the Academic Assistant at the ELS," "X -Word Grammar:" "Using Composition to the Mat," "Teochmg Meaning, Form and Distnbution in Writing Skills to BE students Ci Techm Brazil Jnited States Cultural Organization. As Teaching English to Speakers of Other col Fields:" and more Languages" well as administrative duties and teaching, she is responsible for writing materials. One of the courses Softbound, 6" x 9" 120 pages. ISBN 0.8325-0345,2 - $14.95 she chose to take at the Institute was Materials Design. LISTENING, SPEAKING AND READING...Collectio n of 8 articles Since she had never had any formal ESL trai ing in 2 units. before this, the class became a kind of confirmation Unit 1: Listat.ing1Spoking Skills Unit II: Reading Skills for her Includes "Teaching Pronunciation Includes "Teaching Reoding Skills:A to find out if what I was doing was Funology for the Classroom," "Eng Guide for the New ESL Teacher;" technically correct instead of just relying on common fish Slur Patterns and the Foreign"Vocabulary Budding for the lr- Student:" and more termediate Students" "Devising sense." The guidelines offered in the class proved to and Developing the Lesson Nor:' be valuable, confirming what she believed. end more Serving other teachers is also a part of her job, so Softbound 6" x 9" 112 pages. ISBN 8325.0346.0 $14.95 the Observation class was another of Adelaide's CULTURE... ii articles examine cross cultural communication and choices. "I've always felt that observation should go odaptotion. Includes "Cross-Cultural Coping. Suggestions for Angle the descriptive instead of the prescriptive way. It Teochers of Native Americans;" "Culturol Bias in Testing ESL;" "The Challenge of a Mticultural Elementary ESL Class;" Cultural Aspects should lead people to their awn conclusions." Again, in the Development of Reading Comprehension Skills': and mare. the class became a confirmation of an idea for her. Softbound, 6" x 9" 120 poges ISBN 0.8325 0347-9 $14.95 "It's given me a direction to adapt to my own reality." On the Institute in general, Adelaide's thoughts For more information or to order call Toll Free 1.800.323-4900 In Illinois 1.312 679.5500 reflected the Institute itself, in global terms: "It was very nice to be able to meet teachers from all over the world and to see that many of the problems are the same in terms of students and materialswhether National Textbook Company you're in Saudi Arabia, Alaska, or Brazil." 4255 West Touhy Ave.. Lincolnwood. IL 60646.1975 METOLL FREE 1.800.323,4900 (In Illinois. 1.312.679.5500) Editor's Note: Janette Lanier, the other Ruth Free catalog upon request. Crymes Fellowship recipient,was unable toattend all of the Summer Institute. She is cumntly studying at Vanderbilt University.

12 1 g 6 TN 10/87 v. . BOOK REVIEW editedby Ronald Eckard, Western Kentucky University

Incorporating Literature in ESL Instruc- bringing out numerous factors that strengthen for having literature in ESL. With ten pages of tion by Howard Sage. 1987. Prentice-Hall, the argument that literature should be incorpo- references, Sage has done a good job of gath- Inc. Book Distribution Center: Route 59 at rated in ESL instruction. ering scholarly thoughts on why English litera- Brook Hill Drive, West Nyack, N. Y. 1"995. Starting with an introductory section and ture should be part of ESL instruction. He has (ix + 92 pp. $7.00). winding up with a long list of references, this documented its benefits to ESL learners, that recent item from ERIC/CLL is made up of six is, he says that ESL students "need an orienta- There is no doubt that literary language is chapters. The first chapter briefly discusses tion to the target culture" and "literature (is) an helpful in language learning. That it is "an the role of literature in ESL, and the secondeffective vehicle of cultural learning." In excellent model for observing and studying" centers on the rationale for using the same in addition, the author has included some advan- while one acquires a second language can not ESL classes: the cultural value of literature, its tages for teachers themselves.One ESL be denied. What appears to be buried under the linguistic importance, and its educational scholar "found that she herself could better tasks o f skills acquisition involved in language value. Whereas Chapter 3 dwells on teaching appreciatestudents'culturalbackground learning is the creative use of literature. Lila-poetry, Chapter 4 focuses on teaching shortwhen she helped them conquer the barriers ary language as creation loses its luster as its stories in ESL courses. Each of these two they encountered when reading literature from more practical functionthat as communica- chapters which constitute more than 50% ofoutside their culture." tiongets emphasized in ESL classes. the entire book includes sections on a That this column is intended for use by ESL A publication of the Center for Applied rationale for using poetry or fiction, the main practitioners is evidenced by almost sixty Lii,guistics under the series title Language in aspects of either type in ESL, criteria for pages, or two long chapters, devoted to how to Education: Theory and Practice, Incorporat- selection, principles for teaching each type, teach poetry and short stories in ESL classes. ing Literature in ESL Instruction by Howard and classroom activities. The fifth chapter is These chapters each present a model poem or Sage is a guide on how to strike a balance entitled "The PI ce of Literature in the Teach- short story followed by a step-by-step discus- between the creative oreducational purpose of ing of ESL" and the last one "Guidelines for sion on how to teach it an exploration o f "the literature and its utilitarian function in ESLSelecting and Editing Literature for the ESLbasic question-asking technique." courses. ESL's association with development Classroom." The chapters on teaching are fittingly fol- of skills tends to blur the value of literature as While the main bulk of the book is on lowed by The Place of Literature in the Teach- a stimulus , growth and learning in the broad- teaching poetry and short stories to ESL stu- ing of ESL, which serves to reinforce major est sense. Sage's book expounds on the latterdents, it has a strong chapter on the rationale points in Chapters 3 and 4. Whereas Chapter 1: The Role of Literature in ESL deals with a general discussion of literary language as communication and as creation, the fifth chap- ter is more specific on "how literature can best be used in ESL contexts." Sage delves into such topics as the commonly stated purposes Give of using literature in ESL, how English ESL students must need to begin getting exposed to literature, and how much literature should be Your Students part of the ESL curriculum. Whether ancustemed to using literature .Jr not, an ESL teacher will find the models, A New Start suggestions, and possibilities described in the book quite useful. The last chapter, which A NEW START presents a set of guidelines for selecting class- room materials, is in itself a source of enrich- A Saks** Cone Ink *Hs Dos*Some UIMI ment. Moreover, a reading teacher will also welcome the book's ideas on how to take up literature with ESL students. It has a wealth of information :elevant to how to lead learners towards full comp, hens ion of reading materi- als, which is largely the concern of a teacher of reading. Except for a number of number of typo- graphical errors, Incorporating Literature in ESL Instruction, which is probably one of the first volumes on this topic, is a valuable addi- tion to practical guides for classroom teachers.

About the reviewer: Jim f. Nibungco Donut:91x teaches reading and ESL at Borough of Man- N) BOX UM BEAVERTON ORF'ON 97075 1699 I sop S47 a0e2 hattan Community College, CUNY, and has a PhD from New York University.

TN 10/87 13 1R7 OVERSEAS EMPLOYMENT OPPORTUNITIES Real Life Spoken English It's the real McCoy! ESL Voices from life itself, of the unaltered spontaneous daily speech of Americans, make up the study materials for nur- TEACHERS serytots,illiterates,survivalEnglish, allschool levels, sophisticates to lose The Department of Defense their 'foreign' accents Introduction to Spoken English is for Dependents Schools is re- anyone having trouble understanding cruiting for qualified teachers For additional information re- or speaking (tiny tots, illiterates too) of English as a Second Lan- garding qualification require- Basic Course, Slow to Fast Forms Over 600 spontaneous segments im- guage. The positions are in ments, salary, benefits and a part, embody all you need know to 20 countries throughout the current application brochure, 'hear-say' spoken English. world. One year of full-time send a postcard to: Real Life Selections - 125 voices Common Expressions - 76 voices use professional experience is a Department of Defense 1,100 in reallife conversations. selection factor. If you wish Dependents Schools Listeners Digest Monthly, up to 100 voices speak of US life and topics initial consideration for the 2461 Eisenhower Avenue If you want to understand Americans and following school year, your Alexandria, Virginia 22331 speak as they do, why not directly study application must be post- Attn: Teacher Recruitment, thespontaneous speech itself? marked by January 1st. Dept. 1J Ask for our catalog + Problem Solver Spoken English 210 West 21 St., AN FQUAL OPPORTUNITY EMPLOYER NewYork,N.Y.10011 212-989-2719 BELGIUM BERMUDA CANADA (:;awfoundland)CUBA ENGLAND ICELAND NETHERLANDS -. Great Ideas Listening and speaking activities for students of American English By Leo Jones and Victoria Kimbrough

Promotes fluency through listening and speaking activities Interesting topicsentertainment, current events, advertising, strange phenomena communication activities use "information gap" principle Filled with lively illustrations throughout Accompanying casse:.e recorded in every- day language III Teacher's Manual includes extensive notes, transcripts, answer key

32 East 57th treet CAMBRIDGE UNIVERSITY PRESS New York, N.Y.10022

14 .1 .8 TN 10/81 gleaned after two or three years of teaching, may never meet the eyes of the next EFL INTERNATIONAL EXCHANGE teacher; if it does, this teacher may not be editeds by Liz 14amp-Lyons willing or able to act upon what has been left behind. Thus, the departing EFL teacher must seek out the more sympathetic elements of the CHALLENGES OF Getting Started and Finishing Up: Thedepartment to ensure that the program as it first problem the EFL teacher encounters is stands will be passed on by making known to TEACHING EFL lack of information from other teachers in the the departmental administration the worth of a department and the departmental administra- structured, well defined, communicative pro- IN KOREAN tion.Although the reason for this lack of gram. exchange is not personal, having to do with Students' Needs: Korean university stu- UNIVERSITIES cultural notions of structural organization and dents have large vocabularies and are good at maintaining "face," the result is no less ataking multiple choice tests. Some have rea- by Mark Balhorn and Julie Schneider hinaranceIt is not uncommon for an EFL sonably good listening and reading compre- teacher to be hired in the morning, select a hension, and a very few, who are aggressive Editor's Note: The challenges of intercul- textbook in the afternoon, ana begin the first learners or who have spent a lot of time with tural communication affect more than per- class of the semester the following day. More Americans, are fairly proficient in English. sonal adaptations to a new culture. In this importantly, no information about the students Until the university level, English study in article two teachers share their perspective. is available. Direct questions in regard to what Korea consists of passive grammar study, the students have studied previously, whatvocabulary and dialogue memorizer on, and Overview: At the university level, an EFL they will study subsequently, what their needs listen-repeat drilling. Thus, though most of instructor in Korea is usually part of a liberal are, or what the goals of the class are, are all the students in the classroom would very much arts foreignlanguage department or an English met with what to American and British lan- like to speak, they are not able to.This education department.In both situations,guage teachers are vague and indirect re- inability, combined with the reticent, passive spoken and written communication take aback sponses. Oftentimes, there seems to be littlerole students have traditionally played in seat to literary criticism, linguistics, peda- coherence or continuity to the program. As Korean education, makes them extremely re- gogy,andmemorizingvocabularyfor responsibility for the communicative curricu- luctant to make even the slightest active re- TOEFL-type tests. For instance, in the Eng- lum was very likely solely that of the previous sponse in the classroom. The pitfall, therefore, lish education department of one national uni- EFL teacher; any structure or continuity that for the teacher, is to communicate with only versity, only four hours of conversation are may have existed has left the program when the 10% of the class who have already attained required and none of composition; in the the previous teacher departed and the new one a certain level of proficiency and to abandon English Language and Literature Department came in. Of course, if there are other EFL the other 90% of theclass who have their noses of another, a student can obtain a BA in Eng- teachers at the university, perhaps one of them in their textbooks and their pens poised over lish without taking a single hour of conversa- can be a source of information or a provider of their notepads, or, to assn: -,e the 90% to be un- tion and only three of composition. Americancontinuity to theprogram. However, due to the prepared to begin speaking, and so resort to a university ESL teachers may be surprised bydifficulties in attracting trained, qualified grammar drill-based syllabus.Neither ap- the lack of emphasis on communicative personnel to :each in Korea, another instructor proach is fair to these students. Every student coursework, but the situation is comparable to may do what he does in the classroom for no will speak, if given a carefully focused topic or that found in many American university for- other reasons than, "I always use this book,"function and if the situation is non-threaten- eign language departments. "This is what the last teacher used,"or "I don't ing. The teacher must present the students Having spent years studying and working use the book anyway; I just go in and tell with relevant, well-designed tasks within their with English under the assumption that thestories." linguistic capabilities; and as classes are large, most important aspect of the language is its Obviously what is needed is for the perma- with sometimes as many as 60 students, a non- function as a communicative tool, manynent Korea ;acuity to establish goals, con- threatening communicative atmosphere can Amerlean ESL teachers find it confusing to be struct a program, and inform and/or train in- only be created through group or pair work. in a situation where communication and use of coming teachers, for without this kind of or- Although many current ESL textbooks are the language amounts to no more than a se- ganization, the untrained of perhaps less than available in Korea, few have relevance for the quence of three, two-credit-hour elective con- conscientious ESL instructors have little ef- Korean university student. It is not a question versation courses of a four-yearBA. However, fect on the communicative proficiency of the of the methodology being irre?evant, but the frustration need not be the result: first, though students. Even trained EFL instructors spend topics to which the methodology is applied. practical proficiency with the language may be one or two semesters experimenting, observ- Since most ESL books are intended for inter- a peripheral concern of the department, 1is a ing, and discovering the needs of the students national students studying in the United States, primary concern of the students, especially the in order to set attainable goals, and find out most topics are about American culture. With most motivated ones; second, as communica- how a communicative program can be realisti- such books students can certainly take advan- tively oriented courses are not normally the cally incorporated into the overall, liberal arts tage of the language functions presented responsibility (1. the native Korean teachers, or English Education curriculum.Another through recitation and role play, and their complete freedom to determine the syllabus, problem inherent in the present freedom ofcuriosity will lead them to ask the teacher texts, nul contents of conversation and com- ELT professionals is that once a viable pro- questions, but among themselves in groups, position courses is given to the visting EFLgram has been created, the continuation andtopics concerning a foreign culture (Ameri- teacher. Thus, the EFL teacher can have afurther development of the communicative can) impede discussion and hence real com- great impact on the success or failure of theprogram is crucially dependent upon themunicative practice. Korean stuck its don't Korean student's communicative English competence and good will of the EFL teachers know much about the United States, and there education. who follow. The materials one has prepared, continued on page 18 the syllabus one has created, the it mation TN 10/87 9 15 wee' nineThme *nee imx nwit No me En woe imx No an awe wee swimme ow ism meow. ow me wee ow wse wee No no wee um Num len mei rlow ILA/ MI/ Make your elementary 0 Jazz Chants for Children classroom come alive by Carolyn Graham choose any one item FREE sample unit and demonstration cassette provided Rhythm, stress, and intonation of American English pre- sented through the famous jazz chants, songs, and Pick one poems. Each teaches a basic language function.

Yes,I want to make my classroom come alive! Oxford Activity Books for Children Please rush me the item I have selected. by Christopher Clark one book provided Name Position Six books and a game pack of cre-e and engaging School exercises, offering grammar and vocabulary practice, Address reading support, and writing skills. City State Zip Telepnone ( ) Office hours 0 Open Sesame Picture Dictionary Grade Level by Jill Wagner Schimpff No. of ESL students This delightful picture dictionary presents over 550 useful, high-frequency words =textually and in isolation in 68 Mail all requests to On the West Coast: full-page, full-color Must' ,,lions. Oxford University Press Oxford University Press English Language Teaching English Language Teaching 200 Madison Avenue Oxford1856 Cherry Avenue, Suite 634 New York, NY 10016 AmericanLong Beach, CA 90806 TN-1087 Offer expires April 1,1988 (212) 679-7300 English (213) 433-1488 .1

KING FAHD UNIVERSITY OF PETROLEUM & MINERALS DHAHRAN, SAUDI ARABIA ENGLISH LANGUAGE CENTER

Since 1963 the E.L.C. has been responsible for preparing approximately 1000-1400 male studentsper year for study in all-English-medium technical courses leading to the B.S. degree in science, engineeringor management. The Center currently employs some 70 teachers (British, American, Canarl,an, Australasian and Irish) and is expected to expand. Theprogram is biased towards English for Academic Purposes. Well-equipped language labs, 5 audio-visual studios and 60 IBMPCs for CALL use form part of the technical equipment available. We have oportunities for well-qualified, committed and experienced teachers of Englishas a Foreign Language as of September 1987. Applicants should be willing to teach in a structured, intensive program which is continually evolvingand to which they are encouraged to contribute ideas and materials. Qualifications: M.A. in TEFUTESL or Applied Linguistics. Experience: Minimum two years' teaching experience in TEFLITESL overseas. Starting Salary: Competitive salaries depending on qualifications and experience. Details at interview time. Salaries free of Saudi taxes. Additional Benefits: 1. All appointments are either single or married status. 2. Rent-free, air-conditioned furnished accommodation. All utilities provided. a Gratuity of one month's salary for each year worked, payable on completion of final contract. 4. Two months' paid summer leave each year. 5. Attractive educational assistance grants for school-age dependent children. 6. Transportation allowance. 7. Possibility of selection for University's ongoing Summer program and evening program with good additional compensation. 0. Outstanding recreational facilities. 9. Free air transportation to and from Dhahran each year Contract: For two years renewable. KING FAHD UNIVERSITY OF PETROLEUM & MINERALS HOUSTON OFFICE, DEPTARTMF'IT 540 5718 WESTHEIMER, SUITE 1550, HOUSTON, TEXAS 77057

16 TN 10/87 POWER =timed from pep 3 first came out of teacher education and needed Editorial cominued from me 4 to stand firmly on my authority. These people and I have been equals, colleagues, friends. I phenomenal amount of English in a relatively have worked hard behind the scenes, and I have produce (not true this first time, however!) short time, yet he feels he is pushed aside by been able to relax with my students in the When the 77V editor and the printing establish- assertive American colleagues (who couldn't classrcom, rather than planning, photocopy- ment (Pantagraph Printing) were near each begin to express themselves in Japanese and ing, thinking up what to do next, organizing the other, the communication challenges were far don't even want to). Counseling helps Koji day from moment to moment. Once the day smaller than they are now. With more control understand the bind that he is in and the starts, I react to each situation. It is work, but in producing copy, this editor hopes to be able negative consequences of his reticence. Role- the spontaneous nature of it makes it fun. to get the newsletter to you the readers by the playing is his choice as a means to start selling Giving the power to the students does not mean first of the month. With this additional con- his ideas. His successes playing the salesman throwing away an existing course, or necessar- trol, we ought to be able to put in last minute in classroom activities help him make the ily changing its content. The shift is in the changes too, and to include late announce- transition into self-expression in English. By process. It means looking at everything onements of jobs as they come into the TESOL the end of the course, Koji can psych himself does in the classroom, and asking oneself these Office. (Do you hear a lot of hope and good up tc negotiate assertively. Luis has set him- sorts of questions: intentu.ns?) self the task of closely watching members of *Could the students do this without my help? We do not get all this fer nothing, his English host family to develop a sensitivity *Could she instructions be adapted so :hat stu- however. There are a number of changes that to English nonverbal cues. He also spends a dents run this activity from star' to finish? will have to be made in the w ay we ,have done few minutes here and there watching televi- *Could these materials be Usdered and filed so this newsletter business. First of all, the dead- sion with the sound off, silently mimicking. It the students could select the 1111S appropriate to their needs? lines will have to be shifted up.For the is not just the way he rolls his tongue and Could the language lab become totally se*. October '87 issue, the deadline was the regular moves his bps, it is also the rapidity of move- access? August 15th. I amend this editorial on the 19th ment, the whole range of facial expression, the Could these exert 'les live in an indexed and I am still waiting for promised (and impor- shoulders, hands that make him "sound" Span- folder with the answers in a pocket so that they could tant) copy. Therefore, for the December '87 ish when he speaks English. Luis admits that be sq-correcting? TN, I ant allowing an October 15th deadline. *Could students kans what to observe and how when :.e speaks English, he feels stiff,the And for the February issue, the deadline will be to give feedback to one another? language seems constricting, and the need to *Could students come up with their own topics December 1. In general, after that, the dead- enunciate (especially final consonants) is an and rules for discussion and debate? line will be the first of the month: effort he has avoided. Forthright comments from members of These new rules will require plenty of For the February issue, the deadline is December 1. For the April issue, the deadline is February I. the classhave brought home to him the need to work to set up, and then the class will be able For the ;sine issue, the deadllne is April 1. act on his perceptions. He has never beforeto run itself better. For example, if the library For the August issue, the deadline is June I. pinpointed his problems or his resistance to shelf contains a book of useful exercises with For the October issue, the deadline is August 1. For the December issue, the deadline is October I. change, and he has never receivea such frankan accompanying cassette tape, the teacher feedback from his peers the very people he might separate the book and the tape into This way your editor will never be bored. All will be encountering at international meetings. individual packages and then index the topics advertisers will be asked to continue the regu- Somewhere in the middle of the course in a central folder (with other such packages). lar way of sending in ad copy, but that deadline Helmut stops iranslating. Perhaps it happened The advantages are many: first of all, several is moved up too. Given that the printing takes during one of our many spontaneous speaking students can use units from this book at the a week and the post office up to a month, we activities, the one in which members of the same time. It also means that a student can have to have copy ready for the following issue audience hold up a hand and don't lower it until access a unit without picking over a mass of by the 15th of any publishing month. This the speaker has maintained satisfactory eye material or having to ask for teacher help. contact with them. Marcel is an altogether month you have a report from our new Execu- Therefore, a resource center will c.m.sist of tive Director. As your editor, I hope also to more cheerful person. He has given himself units of work in different areas rather than keep you informed about developments here in permission to speak English well without feel- books, tapes, and the like that require teacher the TN production center at Northern Ari- ing resentful about it. "I still think the English guidance. Conuron sense is the teacher's best zona University. The TESOL NEWSLETTER are snobs and Americans aren't sincere, but guide it is taught me that brevity helps, add:z.ss is on page 2, in the first column. Call that shouldn't make ME perform poori:,." He variety helps, relevance and up-to-dateness if you want to talk about this TN. In the next has also given himself permission to like indi- help, humor helps, tuning into and staying issue Iwill be setting out some ideas for vidu English persons, and his teacher, an tuned into what students want to learn from feaeues in the upcoming newsletters. The American. I perceive that these students have is the best help of all. phone number is (602) 523-4913.Let the learned a lot, mostly about themselves. Where Letting go can be scary at first, but the phone ring during business hours; if no one is they thought of having *.1,- am English, hav ing rewards will come: motivated, high-achieving in the office, it will ring through to a secretary to make the effort to speak it, not being good students, and a deeper, more personally in- who will take a message. enough, making mistakes, not getting their volving experience for students and teacher. messages across, and s., forth, they now feel good about themselves using English. They have worked hard and their energy is high. Most appreciate the teacher having taken a INVITATION TO SUBMIT PROPOSALS FOR SUMME. INSTITUTES back seat, some (Helmut, for example) don't, The TESOL Executive Board is inviting institutions to submit proposals to conduct despite having made real breakthrough in his Summer Institutes on thei- campuses. Applications should be submitted 2-2 1/2 year:, in command of the language. For the teacher, the advance. For information and guidelines for Summer Institute proposals, write to class has been an "us" class rather than a "me" Richard L Calkins, TESOL Executive Director; TESOL Central Office; 1118 22nd and "them" course like the ones I ran when I Street, NW; Washington, DC 20037 USA

TN 10/87 17 171 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 22' ANNUAL CONVENTION 8-13 MARCH 1988 CHICAGO, ILLINOIS, U.S.A.

JOYREID MARDI KNOWLES COLORADO STATE UNIVERSITY HEALD BUSINESS COLLEGE FORT COLLINS. COLORADO STOCKTON, CALIFORNIA PROGRAM CHAIR ASSOCIATE CHAIR

THE CONVENTION PROGRAM L.,)>TESOL'88<= TESOL WILL INCLUDE PLENARY SESSIONS BY INTERNATIONALLY-KNOWN NON-TESOL MEMBERS MAY SPEAKERS, PAPERS, OBTAIN DETAILED WORKSHOPS, AND INFORMATION BY WRITING TO COLLOQUIA BY TESOL TESOL TEACHERS AND THEIR 1118-22nd STREET, N.W. COLLEAGUES IN RELATED WASHINGTON, D C 20037 DISCIPLINES, EDUCATIONAL U.S.A VISITS, EXHIBITS TELEPHONE 202 872.1271 AND SOCIAL EVENTS.

* Amencan Sign Language read Top LR, Bottom LR, KINDcvTOWN Met You h Chicago "

KOREAN muvassrnas continued from page 13 throughout their academic life. They cannotnon-Korean teachers will have different ex- see the necessity of daily preparation for a pectations. The teacher is likely to have to is no reason why one shouldexpect them to, class that does not involve much direct, objec- form new expectations and synthesize an EFL especially at ti.z low levels of profici ency. The tive testing. On the other hand, a teacherapproach to suit this new academic environ- teacher needs to adaptAmerican-made ESL wishing to administer periodic quizzes for the ment. Students can be shown the importance materials to include Korean topics, topics purposes o f ev aluati on and mo tivation may not of preparation outside of class by demonstrat- about which the students have thorouga be able to. The :dea of a five-minute, end-of- ing in class that the ability to communicate in knowlAge, are interested in, and can discuss at class quiz is not well understood by Korean English i. promoted by familiarity with a length. This approach allows the Korean uni-students: they simply equate the word quiz limited number of sentence structures and versity student active use of the language that with test. Furthermore, the administering of a vocabulary appropriate to the task at hand he has passively labored with since middle "little quiz" in an overcrowded classroom of and not by endless hours of memorizing words school. The teacher should not emphasize 60 students can be anything but simple. Such and fill-in-the-blank grammar study. And the learning more of the language, but the use ofa "little quiz" usually results in a frantic ten to relative lack of importance of quiz grades can the language already understood by the stu-fifteen minute free- for -allwith students also be taught, by having the students grade dents. If, after a semester, the students have climbing all over one another to share answers them themselves. There may be insufficient become comfortable with using Englis1 as a and then refusing to hand in their papers. class time for the teaching of listening compre- means of communication, the semester can be Further adjustments must be made by EFL hension; this lack can be compensated by considered a success, for in fact, it is only after teachers used to varied and readily available requiring the students to perform listening students feel comfortable speaking English classroom materials. Language laboratories, tasks outside of class. If access to the language that real linguistic progress can be made. overhead projectors ind copying maci ;nes all laboratory is limited or complicated by rules, Expectations and Adjustments: Once exist, but access to them is usually much less students can be requested to share copies of the needs hav e been determined and goals haveconvenient than in American universities. required tapes to listen to. just as photocopies been set, there may be further adjustments to Students can use the language laboratoriescan be made elsewhere.Rewards: Korean be made in one's approach to accommodate outside of class, but the je may have to be students are often frank with foreigners and the expectations of student- and administra-supervised by the teacher. Extra copies can be pill not hesitate to express their disapproval if tion. As mentioned before, students are eagermade for a class, but there is a low ceiling on they think that the teacher is taking the wrong to learn to spe. '- English; however, they do not the number allowed, and the teacher must first tack. Although this characteristic attitude may understand the importance of preparation for talk to all the right people, fill out forms, and wound the pride of a new teacher, it can also class discussion. The crushing pressure of wait for approval. prove positive, for there is nothing that is more critizal exams at the end of middle school and The situation described above is not a high school have been the prime motivators problematic one, but rather a situation where contmued at to next page

18 172 TN 10/87 refer to the bibliographic forms suggested in the Guidelines for December issues of theTESOL Quarterly. GRAPHICS?? the Preparation 7.Reviews should include the names) of the Ca>TESOL'88<12:1 of Book Reviews for author(s), the complete title of the work, edition, date, publisher, publisher' s address, price, and number of the TESOL Newsletter pages. Follow the format of a recent issue. 8.The name of the reviewer, title, institutional by Ronald Eckard address, and a brief description of teaching or admin- Western Kentucky University istrative duties should appear at the end of the review. Include your phone number in all your correspon- 1. A book review should be an easy with a dence with the Book Review Editor. thesis, not merely a recapitulation of a table of con- 9. We strongly prefer that reviews not be written KOREAN UNIVERSITIESceasuaaa tram mais tents. In addition to commenting on the strengths and by personal friends or institutional colleagues of the weaknesses of the book, the reviewer may wish to author whose book is being reviewed. rewarding than the thanks and raise of one's compare it to similar books, indicate its unique fea- 10.Please keep in mind that it may be necessary to students at the end of a successful semester. tures, examine the philosophy upon which it is based alter a review in order for it to fit the format and the ( if appropriate) , describe how it can be used, or relate More importantly, the teacher can witnes.. the specifications of theTESOL Newsletter. it to other works by the author.If you have any rapid improvement of her students after only a questions about your approach to a book review, Editor's Note: Ron is "retiring" as book review few months. Students who were mute awl be- please all the Book Review Editor or theTNEditor. editor, having served the TN well. For this we all wildered at the beginning of the semester are 2.Books selected for review should be recent thank him. In an effort to provide service to you, our soon communicating in English at every publications (generally those published within the readers, the TN will begin, with the December issue, chance.Finally,' until the day a coherent past 18 months). However, occasional exceptions can two TESLITEFL book review columns. Besides the English language program is established, the be made when a book warrants a new point of view. ever popular "Miniscules" column editedby licivard 3.Books selected for review should focus on Sage, the TN will have a professional book review complete autonomy granted the EFL teacher in some aspect of language teaching/learning or reflect section for the kind of books that we as professionals Korea means that there is opportunity for ex- the concerns of the interest groups of TESOL. will want to be aware of for our professional growth. perimentation, for trying out new ideas and 4. Only short reviews (approximately 600 The second column will be for ESL classroom texts; developing new techniques. Many of those worth) will be considered for publication. If you are for this column too we will borrow the AZ-TESOL accustomed to the committees, reviews, try- planning to write a review that is longer than 600 column name: CLASS-ics. If there is interest, yet out periods,id long discussions involved in words, please discuss it with the Book Review Editor another short review section might be included, a before submitting it. 250word maximum quick assessment of the new the curriculum development phase of most US 5.All reviews should be typed and double- things that our ESL publishers are producing. With universities will feel professionally liberated spaced, with wide margins (at least 1"). Submit two more than 100 ESL titles coming out every year, it in the free environment of EFL in Korean copies of the review. seems prudent to expand the book review section of universities. It is a plaae to test one's mettle. 6.If documentation is used in the review, please the TN.

SAINT MICHAEL'S COLLEGE Winooski, Vermont 05404

MASTER'S IN TESL 36 create

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INTENSIVE ENGLISH TRAINING PROGRAM Intensive English courses (or foreign students The 1987 conducted onayearroundbasis St Michael's also oilers Master's degrees m TESOL Membership Directory Education, Theolow. Adarnatranon and Dena Psycho out Also evplat4e MEd usth conceniretions m TF-SL. Soecisl Education. Admersatrabort, Cumcuken, OA comprehensive resource of who's-who in TESOL. Reeding and Computer Education

O Both alpha and geographical listings of more than Wflt4 Director TESL Program 11,000 institutional, commercial and individual members. Box II St. Michael's College O Valuable information regarding affiliates and Winooski, Vermont 06404 Interest Sections. USA O More than 60 TESOL newsletters and editors listed. '3 An essentia! resource for the ESOL professional. S10 members, S12.50 nonmember, Plus S1.50 postage + handling. All orders must be prepaid. Teachers of English to Speakers of Other Languages 1118 22nd St., NW, Suite 205 Washington, DC, 20037 USA (202) 872-1271

TN 10/87 19 173 ADEMI CONVENTION may include talks, wockshope, resource demonstrations, The Asociacion de Distribuidas( y Editors de Materia- creative activities, debates, poste:presentations, formal lec- ls de Ingles of Mexico will hold its eighth annual eenvention tures, or any other activities of relevance and interest. The Conferences and at the Universidad Autonoma de Chihuahua in Chihuahua, deadline for proposals is November 26, 1987. To receive a Mexico, on November 13-15, 1987. Information is available speakers' proposal form, registration or membership infor Calls for Papers through Emilio Ruiz, Gerente General, ADEMI; Calle Chi- mation, write to the IATEFL Office:3 Kinanlown Chambers: huahua 221; Colonia Roma; Dela:scion Cuautemos, 06700; King sdovm Park; Tank enon, Whitstable. Kent; England CT5 Mexico, D.F. Mexico. (Dial direct telephone number from 2DJ. the US: 011-52-5-584-92.66). NAFSA 1987 REGION II CONFERENCE INTERNATIONAL CONFERENCE ON PUERTO RICO / CARIBBEAN LANGUAGE AND NATIONAL DEVELOPMENT: The 1987 Region II Conference of the National Associa REGIONAL CONFERENCE THE CASE OF INDIA don for Foreign Student Affairs will be honed by the Univer- The Third Regional conference (Working Together: the sity of New Mexico and held at the Ubuquerque Marriott The !CLAM confereneewillbeheld atOsmarditUniver. '87 Goal) is scheduled for November 6-7, 1987, at the Con- sity Campus in Hyderaba cl,Lidia.January4-8,1988. Fee more Hotel October 29, 30, and 31. Some of the topics to be vention Center in San Juan, Puerto Rico. Information is discussed are successful techniques for teaching ESL, siudy information, contact in India: Secretary, ICLAND; Depart- available from PR TESC,' , Program Committee; Box 22795 abroad programming; interacting with campus personnel; ment of Linguistics; Ounania University; Hyderabad 500 UPR Station; Rio Pied:u, PR 00931 USA. intercultural communicatior; interpreting the new INS regu- 007, India. The US contact person can be reached by tele- lations; presentation and evaluation of credentials; innova- phone at 315-423-3022. Address: Tej K. Muds, Sec et.uy CALL FOR PAPERS: tions in community programs. There will b.:two pre-confer- ICLAND Conference Linguistic Studies Program 31611.13. COMPUTATIONAL LINGUISTICS Crouse Syracuse University Syracuse. NY 132A4-1160 ence workshops an Thursday. October 29. GRA C is inviting The 12th International Conference an Computational experts on immigration from various agencies to assess the USA. Linguistics will be held August 22-23, 1988, in Budapest, remits of the new immigration regulations. A. TIOC is hold- Hungary. Papers are invited on substantial, original, and un- ing a five-hourpre-session on credentials evaluation. Details FULBRIGHT TEACHER published !march in all aspects of CL. Abstracts must be re- about the workshops will be forwarded at a later date. Con. EXCHANGE OPPORTUNITIES ceived notlater than December 10.1987.Forfollinfonnation ference Chairs: BruceTracey and Dennis Muchisky; Univer- The United States Information Agency (USIA) has an- on paper submissions, write to Dr. Eva lialicova. Chair, CL sity of New Mexico; Office of Intonational Programs and nounced details of the 1988-89 Fulbright Teacher Exchange Program Committee; Charles University, Faculty of Medic- Services; Mesa Vista Hall 2111; Albuquerque, NM 87131 Program, a oneon-coe exchange for teachers at the elemen- mades/Linguirtics; Malostranske n. 25; 11800 Praha 1, USA. Telephone (505) 277- 4032. tary, secondary, and postsecondary levels. There are also Czechoslovakia. opportunities for participation in summer seminars (3 to 8 weeks) in 1988 to be held in Italy and the Netherlands. The FIPLV WORLD COSGRESS Briefly Noted deadline is October 15,1987. Contact the Fulbright Teacher ON LANGUAGE LEARNING Exchange Program at (202) 485-2522 or write: Falb :ght The 16th FIPLV World Congress on Language Learning TESOL members who wish to join in the Teacher Exchange Program ../ASX United States Informa- and the 7th Biennial AFMLTA Conference (Learning Lan- tion Agency 301 Fourth Street, S.W. Wuhineten.DC 20547 American Educational Research Associati ons Spe- guages ins Learning to Live Together) will be held at Austra- clot Interest Group-Second Language may do so by USA. lian National University in Canberra, Autralia, January 4- 8th, 1988. The keynote speaker is Wiles Rivers (Harvard paying non-AERA member dues of 55 US annually, Southern Conference onLanguage Teaching University). Conference organizers are FIPLV (Federation which entitles members to a one-page newsletter that (SCOLT) Internationale des Professeurs de Lingua Vivantes), appears several times a year and participation in the (Proposals due January 15, Registration materials avail- AFMLTA (Australian Federation of Modern Language annual convention of AERA (registration fee is addi- able Sept 1) November 1987 - Atlanta, GA (Joint meet with Teachers' Associations), and MLTA (Modern Language tional).Topics covered at two AERA-sponsored ACTFL). October 1988 - Charleston. SC October 1989 - Teachers' Association of the A.C.T. For information write to sessions during the April 20-24, 1987 convention Little Rock, MI. For more information =meet: Dr. L J. the Congress Secretariat; GPO Box 989; Canberra 2601, were Policy and Planning Issues in Second Language Walker, TIC International Language Center; 909 S. Boston, Australia. Tulsa, OK 74119; Telephone: (918) 587-6561, Ext 261. at which the presenters were Richard Ruiz (Univer- sity of Arizona), Frank Brooks (Longwood College), COMPARA 7IVE AND INTERNATIONAL LASSO EDUCATION SOCIETY WESTERN REGIONAL and Ro.:e Gorrie (Children's Hospital of Eastern Linguistic Association of the Southwest: 1987 LASSO CONFERENCE Ontario).The second session, Foreign language Meeting, Colony Park Hotel, Dallas, TX Friday, Sunday, The University of California, Los Angeles, Graduate Teaching and Learning: recent Research, included October 16-18.1987. For more information contact:Colony School of Education, the International Studies and Overseas the following presenters: Dale Lange, Linda Leonard, Parke Hotel; 6060 North Central Expressway Dallas, TX Programs, and Pacific Rim Studies Center will sponsor the and Constance Walker (all of the University of Min- 75206 Telephone: (214) 750-6060 1-800-527-1808. November 12- 14,19876 conference. For more information, nesota), Elaine Horwitz (University of Texas) and write to Dr. Val Rust; UCLA Department of Education; 405 Michael Everson (U.S. Air Force Academy). Hilgard Avenue; Los Angeles, CA 90024. LANGUAGE DEVELOPMENT CONFERENCE For more information about the 200-member AERA The 12th Annual Boston University Conference on Lan- SIG-Second Language, write to AERA SIG-Second guage Development is scheduled for October 23.25, 1987. SLRF (Second Language Research Forum) meets at Languge; 249 ARPS; 1945 N. High Street; Ohio State The key-note speaker is Susan Ervin-Tripp (University of theUniversity of Hawaii at Mena. March 3-8, 1988. Call for University; Columbus, Ohio 43210, USA. California, Berkeley). For more information, call (617) 353- papers information available. Contact Graham Crooker, 3085 or write: Conference Committee. Conference on Lan- Program Chair SLRF '88; Dept. of ESL, 570 Moore Hall; guage Development, Boston University, 605 Common- University of Hawaii at Menu; Honolulu, Hawaii 6822 The School for wealth Avenue, Boston, L.'12215 USA. USA. International ROCKY MOUNTAIN REGIONAL CONFERENCE Training The fifth RMR-TESOL conference will take place No- THE THIRD INSTITUTE OF LANGUAGE IN vember 12- 14,1987, in Denver, Colorado. The conference EDUCATION INTERNATIONAL SEMINAR OVNINEMI thenis Celebrating Diversity; featured speakers are (ThAnn amt , HONG KONG . C.ranc Al (Center for Applied Iirguistics) ani Stephen The HIE conference (Language in Education in a Bi- IMMEVIM Krashen (University of Southern California). For more in- Lingual or Multi-lingual Setting) will be held Dec. 15.17, formation, call Nancy Storer (303) 556-2282 or write to her 1987 at the Shangri-La Hotel, Kowloon, Hong Kong. For =4e1 sto at the following address: Nancy Storer, Conference Chair, information, write to Verner Bickley, Director, Institute of 1000 South Monaco #69; Denver, CO 80224 USA. Get a better Sob Language in Education; Park-In Commercial Centre, list Do a better yob Floor, 56 Dundu Street; Mongkok; Kowloon, Hong Kong. Master of Arts an Teaching for JALT CONFERENCE certification and effective career preparation in The Japan Association of Language-feathers will hold its 19/18 IATEFL-TESOL Scotland CONFERENCE Engldh as a Second 113th JALT International Conference on Language Teach- Language The 22nd annual conference of IATEFL (International French Spanish ing/Learning at Meiji University in Tokyo on November 21. Association of Teachers of English as a Foreign Language) BIlingual/Multicultural 22, 23, 1987. The conference theme is Teaching Foreign education willbe held jointly with TESOL Scotland irom April 11 to 14, In two consecutive summers or Languages. For more information write to the JALT Central 1988 in Edinburgh, Scotland. Call for Papers: Prospective one academic year Also Master's In Intercultural Human Office: c/0yoto Eng lish Cana; Sumitomo Seind Building. contributors to tic conference, who must be members of Seneca Management 8F; Shijo K *resume Nishi-iru; Shiznogyo-ku; Kyoto 600, IATEFL, SATESI., or SATEFT,, are invited to offer presen- The School Japan. Tea lateroatlosalTr:CW.1W tau= by completing a speakers' proposal font Proposals 32 iCiang Road670Web0f0VTOSSOI I sca451.446.5

20 174 TN 10/87 11141111111

DIRECTORY of TESOL Interest Section Officers 1987

(Addresses and telephone numbers are in the USA ESL in Higher Education Research unless otherwise indicated; phone numbers are work Chair: Bob Oprandy, Box 66, Teachers College, Chair. Charlene Sato, Department of ESL, 1890 Eas t phones unless marked (h) for home.) Columbia University, New York, New York 10027, West Road, University of Hawaii, Manor., Honolulu, Telephone: (212) 678-3996/3799 Hawaii 96822, Telephone: (808) 948-8479 Applied Linguistics Associate Chair: Robert Bray, English Language Associate Chair: Diane R. vom Sul, Department of Chair. Kenneth Levin son, 29 West 76th Street, Apt. Center, Old Dominion University, Norfolk, Virginia Curriculum & Instruction, 317 Townsend Hall, Uni- 10; New York, New York 23508, Telephone: (804) 440-4424 versity of Missouri, Columbia, Missouri 65211, Tele- 10023, Telephone: (212) 877-5714 Newsletter Editor: Ilona Leki, Department of Eng- phone: (314) 882-6269 Associate Chair: Cheryl Brown, 3184 JKHB, lish, 301 McClung Tower, Newsletter Editor. Charlene Sato, same as above. Brigham Young University, Provo, University of Tennessee, Knoxville, Tennessee Utah 84602, Telephone: (801) 378-2385 37996, Telephone: (615) 974-5401/6975 Standard English as a Second Dialect Newsletter Editor. Gerr'd Berm, Natictial Techni- Chair: Donald Wilson, Faculty of Education, Uni- cal Institute for the Deaf, Rochester Institute of Tech- ESL in Secondary Schools versity of the West Indies, Mona, Kingston 7, Ja- nology, 60-2242, Rochester New York 14623, Tele- Chair: Florence Decker, 9804 Goby, El Paso, "'texas maica, Telephone: 92-70755 phone: (716) 475-6521 79924, Telephone: (915) 757-2108 (h) Associate Chair. Irwin Feigenbaum, Department of Associate Chair: Mary Curtis Pold, 6224 West Foreign Languages and Linguistics, University of Newr:ut, Chicago, Illinois 60634, Telephone: (312) Texas, Arlington, Texas 76019, Telephone: (817) 413-2405 273-3161 Computer-Assisted Language Learning Newsletter Editor: Mary Curtis Pold, same as above. Newsletter Editor. Li se Winer, Department of Lin- Chair: Peter Lee, Department of Linguistics, Box guistics, Southern Illinois University, Carbondale, 413, University of Wisconsin-Milwaukee, Milwau- ESOL in Elementary Education Illinois 62901, Telc e: (618) 536-3385 kee, Wisconsin 53201, Telephone: (414) 229-6180 Chair. Mary F. Pocock'', 18 King Arthur Court, Apt. Associate Chair.Katherine Muhlhausen, 842 6, Northlake, Illinois 60164, Telephone: (312) 235- Teacher Education Garfield Avenue, Salt Lake City, 4355 Chair: Sergio Gaitan, Box 18, Teachers College, Utah Associate Chair: Judy Meyer, 8111 Manderville Columbia University, New Yo: :, Mtn York 10027, 84105, Telephone: (801) 967-4172 Lane, Apt. 211, Dallas, Texas 75236, Telephone: Telephone: (212) 678-3038 Newsletter Editor: Patricia Dunkel, 305 Sparks (214) 426-3234, ext. 290 Associate Chair: Barbara Schwarte, Department of Building,The Pennsylvania State University, Univer- Newsletter Editor: Caroline Linse, 19 Holworthy, English, Iowa State University, 203 Ross Hall, Ames, sity Park, Pennsylvania 16802, Telephone: (814) Harvard University, Cambridge, MA 02138 Tele- Iowa 50011, Telephone: (515) 294-5411 865-7365 phone: (617) 498.6482 Newsletter Editor: Geraldine Wilks, Department of Communication Studies, Box 3W, New Mexico State EFL for Foreign Students Materials Writers University, Las Cruces, New Mexico 88003, Tele- in English-Speaking Countries Chair: Pamela Breyer, DORMAC, Inc. 8034 S.W. phone: (505) 646-3629 Chair: Mary Killeen Comstock, ELS Language Nimbus, Beaverton, Oregon 97075, Telephone: Center, c/o Holy Names College, 3510 Mountain (503) 641-3128 Teaching English Internationally Boulevard, Oakland, California 94619, Telephone Associate Chair. Lin Lougheed, 1775 Church Chair: Michael Liggett, Nene Hatun Sok, No. 6, (415) 531-5176 Street, N.W., Washington, D.C. 20036, Telephone: Fuze Apt. Daire 11, Mods, Kadikoy, Istanbul, Tur- Associate Chair: Robert A. Pesek, WESL Institute, (202) 332-5353 key, Telephone: 90-1-336-5795, ext 5 International Programs, Western Illinois University, Newsletter Editor: Sandra Briggs, 3369 Clay Street, Associate Chair: Gary Butzbach, American Lan- Macomb, Illinois 61455, Telephone: (309) 298-1107 San Francisco, CA 94118, Telephone: (413) 346- guage Center, 4, Zankat Tanja, Rabat, Morocco, Tele- NewsletterEditor: Greg Conner, University of Cali- 6457 phone: 07-610-16 or 07-612-69 fornia, Irvine, P.O. Box AZ, Irvine, California 92716, Newsletter Editor: Susan Rosenfeld, ELP/USIS, Telephone: (714) 856-5681 Program Administration Niamey, Department of State, Washington, DC Chair: Lawrence Bell, Department of Linguistics, 20520 USA, Telephone: not available ESL in Adult Education Box 413, University of Wisconsin-Milwaukee, Wis- Chair: Joyce W. Namde, Refugee Education Proj- consin 53201, Telephone: (414) 963-6660/5550 Teaching English to Deal Students ect, 3200 North Los Altos, Tucson, Arizona 85705, Associate Chair: John Staczek, School of Lan- Chair: John Albenini, Forsehungsstelle der Pada- Telephone: (602) 293-0311 guages and Linguistics, 303 Intercultural Center, gog i sch en, Hochschule Heidelberg (HT), I m Neuen- Associate Chair: Pat Rigg, 1303 North Walnut, Georgetown University, Washington, D.C. 20057, heimer Feld 561, 6900 Peidelberg, West Germany, Tucson, Arizona 85712, Telephone: (602) 795-2199 Telephone: (202) 625-4301 Telephone: 11-49-6221/477-379 Newsletter Editor: Libby Shanefield, 119 Jefferson Newsletter Editor: Jill Izett McCarthy, 10 Higgins Associate Chair: Margaret Walworth, Gallaudet Road, Princeton, New Jersey 08540, Telephone: Street, Newton, Massachusetts 02166, Telephone: University, 800 Florida Avenue, N.W., Washington, (609) 924-9450 (617) 244-9129 D.C. 20002, Telephone: (202) 651-5597 (TDD number), (202) 651-5580 (message) ESL in Bilingual Education RefUgee Concerns Newsletter Editor: Eugene Lylak, NTID/R1T, One Chair:Ida Carrillo, 3817 Wellesley N.E., Albuquer- Chair: Suzanne M. Griffin, Supervisor, Adult Refu- Lamb Memorial Drive, P.O. Box 9887, Rochester, que, New Mexico 87107, Telephone: (505) 277-5706 gee New York, New York 14623-0887, Telephone: (716) Associate Chair: to be announced Project, Office of Superintendent of Public Instruc- 475-6331/6327 Newsletter Editor: JoAnn Tapia, PO Box 2389, tion, FG-11 Old Capitol Building, Olympia, Wash- Interest Section News Washington, DC 20013, Telephone: (202) 544-5554 ington 98504, Telephone: (206) 586-2263 (h) Associate Chair: Myrna Ann Adkins, Spring Insti- tute for International Studies, 4891 Independence, The editor of the page is Mary Ann Christison, Suite 100, Wheat Ridge, Colorado 80033, Telephone: English Training Center, Snow Collego, Eph- riam, Utah 84627 USA. Please send Interest (303) 431-4003 Newletter Editor: Janet Isserlis/IIRI, 375 Broad Section announcements and additional news Street, Providence, Rhode Island 02907, Telephone: items to her by the deadline stated on page 2. (401) 831-1460 21 TN 10/87 175 Miniscules Who's Who and Who's Where The NATIONAL ASSOCIATION OF FOREIGN The 1987 TESOL Membership Directory is a com- Iron and Silk by Mark Salzman, 1986. Random STUDENT AFFAIRS announces the publication of prehensive resource of TESOL WHO'S WHO in House, Inc. 201 E. -50th Street; New York, NY the 1987/88 NAFSA DirtcOry of Institutions and blth alphabetical and geographical listings of more 10022, USA. 211 pp. $16.95 hardcover. Individuals In International Education Exchange. than 11,000 institutional, commercial, and individual The Directory is a comprehensive listing of who's members.Also included is valuable information The author of Iron and Silk spent two years teaching who in US-foreign student and scholarly interests regarding Affiliates and Interest Sections, listing English and studying martial arts and calligraphy in with more than 7500 institutions and individuals in more than 60 TESOL newsletters and editors, the the People's Republic of China. His life as teacher international educational exchange listed. Copies of membership directory is an essential resource for the and student was filled with the unexpected. As the NAFSA Directory are available from the Publica- ESOL professional. tuchen Mr. Salzman learns that his tet,.rncy to tions Order Desk; National Association for Foreign $10.00 members laugh a lot in class is perceived as "craziness" or Student Affairs; 1860 19th Street, NW; Washington, $12.50 nonmembers "choking" and that certain topics of conversation DC 20009. Members of Nt FSA receive one copy Plus $1.50 postage and handling. (Hiroshima, kissing) are too sensitive to pursue. As free of charge and may order extras at $20 each. The Send all orders prepaid to TESOL Publications; 1118 student, he has to come to terms with the intensity of nen-member price is $25.Please add S2.50 for 22nd Street,NW; Suite 205, Washington, DC 20037, his teachers' dedication and with the fact that poor postage and handling. USA. (202) 872-1271. performance on his pan will cause his teachers to lose face. These details about education in China are particularly instructive for those of us with Chinese students in our classes. But the larger picture Mr. Salzman paintsof the successes and frustrations of an outsider striving to become acculturatedis equally engrossing. TESOL MEMBERSHIP APPLICATION

Jann Huizenga NEW MEMBERSHIP APPLICATION ONLY LaGuardia Community College, CUNY Name (Print) The "Average American" Book by Barry Tarshis, Mailing Address 1980. Atheneum Publishers, Inc., 122 East 42nd (it) Street; New York, NY 10017. Ix + 363 pp. $2.65 paperback. Province/State Country Postal Code How often do our students earnestly ask us, "What would an American do in that situation?" Or "But Please make chec: in U.S Ands dawn on a U.S. bank payable to TESOLor fill out the appropriate credit card information and send to. TE.S01.,Georgetown University. Suite 205,1118 what is an American?"The "AverageAmerican* Book 22nd Street, NAV., Washington, D.C. 20037. U.S.A. allows us to take& bird's eye view of Americans' own habits, lifestylus, and auitudes through the answers 0 VISA Card No. 'xi)Date to questions asked on nationwide public-opinion OMaster Card No. FspF Date samplings. Areas covered include what Americans Signature eat for breakfast, how they dream, how happy they MEMBERSHIP CATEGORIES perceive they are in thur work, how public-spirited Membership includes subscription to TESOI. QUARTERLY and TESOI. NEWSLETTER. they are, how they choose theirpets, and how Ameri- Check appropriate box: can men "really" feel about women's rights, among O INDIVIDUAL 40.00 other lively categories. Divided into major sections O STUDENT(for those engat'ed in at least halltimestudy) S 20.00 (Our Tastes, Our Relationships, and so on) the book O JOINT (two.member household) S60.00 0 INSTITUTIONAL/LIBRARY both informs and entertains. Erik Erikson once said 5 75.00 O COMMERCIAL $20000 that we are "the sum of our disparities, and yet we are O PARAPROFESSIONAL 0 RETIRED 0 UNEMPLOYED or 0 OLUNTEER $ 20.00 linked; we form a community." This book allows Additional mailing lee Americans to view the marvelous diversity, scope, (1)FOREIGN suftrAcE MAILAll countries outside the U S. 8,00 and richness of their country and in the process to (2) NEWSLETTER BY Alit. QUARTERLY BY SURFACE reaffirm their own individuality. Caribbean Region $1100 South America, Europe. and the Mediterranean Region I3.00 Susan Kulick Africa. ASLI. and the Pacific 15.00 (3) BOTH QUARTERLY AND NEWSLETTER BY AIR School of Cooperative Technical Education Canada and Mexico New Yotic City $ 8 50 Caribbean Region 15.00 South America, Europe. and the Mediterranean Region 20.00 Miniscules Africa. Asia. and the Pacific 26.00 INTEREST SECTIONS MARKwith (x) the Interest Section in which you wish to be active and vote. We invite you to seedyour rniniseules (mini MARK with () not more than two additional Interest Sections in whichyou have a secondary reviews) of 150 wornioifewer:ISHowird Sage, interest. Editor, Minisscilles;710 GrnisViiicliStreet, Apt. 4- Teaching English Internationally H, New YOric, NeW yori 10014 USA. Please English as a Foreign Language. for Foreign Students in Englislespealong Countries English to Speakers of Other Languages, in Elementary Education include all bibliographieal and price information. English as a Second Language, in Secondary Schools English as a Second Langoage, in Higher Education English as a Second Laorage. in Bilingual Education English as a Second Lange we. in Adult Education Standard English as a Second Dialect Applied Linguistics (relevant linguistic studies and research) Research Refugee Concerns 41:\ Teacher Edocaticn TESOL CoputerAssisted Language Learning Program Administration titi Materials Writers Teaching English to the Deaf 22 TN 10/87 176 University of Hawaii, ESL Department, Honolulu, Hawaii. Graduate assistantship, Kt 88.89, starting Job Openings in August. Qualifications: acceptance into M.A. pro- gram in ESL, good academic standing, experience ESL/EFLteaching. Foreign applicants: TOEFL score over 600 and enrolled for at least one semester. Duties: 20 hours a week in any of the following areas: Anatolia College, Thessaloniki, Greece. Seeks The American University in Cairo, Egypt, seeks teaching in the English Language Institute, serve as experienced teachers of Englishlanguage end/or 1) Director of English Language Institute to super- course or research assistant. Minimum salary: $6444 literature: for six-year secondary program, levels vise TEFL MA program and intensive English lan- per annum, in 12 monthly installments, plus tuition elementary to proficiency. Applicants must have guage instruction for students improving their Eng- waiver. Submit completed forms and all supporting degree in English and US state secondary English lish to qualify for degree program admission, and to documents by February 1,1988 to: ESL Department, teacher certification. efer candidates with gradu- teach one or two courses per semester as needed. University of Hawaii, Honolulu, Hawaii 96822, ate traininginEng.-sh or appliedlinguistici/ Area of specialization in TESL open. PhD and U.S.A. TESOL, overseas teachingexperience and extra- appropriate university-level experience required. curricular interests and experience. Tax-free salary; 2) Linguistics/ :FL: One faculty member to direct Job Notices Information three -yeas contract; rent-free, fur.-"sped, maintained MA in TEFL theses and to teach in at least three of Institutionalandcommercialmembersof campushousing;transportation t red shipping these areas: language acquisition, teaching methods TESOL may place 100-word notices of job allowance: Blue Cross/Shield health tnd hospitali- phonology, syntax, contrastive/error analysis, psy- openings, assistantships, or fellowships without zation insurance; tuition costsfor dependent cholinguistics. PhD required. charge. For all others, the rate is 550 per 100 children.Send complete resume and supporting 3) Two experienced English Language Teachers to words. For institutional, commercial, and non- documents to Michael R. Bash, Anatolia College, teach intensive remedial English for academic pur- institutional members, the 100-word limit is P.O. Box 10143, 541 10 Thessaloniki, Greece. poses to undergraduates just admitted to the Univer- exclusive of the contact address and equal sity and/or gra& ..te students who must improve their opportunity /affirmative action designation English to qualify for degree program admission. (EOE/AA) where applicable. Beyond the limit University of Alabama, Tuscaloosa, Alabama. MA inriFL required. of 100 words, the charge is SI US per word. Type Teaching assistantship at the English Language Insti- 4) Fresh!? :n Writing Program: One or more faculty ads double spaced; firstlistinstitution and tute and for English department freshman composi- to teach writing, rhetoric, and introduction to re- location (city and or state/province and coun- tion courses for non-u-trive speakers. Must be admit- search. MA in TEFL or English literature required. try); title and/or position; qualifications sought; ted to MA -TESL program. Positions available Au- All positions two-year appointments (renewable) be- responsibilities; salaries/benefits; resume, refer- gust, 1988. For infounation on MA program and as- ginning September 1988. Rank, salary according to ences,etc; application deadline; contact address sistantships contact: Director of Graduate Studies, qualifications and experience. For expatriates, hous- and telephone if desired; and FOE/AA (where English Department, llte University of Alabama, ing, roundtrip air travel, and partial school tuition for applicable). Do not underline words or phrases; Drawer AL; Tuscaloosa, Alabama 35487, USA. children included. Write, with resume, to: Dean of avoid abbreviations. Send three copies five to Telephone: (205) 348.5065. AAJEOE. the Faculty, The American University in Cairo; 866 six months in advance of application deadline United Nations Plaza; New York, NY 10017 USA, to TESOL Publications; 1118 22nd Street NW; before December 31, 1987. Washington, DC 20037 USA. Late job Vinnell Corporation, Riyadh, Saudi Arabia, is notices are accepted if there is space. Call TN recruiting teachers for the Saudi Arabian Army Na- Editor:(602)523-4913. tional Guard Mode-lotion Program. Experienced Gifu College- ig Education, Gifu, Japan. One per- language instructors are invited to apply for vacant manent position for professor, assistant professor, or The Technical Training Institute, Dhahran, positions in the Defense Language Institute American lecturer to teach EFL at various levels. May start Saudi Arabia, seeks ESL Instructors for its civil Language Course training program. Starting monthly teaching anytime from April 1988 to April 1990. MA aviation electronics training program. Duties include salary: S2688.00, plus vacation travel allowance. or PhD in a related field and teachicg experience re- teaching end some program development. Qualifica- Self-contained company compound provides trans- quired. Must be 67 or younger as of April 1, 1988 tions: M.A. in TESOL or equivalent; substantial (2-3 portation, full room and board, private room, house- (retirement at 72). Salary depends on qualification years) over-seas experience (preferably in Saudi keeping and laundry services. Athletic and recrea- and experience. Full benefits. Send vita, list of publi- Arabia), ESP for math and electronics highly desir- tional facilities are extensive, as are social services, cations, photo, and 5-minute audio cassette describ- able. Competitive salary and benefits. Two-year ing your recent research activities (and statement of which include medical care, travel agent, print and contract. Send resume to Mr.Peter W. Woolley, Sen- video libraries, cable television and radio stations, present income if consideration desired) by January ior English Instructor, Training Department Saudi APO, and regular air freight privilege. Apply with 8,1988, to: Takafumi Him se, Chairman, Department Services and Operating Company, Ltd., P.O.Box 753, CV, copies of degree(s), teaching certification, tran- of Foreign Languages, Gifu College of Education, Dhahran Airport, Saudi Arabia 31932. Telephone: scripts, and letters of reference to Vinnell Corpora- 2078 Takakuwa, Yanaizu-oho, Hashims-gun, Gifu- 966-3479-2323. Telex: 801926 SSOC SJ. tion, Chief Recruiter, S.A. Howell, 10530 Ro sehaven ken S01.61, Japan. Street, Suite 100, Fairfax, Virginia 22030 USA. ESS Foreign Language Institute of Pusan, Korea The USIS English Teaching Fellow program pro- seeks ESL teachers. Requirement: BA/MS in TESL or vides a valuable overseas teaching experience oppor- Department of English as a Second Language, Geor- related field. Responsibilities: teach five or six 50 tunity for the American citizen who is a recent MA- gia State University, Atlanta, Georgia, seeks to fill minute classes per day, five days per week. Some- TEFL or MA-TESL graduate with no overseas teach. two academic -year, tenure-track positions as Assis- times special lectures on Saturdays. Salary: W 8,000 mg experience. The program is administered through tant or Associate Professor, effective September, per hour for BA (approximately Y1 1,050,000 per Binational Centers in Latin America and some other 1988, to teach ESL and g rad uate TESL courses. Ph.D. month equivalent to USSI,300) and W 9,000 per hour parts of the world. A Binational Center is a local, required with experience in teaching both ESL and for MA (approximately 3W 180,000 per month independent association whose function it is to pro- TESL gradu ate courses preferred. Evidence of schol- equivalent to USS1,470), but the amount is worth, in mote mutual understanding between the people of the arly achievement and active professional involve- effect, much more due to lower cost of living in United States and the people of the host country. ment in TESOL expected. Rank and salary are com- Korea. Housing provided. Yearly rai se of WI 000 per Teaching fellows may also be placed in national mensurate with experience and qualifications; possi- hour. Write with resume and recent photo to: Kim, te -Tunics and teacher training institutes. Contracts bility of summer teaching. Initial interviews will be Dae.- chol, Director, ESS Foreign Language Institute, are for twelve months with a possibility of one re- conducted at TESOL '88 in Chicago. Send letter of 2, 2-ka Kwangbok-long, Jung-ku, Pusan, Korea. newal. Salaries are sufficient for living modestly on application, resume, and three letters of reference by the local economy. Round-trip transportation is pro- January 8, 1988, to Beatrice Divine, Chair, Screening About Job Notices vided, but there are no allowances for dependents. Committee, ESL Department, Georgia State Univer- The TN reprints in good faith, as a service, the For more information, contact The U.S. Information sity, University Plaza, Atlanta, Georgia 30303-3083. position announcements received. It can make no Agency; English Teaching Fellow Program; --iglish A A/EOE. representations or assurances regarding such posi- Language Programs Division (E/CE); 301 4th Street, tions SW; Washington, DC 20541 USA. TN 10/87 23 1 77 SPAGHETTI FOREVER Jean Bodmanand Judith McKoy An intermediate reader that follows the format of SPAGHETTI, AGAIN? ON STAGE WITH ENGLISH CharlotteGilman Zoncentrates on two-word verbs and how touse them Stresses oral communication

LET'S LAUGH Alexis Gerard-Fingerand Gregory Bzrnes Students learn to understand Americanjokes Extensive exercises include vocabulary building, comprehension checks, and doze passages COLLIER MACMILLAN ESL Dept.,866 Third Ave., NewYork, NY 10022

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 and of StandardEnglishas a Second Dialect Officers 198748 President First Vice President Second Vice President JoAnn Crandall Richard Allwright to, Reid Center for Applied Linguistics Devartment of Linguistics Colorado St ate University I Ilti Unit Street N.W. University of Lancaster Ft. Collins. Colorado 605M, U.S.A. Washington. D.C. 20037. U.S.A. Lancaster LAI 4YT. England Eecutive Board Members:Mary Ashworth, University of British Columbia, Vancouver. British Columbia. Canada, Cathy Day, Eastern Michigan University. Ypsilanti. Michigar.. I) S.A. Frakla Dubin, University of Southern California. Los Angeles, California. U.S A Donald Freeman, School of International Training, Brattleboro. Vermont. US.A.. Jean Ilandscombe, North York Board of F.ducation, To,onto. Ontario. Canada, Linda Schinke-Llano Northwestern University, Evanston. Illinois, U.S A.. Joan Morley. University of Michigan, Ann Arbor. Michigan. U.S A Alice H. Osman, F LaCuarduCommunity College. CU 4Y. Lang island City. New York. USA, Jack C. Richards. University of Hawaii at Manoa. Honolulu. Hawaii, USA , Lydia Stack, Newcomer 11101 School. San Francisco. California. U.S.A.. Carole Urzta. University of the Pacific. Stockton. California. U.S.A.. Shirley M. Wright. George Woshington University. Washington. DC., U... 1. ExecutiveDirector:Richard Calkins Editor, TESOL Quarterly Editor. TESOL Newsletter Stephen J. Cafes Jean Zukowskt /Faust University of Northern Iowa Northern Arizona University Cedar Falls. Iowa 50614. US.A. Flagstaff. Arizona 66011. U.S.A. TESOL Central Office Stall Executive Director.Richard Calkins Administration:Onto Padilla Convention:Roger Rivera Field Services: SusanBayley Developmentlc Promotions:Aaron Berman Membershiplc Placement Services:Christopher Byn.e Publications:Julia FrankiMcNell TESOL membership includes a spbscription to the TESOL Quarterl and the TESOL Newslctter. Annual membership rates: Regular membership. $40; Student membe hip ((for those engaged in at least half-time study). S'....4.1; Joint membership (twomember household). SW; institution/Library membershir. $75: Com-nercial membersh ip. $200; Paraprofessional. Retired. Unemployed or Volunteer membership, $20. (For additional mailing fee outside the contact TESOL) Please make check in US funds drawn on a US. bank payablt to TESOL. Mail to. TESOL. 1118 22nd Street. N.W. (Suite 205). Washington.D.C. 20037. U.S.A. Telephone: (202) 872-1271. For change of address or other information, write to TESOL

cZTES01:88.(CD TESOL 1118 22nd Street, N.W. (Suite 205). Washington. D.C. 20037 U S A 00 INe TESOL NEWSLETTER VOL XXI, NO. 5, OCTOBER 1987 Caa NON PROFIT ORG. U.S. POSTAGE DATED MATERIAL PAID Bloomington, Ill. _of Permit No. 16

March 8-13, 1988 For information write to: Joy Reid Convention Program Chair 1 '7 8 Colorado State University Fort Collins, Colorado 80523, U.S.A. Vol. XXI No. 6 Teachers of English to Speakers of Other Languages December 1987 The Calkins Report Come! Jo!,1 Us in Chicago by Richard L.Calkins for TESOL 1988! TESOL Executive Director As mentioned in an interview with Joan Morley in the August 1987 TESOL Vewslet- ter, my desire was to conduct an assessment of current membership services with respect to their applicability and timeliness regarding the current TESOL membership. TESOL has always worked diligently to provide services of genuine value and benefits to its members, as our various brocl.as outlining direct benefits, discounts, and options have indi- cated. As a member of TESOL, you have so many current benefits to take advantage of that it is easy to forget what they are. I would like to snare with you our assessment of membership services, as prepared by Susan Toasting the start of TES bi- '88arn planning coTainiiiteeniennberi intiChfcagit Hiatt Hotel Personnel in the Bayley hotel registration area, looking over the Glasshouse Atrium/Lounge. From the left: David Barker, Local Co- (Field Services Director, TESOL Chair; John Haskell, Former TESOL President and Chicago Guidebook Editor; Else Hamayan, Local Co-Chair, Central Office). She has outlined not only Betty Jacobson, Hospitality Co-Chair; Guadalupe Hanunersma, On-Site Registration Chair, Carol Buseman, what member receive for their dues, but Hyatt Director of Sales; Marji Knowles, TESOL '8 b Associate Chair, Joy Reid, TESOL 2nd Vice- President and what membership dues support. Convention Chair, JoAnn Crandall, TESOL President; Barry Lewin, Hyatt Resident Manager, Marsha Robbin s Individual membership in TESOL includes Santelli, Local Co-Chair; David Gauthier, Hyatt Convention Service Manager. the following benefits and service options: Chicago, 1. 'De TESOL Quarterly (four issues) INSIDE A professional, refereed journal, recognized the City of Big Shoulders, world wide, this publication c 3ntains articles AMIlate News 8-9 Welcomes TESOL '88 Ballots 18.20 that represent, variety of cross-disciplinary Book Reviews interests, both theoretical and practical. In- Class -ics 7 Chicago, the city nicknamed "Second City,"is cluded are reviews of publications as well as Miniscules 21 actually second to none. From the moment the first- nonprint materials, brief reports, summaries, Teacher's Bookshelf 29 time visitors arrive, they are captivated by the incred- Call for Resolutions 20 ible mixture contrasts that Richard Wright cap- and reader comments. Chicago In March 3 tured in his widely acclaimed novelNative Son. 2. The TESOL Newsletter (six issues) Chicago TESOL 1988 16 "Then there was the fabulous city in which Bigger A magazine of general and practical inter- Conferences and Calls for Papers 28 lived, an indesc'ibable city, huge, roaring, dirty, Editor's Notes 23 noisy, raw, stark, brutal; city of extremes: torrid est, this publication contains refereed and In Memylam 7 edited articles for the TESOL practitioner as Interest Section News 13,15 summers and sub-zero winters; white people and well as news about TESOL officers, commit- Interview with Joan Morley 23 black people, the English language and strange tongues, foreign bom and native born scabby pov- tees, affiliates, interest sections, the annual Job Openings 28,30,31 Letters 22,24 erty and gaudy luxury, high idealism and hard cyni- convention, employment listings, and an- Membership Information 4 cism) A city so young that, in thinking of itr short nouncements from other organizations. On Line 21 hstory, one's mind, as it travels backwards in time, 3. Interest Section Membership and News- President's Note 2 is domed abruptly by the barren stretches of wind- Standard Bearer 11 swept prairie! But a city old enough to have caught letters Surviving a TESOL Conference 16 TESOL members may join up to 3 interest TESOL Elections Calkins continued on page 4 CHICAGC Continued on page 16 TN 12/87 1 7 9 TESOL NEWSLETTER

Jean ZukowakiRaust, Editor Depot:ant of English [ President's Note NAU Box 6032 Nathan Arizona University Flagstaff, AZ 86011 USA

Telephones: (602) 523-4913 (602) 526-5585 As I write this note, the members of the joined by J. David Edwards, Director of the TESOL Executive Board (EB) are on theirJoint National Committee for Languages The Maria' staff: MaryAmChristisccofSnow College inEphraim. UT; Ronald Eckard of Warm 'Canonic), University in Bowling way home from the Midyear Meeting. Before (JNCL), of which TESOL is a member. Dave than, KY: David &key olds University of South= California in I served on the EB, I wondered what the fifteen discussed current JNCL activities and identi- Los Angeles. CA; Liz liampLyons of the University of Michigan in Ann Atbor,MI; Wiens P.Cirabe.Narthem Arius* University;John members did in these meetings and why it took fied ways in which TESOL members, espe- Haskell of Nonhuman Illinois University In Chicago, IL; Carol ). so many days to do it! Having served on the cially those in the United States, could more 'Giulia of Georgetown University In Waatington. DC; Diukcie Lana otthe American Language Indira: ofNew YalcUnivenityin Board for five years, I now understand the effectively lobby for legislation that they con- New Yolk City; Patricia Mulligan or Ali201.1 State Chives-sky in Phoenix. AZ; Fredricks Stoller, Nathan Arizona University:Alia, kinds of discussions and decisions that need to sider vital. Osman of F. H. LaGuardia Community College, CUM'. in Loos be made. I thought it might be useful to sum- David Barker, Chair of the Professional Island City. NY; Howard Sage of the American Language Initiate of New YakUnivenity in New Yogic City; Richard Schrock, University marize here some of the EB's actions, and Sti"idards Committee, summarized the many of Maryland. thus, provide answers for those of you who activities of the Committee, including a survey

Production Mangles: have also wondered what the EB does at these of employment conditions in our field coordi- meetings. nated by Linda Tobash; a survey on TESOL's Sherry Bomberger SoftRom Convent Center This year, for the first time, the EB were Core Standards and Self-Study as :hese apply to 2724 E. Latin Drive 05 Flagstaff. AZ 86004 USA fortunate to be joined by some of the chairs ofTESOL members and programs outside the Telephone: (602) 52643512 TESOL's standing committees, and thus we United States, coordinated by Tipny Rd: //the;

Printing and Dinemination Manager: were able to focus on the many activities and and a proposal to develop a videotape to use to concerns of these committees and to provide explain the self-study concept and procedures Lars La Bouray Painavbn Printing some time for them to interact with one an- to those who are contemplating undertaking a Bloomington, Illinois 51701 USA other. For example, at this meeting, Wes Eby, self-study. The EB endorsed the videotape idea Advertising ?Amman Chair of the Rules and Resolutions Commit- and offered to work with the Committee to

Anal Berman tee, presented a revised version of the Standing identify potential funding sources. TESOL Devehmtnent and PIVIII0d0111 Rule on Resolutions which outlines the proce- diary Niebuhr, Chair of the Publications P.O. Box 14396 San Francisco. Cl. 94114 USA dures by which Resolutions may reach the Committee, reported on the status of TESOL Telephone: (415) 697.5638 door of the Legislative Assembly. We also publications in progress and also discussed a Editorial Assistants: discussed a draft revision of the Constitution survey which tl, committee will be conducting Roe Balsam*. Northern Arizona University; Bennett Burgeon, and Bylaws, prepared by William Norris, and Nathan Arizona University; Susan T. Calvert. Northam Arizona to determine the interest of our members in University; Kathleen Norris. Northern Arizona University; Daniel agreed that this revision is something thatTESOL's offering another, practice-oriented Mary O'Contell.'."9.SOLNAU. needs further attention, although stylistic publication, in addition to the current TESOL The TESOL Newsletter (174)is published six dame a yew. changes should be implemer.ed as soon as Quarterly (TQ) and the TESOL Newsletter February through December. It is available only through membendrip inIESOL or its affiliates. See back pap for membership informatini. possible. (A Call for Resolutions appears on (TN). This survey is part of a larger member- 774 welcomes news inure (remittal's's, intensmenions ,:si or- page 20 in this issue.) ship survey currently being conducted by the ganisations as well as announcements, calls for papers. coozince and workshop rib% and serer al information of inmost to TESOL Patricia Byrd, Chair of the Sociopolitical Central Office. The survey has been mailed out members everywbere. A length of approximately 300 words is en- Concerns Committee, asked the EB to endorsewith the ballot; if you have not completed it yet, couraged for those item except for conference, announcanents sal calls for papers whir.% shouR1 not exceed 150 words. Send two copies the following public advocacy/political actionplease take a few minutes to do so. The EB and of such news hems to the editor. Langer articles on isms and carrent cameras an also solicited. agenda for TESOL this year1) answering/ the Central Office need to know the kinds of and articles on classroom practices tall leaner levels Anders EOM- countering the English as the Official Lan- membersaip services that you want TESOL to combed. However, throe copies unrequited (one typed original sal two photocopies) as they ate seat out for review by members of the guage of the US movement, thus supporting provide. editorial staff and advisory board below publicatien daisien are the resolution on language and cultural rights Although Jane Hughey, Chair of the made. Unger *Meioses° limited to 1200 words or five typed pages if double-spaced. In reposing the mmuscept, authors are advised to passed at the 1987 TESOL Convention in Awards Con.rnittee, was not able to attend the follow the guidelines found in the TESOL Quarterly. Miami E..ach, Florida, in April; 2) supporting Midyear Meeting, we did have an opportunity Authors who wish to cattribme to special sections of the Ttinee advised to send twocopiesoftheir items ditecdy to the sectIoneditors: the English Proficiency Act (which wouldto discuss and endorse anew Presidents' Award Affiliate and Interest Section News: Mazy Ann Claistisoce Snow to be given, when cppropriate, to people outside Caller; Eptuiam, UT 84627 USA Telephone: (801) 283.4021 Ext. provide funding for English literacy programs 219. Teacher's Boob's:1f Reviews (professional boob): David Es- for LEP adults in the US); cnd 3) observing and our profession who have served our profession key; EDPA; University of Southern Califonda Los Anples, CA 900890031 Telephone: (213)743-2465. CLASS-Ics (Book reviews commenting upon the testing procedures used well.The recipient of this award will be of ESL classroom textbooks): Send to Jean &korai:I/Faust (RIF) by the US Immigration and Naturalization determined by the President, Past President, tutul a new editor is MO= ad for this action. International Es- chew: Send to Carol Houserlymeiro Beaten University. Caner for Service during the period of status adjustment and the First and Second Vice Presidents, in English Language and Orientation Programs, 730 Commonwealth of aliens previously considered to be in the US conjunction with the Awards Committe, Avant,, Bootee. MA 02215 USA. kWecke: Send to TE/Faag anew editor is announced for this section. On Lae: Said to Richard illegally. She also alerted the EB to attempts plaque and a free subscription to the TN will be Sclueck, University of Maryland, University College, College Park, presented to the awardee. A cumulative listing MD 20742. M' tIownd Sage; 720 Greenwich Strad (4-H': by the Sociopolitical Concerns Committee to New Yak, New a.nic 1001.4. Standard Beaten Carol "Cuddles; &hoot address issues of relevance outside the US and of awardees will also be maintained on a plaque of Languages and Linguistics; Georptown University; Washington, DC 24057 USA. other English-speaking countries, including at the TESOL Central Office. Advertising isles and information ace available Gros Aural per- developing committee liaisons with affiliates The committee chairs also used some of man. TESOL Daelopexat and Promotions. (Adchas &bob). For in- formation on submitting Job notices, me the kb openings page. outside the United States. I am sure Pat and the time for joint planning for the 1988 TESOL Deadlims follow this adaidole: the Committee would appreciate hearing your Convention to be held in Chicago, Illinois, For the February issue. the deadline is December 1. For dm April issue, dm deadline is February 1. suggestions on ways to make the work of the March 8 - 13,1988. m addition, they met with For the June LAW, the deadline is April 1. Committee more international in scope. On a the EB members of the Affiliate Coordinating For the August base, dm deadline is Jane 1. For the October ism, the deadline is August 1. related note, later in the meeting, the EB was continued on next page 2 .180 IN 12/87 Committee (Mary Ashworth, Chair; Fraida Legislative Assembly at each Convention. BARCELONA '87: Dubin, Associate Chair; and Linda Schinke- TheEBalso had time to discussTESOL's Llano) and with theEBmembers of the Inter- mission and to draft a charge to a long-range A Further Report est Sectio: . Coordinating Committee (Carole planning and policy committee which will be Urzua, Chair; Shirley Wright, Associatenamed later this year. One change which by: Bob Oprandy Chair; and Cathy Day) to plan a joint leader-emerged from our discussion involves a pro- Teachers College, ship workshop for the Chicago Convention. posed change in theTESOLconstitution to Columbia University This join wolicshop will provide opportunities increase the term of the Second Vice President for Interest Section, Affiliate, and Committee to three years, allowing the newly-elected This addendum is to address an omission leaders to interact and share ideas and con- officer to serve an apprenticeship year forand give an update on theTESOL-IATEFL cerns. There will also be dine set aside foreach Convention planning before becoming Con- Summer Institute in Barcelona, to supplement group to meet separately, as they have during vention Chair (Second V4i.e President) during the report given in the last issue of the TN. pastTESOLconventions. the second year of office. During the third year, Omitted was any reference to the two people Naturally, the Chicago Convention was the Past Second Vice President would serve as who more than anyone else turned the idea also the focus of some of theEB'sdiscussion. a liaison to the Interest Sections and as ex- forged a few years ago by John Fanselow, Marji Knowles-Ruffoni, the Associate Chair officio member of the Interest Section Coordi- Peter Strevens, and Henry Widdowson into of this Convention, reported on convention nating Committee. This change would bring last July's event. E. Patrick Mills and Alan plans for Joy Reid, Second Vice President and the Second Vice President's teen into line with Reeves, chief and assistant administrators of Convention Chair, who was unable to attend all other Officers and members of the Execu- the institute, and their extremely capable, theEBmeeting. Marji described some of the tive Board, who serve three-year terms. (You caring and patient staff, took ,itainstalring re- exciting activities planned, including the ple- will be receiving more information about this sponsibility for the thousands of administriv- narks, a series of invited speaker sessions, proposed Constitutional change in an upcom- ial, and not so trivial, decisions and details breakfasts, and this year, on Thursday morn- ing mailing from theTESOLCentral Office.) with the utmost professionalism and gracious- ing, a "fun run" (or "fun walk" for those who During this weekend meeting, the EB also ness. They werehosts par excellence, oiling all prefer a more leisurely pace), the proceeds of discussed membership services and the struc- the wheels at ESADE, which provided splen- which will be given to the Awards committee ture of membership dues, future summer insti- did facilities for the event. Their feelings about for the General Awards Fund. This year's tutes and conventions, liaisons with other the Institute now that they have some distance presidential event promises to be special: we professional associations, and planning for the from it? "Thank God it's over, in the sense that have decided to "rent" the famous Field Mu- EBmeeting during the 1988 Chicago Conven- the worry wits enormous, but then so is the gap seum of Natural History for Friday evening, tion. The TN and the TQ editors alsorcported the Institute has left behind. Working with where we will be able to explore the museum on their work, discussing some of the chal- both speakers and participants :urned out to be at our leisure, dine on Chicago-style food and lenges facing these two publicatiors: for the deeply satisfying. The level of willingness and beverages, and listen and dance to Chicago TN, the implementation of a desktop publish- cooperation on everybody's part was the most soundsall of this for only $25.00! In addi- ing system, and for the TQ, theneed to identify positive aspect of the whole experience." tion, the Museum has serold to keep its shop ways of reducing the burden on the TQ Editor The cooperative aspect, and the great open- open for -he first hour and a half, enabling us by bringing some of the final copy preparationness to lesm from the uniqueness represented to assuage our guilty consciences by buying to theTESOLCentral Office. at the event, a .t what I am reminded of as Mills gifts for family and friends we may have left After a farewell toast tcJulia Frank- and Reeves of ESADE, C. Peter Hill of the behind. So, plan to "dine and dance with the McNeil, the former Public. ions Director at University of London Institute of Education, dinosaurs" at the fabulous Field Museum and theTFSOLCentral Office, we closed our three those of us at Teachers College, Columbie to "Connect in Chicago" with otherTESOL and a half day meeting tired but inspired and University and representatives of the Univer- members. looking forward to seeing you all at the 1988 sity of Barcelona and other Spanish universi- Convention discussion also focused on the Chi go Convention. ties explore the real possibility of continuing change ofthe convention site from the Chicago air10, JoAnn Crandallthe Barcelona connection as early as next Hilton Hotel to the Hyatt Regency. This move 0 summer. More on this anon. to the Hyatt has resulted in very inexpensive room rates: a flat $85 for singles, doubles, or, and kids; it is. a great place for gourmands and where possible, triples and quads. The Hyatt is ChicagO in.March gounitiu It Ian great plat:elm musie lovers, vont. also well-situated for convenient and inexpen- by john Haskell. . lovers, food'give, and shoppers. Miss great plaii sive restaurants and shops. TheEB iscertain for a enritennion. . that members will be pleased with the Hyatt cti!cialto MO& 4iftnitelY,N Miami The htiitl is nicety situated doWntown lietWien Hotel and with the relatively low room rates. May.,(orApriI, orMarchy N`Or !sit San FratiChouri the loOP," rind Chicago's State Streit 'dirt nid The Midyear Meeting is also the budget New YOrit,./ba it it* Isnite of the *sz."the Cubsi:fan* along with Marshall Cat* Dine the Beira,-LakegiornDrive, .Chleage,fazzand Chi- Scott, 7;eirtian Sarcus, Bloornirtsdaks;. Water Ineeting forTESOL, somuch of our attention cago Pia*. Marilisli Micro, Wrigley'itsPearraint,TOSiier Place (anti the water tower of Mtis. O'Leary focused on budget priorities and issues. I am Stisii Tower, Mote Prank LIOYd Wright and the Chicago Pilafs*); yeah! plenty of places. happy to report that we were able to project a thin **where* the world, it *Oita ihat certainly to gO*6**essiclic balanced budget and still accommodate many rittals 5iiriFrineisco'S -and New Yorkist .a.GRgAT 1 suspect that two things are of primary interest of the requests for equipment and other items Impresiinnisti Picasso,Chigall, Miro; ro moit taritienilem gotribesidee the content or the made by our new Executive Director, Richard . 'aid Calder, laside out; .opera,, * eater, convention inelt--=nictiiieseare disprien of *room smd theconointeals:Thebonventionhotelisnindi Calkins, to help him implement some of his 'Phooig St4ittm.sand Y.-a do..ntaWr aquarium andmuirium u. natural his.'ebesperilum ithisbeeri in thepan,andive dileyou proposed changes within the Central Office any; riBilbsiTeinple; atbinat,twn (pi two), as well will be happy with that, There are, though .4 in the `including a consideration of more desktop as other ethrilc restaurants and districts of almost riiimbers we *rid ht Anaheim or Kiang, other hlishing capabilities forTESOL'smany every iniagiliable kind. It is 4 greet place for tourists dons as Well. As for food, there are umpteen fast publmitions). For your infon...ttion, a full MARCH Continued on Piga-20 budget report is presented annually at the

TN 12/87 181 3 mentary copies of classroom testbooks,teache refer- mation on federal, state, and local legislation affect- ences, periodicals, and publishers catalogues. They ing language education in the United States. This From the are housed at the Central Office and may be used by coalition of professional language organizations TESOL Central Office: members of TESOL. complements the work of NCLIS which lobbies on nfio, Networking: Members of TESOL are behalf of its members organizations. welcome to write or telephone the Central Office for 6. Services of the TESOL Central Office and Staff The information about other pans of TESOL that may be The TESOL Central Office staff offers its services CALKINS REPORT of professional service to these members. to the general membership. Executive Director Rich- Career Information: Members ef IESOL inter- ard Calkins manages this staff of professionals: ested in career enhancement are welcome to contact Susan Bayley (field services), Aaron Berman (devel- the Central Office for informati..2 about the profes- opment and promotions), Christopher Byme (mem- continued from page 1 sion, professional preparation programs, and mn- bership and plscement), Helen Komblum (publica- sections in 'rESOL, one being a primary selection ployment opportunities tions), and auto Padilla (administration). that offers voting privileges in that section. Our Favorable group r,,u2purchase of health. life. inct In a future col maul, I will take a precise look at the current interest sections represent elementary, sec- disability insurances. demographics of the TESOL memberstlip and re- ondary, postsecondary, and bilingual education as What may be unknown (and certainly unadver- vised current membership categories. I appreciate well as various specializations such as materials writ- tised) are the services your dues support. It is an and look forward to your continued support of ers and program administration. (See the member- impressive array of services which are vital to the TESOL, and I welcome your letters of suggestion. ship application fora complete listing of TESOL in- TESOL organization as well as to the furtherance of RLC terest sections.) Members receive up to three news- the profession. Among the services your membership letters from each of the selected sections, the number dues support are the following: varying from section to section. These publications 1. TESOL Summer Institute Membership provide a focus for an individual member's speciali- The TESOL Summer Institute sponsored by zations in the field and reflect the growth and dew:I- TESOL and held at a prominent institution each Information nlet of the profession. summer. The Summer Institute provides an excep- 4. Discounts on TESOL Publications tional opportunity for quality graduate and under- by Christopher R. Byrne TESOL publishes a wide range of professional graduate coursework. TESOL Membership and Placement materials, all of which may be purchased at up to a 2:TESOL Interest Sections TESOL Central Office 25% discotmt by members of TESOL. An annotated TESOL assists more than 15 interest sections in publications list is available from the Central Office. promoting the special interests of the profession. At the midyear meeting of the TESOL Executive 5. Ttmely Information on the Annual TESOL Each interest section prepares a portion of the annual Board, September 25-28, 1987, the Board authorized Convention convention program and may publish up to three several changes in membership dues, categories, and Members of TESOL receive precovuation an- newsletters en.h year. services. The '3ylaws of TESOL state that "...no in- notmcanents, preregistration mateaal, and the op- 3. 1E-SOL Affiliates crease for any year above 10% for any category of poramity to register early for popular convention USU. assists more than 65 affiliates the world dues may become eft-, 1'41 60 days after the activities. They also receive discounted convention over in promoting regional conferences and pro- Board has notified ali atembers of the proposed in- registration fees. The convention program includes grams. TESOL affiliates are autonomous organiza- crease through appropriate means, and dumte -hat pe- papers, demonstrations, workshops, colloquia, and tions of TESOL professionals in a given geographic riod, not over 100 members have registers Jbiec- featured guest speakers. Moreover, participants may area (Membership in iESOL does not include mem- dons to the proposed increase.' Jbjections are re- also visit the extensive exhibit area where the latest bership in a TESOL affiliate.) ceived from at least 100 man' era, the proposed publications in the field are on display. This event 4. TESOL Standing Lommine:.s increase in dues will not beci'mc effective until rati- also offers participants the opportunity to visit edu- TESOL support: the professional outreach of the fied by majority vote of all members having a vote and cational programs near the couvention site. following committees: voting in person or by ballot." The Executive Board 6. The Right to Elect the Leaders of TESOL and The Professional Standards Committee is respon- has approved improvements in services offered to Affto TESOL Policy sible for promoting professional standards in the Commercial Members, including reduced advertis- Members of TESOL have the right to vote for the workplace; in particular the focus is employment ing, convention and employment clearinghouse fees, officers and members of the TESOL Executive conditions and program regulation efforts through thus necessitating an increase in commercial mem- Board and for the leaders of their primT ty interest TESOL's self-study project bct ship dues of 25% to $250 US per year, effective section. If members attend the annual convention, The Sociopolitica Concerns CommitteeIs re- January 1,1988. A letter from the Executive Director they may also attend the Legislative Assembly to sponsible for monitoring social and political activities on behalf of the ED noti.ying voting m embers of this vote on TESOL resolutions. that affect the professional lives of the membership change has been sent. 7. The Opportunity to do a number of other things and the profession at large. The Board has also approved an increase in dues within the organization: Te Publications Committee is responsible forco- for Individual and Student Members. Effective Janu- Apply for TESOL Awards and Grants ordinating and overseeing the publication of books, ary 1, 1988, indiv, dual membership dues will rise Members of TESOL may apply for TESOL monographs, brochures, and pant' :lets that serve the from $40.00 US to $42.00 US. Student membership awards and grants which are announced in the Au- members of TESOL. dues will rise from $20.00 US to $22.00 US. Student gust issue of the TESOL,Newsteuer. TESOL offers. a The Awards Committee is responsible for deter- Members will also be required to provide a faculty research award, a materials development awara, and mining the criteria for and selecting the recipients of _ignature, including address and telephone number, a service award as well as teaching awards and travel TESOL's awards and grants. to certify minimum half-time status. grants to qualified members on a competitive basis. The Rules and Regulations Committee is respon- The Board approved elimination of the Parapro- Be Considered for Appointment to a TESOL sible for seeing that the organization's Constitution fessional, Retired, Unemployed, and V' leer este- Committee and Bylaws are adhered to and revised when neces- goly. This category was established by the Board in Members may designate to which TESOL com- sary. It also oversees the processing of TESOL reso- 1981; however, it was never presented to the mem- mittee they would like to be considered for appoint- lutions that are considered at the annual Convention. bership for approval and, as such, existed in violation ment. Chairs of these committees seek dedicated The Nominating Committee is responsible for se- of the TESOL constitution. volunteers with expertise in particular areas to assist lecting the slate of nominees for election of office As of January 1,1988, membership categories and in committee projects throughout the year. and members of the TESOL Executive Board which fees in TESOL will be as stated below: '"Use Services of the TESOL Central Office occurs in the autumn of each year. The members of Individual $42.0 US The TESOL Central Office in Washington, DC, this committee are elected each year at the annual Student $22.00 US USA, offers a variety of services to members of TESOL convention. Joint $60.00 US TESOL. These include the EmplonigniTplomm- 5. The Joint National Committee on Language Institutional $75.00 US onService: fora reduced fee,marbers may receive (JNCL) and the National Council for Language and Commercial $250.00 US bimonthly employment listings and have their resu- International Studies (NCLIS) proof of half-time minimum study required r on file at the Central Office for one year. TESOL is a member of both Washington DC- two.member Fous,.hold The Resource Center: TFSOL receives compli- based JNCL and NCL:S. JNCL offers TESOL infor-

TN 12/87 1 8 2 TAKING THE MYSTERY OUT OF TESOL ELECTIONS or How to Get Someone Elected to the TESOL Executive Board (It Is Time to Start Thinking About Nominations for Next Year NOW) by Cheryl Brown, Brigham Young University

When you, as a member of TESOL, sce JoAna which meets during the TESOL Convention each The IS Council route to the Legis'ative Assembly Crandall as the President of TESOL, you can be quite year. At the Affiliate Council, your official delegate slate of candidates for the Nominating Committee is sure that she was not just ''beamed down" into that po- can nominate any member of TESOL as a candidate similar. In the IS business meetings, candidates may sition. However, how Jodi got there orhow myone on for the affiliate representative on the Executive be chosen for the Nominating Committee. Later, the the TESOL Executive Board comes to his or her Board. many members are nominated, so names of those candidates may be placed in nomina- position is as big a mystery to many TESOL members your candidate will not automatically be on the ballot. tion at the Interest Section Council by any official as the "beaming down" or "beaming up" process lathe Affiliate Council after nominations , one person delegate. Advocates speak for each candidate and would bc. The purpose of this article is to help you as (usually the nominator of the candidate himself/her- then a vote is taken in the Interest Section Council. an individual Tr:SOL member know what steps you self) speaks for each candidate. Then, a vote is taken The top five candidates have their names on the slate can take to have as much influence as possible on the and each official delegate votes for three of the candi- which is voted on in the Legislative Assembly. om..nme of TESOL elections. dates. The top three vote-getters from this ballot will AU members of TESOL may vote on the business - begin with, if a person is to be elected to the appear on the fad ballot which all TESOL members conducted at the Legislative Assembly. In the Le".is- TESOL Exeanive Board, he or she has to be on the receive. As you can see, if you want to take this route lative Assembly someone speaks for each of the five ballot. There are three different routes by which you for your candidate to the Executive Board, you need candidates from the Affiliate Council slate and for can get a person's name on the ballot. One route is to bz active at the local level and, then, you need to each of the five candidates from the Interest Section through the TESOL Nominating Qxnmittee. (Seethe solicit the support and help of other affiliates. Cowell slate. The TESOL members who are present latter portion of this article to see how to get someone The third route for getting someone you want on then vote for candidates from each slate. The two top on the Non .acing Committee.) This is the route the ballot is through the Interest Fection Council. This vote-getting candidatesint each slate then become which must be used for TESOL 1st Vice President, route begins in the Interest Section business meetings members of the Nominating Committee and partici- TESOL 2nd Vice President, and Members-at-Large of held each year at the TESOL Convention. In each of pate in the choosing of candidates for 1st Vice Presi- the Executive Board. If you would !Um to use this these meetings delegates are chosen to go to the dent, 2nd Vice President, and Membt r-at-Large. route, you should watch for the Call of Nominations Interest Section Council which is also held at eatii The constitutional rules about elections were de- which appears once a year; watch for it in the April TN. TESOL Convention, The number of delegates which vised in order to give ei h member, each geographi- You may nominate any TESOL member for any of each IS selects depends on the number of members of cal area, and each special interest group as much these du= positions. You do not :red to ask the TESOL who clan primary membership in the IS. influence as possible. The only way that this goal will person's permission or be sure he or she is willing to Usually the delegates chosen one year attend the not be achieved is if the individual members of serve. The Nominating Committee will do that as part Interest Section Council the neat year. Each IS can TESOL do not take auvantage of the routes which are of its job. You should, howe:er, fill out the nomina- also select persons to nominate as candidates for the open to them. Exercise your franchise as fully as tion form as completely as possible as these forms are IS representative on the Executive Board at the Inter- possible. Start now at the local level through your what the Nominating Committee uses as its members est Section Council. affiliate, or through your IS, or simply by sending in deliberate the selection of candidates. At the Interest Section Council, official delegates a nomination to the Nominating Committee. Have as In selecting the candidates for 1st Vice President, from each IS may nominate candidates (generally much influence as you can on the TESOL elections the Nominating Committee will look for nominees ones selected in IS business meetings). As in the for the Executive.' card. It will helpixam"the entire. with certain characteristics which are important to Affiliate Council, one person speaKs for ash candi- TESOL organization up to a higher level of represen- keep in mind as you make yournominations. Some of date after the nominations and then rat official vote is tation and influence. the characteristics are previous service to TESOL (es- taken where each official delegate gets three votes. Cheryl Brown was a member of the TESOL 1985-86 pecially on the Executive Board), wide-ranging inter- The names of the three top vote-getting nominees on Nominating Committee. ests in TESOL matters and contacts with TESOL this Section Council ballot will appear on the final members, public speaking, and general communica- ballot which all TRSOL members receive. As you can tion skills, and ability to handle criticism tactfully. see, this route also requires participation at the grass- In selecting the candidates for Second Vice Presi- roots IS level and is strengthened by cooperation with dent, the Nominating Committee e,onskters the dem- other IS:.This is the third route to getting your onstrated organizational ability of the nominees (be- candidate on the ballot. cause the 2nd Vice President organizes the TESOL You zhould understand one other procedure in SAINT MICIAEL'S COLIME Convention), the ability to handle pressure and stress, order to have as much influence as possible on the Wiry:pond, Vermont 05404 ant. um support (office, office help, time, etc.) that the TESOL elections. That is the procedure by which candidate would receive from his or her institution. members of the Nominating Committee are chosen. MASTER'S IN TESL In selecting Liu eandidates for Member -at -Large of 'the Nominating Committee is composed of four 36 credits the Executive Board, the nominating Committee members and the chairman. The chairman is selected ADVANCED TESL Certificate Program considers what geographical and/or interest balance by the TESOL Executive Board from the elected 18 credits and understanding of TESOL con cems each nominee members of the Nominating Committee from the would bring to the Board. In doing this, the members previous year. The other four members are elected at INSTITUTE IN TESL of the Nominating Committee take into consideration the Legislative Assembly held at the TESOL Conven- summers only 9 graduate credits the affiliation and interest of persons already serving tion each year. There are vo routes by which candi- on the Board. dates' names emplaced on the ballot for the vote at the INTENSWF ENGLISH TRAINING PROGRAM The Nominating Committee selects two ^Andidates Legislative Assembly. One route is through the Af- Intensive English courses for foreign students for 1st and 2nd Vice president and 3 candidates for the filiate Council. With this route, once again, local conducted on a yearround basis Member. at-Large position. The chair of the Nominat- affiliate members or executive boards decide on per- ing Committee informs candidates of their selection sons they wish to nominate. At the Affiliate Council St Mchaers also oilers Malta *rem m Education. Theology. Acinwestration and Cancel Psycholow and obtains their permission ^o place their names on during the TESOL Convention, names of candidates Also wobble MEd. wit% communism* m the ballot. This is one way that you can get someone for the Nominating Committee are placed in nomina- TESL. Swill Education. Ad/merino:wt. Curnodwa. Reeding and Computer Education you want on the ballot. tion by any official delegate to the Affiliate Council. The second route for gettin3 someone you want on Once again, time is given after the nominations for write Dewed TESL Program the balbt is through the Affiliate Council. This route someone to speak on behalf of each candidate. Then Box II begins in your local affiliate where either the affiliate a ballot is taken in the Affiliate Council. The top five St. Kthseis Cokes Wilcoski, Vermont MOS membership or the affiliate executive board desig- candidates will have their names on the slate which is USA nates an official delegate to the Affiliate Council voted on in the Legislative Assembly.

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Box 2100, Cypress, California 90630 41111IMIIMEW .1 R4 6 1N 12187 z. , - Reviews: ASOCS In Memoriam On August 19, 1987, a memorial t cav ice %,--- edited &Illiquid kiturd; Western Kentucky University was eld at Eastern Michigan University for Patrick E. Buckheister. Interaction I: A Communicative Granurar by language used in some of the exercises. An example Patrick had been an assistant professor in the Elaine Kim and Darcy Jack. 1985. New York: Ran- occurs in Interaction // (p. 127). There is a passage TESOL program at EMU for three years. He dom House.( xiv + 321 pp.) in which the student is to fill in the blanks with used went to EMU after finishing his doctoral studies Interaction II: A Communicative Grammar by to or would (in the habitual sense). I find the repeated in TESOL at Teachers College, Columbia Uni- Patricia K. Werner and Mary Mitchell Church. 1985. use of these verb forms in one passage rather urnatu- versity.Before graduate work, he taught in New York: Random House. (xii + 371 pp.) ral. A colleague noticed a similar example in Interac- Japan, at Namara University and Nagoya Inter- tions I (p. 231) in a dialogue involving the repeated national College. In Japan he was co-editor of My acmaintance with interactions! and huerac- use of the present perfect continuous. theJALT Journal , in New York he was active in lions II wa n result of a senior Fulbright lecture- The texts should have been proofed more care- NYSTESOL, in Michigan, he was Vice Presi- ship to Syn.. for the 1986-87 academic year. As fully. For example, on p. 103 of Interactions I, the dent and President of MITESOL. At all the affili- Director of Courses of the American Language Cen- student is to use cues under pictures to form sentences ates and at TESOL, he was n frequent presenter. ter in Damascus, a new ER.. piny= under the with the simple presens or present continuous. A man All this, es course, fails to capture mut makes auspices of the U.S. Information Service, one of my is shown smoking a cigar, but this cue hat been us grieve so deeply. The vitae we all write are duties was to evaluate the texts recommended for the omitted under the picture. Another example is on p. full of information but not of feeling, of our real program. Interactions I and II are aimed r t "high- 181 of Interactions I, where the student is to produce selves, of our being. In Patrick's case, it is his beginning to low-iznermediate" and"low-intermedi- Verbs Object +Infinitiv e sentences with pictiues and wit, his sense of humor and delight in laughing, ate to intermediate" stvdenu, respectively. Both cues.The CUM unaer picture 1il should go with picture his love of talking and listening, his obvious bolts consist of twel% e chapters, each divided into #2 and vice versa. joyful affection Lad love for the immediate four parts. They are accompanied by supplementary The texts are oriented toward ESL rather than family, as well as his same open, honest love for texts: Writing process, Reading Skills, and Listening/ EFL. Some of the topics must be handled with care (or his parents and sisters, iris integrity, and obvious Speaking skills (with cassettes and tapescript), and avoided completely) when one is using the hocks in relish for ideas. His size, six foot six, looming an Instructor's Manual. The topics in each series are countries with a political and/or religious system c .er most °Fits, seemed a symbol for hic other at- coordinated so that, for example; Chapter I in the different from that of the United States. Fcr example, tributes bigger than life, more exuberant, Interactions! Grammar book and all the supplemen- I would not want to have the students discuss freedom more intense, more feeling and full of life than tary texts is "College Life"; Chapter II is "Nature." of religion if I were using the texts in Saudi Arabia. most of us. The chapters in Interactions I are organized so that Although I have some objections, the texts are as Memories of moving pianos together, seeing three of the parts deal with the new material, with the good as any and better than most, but the perfect ESL/ his head hit a doorframe in Japan, wearing old remaining part detioted to review. Chapter XII, how- EFL textbook has yet to be written. I recommend that tics, putting together costumes for parties cannot ever, is entirely a review chapter and VIII has three curriculum coordinators of intensive English pro- be shared in words. But the event of death brings review sections. All chapters except the final one grams (especially those in English-speaking coun- to the minds of all of us who knew Pat in life conclude with a "useful expressions" section. Inter- tries) seriously consider &deicing the tests for class- the images of us together in a range of settings actions II begins with a review chapter (although the room use. that were exhilarating, pulsing. This seems to be future continuous is new material). It differs from Abate the reviewer: Charles Wukasch, Fulbright lec- partly what one of his students had in mind when Interactions? in that there are fewer chapter parts of turer, Syria. she wrote: the review variety. Recalling you sends smiles like flights of The type of material in a cha pterpart is a dialogue Read Along. Audio Language Studies, Inc.; One birds from face -to face. (Cathy Duva) or text accompanied by a piazze. Exercises call for Colombo Drive; Niagara Falls, Nr..1 York (1-800 - Pericles in his funeral oration too reminded us the student to discuss the picture or text. A "grammar 843 -8050 $29.95/set, 45.95 additional books of how death enables all of us to be with the one lax" gives a formal presentation of the structure no longer with us in the usual sense.His covered, with underlining exercises where the stu- Recorded stories are very popular with the stu- thoughts, with some substitutions: dent has to identify the relevant structure in the text. dents in our program, who like to listen and follow So they gave their bodies to the common- In Chapter I word-lists are included. There are vari- along with sprinted script. We have been able to meet wealth and received each for his own memory ous drills and exercises, ranging from traditional full - the needs our beginning- through intermediate- praise that will never die. And withthe grand- in- the -blank exercises to truly communicative drills. level students both with commercially available est of all tombs, not that which their mortal Many of the activities are the pair or group-work material and by recording abort pieces ourselves. but bones are laid, but a home in the minds and variety. had been unsuccessful with finding material for our hearts of those who knew and loved them. A few objections can be raised concerning the higher-level students until we discovered Read For good people have the whole earth f'r presentation of grammar. An example is the grammar Along. This series consists of more than 50 books their tomb, and even in landrfar away there is in box on p. 8 of Book I; it is stated that the verb be is which have been recorded on cassettes and are ac- every breast a record unwritten that no tablet used with nouns, adjectives, and adverbs. For ad- companico by word-for-word transcripts. The series can preserve except that in the hearts offriends verbs, the example "the teachers aren't late" is given. includes a wide variety of books, including ch:ldren's and so our lives go on without visible symbol Or what grounds can late be considered an adverb books, mysterj and honor nodes, and classics of woven into the stu f f of our lives. here? Maybe the authors believe that because late is American and English literature. All are abridged Conort, therefore, not condolences is what frequently an adverb (as"he always comes late") versions in which the main authors' words are used; we offer today, knowing our lives have been and and, in its meaning here, does not have the adverbial they are not simplified for ESL. Each set consists of continue to be enriched by Patrick. Patrick, for suffix -ly so u to differentiate it from its adjectival a book and two cassettes in a storage case. The books being with us. form, it is simpler to classify it solely as an adverb. are from 100 to 150 pages long, spiral bound with Agrigatoo gozaimasu Hov..ev er, it is clearly an adjective in the example paper covers, with rather large print and no illustr.- Many who knew Patrick have expressed interest given. Another debatable point is giving the present dons. This lack of a slick appearance in the texts is in contributing to a fund of his family's choice: perfect continuous inInteradions1 (pp. 228-38) be- more than compensated by the high quality of the two The Patrick Buckheistet Endowment Fund at fore the present perfect. The authors attempt to juctify to three hours of recorded material in each set. The Eastern Michigan University, c/o Cathy Day this on legroundt that the *wants already know the stories have been redo sal at a slow ben natural pace 219 Alexander, Eastern Michigan University, -ing form of the verb, whereas they have not had the by well-known actors who speak both American and Ypsilanti, Michigan, 48797, USA; and in mem- past participle. (Helvellyn been is treated u a unit British English. In addition to the book and tape sets, ory 'Patrick, the Children's Leukemia Founda- followed by tine -ics form of the verb.) Although the there are teacher's guides availablefor each title tion of Michigan, 19022 West Ten Mile Road, present perfect is presented in the following section, which contain a story synopsis, glossary, exercises Southfield, Michigan, 48075, USA; or the Leu- I am not convinced of the necessity for the authors' and answer key, and discussion questions. kemia Society of America (Michigan Branch), order of presentation and, given she much-lower Read Along was developed for use in reading 20790 Harper, Harper Woods, Michigan, 48225 frequency of the present perfect continuous, would USA. by Jan Fanselow, feathers College, opt for the traditional order of presentation. CLASSICS Continued on page 8 Columbia University One might also object to the naturalness of the

7 TN 12/87 1 8 5 CLASS-ICS Continued from page 7 and literacy programs for both native and non- native speakers, and can be used with high-level ESL students of all ages. The feature that makes this Affiliate News series a welcome addition to the field is the word- for-word transcript in each set which serves t edited by MarY Ann Christison, Snow College reinforce the aural material. This sets Read Along apart from what was previously available re- corded novels which are generally condensed ver- sions that cannot be used with any existing printed DO YOU KNOW YOU. This service is TES OL's way of reaching out to version of the book. It is generally impossible for its more than 25,000 affiliate membership the any student who is not at the near-native level to NEARBY AFFILIATE? follow a. entire novel without see ^c the written world over. You may want to learn whether the word. affiliate near you offers this service. Readability levels range from grades three Membership in eituer TESOL or a TESOL thrc .gh eleven, and content varies from titles that Have you ever attended a TESOL affiliate affiliate does not include membership in the would interest children (The Wind in the Willows), conference or read an affiliate newsletter? other organization. Should you wish to contact teenagers (Little Women) and adults (The Mayor of Would you like to meet other educators in the someone in a TESOL affiliate, please write or Casterbridge). Many ESL students have read trans- fie:1 of English as a foreign or second lan- lations of these books and are eazr u, Ad them in telephone Susan Bayley, Director of Field English. The only "caveat" for usulg this as ESL guage who live near you? Do you want toServices, at the TESOL Central Office: 1118 material is that some books contain no:'- standard know more about programs in your area? Are 22nd Street, NW, Suite 205, Washington, DC spellings that authors have used in dialog to show you perhaps moving to a new area and will be 20037 USA (202) 871-1271 characters' dialects, which ESL students might find looking for new employment? A TESOL confusing. affiliate may be just the right resource for you! Read Along can be um_ dith whole classes or There are currently 67 TESOL affiliates (44 reading groups (extra copies of the books can be purchesed), or can be used for inditidual work. in, and 23 outside, the United States), all of AFFILIATE NEWS Three sets in the series are now being used in our which hold annual conferences and publish readin6 rb. They are very popular with our upper- newsletters. Other membership services vary The editorthiipleisMaty Min CiriOsim, level students, who have said that they help with from affiliate to affiliate. Some TESOL affili- English, Trilihig'N °enter. Siiow College, listening comprehension, reading speed, pronun- EPhriiiricUtali 84627USA. Send Interest ates offers service to theirmembers that is not tide announcements; iiewslettiii, and :' 'her ciation, and guessing vocabulary from context. offered to the general membership of TESOL: These students agree that the best place in our Acid items to tier (56014Onis) by the deadline program for theses is in thereading lab, where they an introductory one -, two -, or three - year at stated on page 2 of the TA cost subscription to theTESOLNewsletter. CLASS-ICS Continued on page 10

NEW FROM ...5 VITAL BOOKS FOR NEWRURY HOUSE... LANGUAGE PROFESS'ONALS METHODOLOGY IN FOREIGN LANGUAGE TESOL LEARNING A Book of Readings Bill VanP. -ten, Trisha Dvorak, Michael H. Long & Jack C. & James I-. Lee Richards, Editors A valuable resource for all foreign Representing a variety of language instructors, this text brings viewpoints on central topics in the together a variety of research teaching of English as i second or projects focusing on the classroom foreign language, this comprehensive and the processes involved in anthology explores contemporary foreign language learning. issues and practices generally :NTERLANGUAGE tated in basic methodology PHONOLOGY courses. Georgette loup & Stever A GUIDE TO LANGUAGE Weinberger, Editors TESTING Responding to the growing need for further work in this area of Development, Evaluation, second language acquisition, this Research comprehensive volume presents an by Grant Henning autnoritative overview of research A systematir "how to" book en interlanguage phonology. covering an extensive range of practices and approaches, this SUCCESS OR FAILURE? comprehensive text introduces Lear ning and Language principles of test and questionnaire NEWBURY HOUSE Minority Students development for use in placement, PUBLISHERS Henry Trueba, Editor achievement, evaluation and Why do minority students fail? research. a division of Harper & Row, What educational reforms can be Publishers, Inc. enacted to encourage sident 10 East 53rd Street success? This anthology addresses New YI:k, NY 10022 these issues and suggests some (800) 722-2031 sources of thz, problem.

8 TN 12/87 IR6 more felt than seen. There are no great numbers of Laura Pires of the New University of Lisbon; tourists nor concentrations of American military per- Desmond Rome of BBC English (Lisbon); and Dr. sonnel; there is no stream of Portuguese graduates Karin Snusa Ferreira of Livraria Buchholz. BRITISH VS. AMERICAN returning from American universities. But American REFERENCES rather than British geopilitical strategies make the Maple, Robert. 1987. TESL versus TEFL: What's 2.,NGLISH: headlines, and President Reagan's actions in Central the difference?TESOL Newsletter 21:35-36. REPORT FROM America are a favorite subject of graffiti writers. Richards, Jack C. 1984. The secret life of methods. More import-Indy, American popular culture has TESOL Quarterly18:7 -23. A TESTING GROUND .roved terrifically seductive in Portugal, as it has in many oth er countries. Anyone who 'as traveled abroad will recognize the signs. The background music in By Gregory A. Barnes Portuguese restaurants is American pop. The television set in the comer of the bar carries an American show English is winning the worldwide contest for with Portuguese subtitles --t' the point where Portugal favorite foreign language, but in many countries, the has considered legislating a minimum percentage of rivalry between British and American English for entertainment productions that must be generated in- dominance remains unsettled. Portugal is such a country. American soft drinks are stocked wherever country. It cannot be called a battleground, given the people go for beverages. Young people wear T-shirts Portuguese' genial neutrality in the contest, but for and (to a lesser extent) jeans, the former emblazoned The School for some interested partie--publishers and materials with California witticisms. writersthe stakes are high.This article is a report on In an interview in her office at Lisbon's American International the state of the rivalry based on interviews I con- Language Institute, Mary Fonseca spoke of a change in Training ducted with several English/ELT specialists in Lis- the relative importance of r ish and American Eng- bon and Coimbra. lish in Portugal. When she, .ved in Lisbon 17 years The British have considerable advantages in pro- ago, British English clearly dominated; she believes moting their English, including a long history of that today, however, Am... 0Am English has reached good relations with Portugal. The first Anglo-Portu- parity. She, like ethers with whom I spoke, saw the guese friendship treaty was signed in 1373; 'he Brit- issue as holding minor importanceas indeed it must ish have played a leading role in Portuguese trade to them, considering the fact that there are too few since the 18th century; for generations, British citi- trained Portuguese teachers of English to meet the zens have spent holidays or their retirement on Get a better job rapidly growing demand for English among the Do a better job Portugal's shores. The center of Lisbon is dominated country's school-age population. Maria Emilia Gal- Master of Arts in Teaching for by landscaped grounds called Parque Eduardo VII, vao, of the Ministry of Education, shrugged off the certification and effective career preparation in which commemorates the British king 11902 visit to question, saying, "We'll live with both." English as a Second reaffirm the Anglo-oortuguese Perhaps, after all, it does not matter much whether Language An American teacher of English is struck by other French. Spanish the Portuguese spell it "programme" or "program." Bilingual/Multicultural British claims. Comixtred with the British, we seem Still, an American teacher and materials writer cannot education in two consecutive summers or uninformed about EFLthis, despite our lengthen. help wondering whytsar:fling American English is one academic year Also. ing heritage of missionary and Peace Corps teaching catching on in Portugal and elsewhereTEFL is not an Masters in Intercultural Human abroad; we need only read Maple's basic (but to American career track; why Longman and Oxford and Service Management The School Americans, useful) comparison of TESL and TEFL Cambridge and Heinemann and Pergamon can market For Intorocrtlonal Tracing (1987) to know our own naivete. We !ack a cultural English texts aggressively overseas but their American 32 Klpling Road Brat* 'soro VT 06301 I-800,451.44a agency like the British Council, which is prepared counterparts can't, or won't or, at least, don't. with both funds and expertise to enrich English language teaching around the world; the Council ACKNOWLEDGMENTS represents, in Richards' words (1984), "the British In addition to the ELT specialists cited above, I would selling things British." And we lack an Oxford Uni- like to thank the following for their contributions to this versity Press, which will set up its own bookstores in report: Michael Barker, Director of Livraria Britanica; major European capitals, or a Longman, which ac- Maria Isabel Carvalho Gomes Cal deira and Joao Paulo tively encourages materials writers to do texts for Rodrigues Moreira of the University of Coimbra; Prof. overseas consumption. The largest English-lan- guage bookstore in Lisboncalled, tellingly, the 131 Livraria Britanicastocks hundreds of British texts 11140 but only a handful of their American counterparts. UPCOMING 1988 TESOL AFFILIATEMEETINGS A more subtle factor in the British favor, accord- a'(VIeetings are in the USA unlessotherwise indicated.) ing to Robin Jones, Director of Lisbon's International January 22 24 Thailand wsor..., Bangkok, Thailand House, is Portugal's uneasy view of Brazil. Great February 6 Hawaii Council of TeAditi$ of English, tale, Hawaii Britain is not the only European power to nay." February 12- 13 New Mexico TESOL, Lai Cruces, New Mexico created an outsize, renegade colony in the New Mitch 18 - 19 British Columbia Teachers of English as a Additional Language, Vancouver, World. The Portuguese fmd the Brazilian dialect British ColuMbia, Can jarring and are sympathetic, in'. ss's view, to the Mar625 426 Michigan TESOL,FranIcenmuth, Michigan idea that the proper or correct vet siva of a language April 7-9. Arizona TESOL,Tucson,Arizona is that spo!..en in the mother country. . April 9 -10 Louisiana TESOL; Baton Rouge, Louisiana To all these advantages must be added Portugal's 'April 14-15 New Jersey TESOL; Seacaucus, Nee Jesse new relationship to Great Britain as the I. test country April 11 - 14 IESOL Scotland, Edinburgh, Scotland to join the European Economic Community The April 1517 California TESOL State Conference, SanFrancisco,California EECh as already endorsed a Royal Society of the Arts April 16 Connecticut TESOL, Metidan; Connecticut proposal 'or training EFL teachers, and it is likely April 22- 23 Gulf Area TESOL, MelbOurne, Florida that teacher exchanges between the two countries May 27 29 VeneiiieJa 1ESOL, CaliCS,S, Venezuela will increase along with the flow of goods back and October 8.10' japan Association of Language Teachers, Kobe, Japan forth. The British would seem, in short, to have a lock October 131.15 Midwest Regional Conference, St. Louis, Miss. ad on the export of English to Portugal. Novianber 3.5Rocky Mountain Regional Conference, Salt Lake City, Utah That this is not the case is testimony to the enormous influence, politically and culturally, of the For more information: Susan Bayley, Field Services Director, TESOL. gulte 20c,1118 United States. The American presence is perhaps 22nd Street, Washington,DC 2007' USA Telephone S 202 872-1271. imisirds orris mar ir se sea TN 12/87 9 1R:1 CLASS-ICS Continued from page 8 can work on them at their own pace. They also use the material in a variety of ways; they listen and follow varaw1011111111111111112 along then re-read without the tape, or they read first then listen while following along, and occasionally vainwa listen without the book. One student even used part of Bogh., the tape as a dictation exercise, writing and then compar- .4iciz( ing what he had written with the book. Read Along is a welcome and long-awaited addition to our reading lab as it rounds out our collection of rean :ed stories by providing materials for our highest levels. Perhaps the strongest endorsement of these materials has come from the students who have left our prognur with the Read Along catalog and order sheet, planning to take sets home for future study and enjoyment. About the reviewer: Janet Giannota teaches in the Division of English as a Foreign Language at Geor getown University, where she coordinates the reading laboratory.

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10 188 TN 12/87 II. DIRECTIONS: In this section please read each THE STANDARD BEARER issue and circle one number. The number circled will trnivetsity indicate the degree of con ;ern you have about that particular issue.In answering, think about these The first ESL Employment Survey appeared in the TESOLNewsletter just six years ago, In December 1981. is sues at your currentplece of employment. The num- Results were reported here in"The Standard Bearer" in February 1983. At that time were- ommended a biennial bers stand for the following criteria: survey, but time and money precluded such a time frame. Linda Tobash and Marian Bieber for the Committee on Professional Standards have now developed another survey which we are publishing here. We urge your 1 = extremely important to me cooperation in filling out the survey &on. This is your opportunity to voice your concems. -CJK 2 = so..zewhat important to me 3 = not sure 4 = of little imporance tc me EMPLOYMENT CONCERNS SURVEY 5 = 'ias no importance to me 6 = does not apply by Linda Tobash end Marian Bieber, LaGuardia Community College CONCERNS AND ISSUES There has been much discussion recently regarding employment concerns in the field of teaching English to speakers of other languages. However, before any action can be taken to address these concerns, it is 1. Being viewed as a profeuionat 1 2 3 4 5 6 necessary to identify them. Therefore this survey was created by the Committee on Professional Standards. It 2. Orientation to your place of 1 2 3 4 5 6 asks you to describe how you feel about the working conditions in the field. It does not ask you to describe the employment when first hired conditions, but rather it asks you to identify which of these conditions cause you concern. 3. Having qualified professionals 1 2 3 4 5 1, hired in your program The results of the sun will be published in this column. In addition, the data will be used by the Commit- 4. Reassignment of individual from 1 2 3 4 5 6 tee on Professional Standards of TESOL to other discipline into your program develop a position paper on employment concerns; to mad. english recommend action TESOL can take to improve conditions which are identified as major concerns; and 5. The ability to acquire a pamment 1 2 3 4 5 6 share data with Affiliate and Interest Sections in order to enable these groups to take action, if they wish, on position, e.g., tenure, a Chair, etc. major concerns identified by the membership in their areas. 6. Having a collective bargaining 1 2 3 4 5 6 agreement Since the issues are best identified by professionals like yourself, your cooperation is extremely important, 7. Represertution in governance 1 2 3 4 5 6 and your help is greatly appreciated. Please feel free to copy this survey form an. distribute it to colleagues; 8. High ratio of part -timers to fulltimers 12 3 4 5 6 9. Stated contractual agrments or 1 everyone's input is welcomed. If you have already received a copy of this survey in the mail and completed it, 2 3 4 5 6 other statemarts of mmloymart we thank you for your participation and request that you do not complete another. Otherwise, please retum the 10.Stated grievance procedures 1 2 3 4 5 6 survey or a photocopy by FEBRUARY 1 , 1988, to Linda Tobash, LaGuardia Community College, M-103, 31- 11.Susuined job security, i.e., 1 2 3 4 5 6 10 Thomson Avenue, Long Island City, NY 11101, USA. longer than arm year 12-Adequate health basetits 1 2 3 4 5 6 EMPLOYMENT CONCERNS SURVEY 13.Adequate additional benefits e.g., 1 2 3 4 5 6 retirement, vacation, etc. I. BACKGROUND INFORMATION CODE: 14.Salary which is commensurate with1 2 3 4 5 6 (for internal use only) duties and experience 15.Realistic weekly teaching workload1 2 3 4 5 6 16.Ratio of students to instructor in 1 2 3 4 5 6 1. Age: Sex: 9. What is your primary job title? each class (mark 'AO 17.Timely notification of employment1 2 3 4 5 6 2. City, S'ate/Province, Country Teacher's Aide/Assistant and schedule(s) Tutor 18.keimbursanatt for duties assigned1 2 3 4 5 6 Teacher but extraneous to main job function 3. Highest Level of Education Lecturer 19.Stated substitution policy 1 2 3 4 5 6 (mark one) Instructor 20.Fair procedures for perfonnance 1 2 3 4 5 6 appraisal less than a Bachelor's degree Assistant Professor 21.epporturuties for promotion 1 2 3 4 5 6 Certificate/License Associate Professor 22.1:upport for attendance at 1 2 3 4 5 6 BA/BS Coordinator professional conference MA/MS Professor 23.Support for professional projects 1 2 3 4 5 6 EdD/PhD Director e.g.,developman 0:materials/books Other: Chairperson review of software, educational leave, Language Specialist etc. 4. In what field or discipline is your education?: Volunteer 24.0nsite professional development 1 2 3 4 5 6 Other: workshops 25.11aving a voice in curriculum 1 2 3 4 5 6 development and textbook adoption 26.Having access to adequate work- 1 2 3 4 5 6 5. How army jobs in the field of teaching English to space and office equipment speakers of otherIgivages do you have? 10. In what type of institution are you currently 27.Having good cle_sroom conditions1 2 3 4 5 6 primarily employed? Mark one. 28.Quality assigned or required 1 2 3 4 5 6 Pre -rat col classroom materials and curricula Elementary School 29.Quality and availability of mavials 1 2 3 4 5 6 6. Are you currently employed: Junior High/Middle School for use out-of-the-clastroorn,e.g., reference books, lab and workshop full-time only Senior High/Secondary School materials, etc. pan-time only Business Sch.Nol combination of full-time plus part-time Proprietary School LI. GENERAL COMMENTS: Place elabonte on your Technical Institute 'ajar employment concerns in the field of teaching English Adult Education to speakers of other languages and sharhow you think these 7. Total number of years working Govenuncnt concerns might be addressed to TESOL. in the field: Voluntary Organization -CUSO Peace Corps, VSO, etc. The editor of the Standard Bearer is Carol,. tiddler, School of Languages and linguistics, Georgetown thiversity,Washingtort,DC 20057 USA. said 8. Are you represented by a collective bargaining Two-year college appropriate ankles to her for review.Please note that an error was made In agreement in any positions you hold? Four-year college/university the Standard Bearer Colum n In October. The anklebyFelicia DeVincaui yes nodon't know Teacher training institution on the NTE Prograns'Ten for ESL wu edited by Cuol Kriedleiand should Other; have been under the Standard Bauer heading. , My siviggiel.-.17IF

TN 12/87 1 R 9 11 The New Oxford Picture Dictionary Watch for details inyour mailbox

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(RealLife Spoken English It's the real McCoy! Voices from life itself, of the unaltered spontaneous daily speech of Americans, make up the study materials for nur- serytots,illiterates,survivalEnglish, allschool levels, sophisticates to lose their 'foreign` am Introduction to Spoken English is for anyone having trouble understanding or speaking (tiny tots, illiterates too) Basic Course, Slow to Fast Forms Over 600 spontaneous segments im- part, embody all you need know to 'hear-say' spoken Englie i. Real Life Selections - 12t..eoices Common Expressions - 76 voices use 1,100 in real-life conversations. TESOL SUMMER INSTITUTE 1988 Listeners Digest Monthly, up to 100 voices speak of US life and topics Session I: June 14July 11ASession II: July 9August 8 Summer Meeting: July 9 11 If you want to understand Americans and speak as they do, why not directly study Northern Araona UniversityAFlagstaff. Ariiona U.S.A. their spontaneous speech itself? Ask for our catalog + Problem Solver Spoken English 210 West 21 St., New York,N.Y.10011 212.989-2719 190 12 TN 12/87 BASICS Interest Section News vgio, edited by Mary Ann Christison

VIDEO GROUP LOOKS ESL FORWARD TO TESOL '8C

from At TESOL '87 in Miami Beach, users and produc- Lateral ers of video came together to propose the fo rmation of Communications a video Interest Section in TESOL. Procedures for becoming an Interest Section require a group to show ,N.1, N., I11,, Strategies in listening * evidence of professional interest and to obtain a Basics in Reading A flexible series of task-based minimum of 50 signatures of TESOL members who Focused around adaptations of high- lessons for low-Intermediate students, are willing to declare the prospective interest section using authentic recordings with a Interest articles from popular American as their primary interest section. After nearly a year of magazines, this text Introduces basic variety of American speakers. The reading strategies to high-beginners. activities concentrate on building preparation and signature gathering, members nave Exercises encourage the development intensive, selective. and global listen- prepared a petition to have the Video-1S recognized of prediction, inference and gist ing skills. by TESOL. Signers include long-standing TESOL reading skills. Faces* members as well as other professionals who have For the Intermediate level, a course heard about the group and joined TESOL. Expres- designed to stimulate discussion of cross- Strategies in Reading cultural issues. Actual opinions of English sions of support have come from TESOL members Through lively, challenging readings speakers from ten different countries pro- around the world aware or the need for an interna- from authenti: texts and articles, help,., vide the focus. tional forum focusing on the use and development of the low-Intermediate student to de- velop Important reading strategies: English Firsthand* video in language teaching. prediction, gist, inference, analyzing A Functional coursebook for the low- At the time of this writing, the final program for and evalurting a text. Includes Innova- Intermediate level with a variety cf active TESOL '88 has not been decided. However, a loge tive vocabulary extensbn exercises. speaking activities and authentic listening practice. number of video-related presentations, including an Basics in listening Lateral international colloquium on "Video in Language A popular beginning ESL listening Communications Teaching," have been proposed. course, consisting of 68 short task- P.O. Box 14024 For more information on the formation of a video based lessons, each dealing with a San Francisco, CA 94114 interest section, please zaitact: Susan Stempleski, specific theme or language function. Tel: 415-550-8487 Hunter College !ELL Room 1025 East, 695 Park For adult learners In the classroom or Distributed exclusively by Lateral Avenue, the ;anguage lab. Canmunications RANDOM HOUSE York, NY 10021 USA. Telephone: 212 772-4290,

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14 192 TN 12/87 For members of TESOL, this is your chance 6I'Ot:Sf,;01100 SOW"- to expand your TESOL membership. It is a good opportunity for people who want to get to ,editedlMaeyAnn Cheistikin, Snow College Ynow a little more about new trends, speciali- zations, forthcoming convention program- ming and the leaders in special areas of inter- that of external agents, because the outcomes ofest. TESOL '88 instruction will be determined, not by what educational planners say ought to happen, but SOFTWARE FARE: by what teachers and students actually do. CALL FOR PROPOSALS During the session, a rationale will be 0 offered for this teacher-centered and student- The Software Fare is an informal forum for centered approach to the curriculum, and par- educators to show new, non-commercial soft- ticipants will have the opportunity of experi- Adult Ed Meets EED and RC ware which they have designed. Amateurs as menting with a series of activities and tasks well as experienced programmers are wel- which can be utilized in grouping learners for WORKING TOGETHER FOR REFU- come; this is your chance to get recognition effective learning; identifying goals; selecting GEES is a special section in which the Adult and feedback from other teachers.Some content, learning tasks and activities; and cur- Education Interest Section joins two other Apples, IBMs, and Commodores might be riculum evaluation. interest sections ESOL in Elementary Edu- available. Send your proposal of 150 words cation and Refugee Concerns to explore describing your program and the hardware There will be are,ceptionfollowing the AEIS how we can cooperate and collaborate on is- required to Claire Braden, Economics Insti- Academic Session for'alt the paitiCiiiants. We sues that concern us all.The problems of tute, 1030 13th Street, Boulder, Colorado are tti;.entotirag:cross- fertilization refugees are not restricted to their English 80302 USA. among session classes (a concern of Adult Education), or to 41-41,0:#3A1,e00,-9f:YOt'i.0#4t *404 their children's education ( a concern of Ele- pleise'ft4ftektO use *MI:07409h hereinmentary and Secondary ESOL interest sec- AEIS ACADEMIC SESSION 041:,me If:).'91..1*e any tions), or to their vocational needs (a concern paiRigg.,6027795-2199 of Refugee Concerns). Refugees may grapple IN CHICAGO with all of these problems, and in grappling by Pat Rigg, Associate Chair AEIS INTEREST SECTION with them, one family may deal with four or NEWSLETTER more TESOL members, each belonging to a different Interest Section. This Special Ses- The Adult Education Interest Section has SUBSCRIPTIONS been very fortunate to secure as speaker fonts sion explores some specific ways in which Academic Session at TESOL '88, Dr. David TESOLers can work together on such prob- Nunan, who will speak on A Collaborative Both members and non-members of TESOL lems. We think this is an important session and may now subscribe to Interest Section News- ApproachtoCurriculum Development. we believe it will be an exciting one to partici- letters. Formembers who wish to receive more Nunan is Director of the National Curriculum pate in. than periodic newsletters from their three se- Resource Center, which provides curriculum, Here is a brief description of the people teacher training, and materials development lected interest sections, a subscription package involved and the procedure we plan to follow: service for the Australian Adult Immigrant adds diversity and a fullerrange of information Pat Rigg, Associate Chair, AEIS; Judy Meyer, to one's TESOL membership. For people who Education Program. Nunan has worked as a Associate Chair, ESOL in Elementary Educa- teacher, lecturer, and researcher in teaching choose not to be members of TESOL, but who tion; Myrna Ann Adkins, Associate Chair, English to speakers of other languages in wish to receive information from selected in- Refugee Concerns; Helaine W. Marshall. U. of Australia, England, Southeast Asia, and the terest sections of TESOL, a subscription pack- Wisconsin Technical Institute; Gail Wein- Middle East. His research interests include age offers an introduction to TESOL services.stein-Shr, Temple University. This panel will curriculum development, second language Here is the subscription package, for delivery report briefly on specific ways they have cut acquisition, testing and evaluation. He has of newsletters b ullc. rate in the United States and across arbitrary boundaries, perhaps by col- numerous publications and his latest book, surface rate outside the United States. laborating with school and community agen- 4 IS newsletter subscriptions/year: $25.00 US cies. Then small groups composed of mem- The Learner-Centered Curriculum: A Study 8 IS newsletter subscriptions/year: $40.00 US in Second Language Learning, is to be pub- bers from the different interest sections will 12 IS newsletter subscriptions/year. $75.00 US briefly report to one another on collaborative lished by Cambridge University Preys. Newsletters are produced by volunteer lead- Here is an abstract of David Nunan's pres- effects already in place and will then pose ers. Thus, TESOL cannot guarantee the num-possibilities for further collaboration, with entation at the AEIS Academic Session: ber of issues in a subscription year. Most A set of procedures will be presented which each group creating one idea that can be interest sections publish two to three newslet- adapted to the local conditions of each group teachers can use in developing or adapting ters a year. They vary in length from four to their curriculum. The session is offered in the member. Finally, each group will share these sixteen pages, although most newsletters are ideas with the other groups. belief that, since teachers and students are the eight pages. For example, a $25.00 US sub- central agents in the learning process, the scription to newsletters from four interest sec- most effective programs will be those which tions might include anywhere from four news- Interest Section News are developed through collaboration between letters ( a few sections only produce one news- Send InteiestSeetion annOiliscirnents, new - teachers and students. letters a year), and,up to twelve newsletters The curriculum is viewed from the perspec- let* and other Skirt items by the deadline On (some sections produce three newsletters a pige2 of the 7N' to M4y Ann Cbristison, Erg- . tive of teachers and students, rather than from year). litli Center, Stioiv College, Ephraim, Utah '84627;

TN 12/87 193 15 Chicago Continued from page 1 photographs, Oriental alt, primitive art, decorative guarded secret is that Midway Airport is not nearly so arts, textiles, architectural drawings and fragments, crowded or busy as O'Hare. kv...\.N within the homes of its long , straight streets, and arms and armor. Thirty-one newly renovated Regardless how you get here, be sure to attend 4 the symbols and images of man's age-old galleries of European art include works from Rem- TESOL '88 at Chicago. Hard-working committees destiny, of truths as old as the mountains and brandt to Renoir. Among the museum's noteworthy are get ring up to make this convention the best ever. kt\.: seas, of dramas as abiding as the soul of man masterpieces are El Greco's The Assumption of the We have already planned some truly memorable kssk itself! A city which has become the pivot of Virgin, Seurat's Sunday Afternoon on the Island of experiences for all who participate. A few have never Eastern, Western, Northern, and South- La Grande Jane, and Grant Woods'American been done beforedinner at the Field Museum with ern poles of the nation." Gothic. the run of the entire place. We plan to have an up-to- Although the name"Chicago" conjures up Among the museums not to bemissed is the Field date theater calendar for you as soon as that informa- many images, the reality of Chicago mirrors Museum of Natural History, founded in 1893. It is tion is available. The conference, speakers, and ses- this city's great spiritits hospitality, its eth- an international center for exhibits, educational and sions promise to be excellent. This year has been an nic neighborhoods, and diverse populations, scientific research in the fields of anthropology, active year in terms of research and politics and weall its famed museums, the magnificent outdoor botany, geology, and zoology. Exhibits dramatize have a lot to offer one another. Plan now to be in scuipture.s, the lovely puks, and beaches that pre-history to the present. Ten acres of anthropol- Chicago from March 8th through March 13th, 1988. stretch along the beautiful Lake Michigan. ogy, botany, geology, and zoology exhibits depict Come to share our spirit, our diversity, and our enthu- First-time visitors are amazed and surprised the universe from 4.5 billion years ago to the pres- siasm. '%%,:k:.. .A. and want to come back. Returning visitors ent. Highlights include prehistoric human beings; savor old memories and create new ones. the rich cultures of China, Oceania, Africa, Egypt, This personal invitation has been extended by ki The headquarters fo r TESOL '88 will be et and the Mediterranean; splendid American Indian Judy Kwiat, the Hospitality Chair, and Shirley r the elegant Hyatt Regency Hotel located on collections including the only Pawnee Earth Lodge Rakove, the Hospitality Co-chair. 7' ,1:X Michigan Avenue in the heart of the down - of its kind, and the magnificent new Northwest Z.^ 'z' town area, just a short walk to the shores of Coast hall. Lifelike dioramas capture the excite- Lake Michigan. A few blocks south are the ment of dinosaurs, meteorites, wild animals, and world famous Art Institute and the Goodman brilliant plants. Theater. The Museum of Natural History, the The Museum of Science and Industry, located in T E S L Adler Planetarium, and the Shedd Aquarium Hyde Park near the University of Chicago, is known '4 are only a short distance away. Michigan as the Midwest's leading tourist attraction and the /".1? Avenue is known as the Magnificent Mile world's largest and most popular center of contem- and it lives up to its name. Starting with Water porary science and technology. Over 2,000 exhibit Tower Place, a luxurious shopping mall, units in 75 major exhibition halls offer visitors Michigan Avenue is lined with the most ex- ample opportunities to become directly involved in ' :Esz's;1 elusive stores in the country, art galleries, res- fun-filled learning experiences by pushing buttons, 8 8 taurants,theaters,museums and architectural turning cranks, lifting levers, and operating com- $ SURVIVING A TESOL landmarks. puters. Exhibits demonstrate scientific principles, Chicago is a modem citadel of arc ,te.c.- technological advances, and industrial applica- CONFERENCE, FINANCIALLY ture. Renowned architects Adler and Sulli- tions. Among the most well-known displays are the by Frederick L. Jenks, van,Bl1171111111 and Root, Frank Lloyd Apollo 8 space capsule, a 16-foot high woolly CIES, Florida State University Wright, and Mies van der Rohe have left this mammoth, a full-sized German U-boat, silent city with numerous architectural landmarks. screen star Colleen Moore's Fairy Castle, and a full EaVtor's Note: This helpful atricle would have been even Since 1969, Chicago has had three of the scale replica of an underground coal mine. The betterhaditarrivedintiniefortheAuganigrbutthireare world's tallest buildings the John Han- newest addition to the museum is the Henry Crown still lots of useful hints here! cock Center, the Standard Oil Building, and Space Center which houses the latest in space ex- tallest of all, the Sears Tower. The Sears hibitry and the spectacular Onutimax Theater fea- 'livery itS01:mernberisiouldlike t6 attend every 1 Tower isa monument every observer has to turing the world's most advanced film projection TESOL corifertikel lift aR annual educational Bri notice, for its soaring glass facade dominates system. In the event you may still have some spare gitclOOn;a shortwe'elitince every year in which beers the skyline. time, visit the Chicago Historical Society and the -frOrn around the globe gather to-share infoirnition; Aficionados of more traditional architec- Museum of Contemporary Art. Insights; and professional gOsiip. It is the one tithe ture will be fascinated by the neo-Gothic For those TES OL explorers interested in seeking each year When fonnet.ccillege roommates; Peace style of the Tribune Tower and the work of out different sections of the city and their local res- C;iPs1;a4; acquaintances and Louis Sullivan who designed, at the rum of taurants, the possibilities are endless. To the west of reunite its ill illICIISIVS 'learning siteHonolulu, the century, the Carson-Pirie-Soott flagship the Loop area--or the center of the city--is the Uni- Toronto , ArtaheiM. Mexico City, Boston, Miami, =>*/ I store on State Street. Sullivan, with Darianar versity of Illinois at Chicago, Greek Town and little and Sari Juan. terrific annual .cortfertince, perfect foi a 4 ds; Adler, did the original Chicago Stock Ex- Italy. To the south lies Chinatown. To the southwest Ii is change. After the building was tom down in is the Pilsen area, home to thousands of Mexican- concentrated in-service training exberienee.ft is an 1972, its trading floor was reconstructed Americans. Heading north on Lake Shore Drive is ideal confernice foneeicing Sohrtions w a problem ..):1 inside the Art Institute, and its magnificent the Gold Coast and Lincoln Park where, again, facing ESL teachers in their teSpective school arch now stands outside the Goodman Thee - restaurants, galleries, and boutiques abound. Con- universities, osbiograms. But, whO ear atiOid ' ter. Adler and Sullivan also designed the tinuing south, again on Halsted Street, is Greek io attend? Pieciotisleiv Workaday ESL teachers are Auditorium Theater and Roosevelt Univer- Town. home to the best Greek food outside of able iti'sit-ieihe'rnoney frOrn their incomes to cover sity. State Street is home to numerous Chi- Athens. Still further south on Halsted Street, in the the $99:1-dii,iiionis it the Fontainebleti, the y7.25 ago landmarks such as Marshall Field's, the Pilsen district, are numerous authentic Mexican harUburgeraWith;fries for lunch; and the trititsporta, /.4Reliance Building, and the recently reno- restaurants. Chicago is famous (or infamous) for its tiois costs. Of attend and have expenses '''*:,1:vated Chicago Theater. weather, so he sure to keep an eye on the forecasts reinkertied by a tich'i:;ot. or, inignini;iity feW are Equally exciting as architectural mar- in your home newspaper. March can be balmy or provided with fill.' reimbursable Coieiageanci, cirn- vels of Chicago, are some of the top-rated biting, one never knows. were sorry about that. So ieirnentry;' Must pay 'a 'substantial 'portiOn'Of the museums in the country. One of the world's dress accordingly. Also, you may went to bring chirlei for attending. leading art museums, the Art Institute of clothes for "dressing up" or"d ressing down." A few Fiftj, or sixty conferences ago, I begin io *Are 4, Chicago, has internationally renowned col- restaurants require jackets and frown on jeans, that theprofessional status Which we educators tie- 0 1calms of famous masterpieces including although most restaurants have an "anything goes" cordotirielves doei not seem to be recognized by some of the finest French impressionist and policy. Now that you have decided to come, you anyone except' Iiige cOnference and sup post-impressionistpaintingsonside of will be glad to know that getting here is no trouble. 'rounding restatranti; they recognize edUcitort as France and one of the most comprehensive There are two airports in Chicago O'Hare and professionals just as they recogniielawyeis;dOciOrs collections of American art in the world. The Midway. From O'Hare you can take the train

Y,}}, collection spans forty centuries and includes downtown or catch a bus or a taxi. From Midway, a Continued on next poke h$,A:$s paintings, sculpture, prints and drawings, cab is the wisest choice. By the way, a much- 16 .? 9 4 TN 12/87 ey the It iiway to phce your professi nI "ante." fine razes ii they do. Th airlines follow the a*ne When you receive your conference pee registra c'edo ifyu wanz*o be apeofessional, pay for In" uonpaket,youwiflhindinformauononairtravelan Thosco(u' whobecame teachers realtzedeaxly on group rates frommajor at...inersThis maybe the that mor.ey'vs not going tobea career prionty The least expensive way to travel by eir If so, get your very sanebackgrounds thanprepsied us f3r our Ca namcutiBuflrstcbeckwühyoudocaluavelagenn teen also gave us survival erpenelces worth using in for other fares, dneck your own 'frequent flyer" our uest forihe confe?enc. mileage status read the advemsements for dis Thel988meeiang*sschethzledforMarch 8. l3in counted tickets from outlets specializing in "fee Qucago Illinois Doyouwanttoauezid7Thetuneto quentflyef znles and keepan eye ontravel adver begmprtnmgisNOWlThetwommtediatequeuzoiis tisements in weekend newspapers You might be are whhec you will be able to be Iway from work! able to organize your own group with the help of thanumbowthetnpwiitbepsidfor?The your travel agent and an entry in your affiliate first question may be answercdty determining next SOLnewsIencnt year's school schedule, wbnther there are allowances Now then,doyou know someonernancago?Do made by the school for conferenceattendance,IF you have some netovisit? Your Chnstnias cards ate written approval from a stçcnor is inquired and bow anice deformenuoningyourpossililetnpto the oobiainthspenniuion.Foreumple.atFlondaState conference site. Spendinganevening withafnend or University a Center for Intensive English Suithes in family manbenisaway to maintain the relationship 1986 wesrrsngedtheSpnng scIwIulc*othst1BSOL and rave a night a lodging costs More importantly week would bea*Vac*!wsiireckforaU students ad *contact person can provide yoU wdhniucb local machersTo do so all flcedzbeL"sprmg bteak" by information less expensive hotels within walking staying an school and, thereby finIshed the teen one distance best way to travel from the airport to the week either that week was IESOLMismi. horeigoodneaeby regaurents with modemzepncet, Lackmgtnavl binding from the school where do tickers reserved in advancenoany local events you find support?I suggest that you scout around for discuntcoupona whateve,i pouzo travel grains from your slates department of Yota c begin now to contact one or two indi education, from your library a resources on founds vidualswbomaywarttoslwearoomattheQucago lion suppose, fiosit local service orginuzaUcel with in Hyatt-Regency with you. Frequently a mini-suite as yet unspoken oosnitrment to linguistic minority for four casts far Iris pen person than*single room groups, said from professicital organtasuons. Some foryou anditisabitclauier too Also niaporbotels II*VCIgrains do, indeed, exist. There am usually frequently offer weekend rites in local newspapers "sznngsauached"(l e.,dellveringtrsuung wotkshcps If bozeJnear the conference she advertises audi in your region to iwal school dirnicts), but it is you tales give your hotel 24 hours notice and morel who suggest tbeestnngs in your own proposal aca And,4G not feel gorky! denucbadenng. If the $175 cup of coffee is not your cop of tea, Many TESOL ,Tilrates offer partial stipends fora catty in immersible heating element and instant meniberatzendmgmaporconfercnces Feomnommees fixings!do! Waiu'rg forty minutes for a otip of orapplicantz acoinmincczypicallyselec*zarcpresen coffee aube restauraitorvia room seivicers almost isstdwthsomecxpenicmoney TESOLlia* as unbearable as ike check. And, pack your own a wonderfUl memorial fund that provides supportfor muncbiei,frutts orfavontecdilileiuuyourtuggage, attendance to such events as the Summer lnsuwtc chances arethata grocery store isnot situstedneatlo many aramahavesmivarprogramt.Furthermore,cer acon(erencebotcl BYOB Uyorroomhsppcnuo tarn officers of larger affiliates are provided a travel havearnnl tefti'genator aone-umeunptothencigh allowance to attend the annual conference and its borheod markets sbo' Id fill the larder for the AffilrateAnernbly )This is not only ajust and necea- conference's dwauon.The $8 breaktastthatldo not *aiyfnnebenef1e,l*rtitis.lsoanxceflentmcnmuve eat in the hotel will surely be consumed by next to serve and support yorirlocal organization through week's conventioneeral Ictive leadership There should be some occasional Thekey then,tofwancialplanningfora confer .' '.5 5 rewards for the thousands ofhoutaof service pen ence is todo sowell in advance By gathering us all, ESL fainted by"professionals' After teachers information from ItSOL from your travel clubs ti. infrequently receive freecounuy club memberships (AAAo AMOCO Multicard s halt pnce hotel aridtwo-martini lunches aspeiks of employment! AU vouchers) from potentially soppoinve associations we seek is a chance every few years to attend a (such as the Amer,csn Council of Learned Socre- professional meeting receive sonic funding to help ties), and from your employing institution you can make that a reality then register and conscientiously determine whether your attendance is fiscally fea.. .2; attend. WORKI sible. You may be rewarded by being able to attend -, , ;;c' When all else fails wemuszstaruavrngfonatrto next years cooferencet aIIISOL *onfcrence, perhaps every second or third Remember also thanheirextTESOL conference -f yeasWemayhavesowaitforoneclosernoourbomer maybe the leastexpensive orteinibefuture Nononly we may have to plan ayesr ahead to make the confer do .rntravcl costs and hotel coitS continue toescalate - anon a family vacation-oflearningMany members annually. but also thereisvheuallyno chance thata plan personal and family kctrvpuea erotind the dates conference for more than 4000attendeeswill ever and sites of professional conferencesAtleast some be held an anytbmg other than a lodging facility professionaldduthosarereognizedbythelRSfor designed (and priced) to accommodate large twin th coiferiiattdee 'a mdest yt-real incntzve bees of guests dozeni of concurrent sessions and for someJn short, afyoumake your attendsnce'a long full dining services Hard at work, planning the convention, zermgalsudybegilauungfortheo.lnow you So now is theurnetrepareforChicago NOW from the top: willsuceeedl Suategize? zsthetirnetofindsomconewltontay wishtobcyour Maui Knowles, Associate Chair Wo*r instItution t1l aponso(yau only If you iooim*teforfourdayimM..tcb. David Barker, Local Co.Chair dcitvenapaenae a conference, get busyand develop Richard Calkins, TESOL Executive Director Selecuoi) is Sec you tltcxel Steve Ross, AV Director yeIjcompetzuv,'aopmpam wellnteyourabstnact Marsha Robbins Santelli, Local Co-Chair Aaron Berman, Exhibits and Advertising S

TN12187 !q5 17 I The 1987 Nominating Committee Submits Slate of Candidates for the TESOL Executive Board: The Nominating Committee, composed of D. Scott Enright, chair, and committee members Sarah Hudelson, Linda Tobash, .1. Wesley Eby, and Dennis Terdy, worked through the summer to complete a slate of nominees forTESOL 1988First and Second Vice Presidents and Executive Board Member-at-Large. These candidates and the six others nominated by the Affiliate and Interest Section Councils at the TESOLConvention in Miami are presented here. Ballots have been sent w all paid up members of TESOL, and must be returned to theTESOLCentral Office no later than January 10,1988in order for the votes to be counted.

For First Vice President

Jean McConochie Lydia Stack

TESOL isa worldwide network of dedicated professionals. Through its The eighties have been a decade of change and growth forTESOL.The publications, conferences, and opportunities for service, the organization next few years bring new challenges forTESOLFor non-US based affiliates, TESOL encourages professional and personal growth. To extend its benefits even must move toward implementing the proposals made to the Execu- more widely, I believe the organization should (1) rethink the annual con- tive Board by the International Concerns Committee. Inside the US,TESOL vention---sites, cost of accommodations, length, and frequencyso more must be ready to address the issues posed by the "English Only" movement people can attend; (2) establish a procedure wherebyTESOLmembers and implement the English language requirements specified in the Immigra- outside the US can pay for membership or publications in their local tion Reform and Control Act. Teacher certification and full-time employ- currency; and (3) encourage the formation of new interest sections and ment are two other major issues for most members.TESOL isa diverse affiliates. organization working toward common goals for its members.

.t For Second Vice President

4

Mary Ann Christison Richard A. Orem

Plannin g theTESOL '89Conference in San Antonio, Texas would give me As English has become a world language, so hasTESOLbecome a world great satisfaction and pleasure. For the past ten years,TESOLhas given me organization bringing together teachers and teacher educators, students of so many wonderful opportunities to work with the kind of people that I enjoy the language and students of language teaching, researchers, administrators, the mostfun, positive, energetic people who are committed and dedicated materials writers and many more. The annual convention provides the major to teaching English as a second or foreign language. My job requires that I common forum where we gather to share our knowledge and experiences. At be a classroom practitioner, researcher, materials developer, administrator, the same time, however, that we look inward and seek support from our and a teacher trainer. For this reason, I look at our profession as a global one colleagues from around the globe, we must also tOOK outward by strengthen- and believe I can plan the kind of conference that would meet the varied needs ing our ties with other organizations, with other advocacy groups, and most of our .iembership. My goal asTES OL'sSecond Vice President would be to of all with those policy makers who largely determine our present and future. work closely with the affiliates and interest sections in planning a conference If elected, I will strive to strengthen these networks by working with all with varied programming and opportunities for continued professional de- interested groups to plan and present a convention of which we can all be velopment. proud.

1 Q 6 TN 12/87 Member- Member- at-Large 1 1 at-Large Slate ' Slate 4 Carol J.-Kreidler Dody Messerschmitt Howard Morarie TESOL has matured, melding 11,000 individuals For a person beginning to view the world as a com- TESOL has united teacher and researcher ot forg- of many interests, teaching levels, and geographical munity, genuine communication with understanding ing our English language profession. TESOL must areas all with a single goal:Teaching English to among individuals is crucial. The importance of continue to provide the forum for communication and Speakers of Other Languages. We have now gained language, as a distinctly human phenomenon, is often affiliation that has served us so well to date. The sufficient strength to have a significant impact on our neglected as international dialogue on the topics of challenges facing our profession are many: serving profession and should represent it in both the educa- world economy and peace is attempted. One of the the linguistic and cultural needs of our immigrant/ tional and political arenas. Looking toward the next major responsibilities of TESOL is to draw attention refugee non-English language students, internation- decade, I believe we must further international coop- to the importance of language in all areas of human alizing our view, promoting language research, and eration, promote recognition of the ESOL profes- endeavor. Language and its study must be promoted addressing sociopolitical concerns and professional sional, and improve membership services by, for ex- at all educational levels both here and abroad. conditions for classroom teachers. I see the role of the ample, providing consultants to those programs un- Members of the organization must champion its Executive Board as uniting the resources of TESOL dergoing self-improvement through self-study. We study, not out of self - interest, but out of the realization professionals and Central Office Staff in addressing must not forget that our strength comes not only from that only through language can we ultimately begin to these challenges. Furthetmore, the Executive Board our numbers but from our diversity. Through a sense understand one another. Therefore, as a member of must balance all concerns for the betterment of Eng- of the past and with a vision of the future, I would aim the TESOL Executive Board, I will speak out at every lish teaching as a profession. for unity while protecting diversity. opportunity on the urgent need for serious language study on the national as well as international scene.

Interest Interest No photo Section Section available Slate Slate

Fred Genesee Joyce Winchel Namde Cao Anh Quan

To its members TESOL is the hub in a complex TESOL is an incredibly diverse, ever-changing As a first generation ESOL student and teacher, I communications network that provides hook-ups to organization. As we in the ESOL field face new have been part of the growth of our organization. I other professionals in the field. The Newsletter, the questions about the role of English in society, TESOL have seen the implementation of diverse language Annual Conference, the Summer Institute, regional must continue to act as a forum not only for educators policies, the shift of complementary and conflicting meetings, and individual contacts make up this net- but fer policymakers and the public as well. We, as language methodologies, and the contributions of wolic. The TESOL network has undergone remark- members of TES OL, create its diversity. Few of us do many in the field. The far reaching effects of an able expansion in the recent past so that it presently in- only one job; we are simultaneously teachers of vari- organization like ours have been felt, are felt, and will corporates educational professionals and researchers ous age groups, administrators, curriculum/materials continue to be felt all over the world, in all aspects of from around the world with diverse interests in Eng- develor ..._. ...acher trainers, etc. The Interest Sec- the educational process as well as other human en- lish as a foreign language, a second language or a tions reflect this diversity. Closer cooperation among deavors and efforts to better oneself. Talking to a second dialect in bilingual education, migrant educa- the Interest Sections will better serve us all through a farmer in the Philippines, a businessman in Canada,' tion, adult education, deaf education as well as main- greater sharing of ideas and information.I would sharecropper in Afghanistan, or a shrimper in Ala- stream education. Consolidation is important at this bring a broad background in ESOL, enthusiasm and bama, confirms for me that we live in a tnily interde- point in the development of TESOL so that the spe- dedication to the Executive Board. I feel the Board's pendent world. So that I can serve our organization cialized interests and needs of its diverse constituents primary goal should be to ensure that TESOL is being continuously responsive to the needs of a are satisfied in the context of this growing diversifica- relevant, accessible and affordable to ESOL profes- changing world, I welcome your support and look tion. It is important that depth and quality as well as sionals throughout the world. forward to continuing to be part of the TESOL service breadth be fostered in TESOL. record.

TN 12/87 19

,V17 Affilige Affiliate Council Council Slate Slate

Ernest Hail Donald R. H. Byrd Tippy Schwabe

As a member of both lESOL and TESL Canada, I In the almost 20 yea rs of my TESOL membership, TESOL is us: teachers, ter.cher-trainees, teacher am, like many TESOL members, concerned about the I have seen an amazing increase in membership, but, trainers, testers, administrators, a diverse group all great challenge of internationalism. If, as some have more importantly, there has been a healthy growth in working to help learners use English most effec- claimed, soon we will have to decide how "interna- professionalism and pride in the field. Currently, the tively. Learning how language is acquired and how tional" we want TESOL to be, now is the time to theory, research, and practice of TESOL illuminate to help learners become communicatively interac- address the issue. As a member of the Executive areas of modern language pedagogy and applied tive in English is a major goal of TESOL members. Board, I would work toward rationalizing TESOL as linguistics. Also, TESOL, now truly international, But we also look for professional guidance in train- both an international body and a US national organi- has developed effective networks that represent the ing and certifying teachers and presenting high- zation. This task may involve examining ways in diverse interests and locations of its members. If quality instructional programs; for articulation of which national organizations could work together elected to the Board, I would dedicate myself, in the professional responses to evolving political ESL/ more directly in an international organization with an spirit of obligation to a benefactor, to the continued bilingual issues; for definition and implementation international perspecti,e; it may also involve recog- qualitative growth of TESOL, particularly in those of appropriate professional employment conditions. nizing the distinct nature of TESOL's many "na- areas of the world where TESOL professionalism is I would welcome the opportunity to work on these tional" affiliates. Whatever my role may be, I will needed, but, for various reasons, is not yet present. tasks for all TESOL affiliates. Lontinue to work toward promoting the international- ism of TESOL in our exciting, ever changing, interna- tional profession. Call for Resolutions MARCH dominued from page 3 In accordance with TESOL's "Standing TESOL should take. fOod and otherwise restaurants within a minute of the hotel and mast Of them accessible vii Under- Rule on Resolutions," Wes Eby, Chair of 2. Obtain the signatures of at least five ground temperatur-coritralled access tunnels. Rules and Resolutions Committee, has issued TESOL members who endorse your position. The hotel is situated in the hean of a large business a call for resolutions. Members desiring to 3. Send the signed text to the Chair of the area and so luncheon places are many, and varied submit content or action resolutions for con- Rules and Resolutions Committee for receipt and molt are iiiiiperisive (even the Hyatt has rea- sideration by the general members for consid- before or by the deadline. sonable restaurants). For nighitine eating there is eration by the Legislative Assembly at the The Rules and Resolutions Committee anything yOu can iMagirie, Most of it a'short Wilk or Annual Convention in Chicago, March 8-12, taxi ride away. There will be planned dinners Out at will review the proposed resolution and make a variety of ethnic restaurants and you will also get 1988, should send them to Wes Eby, Publica- a preliminary ruling as to whether it is ger- a guide to eating (and playing) in Chicago with both tions International, 6401 The Paseo; Kansas mane to the purposes of TESOL. All resolu- quick-and-easy and anight-on-the-town places in City, MO 64131. Deadline: Feb.10, 1988, for tions will then be presented and discussed in mind. receipt (not postmark) of all resolutions. an Open Meeting on March 10, 1988, at the So come to Chicago for TESOL '88. It's sure In passing resolutions at TESOL's An- TESOL Convention in Chicago. Final discus- nual Meeting, members of the organization to be a great professional experience (TESOL Con- sion and voting take place at the Legislative ventions are that way), and we will try to help make have the opportunity to make their voices Assembly at 5 p.m., Friday, March 11. Please it a good visit to our town as well. heard on issues that affect the profession. Fornote these procedures do not allow for devel- example, in 1987 TESOL took a stand on oping resolutions during the Convention/ language rights and the granting of credit for Meeting. ESL courses in higher education (see the This process is intended only to ensure The TESOL Executive Board iSinvit-; article on page 11). Resolutions approved by that matters come before the annual business ing institutions to submit proposals to the Legislative Assembly state TESOL's meeting in an orderly manner. The Rules and conduct Suffirner Iristitines on their position and philosophy on concerns related Resolutions Committee has no authority to 'Campuses.Applicationsshoilld be : to the teaching of English to speakers of other modify the substance or intent of any resolu- submitted 2-2 1/2 Yearsin languages. Then, appropriate action is taken tion.Rather, the Committee can advise the For nformation and "guidelines foi by the Executive Board, such as having reso- originators as to the germaneness of the reso- Summer Institute proposeli, writeto lutions publicized to the news media, legisla- lutions and suggest ways to make a given Richard L. Caliins,TESOL Executive tors, school officials, and/or the voting public. resolution clearer in 1 angu age and in the action Director.; TESOL Central To present a resolution, follow these steps: requested. Office; 1118 22nd Street, NW; Washington, 1. Draft a resolution, stating the issue and Anyone wanting additional information DC 20037 USA providing both necessary background infor- may call Eby at 816333 -7000 ext. 533 mation and the position you recommend (office) or 913 381-7955 (home).

20 TN 12/87 fi

examples, "see also" listing of related terms, and "further reading" for the more inclined, all listed with ON LINE if11$010g: nearly every term. In this respect, it is closer to being edited by Richard Schreck, ctifr4;iy2.14010,Sitge a small applied linguistic encyclopedia than a diction- ary, and definitely valuable to students of linguistics, University of Maryland teachers in training (continually, hopefully) and re- searchers.In its own sort of communicative ap- Modern Poetry of the Arab World edited by Ab- proach, it definitely gives one more than just an dullah al-Udhari. Penguin Books, Bath Road, Has- abstract definition to process. mondsworth, West Drayton, Middlesex UB7 ODA. EUREKA, The Proper The L-Dal is timely but in all humility the authors 1986 154 pp., no price available. invite users and readers to write to them to suggest Interjection for Education additions and improvements. With the field growing In 1984 Abdullah al-Udhsri edited a collection of as it is, such a dynamically adjusting tool will con- the work of Samih al Qasim and Adonis and by: Li Min Hua tinue to be a great resource for all. I highly recom- Mahmoudd Darwish, entitled Victims of a Map. This mend it to anyone in the field. (And I hope they all get Editor's notes: Li Min Hua based this article on her new collection extends the work done at that time and one soon so they'll stop borrowing mine.) offers an excellent introduction to the writing of 24 experience as a teacher at the Chinese University in modem Arab poets from Iran, Syria, Lebanon, Jor- Hong Kong. In this article, Li Min Hua discusses Tim Murphy, University of Neuchatel dan, and Palestine. One hundred and one poems are her experience with using computers to teach Eng- translated, but the introduction assigns them to the lish. As computer' become more commonplace, we This review is reprinted by permission of the English sometimes begin to take them for granted. How- four major schools of Arabic poetry, and explains Teacher's AssociationNewsletter,Vol.4,Number3. (1987). how these schools have influenced each other and ever, as this article demonstrates, we neglect teach- ing about computers at our (and our students') how they have grown from earlier poetic traditions. peril. For the western reader the most accessible of this In the Shadow of the Mountains by Brother Mi- verse is that of The Beirut Experience, where the chael J. Daniels. Society oflesus, 1978, Royal Asiatic When Archimedes resolved the mysteries of flo- tragedy is so immediate that the work is stripped to its Society, P.O. Box 255, Seoul, Korea. 104 pp. $2.50 essentials, but by reading the other poetry in this tation, he shouted "Eurekal"...or so my elementary school teacher told our class. anthology, it is possible to see that this starkness is In In the Shadow of the Mountains, Brother Mi- "That's what scholars say when they get excited. only possible because of the pioneering work of chael J. Daniels demonstrates that it is true that most earlier writers. Not gosh, golly, or gee whiz, but a hunky -dorey Koreans experience their lives in the shadow of a word, eurekal," I seem to remember her saying. fan 'Mar mountain, just as their ancestors have expe- She certainly did not prepare me for the interjec- N.C. McBeth rienced them for numerous centuries. Sultanate of Oman's Air Force tions I've worked in for the past thirty years; and We discover that although Korea is very modem in I've never heard anyone shout for joy in a library. certain respects, in other respects it is unchanging and Instead, most students seem to treat scholarship unchanged. Numerous customs, values, attitudes, Longman Dictionary of Applied Linguistics by as drudgery, and if they don't, we teachers quickly and patterns of behavior have remained the same initiate them into dullness. Jack Richards, John Platt, Heidi Weber, 1985. Long- from time immemorial. For instance, Brother Mi- Consider my own most recent malpract,ce: this man. 95 Church Street, White Plains, New York chael Daniels fascinates his readers by describing the 10621. 324 pp., $9.95 paperback year I introduced students in my tutorials to comput- impact of the spirit world upon the daily life of the ers. After all, computers herald the new age, right? Korean people such as the changsung, the protecting Most pundits prophesy a terminal at every desk in "OH HOW BORING! NOT A DICTIONARY spirits, that every Korean village has. In this extraor- REVIEW!" That's what I always thought of diction- every hostel within the next two decades. Accord- dir.ary book, we also learn about the tremendous im- ing to Byte Magazine in February 1987, over thi.:y ary reviews, and in my best Charles Dickens imagina- portance of traditional Korean dress and the tradi- tion I would conjure up an ogreish old school master US universities already require all students to have tional arts such as fans, music, calligraphy, seals, and a computer. lamenting (happily) a misspelling (not misprint) on printing which have hardly changed through the On the first day I said that I expected all "papers" page 893, the basis for his review. Sorry if I disap- centuries. This exceptional book emphasizes the to arrive on floppy disks. As I looked over my half- point you. I haven't read every word in the LDAL enormous importance of ancient legends and modem (pronounced by users as the "L-dal"). rims, I added: "Note well: Ia not requiring you to attitudes in Korean society toward law, responsibil- leam to use a computer any more than I require you It's been on my desktop fora little over a year now ity, truth, and cleanliness which have changed either and is dog-eared (bassett hounded?), broken backed, to learn to type when I tell you to submit all papers very little or not at all over ti.. centuries. Lastly, this typewritten." coffee stained, and like a bird who's gone through a unique and profoundly insightful book enlightens us They smiled. hurricane the pages will never again fit tightly to- further about the unusual importance of Korean fam- gether as when first-hatched from the press. I left it a Since I gave the students no choice, I fully ily names of individuals, Korean proverbs, and the expcted them to complain, if not to my face, at least while in its youth in the WC (my family's "new acqui- Chinese characters in the Korean language. sitions" section) and discovered that language teach- with an anonymous note after they left.I had This book is definitely excellent for those who decided that if any person did complain, I would ers who visited spent an average of 3 more minutes in wish to teach English in Korea because it enables make the computer experience optional. the loo. (The student learns when ready, irrespective them to have a broad initial understanding of the . No one complained.In the privacy of my of place and time.) The copy at the University of Neu- various aspects of Korean culture. chatel Library isn't there. Never was. It travels from shower, I shouted, "Great1"; but did not risk eureka!, lest my neighbors think I was drowning. one assistant's desk to amther's. It's not just useful; George B. Patterson it's used. I did not have to teach the students one thing Pagoda Language Institute about the computer. They checked out the program The back cover stater"It includes the most impor- Seoul, Korea tant terms used in language teaching, linguistics, and, with the help from friends, taught themselves. For an entire semester everyone turned in every as- grammar, phonetics and phonology, semantics, so- signment on disks, apparently with pride. ciolinguistics, psycholinguistics, and language test- Then the truth: In the second semester I met with ing." It would be quite impossible for a reviewer to be students in small tutorials, two at a time, in the well enough versed in all these domains to contest this statement.But I can attest to being a struggling Ministulea Department's computer room. I asked them to turn teacher, researcher, and student who values the We invite .You lo send your miniscules on the computer and bring their new work to the. screen. Some took three minutes just to switch on LDAL greatly as a resource tool. Best of all, it's "been JrainOvViewa). of 1.50 words or fewer. to compiled specially for those who have little or rx) Iliwird Sage, Editor, Miniiculea, 720 the machines. Over half of the students required at least ten minutes to move a block of text. Obviously previous knowledge of these subjects." GiteisifieliStriet;APt..441 New York, New they did not often move blocks of text... Each enty contains the pronunciation (British and . York 10014 USA,. Please include all Instead of using the computer's immense power American) and "technically accurate yet easy to ;graphical std PrICCInforthatioa- understand" defmitions. The LDAL' gre,at readabil- EUREKA Continued on page 23 ity however stems from its further explanations,many TN 12/ffl 199 21 anyone giving college classesiscalled "cat- refers to what Americans call high schools, and not to 41LeiteetVihesgdorophe edratico," which is fine within that culture. A direct colleges.The German "Hochshule" is not a high internatininaiEi hanieColumn translation into English however, is most mislead- school, it is a university. These two examples are fairly ing. well known. But what about the Japanese "tanqui dai- . Almost a decade later I find myself in the opposite gaku?" The latter (usually known as dai') is in the Dear Editor, position. In Japan my title is "kohshi." The equiva- vast majority of cases a private, two year, women's col- Greetings from Nishinomiya, Japan, from the lent in American English would be "assistant profes- lege, often of high academic standards and of an elite Far EastlI am writing to the International sor," since "kohshi," like all other university faculty nature. It is usually translated as "junior college," al- Exchange column in the hopes that it might be an (with the notable exception of many foreigners) are though the only thing it has in common with the Ameri- appropriate fonun tt. draw TESOL's attention to a tenured and are expected to do research, serve on can junior college is its length. When tan dai students little discussedproblan in academic translation and committees, advise students, etc., in addition to apply to study abroad they are often confused with exchange. I am referring to the direct translation of teaching. However, the normal translation adopted American junior college students, much to their initial &cadmic titles tram one language to another, spe- here is "instructor" or "lecturer." In America there detriment. The same holds true with tan dai faculty cifically to English. A lecturer" in one culture are basically four academic talcs, "instructor," when proposing to read academic papers overseas. might be x "professor" in another, a "university" "assistant professor," "associate professor," and The point of all this is to make people aware that might be an "institute," and soon. Perhaps several "professor," while in Japan there are only three, "as- different academic systems employ different terminol- examp!es from my own career in overseas TESL sociate professor" being the only usually (rained. ogy when describing themselves, terminology that can might help bring the problem into focus. Again this works perfectly well in the Japanese lead to serious misunderstandings when translated When I first started college teaching, in Iran, I context but translates inaccurately into English. directly into English. Perhaps the Teaching English was called an "instructor" Cm English, I can no I am sure that otherculunes have similar problems Internationally Interest Section of lESOL could look longer remember the Farsi or Azeri titles) and my in translating their academic titles into American into this on a country basis and make their findings main duty was to teach ESP in the University Lan- English as well (the British system is not the same as available to the general membership. guage Center, petforming much the same functions American either). My point hsre is that when looking Michael "Rube" Redfield, as an ESL instructor would at a university based at academic personnel from differing systems (at TEl International Representative-Japan language institute in the US. When 7 went to their titles, that is, not at their scholarly work) mis- Nanzan Women's College Ecuador I did the same thing, but was called "cat- takes in over- and underevaluation can easily be edratico," which can only be translated as "profes- made. This can lead to unnecessary problems in Internationil sor" in English. In factual address I was blown in academic exchange, to name just one. For example, both English and Spanish as "professor" or "doc- a young Fulbright exchange scholar from Latin The triterititioial &chap& mittrailis now editid by Carol I-OuseiPitiaira';11(istori tor," since in select Andean countries (Colombia America, with very limited experience, might be tint varsity, Sr Erie iiiiLlint*i$ being another) the holding of certain academic called upon to teach* graduate seminar at an Ameri- Ori." citation Pingrarits, 730 CorninonwealthAie- degrees, including the MA, entitle one to the latter can college, based solely on his academic title, nue;13oitonLM/V02215,11S/i. kW:submis- title. I did not have a PhD, nor did I give seminars, "professor." Or a 40year-old Japanese "instructor" sions shoidd be !tither: teach graduate students, direct theses, make admis- might be assigned a lower level language class in- The perks: ia wham this letter was sent was sions judgments, advise on hiring and promotion, stead of a literature course because of the mistransla- serve on committees, attend full faculty meetings, tion of his title. Liz Ramp-14orts, who was fOrmer aditor of this calm*. or perform any of the many other academic duties Another area that can lead to confusion is that of reserved for tenured faculty in America. In Ecuador institutional names. In Spanish "colegio" normally I Cambridge American English' NEW! Effective Writing How to Survive in the U.S.A. Listening Tasks Writing Skills for intermediate English for Travelers and Newcomers For Intermediate Students of Students of American English Nancy Church and Anne Moss American English Jean Withrow Student's Book/Cassette Sandra Schecter Student'sBook/Teacher's Manual Student's Book/Teacher's Manual/ Cassette Functions of American English Comm unicrition Activities for the Speaking Naturally Classroom Communication Skills in From Writing to Composing Leo Jones and C. von Bayer American English An Introductory Composition Course Student's Book/Teacher's Manual/ Bruce Tillitt and BeverlyIngram and Carol King Cassette Mary Newton Bruder Student's Book/Cassette NEW! Genuine Articles Clear Speech Great Ideas Authentic Reading Texts for Pronunciation and Listening Listening and Speaking Activities for Intermediate Students of Comprehension in American English Students of American English American English Judy B. Gilbert LeoJones and Victoria Kimbrough Catherine Walter Student's Book/Teacher's Manual/ Student's Book/Teacher's Manual/Cassette Student's Book/Teacher's Manual Cassettes

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22 200 TN 12/87 EUREKA Continued from page 21 strategies and the close-up party scenes provided examples. The other sections of the video consisted w help than compose and revise, most used the com- On the Edge of an Era, primarily of observations about adjusting to the US. puter merely as a fancy typewriter. AMERICAN CULTURE...III Some of my students thought that I had initiated has six segments a Conversation with each of which can be purchased separately. These them into the electronic age. No. You cannot join the segments on cultural competence, orientation to time, Joan Morley automotive age if you use your new Rolls only for its orientation to activity, makmg friends, use of body asn trays and sofas, not for travel. by Sally Mettler language and use of personal space range from six to F. H. LaGuardia Community College When early computers required punch cards, cor- thirteen minutes in Imgth. The segments are very porations recruited many poor people to "the cutting suitable for ESL students because the scenes are edge of high tech" by training them to slave at punch- How often can a new book be described as a similar to the settings that our studenu are in. These ing the cards. Now those people key data to disks, but semiotic event? Not every day, perh aps -but this the, scenes include going to an office for an appointment yes. In bringing out Current Perspectives on Pronun- still pa rti cipate minimally in the programmin g and the profits. and trying to make friends with young people in the ciation, Joan Morley and TESOL have sent a signal to neighborhood. I bragged to myself that I had not had to teach my the profession: it is time to talk seriously about talk- Of the videotapes, LIVING IN THE USA is suitable students to swim, that I had simply thrown ihem into ing. It is time to tell professionals what they need to for use in Qrientation courses for international schol- the water, and they had learned on their own. They know, why they need to know h, and how they can ars and their families who have very good listening had indeed learned, to dogpaddlea style very dif- help learners make use of that knowledge in order to comprehensionskills. ficult to break. However, AMERICAN communicate (really) competently. Because with all I need to reform my teaching, and my students CULTURE-1H is much more suitable for use with due respect to situation, participants, and cultural ESL students for several reasons. First, the organiza- need to reform weir responses. Before I use comput- norms and expectations, communicative competence tion in LIVING IN THE USA is hard to follow because ers with students again, I will offer an elective session is inextricably linked to the production of compre- the tape isn't divided into clear parts, it includes too on computer literacy. Then I will admit to the com- hensible output. puter seuion only those who at an audition can much information at once, and it doesn't review the ESL learners have long been sending the same key points to help listeners remember than. In con- demonstrate the basic computer skills that they will signal to their teachers. A student of mine recently trast, AMERICAN CULTURE...III has segments need to compose at the machine... spoke for many when he sa id, "The best thing that can each of which make about three key points which are Then perhaps we can really shout Eureka! happen to me in English is for someone to understand reviewed at the end. Second, the language used in me the first timed" But the profession hu tended to AMERICAN CULTURE.RIis easier for ESL stu- respond jgdirectly, sometimes for historical reasons CLASS-ICS Continued from page 11 Gents to follow because it primarily includes Ameri- (an aversion to the old equation of teaching pronun- can English accents. However, in LIVING IN THE ciation with audio-lingual methodology), but more help students become communicatively competent. USA, many of the people who describe their experi- likely because of a dominant institutional concern We also do this to !even our students' culture shock ences have very noticeable foreign accents which with writing as the skill to be "featuted" in teaching in the USA. We incorporate culture themes in orien- confuse our students.Third, all topics covered in ESL. As language teachers, we are well aware of the tation classes and in listening/speaking, reading and AMERICAN CULTURE...III are relevant to our ESL interrelationship of skills, of the circular nature of writing classes. For years some of us used the Merid- students while some of the topics in WING IN THE reception and production, but in planning our curric- ian House International's very fine production, USA are not. For example, in LIVING IN THE USA ula we are faced with undeniable constraints: there h AMERICAN SOCIAL BEHAVIOR: SOURCES OF listeners are advised to go to the personnel depart- a limited time in which to get results, the innands of CROSS-CULTURAL MISUNDERSTANDING, but ment if they have questions; they are also advised on institutions focus on the need of students to write the scene: in this videotape are now dated. Recently picking a house, not a dormitory room or an apart- acceptably, and the prevalent philosophical commit- two videotapes of high quality have emerged: LIV- ment.Fourth,insegmentsof AMERICAN ment of many in the field is to writing u the primary ING IN THE USA and AMERICAN CULTURE IN CULTURE...114a variety of techniques are used to il- language laming strategy. The need for proficiency MODERN CONTEXTS: VIDEO BOOX lustrate points.Dramatizations of conversations in oral communication is ne-er denied overtly, but appear in all segments. The other videotape includes students' achievement of it is often left to chance. LIVING IN THE USA, a 30- minute video tape, less variety. Finally, while both videotapes have ac- There is another constraint, powetful but undis- introduces American culture to newly arrived inter- companying manuals with transcripts, only the cussed: the delicate, ego-bound nature of speech national visitors. Although the accompanying man- AMERICAN CULTURE...IH manual includes ESL in- itself. The connection between speech and speaker is ual suggests that the tape is for students as well as structional materials such as listening comprehension a strong one: to the interlocutor, we are what we say, businessmen, it seems intended for international pro- questions and role plays. Nevertheless, instructors and in a demanding milieu, we are HOW we say it, and fessionals. The User's Guide describes fifteen major may want to develop their own supplementary mate- this connection of talk to persona may leadmany of us points, but three puts stand out: interaction at an rials foruse with different levels of students. It seems to fear the confrontation that speech instruction im- American social gathering, the vastness of the US, clear that AMERICAN CULTURE...III is a resource plies. And if we take the risk of instruction, what and ways to adapt to American life. Of these parts, I that.will enhance ESL instruction. then? Can we raise the learner's consciousness of the preferred the first because it included a party Setting value of clear, 11 uent, attractive English? Can we help where the narrator gave suggestions on interaction * American Social Behavior: Sources of Cross-Cul- words, can we go beyond recognizing a problem to heal Misunderstanding. Washington, DC: Washing- helping the learner to solve it? ton International Center, Meridian House Interna- A piece of writing is visible and tangible. We can tional. look at it and touch it; we can cross out, white out, revise, rewrite, and send that same message forth Z.2>TESOL'88 About the reviewer: Ellen Lipp teaches at Califor- again, rehabilitated through the joint efforts of writer nia State University, Fresno, CA, USA. (student) and editor (teacher). Wecan notap.imiallc art giZtT7- and re-work it. It is ephemeral; it leaves its irnpres- With sion, but not its substance. So, the task of the Leather of oral language is to help so 1.`,5951, and the lumen work inside the black box, to help them add CeiVeiidei.4.411*, *Yespatfor catedhe!"' dal. Also lickhig thrt 6.001;0 for aesidirtgin the components of knowledge and skill that they need in :rder to encode and produce the stuff of competent copy. (Pt the 4104 Pithilshieg 0ede$In gal- UAL heiekir, litekke lend thfie se**of01 kr. interpersonal communication: intelligible, respect- typeddatpled-spicattl:VithrierPoslible able speech. Helping teachers to help learners is what for Veriiort, irtchide asWell;rtrtIPM;Com-' Joan Morley is famous for she h a visionary, but a pat: ihle,sAT, 'diskette saliy:. Ai details get more pragmatic one. We know that when Joan Morley ,orgy niied here irtFlagstaff,ybirtiubnilisions will identifies a need, she can ground it in reality, and then be trissWeiealmitka spf.sckt,sowhiClg _Tent. counsel us on how to meet it. That is what she has ;Fe.ittittsirticleit iti die T#SyL Newsletter,are re-; done with Current Perspectives. :viewed lay two err thmc readers. :* process 'Ikkek:thietYlhingIC 201 23 of morale and professional smodards. Therefore, we added, some teachers who like the flexibility of the er to thetditor feel that theTESOL Newslettershould not accept ad- schedules that such language school offer. Further- vertisemenu from this source. TheTESOLNewslettter more, it seemstome that there are some important Dear Editor: is a respected international newsletter. Its acceptance lessons here. One is the importan,:e ofknowing what We are writing concerning a recent advertisement of this advertisement lends an air of respectability to a it is like to live in another culture with another value run in theT2SOL Newsletterin August 1987. We deceitful organization, an organization that demeans system. For example, a person, outside his /her own feel quite strongly that the company, International the teaching profession in Japan. culture might not realize that the school itself might Education Services (IES) is not a responsible em- Sincerely, Robert Burgess, Christine be quite legitimate in that culture, but seem otherwise ployer. As former IES employees, we can assure you Smith, Richard Gubbin, Lucy Gubbin in mainstreamculture at home.AnOther ksson is that that while this company seems respectable on paper, one person's fish is another person's poisson." it is not in reality. The list of abuses is quite long so Editor's note: Every Job Openings announcement in What one person calls something might not seem only a few of the most blatant can be listed here. One the 7 j canes with the disclaimer that the TESOL, or- quite so good to another. Yet another lesson is that example of the company's lack of scruples is obvi- ganization publishes job opening announcements in thingsare much the same anywhere in the world. Let ous from its recruitment information. This literature good faith, and that it is not possible to make any us remember, however, that we are formate to have promises professional training through work with assurances about the positions. the right to e.zpress our opinionsandtheresponsibil- qualified ESL personnel. In fact, there are few if any Editorial Comment: After receiving this letter, ity to inquire about job conditions. professionally qualified staff members and "teacher spoke to a former student who had just returned from trainers" are usually unqualified staff members with two years of teaching in Japan. This teacher said that The TESOL Newsletter invites a reply by the Inter- as little as four months' teaching experience. More- many schools operated this way. There are also, she national Education Services. over, there is a total lack of professional ESL teach- .4$,:::::::::x:::::::: .4 .: %.:::::cos:4:::::\ ing material s, no staff meetings, and staff interaction S: :.::.:4.::mg :.4:,' :1:8'.' ci:.:::1'1: of any kind is frowned upon (there is no staff room). ::%*: g.J ... 0:.:5§ ,:, :::,....4: ,.. ::,...: An example of the company's abuse of work condi- ei o AT LAS ,...... ::,..:% ..p. ....,...... ,..... tions is that while the company guarantees a mini- i.,::::. ,..,*:>k \ *4 mum annual income, pay is not guaranteed monthly, t'Wir SOFTVOME t'" but paid holtrly. Thus, the actual monthly payment S':. R. . .f.Zti: ...... by dap:es:shed ESL profess:I:mak .::::: depends on hours worked in the previous month. -...:.:. .0 1 ...... :n....1. * Indeed, these hours fluctuate wildly, ranging from N..% ;I JO fan & Muriibliggins' (Apple and' MS DOS) 1: 16 to 200 hrs.hnonth. In effect, the company has a :::: ...... iIi li::: ,:::': 0:: 4:.::. f powerful economic weapon which it uses to control V sf:-.:,.;;. its employees. 0, Mouble Up - A SentenceReconsinction400l :3399:9955 A fundamental abuse that further insults employ- :.: :: :: :: Stark Up- AAm' ctustion Toot :::: x:.: ees is the company's open policy of lying. IES rou- ..: :1. Mquitur - A Seiie tence Sequent*: ik Tool i..*'.%: tinely lies to its ctodents and asks teachers to comply :1 - $39.95 W. : :,.: "Rhubarb- A'itt Reconstructio# Tool4 $59.95 with this policy. Moreover, the company routinely 0 :.: :::::.: lies to its teaching staff. The resulting lack of trust qivenntion -A ilsimc Tool $7.1, :,. ,..... ' .5: :...:..: ....::.:.'. $39.95 :..:4; r.::.:. has led to an uncomfortable, disenchanted, disillu- ...: :,,. *. .4 .4 sioned staff. The result of this situation is a total lack :::::%. Vance Steveie& Steve MiUmokl(MEDOS only) ::. I:4 :.:::.. :.: :::: ::: :, :: :i :\::: :.:::,:% K.15: ::: .... ::: Zred Tangiers -ulti-Task LiingiusgeTtl $59.95 : ,...* ,...: ff a :0... __.....: :.,.:. tx:::: f r(*.en::- ESL iiiihware from WIZ),. Ltd. of London (Apple only' ) :; -\ - x *.s. :. 'ii:I : . .s. :::: ::::: :v P. ::.: .:, mrfOsoicernagerordstoreAl.dis: ,ESdieL test generator

: :. ::1 :::;? !.'Story Board - A 4:0...reconstructionPiygram ::::::::: $49.95...., ::: x .:.:k 0: :::i ftlozemaster- Aii.Oze reading geneor ... fi.:': \,...; :::1v: *rossword Massik- An ESL era* sur4rdsgeneratt4 $49.95:*: :::. ...: '''':'..: :?.. :.,...:$ ...... ,::. !!!Rrossword Challit*te. - ESL crossword puzzles i:.::P $3495

:?....,,. ... .,: s.:' ...... : :5§. 1,,:: .. *:: §:.::. .: g: AT LAST! Prices that make:CALL available ianal' I! ::: ::::;:: (Unlimited :...: &:. duplkation righti;for $99.95 per bulid'ing.) .. i...... :..,1 :$*:.%; 18 years experience in ESL .. PA ...I: ..: ,: ;7'1.. .4* ...... P9, :::,..::::...... :: :I.-. Full time TOEFL preparation program -ir.:'. Small group r r private lessons ::.: :.::: Homestay available 'Allem send the allnew RDASoft?cvare Catalog to: K: ::".: :::. ::V :?::. Visa student counseling (1.20 Form) ....:: 7..: College and University placements r;: ::': ,..,:: :*4..: ?.. :.::: Convenient time. Classes begin :. ..::Name "..:::: c...* ...:::. ...: :..,..,. :, every Monday ::...:. :.,..: :.:. . :.:. Addre 15! .. , -.: . Short term programs available v.::. .. Individualized programs for ty, Skit) , Zip :::: .::.. ::- ::.: ,. Professionals ...... : ,...... :: .,. " :...:: ., .. ;: .,.*. :.: x ::.:: :: DIVERSIFIED LANGUAGE INSTITUTE ::.To order or previ ew, send your"request request witki schoOhnirchase order to: 1670 Wilshire Boulevard 23842 Madison Street Los Angeles. CA 90017 Torrance. CA 90506 :FDA MindfiBuildeirs :` Phone (213) 48143710 Phone (213) 373 8433 Telex 183170 Miclao.est u0 P.O. Box 848 ::, Tele Facsimile 12131 4838786 StOy BrooleNY 11190 ESTABLISHED 1969 call toll free V-800-654-85 s: iiii16-689-iii39 : ,::; ?.. :.

24 TN 12/87 TEACHER TRAINING VIDEOTAPE FOR INTERNATIONAL TEACHING ASSISTANTS AVAILABLE

The University Lecture: "Four Teaching Styles" is a 30 minute videotape which explores tome of the pedagogical and cultural Issues ofa typical American clusroontlecture for Iruenational Teething Assistants and °them Four different teachers cover the lecture materialanddeal with common cluwoom situations such as the late striving student, the off. Summer Session I: There will 6e tau fouriouksessions (f51 arid SS Ilj topic question, and the typical exam question. A field test withtfepossititty e earning 3 10 121Cfrientr units of venire of the tape hu been used in TA taming session over Ant 13 July 11 crept in the put fourteen months. It hu abeam screened at two local Summer Session II: vanscourses; there wilt also 6e workshops, and state language confaenoes and at TESOL 'S7 in July 9 -.August 8 lectures, andspeciateoents -amain; the beautVid coot Kanli,and at the NAFSA II Regional Conference in Al. sunshine cf Arizona's mountaiiu.,Watch the Ydnuary buquaque, NM in October. The tape is available in 3/4" or The 1988TESOLSuninser Institutei131)has been VHS 1/2"format forS6S. For funhainfonnation contact Dr. planned especially for graduate students, for TESOL gm:atter for more information, or write to Gary Johnston, Ceuta foe English as a Second Language, '88 CoDirector, _loan Jamieson at Box 6032, teachers suking 'ESQ.BE artrication, for pro- University ofAisona,Mason,Arizoos 85721 USA. Tele- 91(9nIern Arizona 'University, 'flagstaff, Az 86011 phone: 602 621-7063. gnunadministrators, and forresearchers.

...it's class TEACHERS OF ENGLISH tie TO SPEAKERS OF in the OTHER LANGUAGES mountains.

AN INTERNATIONAL PROFESSIONAL ORGANIZATION FOR THOSE CONCERNED WITH THE TEACHING OF ENGLISH AS A SECOND OR FOREIGN LANGUAGE. OF STANDARD ENGLISH Tuition AS A SECOND DIALECT. AND BILINGUAL EDUCATION. AND WITH RESEARCH INTO LANGUAGE ACQUISITION. Students: 1 class $168.00 LANGUAGE THEORY. AND LANGUAGE TEACHING PEDAGOGY. 2 awes $336.00 INVITES YOU TO PARTICIPATE IN ITS 3 classes 1501.00 4 classes $672.00 22' ANNUAL CONVENTION Trofeuionat Scholars:$336.0 8-13 MARCH 1988 There wilt rte a one-time institute fee for air partici. pants. or those who preregister, TO TAKE PLACE AT THE tiYATT REGENCY thefet is $130. CHICAGO, ILLINOIS, U.S.A. 1->>TESOL'88CC....1 ...it's a butte. e. JOY REID MARDI KNOWLICS COLORADO STATE HEALD UNIVERSITY BUSINESS COLLEGE Important Data to Remember FORT COLLINS, STOCKTON. COLORADO CAUFORNIA PROGRAM CHAIR ASSOCIATE CHAIR #1#irl:S. '1),S164fq**1764$01", 1#1.0 ting? ',:00/41,":#1'Af"V* fkft.i ',)0:e 1,kifife'ci-0146!sal' .iCheCk...-iri fir* I Ihciuirsi '2111.i.nliieStFq" 'i;141'1 TE594.!Int/egr THE CONVENTION PROGRAM WILL INCLUDE PLENARY SESSIONS BY /$.1* 1,1; INTERNATIONALLYKNOWN SPEAKERS. PAPERS. WORKSHOPS. AND P.1445 COLLOQUIA BY TESOL TEACHERS AND THEIR COLLEAGUES IN RELATED leitt'n44';,-4 flirt:sus DISCIPLINES. EDUCATIONAL VISITS, EXHIBITS AND SOCIAL EVENTS. .144 "essf..461* Agii41 8 'T.Akis,07 The TESOL Summer Institute includes courses CE. especially for graduates and undergraduates, taught by Astinguish e faculty from around* the world Courses will present both tfteoreticat and NON - TESOL MEMBERS MAY OBTAIN DETAILED INFORMATION applled perspectives on second language fronting BY WRITING TO TESOL, 1118-22nd ST., N.W.. and teaching. Two classes (6 credits) persession is WASHINGTON, D.C. 20037 U.S.A. TELEPHONE 202 872.1271 the mailmen cre&t earning course toad.

TN I2/87 25 2 °3 .4.FROM CAMBRIDGE UNIVERSITY ritiSSii Effective Writing From Writing Writing skills for intermediate students of American English to Composing By Jean Withrow An introductory composi!;on course for students of English Develops writing skills through problem-sohing By Beverly Ingram and Carol King activities A complete. flexible composition course for lower Covers opinion essays. letters, reports. stories, level students articles, memos Empluvizes the process approach to composition Prepares students for in-class use and for zlfstudy Combines structured writing and free composing

Teacher's Manual gives detailed nwes and Oral exercises for pair and group work answer key Teacher's notes at the end of the book.

32 Eapi 57th Street CAMBRIDGE UNIVERSITY PRESSNew York. N.Y. 10022 All About Language... A new series of books that teach vocabulary, structure, and discourse of common themes

COMMON THEMES Now available are TELEPHONE, TRANSPORTATION, BUSINESS, WEATHER, HOUSES AND BUILDINGS, POST OFFICE, ENTERTAINMENT, and SCHOOL. PICTURES, TEXT, AND AUDIO-CASSETTES Each book contains text, coordinated pictures, and an accompanying audio-cassette. WRITE FOR CATALOGUE OR CALL TOLL CREE 1-800-237-1830 ILInternational Linguistics Corporation 3505 East Red Bridge Kansas City, MO 64137 SEE OUR BOOTH AT TESOLCHICAGO, 1988 2, 204 TN 12187 ENGLISH PROFICIENCY ACT NEEDS YOUR SUPPORT

In the last Congress, two bills were introduced ACTION URGENTLY REQUESTED You (HR. 579 and S.629) to establish English literacy letters and phone calls are needed to support the programs for LEP ad-Its. In the current Congress (the passage of the English Proficiency Act in both the 100th), the bills have been reintroduced and have House and the Senate through whatever legislative Editor's Note: Being a member of TESOL means followed different paths in the House and in the Sen- vehicle appropriate. Below are two sample letters being concemed about the rights of those whose ate. Provisions of the separat, English Proficiency Act to your Congressional representatives, one for the language limitations may restrict theirhuman rights. in the Howe, including authorization of a national House and one for the Senate. Please send letters to The 'TN welcomes all news that will keep TESOL clearinghouse on adult ESL, were put into the House your representatives immediately. Congress will members informed from the international arena as Omnibus Trade Bill (H.R. 3), which was passed in start working on these bills during September. well as in the United States. Patricia Byrd, whose April 1987. The House Trade Bill authorizes $50 If you prefer, you may call in your support, either address is in the column on the English Proficiency million for English literacy for LEP adults for its first to your representatives' offices in Washington or in Act, also on this page, chairs the Standing Committee year and "funds as necessary" for an additional two your state. The general phone number in Washing- on Sociopolitical Concerns. years. ton for Congress (both House and Senate) is 202 There are also provisions in H.R. 3 for " workplace 224-3121.You can use the sample letters as Workplace Literacy, Drop-out literacy partnership granu." This part of the House "scripts." The main players in this action are Au- Trade Bill authorizes $50 million in grants to states for gustus Hawkins (D-CA), James Jeffords (D-VT), Prevention, and Model Foreign partnerships between business or industries and edu- William Ford (D-MA)all members of the House; cational institutions to meet literacy needs of employ- and Senators Edward Kennedy (D-MA), Orrin Language Programs ees, including those of limited English proficiency. Hatch (R-UT), Cla ibome Pel I (D-RI), Howard Met- In the Senate, the English Proficiency Act, S. 629, zenbaum (D-OH) and Robert Stafford (INT). currently exists u an independent piece of legislation. On October 14, 1987, heSenate Labor and However, there are the opinions that it could be in- Please forward a copy of every letter Human Resources ConuniUcc az-z4:pted proposals on cluded in the Senate Trade Bill or in the adult educa- you send to Pat Byrd, TESOL/CSPC, 1118 workplace literacy, dropout prevention and model foreign language programs. tion provisions of the Senate Omnibus Education Act. 22nd Street, NW, Washington, DC 20037 Drafted by Senator Christopher J. Dodd, D-Con- At this writing, no final decision has been made as to USA. Please send us a tally of your phone where the English Proficiency Act will end up. necticut, these proposals, which were included in the calls, too. reauthorized Elementary and Secondary Education Act (ESEA), would "address changing demographic trends that currently threaten the future productivity SAMPLE LETTER TO THE HOUSE or SENATE 1 and stability of this country." "Thanks in part to federal programs like ESEA's Chapter I and the College Pell Grant Program, Amer- ica today is much less polarized and more equitable than it was two decades ago," said Dodd in support of The Honorable The Honorable the reauthorization of the ESEA. "But in many ways U.S. House of Representatives or U.S. Senate we still confront a frustrating national paradox: signs Washington, DC 20515 Washington, DC 20510 of broad prosperity and growth alongside the neglect of vital investments in our human resources which are Dear Senator Dear Representative absolutely essential if we are to meet the new chal- lenges of the information age." I would like to bring to your attention the English Proficiency Act, H.R. 579,1 very important piece "If America is to succeed in the global market- of legislation that requires your support. There is a tremendous need for appropriate literacy services for place, we can't afford to lose even one human mind to adults and out-of-school youth who are not native English speakers; this legislation would help meet that ignorance, poverty, or neglect," he added. nee,. There are many critical provisions in this bill, among them funds for programs at community -based The workplace literacy amendment would estab- organizations and a clearinghouse for information on program: for limited English Speaking adults. lish partnerships between businesses, labor organiza- tions, local governments, and schools to tailor literacy (Include here data or an anecdote which can help document the need for adult ESL services in your programs to meet the demands for new skills in the community. For example, are there waiting lists for adult ESL classes? Have there been any media ac- American workforce. count: about the need/waiting lists? Are there any language services in your community for this popu- The dropout-prevention proposal would be based lation?) on a system of mutual pledges and incentives. Em- ployers would agree to guarantee participating stu- FAIBERtrasaltiglYSLUSEIWLIMUCCIO:Iurge you to support this legislationand to work to dents full-time jobs or other employment opportuni- secure itsetactment. As you may know, the English Prohciency Act is also included is H.R.3 in the ties and services, including apprenticeships, work Trade Bill, which is going to conference. I request your help in convincing conferees to maintain the study, summer employment, skills counseling and English Proficiency Act in the Trade Bill. job placement if the students agree to remain in school, maintain certain average grades, pass a state For SpnatorsUSE this Paragraph; I urge you to supportlegislation which includes the provisions basic skills test, team to prepare a resumeand earn of the English Profldency Act. I know this bill has also been discussed as part of the Adult Education a high school diploma. Act (in the Senate Omnibus Education Bill) and as part of the Senate's Trade Bill. I ask your help The model foreign language program part of the in passing this bill through whatever legislative vehicle the Senate deems most appropriate. proposal would establish the first federal grants for Also, I urge you to tell your Senate colleagues of your support for the English ProficiencyAct, foreign language teaching in elementary and secon- especially those Senators on the Subcommittee on Education, the Arts and Humanities and the dary schools. Thirty-five million dollars would be al- conference committee for the Trade Bills. located to the states each year for five years, based on school-age population with a fifty percent state/local If I canprovide you with further information, please contact me at . Please matching funds requirement. keep me informed on the progress of this legislation. Thank you for your attention. A fmal provision would provide for Presidential Sincerely, Awards for Teaching Excellence in Foreign Lan - guages$1 million in fiscal 1988 (and "such :urns" as needed in future years) to fund two awards to teachers in every state, the District of Columbia and Puerto Rico, in all 104 each year.

TN 12/87 27 THE SECOND ANNUAL CONFERENCE ON conference will also offer a working session for officials PRAGMATICS AND LANGUAGE LEARNING Conferences and from institutes of higher education to devet -p a document April 8-9, 1988 Organized by Tun Dmmori OP Eriousit and a panel presentation on recommendations for training As AN INTERIVATIONAL LANGUAGE AND THE INTENSIVE ENGLISH Calls for Papers bilingual special education school personnel. The confer- barnnra of the University of Illinoisat Urbana- Champaign. ence is open to any educational personnel who work with The focus of this conference will be on th e interaction ofprag- LEP students who may have a handicapping condition. For matics, discouneanalysis,and conversation analysis withthe registration information, you may contact the BOCES Bilin- learning of a second or foreign language in either fomial or gual/ESL Technical Assistance Center at 716 352-2406. informal surroundingsespecially with regard to the learn- Southern Conference on Language 7,:z:Ling ing or teaching of English.Papers (maximum time 20 (SCOLT) minutes) are invited on any of the following =related topics. Joint meeting with ACTFL, October 1988 - Charleston, FIRST CALL FOR PAPERS 1. the place of pragmatic competence in the overall ccenpe- SC October 1989 - Little Rock, AR. For more information for the SEVENTH BIENNIAL CONFERENCE team of a foreign/language learner 2. research into specific contact: Dr. L. J. Walker; TIC International Language OF THE SOCIETY FOR CARIBBEAN facets of English discourse 3. contrastive pragmatics /dis- Center; 909 S. Boston, Tulsa, OK 74119; Telephone: (918) LINGUISTICS course analysis 4. integrating pragmatics into the language 587.6561, En 261. Wednesday August 24th to Saturday August 27th, 1988 at program. Please submit three anonymous copies of a one- the COLLEGE OF THE BAHAMAS, NASSAU, SAHA- page abstract, together with a 3x5 card with the author's CALL FOR PAPERS: MAS. ConfereaceTheme: CaribbeanLanguageStudies and name, address, phone number, the title of the paper, and any COMPUTATIONAL LINGUISTICS theReformulation of Linguistic Methodology and particular equipment necessary for the presentation (e.g. The 12th International Conference on Computational Theory.We invite papers which attempt to explore the ade- overhead projector, tape player, etc). Conference Co-Chairs: Linguistics will be held August 22- 23,1988, in Bushmen, quacy and relevance of current linguistic models for the Lawrence F. Boston and Yamuna Kacluu ,Division of Eng- Hungary. Papers are invited on sub antial, original, and un- description of Caribbean Languages. Papers with a cross- lish as an International Language - University of Illinois, published munch in all aspects of CL. Abstracts must be re- linguistic emphasis which explore the common problems 3070 Foreign Languages Building, 707 S. Mathews Ave, ceived not later than December 10,1987. For full infonna- posed by different Canlibeansituaticnsforlinguistic theory/ Urbana, Illinois 61801 Phone 217 333-1506 or 333.1507 don onoabmissiont, paper. write to Dr. Eva Hajicova, Chair, methodology will be particularly welcome. SUBMISSION DEADLINE FOR RECEIPT OF ABSTRACTS: Friday, CL Program Conunittee; Charles University, Faculty of OF ABSTRACTS: Abstracts should be submitted to the January 29,1988. Mathematics/Linguistics; Maloaranske 0. 25;11800 Praha secretary/treasurer, Donald Winford (address below). The 1, Czechoslovakia. deadline for receipt of abstracts is December 31, 1987. Notice of acceptance of absuacts will be given by the end of SLRF (Second Language Research Forum) meets at Feinuary 1988. SUBMISSION OF PAPERS: Completed Please seird id of conferonreet and the University of Hawaii at Manna, March 3-8,1988. Call for papers will be required by the= of May1988. ALLpapers Calls for. papers to Susarilisiley;FteldiSitivisene papers information available. Contact Graham Crooks, must be submitted to the secretary/treasurer, Donald Vim- COOrcrulitor,TESOLCenialOffiii.11'18 22nd St. Program Chair SLRF '88; Dept. of ESL, 570 Moore Hall; ford. CONFERENCE SECRETARY: Dr. Donald Winford; NW; Wasbidicir;DC 20037 USA. Plea* Sind, University of Hawaii at Maras; Hcaolulu, Hawaii 6822 Department of Language & Linguistics; UWI at St. Au- 6e=1*66`.114. bef(je USA. gustine C.ampus;R: iblic of Trinidad :nd Tobago; West *Ur. conferetici or call fez Piper4ate. Indies 198E IATEFL-TESOL Scotland CONFERENCE The 22nd annual conference of IATEFL (International About Job Notifies: the 7N .reprints iri gdod faith: as a icivice;the Association of Teachers of English as a Foreign Language) position anneenCaitents received. It can make rio representations or will be held jointly with TESOL Scotland frau April 11 to Jobs nuisances minding such positions. 14,1988 in Edinburgh, Scotland. To receive registration or membership information, write to the IATEFL Office; 3 The Technical Training Institute, Dhahran, Saudi Clarke at the School of Education. 110014th St., Dower. CO Kingsdown Chambers; Kingsdown Park; Tanks:non, Arabia, seeks ESL Insuucton foe its civil aviation electron- 80202 USA or call 303 556-2842. AA/EOE. Whitstable, Kent; England CT5 ics training program. Duties include teaching and some program development. Qualifications: MA in TESOL or Western Illinois University in Macomb, Illinois invites The 14th Annual Alaska equivalent; substantial (2-3 years) overseas experience applications for the position of Director, Foreign Student BilinguaVMulticulturui Education Conference (preferably in Saudi Arabia); ESP for math and electronics Affairs, beginning Tune 1,1988. WIU is a multi-purpose !rai- The 14th annual Alaska Bilingual/Multicultural Educa- highly desirable. Competitive salary and benefits. Two- der:1AI public university enrolling 12,000 students, of wham tion Cenference "Distant Voices , Shared Drams ," is the year contract. Send resume to Mr. Peter W. Woou,y, Senior 600are international Primaryresponsibilities are supervisicn theme of the canferesioa to be held in Anchorage, Alaska, at English Instructor, Training Department Saudi Services and of Foreign Student Affairs staff and administration of interna- the Sheraton Anchorage Hotel, February 3-5, 1988. This Operating Company, Ltd., PO Box 753, Dhahran Airport, tional student orientation, policies and programs. Position conference, designed to assist school districts in training Saudi Arabia 31932. Telephone: 966-3-879-2323. Telex: provides culture, social, andpersonal counseling for theinter- school personnel, parents, eldest, and solicits, in improving 801926 SSOC ST. national population, interprets immigration regulations, visa bilingual education programs in 38 of Alaska's 55 school information, and processes INS documents for students. districts,willfoctuon roading,writing,literatureand the oral University of Illinois at Urbana-Champaign, IL USAThe Qualifications are MA/MEd in College Student Personnel, tradition in bilingual/multicultural education. Topics to be Division of English as an International Language expects to International Education, or related area, and 3.5 years expe- covered in conference worksr,ops include using the written have a tenure-track position as Assistant Professor. Duties rien= with international students =in the administration of and spoken word; teaching literacy, ESL, and comparative include research and teaching. PhD in linguistics or related international education. A knowledge of INS regulations and literature; developing bilingual/multicultural curricula, and field with specialintion in one ormore of the following areas procedures is desirable. Please forward letter of application, materials; and involving parents in tea ding and writing. required: (a) English as an international language; (b) theo- vita, and threateners of recommendation by.lanuary 15,1988 A STUDENT strand fee high school students and multi- retical foundations of language curriculum research; (c) to Mary M. Dever. Search Chair, International Programs, ethnic cultural presentations will be additional highlights of language learning in instructional setting; (d) ethnography 100 Memorial Hall, Western Illinois University, Macmb,2- the cenference. For further information, and registration, of communication; or (e) cross-cultural communication linois 61455 USA. AA/EOE. contact Conferences and Continuing Education, University with special reference to English. Desirable: teaching and of Alaska Fairbanks, 117 Eidson Building, Fairbanks, AK research experiawe in EIL and /or applied linguistics; inter- University of Southern California, Los Angeles. The 99775.0540; Telephone 907 474-7800. national publication record; competence in one or more Department of Linguistics announces an opening foralinguist second languages; international experience in teaching and with research and teaching interests in both applied and THE FOURTH ANNUAL CONFERENCE /or research; and ability to utilize the excellent University of general linguistics.PhD required; position available at ON BILINGUAL SPECIAL EDUCATION Illinois facilities for interdisciplinary research involving a tenured or nontenured rank. Priority will be given to early Beyond Assessment: Appropriate Instruction for the wide variety of programs inlanguage learning and teaching, applications. Send letter describing current interest, curricu- Limited English Proficient Handicapped-Student is the computers and language-related research laboratories and lum vitae and representative work to: Elinor Ochs, Search title of the conference be held in Rochester, New York on the Intensive English Institute. Ccometitive salary. Starting Committee Chair, Department of Linguistics GFS 331, March 1 and 2,1988. Theconference is co-sponsored by the date, August,1988. Please forward application, representa- University of Southern California, Los Angeles 90089.1693 New Yolk State Education Departman,Bureau of Bilingual tive publications and vitae, and have three or more letters of USA. Ed nation, The Office for Education of Children with Handi- recommendation sent directly to Professor Yamuna K &chin, capping Conditions and the Monroe 82-Orleans Counties Chairperson, Search Committee, Division of English as an Baruch College, City University of New York has an Board of Cooperative Educational Services (BOCES), Bilin- InternationalLanguage,University of Minois,3070Foreign immediate opening for a tenure-track assistant professor to gual/ESLTechnical AuistanceCenter. Plennyandroncur- Languages Building, 707 S. Mathews Avenue, Urbana, IL teach spoken English as a second language, administer a rent sessions will focus on dicer:C=1%nd practical a:mid-- 61801 phone 271 333-1507. To ensure full consideration, speech screening program, and develop software and curricu- nations for programs in English as a second languag e, native application and othermaterialsrnustbereceived on orbefore lum for use in a "state of the an" speech commumcation languagecontemareaandmainttreamcontentueasin which January 29,1988. The University of Illinois is an Affirma- laboratory already in place. Competitive salary and excellent handicapped limited English proficient (LEP) students are tive Action /Equal Opportunity Employer. benefits. PhD with training in TESOL and speech communi- taught. Sessions will include effective teaching techniques cation require.% publications desirable. Send CV to Chair, for this population Li a variety of clauroom settings. The University of Colorado-Denver seeks an assistant Speech Department, Baruch College. CUNY, 17 Lexington professor for ESL/Bilingual Education.Contact Mark Avenue, New Yodr, New York 10010 USA. AA/EOE. 28 206 TN 12/87 something stirred my memories of living and working personal experience or appreciation of the writers'art. The abroad. Situations and conflicts depicted in the stories paral- Teacher's Bookshelf perspectives provided by the selections, however, would be leled these in my own experience. I found myself nodding of interest to anyone involved with in education, and saying, "Yeah, yeah" under my breath as the foreign A Review Column of Books of business, or traveL characters worked out (orsuccumbed to) their problems with Professional Interest The book is divided into six parts which correspond to the the na rives. These works clan do mirror experience, and for phases of the intercultural experience: 1) Preliminary Phase; this reason, the book should be of interest to world travelers edited by David Eskey, 2) Spectator Phase; 3) Increasing Participation Phase; 4) in all fields, as well as to those who choose to experience other University of Southern California Shock Phase; 5) Adaptation Phase; and 6) Re-Entry Phase. At cultures from the cornfixt of their armchairs. the and of each part, the editors have provided questions for OnBeing Foreign could be very effectively used as either discussion of the selections and a list of additional stories the primary text or u a supplementary resource for courses On Being Foreign: Culture Shock In Short Fiction, by related to that phase. The twenty stories reprinted in the bode in comparative literature or interculnual education. In addi- Tan L Lewis and Robert E. Junvnan (Eds.) Yarmouth, include works by Camus, Hesse, Cane, Caned, and Kipling , tion, it should be made available to everyone interacted in Maine: Intercultural Press, Inc., 1986, 293 pp. as well u by lesser-known authors from around the world. international or cross-cultural education or business. In Some of the stories were written in English; othaa are classes, it could beeffectively used u a bads for discussion This book is an international anthology of short stories translations. Asa group, the stories provide a truly interna- of the foreign experience or of the geese. In departmental or illustrating the phases of the foreign experience which have tional collection of views on the phenomenon of being a office libraries, it could save to refresh and reinforce the beendesaibedbysocialscientists ofthepastquartercentury. stronger in a strange land. In this respect, the book is very intercultural understanding of faculty and staff. The stories was collected with three groups in mind: people differ= from others which look solely at the problems in One example from "Yard Sale," by Paul Theroux, which who wanttopreparethemselves to cope with a cress-cultual adaptation and adjustment encountered by Americans who appears in the Re-Entry Phase section, should save to Mus- experience; students of omparative literature; and persons find themselves in a new and differ= culture. trate the flavor of the bock: interested in the underlying theme, whether as a remit of This book fascinated me. In virtually every selection, ....he had not hada hamburger in two years. But the sight of fastfood woke a memory in him. As he watched the disc of meat slide down a chute to be bunned, gOwrapped and clamped in to a small Styrofoam valise, he treated me to a meticulous description of the method of cooking in Samoa. Reading. kiting a nd Speaking Skills for lour ESI, Students First, stones were heated, he said then the hot stones buried in a hole. The uncooked food was wrapped in leaves and placed on the stones. More hot stones were piled on top. Before he got to the pan where the food stone, and leaves eEnglish Survival Series were &interred, I said '7 understand that's called labor Margaret MartinMaggs, Former Com- intensive, but it doesn't sound urribbt effective." unity Affairs Coordinator, District 6, New He gave me an odd look and mused himself, rating his York City Schools little valise of salad to the drinking fountain to wash it. Exceptional high-interest, lowreading level We always wash our food before we eat." prosrom is designed to build vocabulary and I said "Raccoons do that!" boost basic reading and writing competency. Itwas meant as encouragement,but I coukIsee I was not Includes 5 sets of compact, non-threatening skill books each organized into three levels of doing at all welt. difficulty, with placement and evaluation tests for carefully paced, individualized work with Get this book. Read it in whole or in part. Relive your junior high through adult education students. foreign experience ea- have me vicariously. It's art, it's Each set features 15 functional, student- reality, and it's fun. centered themes. Unit themes, grammar and vocabulary ore the some at each level About the Reviewer : Dan Robertson is Director of the across all 5 titles, providing maximum reinforcement. English Language Program at West Texas University. 3 Levels of Progress-Each set is offered in three levels, A, B and C to allow individual progression.

SAVE $3.85 on SAMPLER PACKAGES! FYI* Now only$18.95each. Each package ENGLISH FOR SPECIAL PURPOSES IN includes Books A, B and C plus Teacher's THE MIDDLE EAST &NORTH AFRICAhis Manual. available !;bulletin published twit* a Poi contact:ESPMENA, ENGLISH BUILDING VOCABULARY LANGUAGE SERVICING UNIT, Faculty 'of ISBN 0-8325-0276-X Aria, Khartoii:m Uz,iveisity, P.O. Box 321; Kkar- RECOGNIZING DETAILS tOuxil,The Sudan. ISBN 0-8325-0284-X Fox YourInfcemation IDENTIFYING MAIN IDEAS ISBN 0-8325-0280-X Editorial Note WRITING SENTENCES AND PARAGRAPHS ISBN 0-8325-0311-X The February TESOL Newsletter will Include spedal Information on summer programs. People in charge of NEW! USING THE CONTFXT...Focuses such speck I Institutes are requested losend information to on context as a means of learning and the TN office by the earliest poulble date. understanding new vocabulary. The February TN will a!so have an article on English ISBN 0-8325-0294-X La nguageTeach ing pedagogy,an editorial explanation of what desktop publishing k about, teaching Ideas, and much much more. Components moy be purchased individually. For more .for- The large number of job amine and the convention motion or to order, call TOLL FREE 1.800-323-4900 (In IIImois busineas have taken up a lot of the space In this Issue. I 1-312.679.5500). think the type k loos-mall in many sedans of the nenkt- ter, but there Is so muds to pack Into thirty -two pages! And, please, bear with me;I'm still learning a lot about Ws National Textbook Company business. 4255 West Touhy Ave., Lincolnwood, IL 60646-1975 REMEMBER: The TESOL Summer Institute Is In TOLL FREE 1-800-323-4900 (In Illinois, 1-312-679-5500) Flagstaff, Arizona in the summer of 1981. Think of 14 NI Ideal weather, the Grand Canyon, big name, good Free catalog upon request. times, lots oflearning.Watch for more information I n the February Issue.

1 N 12/87 2' 7 29 Anatolia College, Thema lonikl, Greece, seeks experi- The American University In Cairo, Egypt seeks 1)Director enced teichen of Englishlanguage andiorlitersture for six- of English Language Institute to supervise TEFL MA pro- year secondary program, levelselementary to profi- gram and intaisimEnglish language instruction forstudents ciency. Applicants rout t have degree in English and US state improving their English to qualify for degree program sec ndary English teacher certification. Graduate training admission, and to teach one or two courses per semester as in English or applied linguistics/TESL, overseas teaching fits. Contact Address: John Fleischauer, Director, LIOJ, 4- needed. Area ofspecializationinTEFL open.PhDand appro- experience and extra-curricular interests and experience arc 14-1 Shiroyama, Odawara, Kanagaw a, Japan 250. priate university-level experience required. 2) Linguistics/ preferred. Tax-free salary; three-year contract; rename, TEFL: One faculty member to direct MA in TEFL theses and furnished, maintained campus housing; transportation and Gifu College of Education, Gifu, Japan One permanent to teach in at least three of these areas: language acquisition, shipping allowance; Blue Cross/Blue Shield health and position for professor, assistantprofessor,orlectuer to teach teaching methods, phonology, syntax, contrutiveterror hospitalization insurance; tuition coats for dependent chil- EFL st vuiouslevels. May start teaching anytime from April analysis, psycholinguistics. PhD required. 3) Two experi- dren. Send complete resume and supporting documents to 1988 toApri11990. MA orPhD in *related field and teaching enced English Language Teachers to teach intensive reme- Michael R. Bash, Anatolia College, PO B ox 10143, 541 10 experience required. Must be 67 or younger as of April 1, dial English for academic purposes to undergraduates just Thessalcald, Greece. 1988 (retirement at 72). Salary depends on qualification and admitted to the university and/or graduate students who mint experience.Full benefits. Send vita, list of publications, improve their English to qualify for degree program admis- English School of Osaka, Japan seeks full-time ESL in- photo and 5-minute audio cassette describing your recent sion. MA in TEFL required. 4) Freshman writing program: structors. ESO is recovized for its dedication tostudans and research activities (and statement of presan income ifconsid- one or more faculty to teach writing, zhetoric, and introduc- quality teaching. Instructor must provide a basic knowledge eration desired) by January 8, 1988, to: Takafumi Mose, tion to research. MA in TEFL or English literature required. of eclectic instruction, be familiar with structural and phon- Chairman, Department of Foreign Languages, Gifu College All positions two-year appointments (renewable) beginning etical problems of lamest: students, and speak and under- of Education, 2078 Takakuwa, Yanaizu -cho, Hashimagun, September 1988. Rank, salary according to qualifications stand Japanese at an intermediate leveL MA ill TESOL is not Gifukm!, 501-61, Japan. and mimic:ice. Forexpatrimea,houting,roundtrip air travel, required. We offeran opportunity to contribute to a progres- and partial school tuition for children included. Write, with sive, rapidly expanding school and work with seasoned, Korea, Samsung Group Wiring English teachers to start resume, to Dean of the Faculty, The American University in creative professionals. Applicants should send resume with January 1988 and July 1W8 for a one-year contract. Com- Cairo, 866 United Nations Plus, New Yotk, NY 10017 recent paure,cassene tape widuelf introducion,transcripts petitivesalary,roundtrip airfare,partial health insurance,six before February 28. and names and addresses of three reference" to: English weeks paid vacation, furnished housing and transportation. School of Osaka, 49 Ifigashi-Shimizumachi, Minamiku, Contact: Dr. Mazzara, 201 592-7900, and leave message. University of Alabama, Tuscaloosa, Alabama, USA Osaka, 542 Japan. Phone:(06) 245-245-4919 Teaching assistantships at theEnglishLanguagelnatituteand Pusan, Korea, ESS Foreign Language bad tate for English Department freshman composition courses for Language Institute of Japan, Odawara, Japan seeks an Seeks ESL teachers. Requirement: BA/MA in TESL or non-native speakers. Must be admitted to MA-TESL pro- Innructor of English language, Conammications, and Cross- related field. Responsibilities: teach five or six 50 minute gram. Positions available August, 1988. Far information on Cultural Skills.Qualifications: Degree in English, ESL, classes per day, five days per week. Sometimes special MA program and assistantship contact: Director of Gradu- International Relations, Governman, Business. MA, mini- lectures on Saturdays. Salary W8.000 per hour for BA (ap- ate Studies, English Department, The University of Alabama, mum of tw o years teaching experience preferred. Raponsib- proximately ;111.050,000 per month equivalent to US Drawer AL,Tuscaloosa, Alabama 35487, USA Telephone: Ede*: residential, total immersion program for businessmen $1,300) and W9,000 per hour for MA (approximately 205348 -5065. A A/EOE from top Japanese companies. Small climes (8). Some ;111,180,000 per month equivalent to US $1,470.). but the teaching in community program. Residential duties (meals, amount is worth, in effect, much more due to the lower cost San Jose State University, In San Jose, California USA sports progranu.everring programs,etc.) in addition to class- of living in Korea. Benefit: Housing provided. Yearly raise Full-time temporny poeition inTESL Starting August,1988 room duties. Personal contact outside the classroom empha- of-41;1,000 per hour. Write with ream and recent photo to (possibility of it being converted to tenure track). sized. Benefits: 317,000 yen per year, subsidized board, Kim,Dae-chol.Director,ESS Foreign Language Institute, 2, Caotinned an next pass excellent location near mountains and sea. Additional bene- 2ka Kwangbok-dong, Jungku, Pusan, Korea.

KING FAHD UNIVERSITY OF PETROLEUM & MINERALS DHAHRAN-SAUDI ARABIA

ENGLISH LANGUAGE CENTER

Since 1963 the E.L.C. has been responsible for preparing approximately 1,000-1,400 male students per year for study in all- English-medium technical courses leading to the B.S. degree in science, engineering or management. The Center currently employs some 70 teachers (American, British, Canadian, Australasian and Irish) and is expected to expand. The program is biased towards English for academic purposes. Well-equipped language labs, 5 audio-visual studios and 60 IBM PCs for CALL use form part of the technical equipment available. We have opportunities for well-qualified, committed and experienced teachers of English as a Foreign Language as of Sep- tember 1988. Applicants should be willing to teach in a structured, intensive program which is continually evolving and to which they are encouraged to contribute ideas and materials. Qualifications:M.A. in TEFLJTESL or Applied Linguistics. Experience: Minimum two years' teaching experience in TEFLJTESL overseas. Starting Salary: Competitive salaries depending on qualifications and experience. Details at interview time. Salaries free of Saudi taxes. Additional Benefits: 1) All appointments are either single or married status. 2) Rent-free, air-conditioned furnished accom- modation; All utilities provided. 3) Gratuity of one month's salary for each year worked, payable on completion of final con- tract. 4) Two months' paid summer leave each year. 5) Attractive educational assistance grants for school-age dependent children. 6) Transportation allowance. 7) Possibility of selection for University's ongoing summer program and evening program with good additional compensation. 8) Outstanding recreational facilities. 9) Free air transportation to and from Dhahran each year.

Contract: For two years renewable. KING FAHD UNIVERSITY OF PETROLEUM & MINERALS HOUSTON OFFICE, DEPARTMENT 613 5718 WESTHEIMER, SUITE 1550 HOUSTON, TEXAS 77057 30 208 TN 12/87 iteritthennats: PhD. ability to teach lESL thorny. methods. Northam Adana University, Flagstaff, Arizona, USA Wty Col kge ceNew York,New York City, USA. Associate and testing; second languageacquisitice; supervision ofESL Seeks AssociateProtessorinLinguistics. Qualifications:PhD arfullprofessorappointmentin newly createdDepartment of studanteachas;Englishgrammarforaerksitialcandidates; in either language or applied linguistics. Proven record of ESL. Doctorate in TESL. Applied Linguistics. or related intiodietion to linguistics and genceal education alums in major publications and research expertise. Excellence as a field. We are looking for an accomplished teacher and linguistics and English language. Send application (CV. teather of both undergraduate and graduate students. Salary: scholar who has experience and interest in program develop- ,reprints, and names and addresses of five references) by Feb- 36.000-44000. Application deadline: January 31, 1988. man and leadership. Undergraduate and graduate teaching may 15. 1988 to Chair. Search Committee. Linguistics Search will tannin open until the pcaition is filled. Northam with oppoturnities for research in an urban setting. Salary Program. San Jose State University. San Jose, California ArizanUnivasityk estate institution of 13,000 students and from $38,812 to $58,167. depending on qualifications and 95192 USA. AAIEOE. 500 faculty members. TheUnivenity and its faculty are com- experience. CUNY benefits. AA/E0 employer. Send CV mitted to excelleam in education. Women and minorities are and dossier by February 15,1988 to Professor Nancy Lay. California State University, Los Angeles, CA. Tenure- encouraged to apply. Send letterof application, resume, com- Department of ESL; City College of New York; Convent track position with responsibilities for teachingCOMMin plete dossier including laws of recommaidationtoLinguis- Avenue and 138th Street. New Yodr, NY 10031 USA rotational preparation program for TESOL Duties: ad- tics Screening Committee, English Department, Box 6032, Telephone 212 690-6674 or 212 690-8478. vise students, coordinate field-work experience, assist MA Northern ArizanUniversity,FlagstaffArizona 86011 USA. thesis students, serve on camptutoomminces. Qualifications: AA/EOE. Queens College, City University of New York. Openings earned doctorate or ABI) in applied linguistics or related for generalists to teach applied linguistics courses in MA field, expertise in theoryknethods of second language teach- International University of Japan Lecturedanistant pro- TESL Program in China for 1988 - 1989 academic year, ing, second language reseatch, and applied linguistic' re- testor °paring in June 1988. for graduate school of Interna- September -June. Teaching load is two courses per semester quired. Teaching experience in ESL requited. Teaching tional Relations and International Management.Duties: totaling eight hours per week. MA required. Salary 1100 experience in higher education including the supervision of Teach nine hours a week, develop curriculum. Salary: 4 - 5 Yuan per month plus vacation allowance. Roundtrip air teachers and/or student teacher sexed language fluency; million yen /year.benefits. Requirements:MA or PhD in ESL transportation, housing. and health are provided for staff research. grant-writing. publications desirable. Deadline, or applied linguistics, experience with advanced students and and spouses. Send resume to Howard Kleinman. College February 15. 1988. Send letter of intern, CV. transcripts. academic writing, adaptability to rural environment, interact English as a Second Language, 65-30 Kissers Boulevard, three letters of reference to Dr. Manlyn W. Greenberg; Divi- in politics, economics. management. Condition: IUJ is Flushing. New York 11367 USA. Telephone: 718 520- sion of Cuticultrn and Interaction; CSULA, 5151 State English medium; students both Japanese and foreign are 7754. University Drive, Los Angeles, CA 90032 USA. Telephone: mature. 500* TOEFL, highly motivated. Campus located in 213 224.3765. Snow camtry. Interviews will be held LSA/AAAL. SLRF Th e University of Arian a, Tucson, Arizona. Linguist,Full and TESOL 1988. Send CV to Mark Sawyer, Director, Professor (tenured). with interests in thenzies of linguistic Eastern Michigan University, Ypsilanti, Michigan, USA English program. IW, Yamato-machi. Miami Umtata- structure (and/orthe study oflanguagc in literature, discourse -Tenure-track for fall 1988, teaching and advising ESL and Gun, Niigata -ken. 949-72. Japan. analytic theoretical and applied topics bearing upon ESL) graduate ESL students. PhD. required riot to September and with responsibilities to include ESL graduate courses: 1988. with concentration in TESOUSLA.Successful Jakarta, Indonesia. English Education Center invitee second language acquisition theory and methods, modern teaching experience in ESL and TESOL training program applications from ESL/EFL irtstnictors with appropriate MA wanner and language use. Deadline is Novanber30. 1987 squired. Active participation expected in departmental and and overseas TESL experience. Duties at EEC's Modem nonsaggliginjeasid, Please sold leuerof application and professional activities. Experience with ESP comae. CAL Language Training Center include developing and teaching CV to Gerald Mantuan: Head; Department of English; public school and overseas teaching, and knowledge of a TOEFL preparatory program and occasional GMAT and Modern Languages Building. Roan 445; The University of fcceign languagedesirable. Application deadline March 15, GRE program to Indonesians intending to study in the USA Arizona;TucsonArizona 85721. The University ofArizona 1988.For consideration, submit detailed CV. updated u well as general English classes for the public. Preference is an Equal Opportunity /Affirmative Action Employer. tramcripts, and three reference letters.Initial screening will be given to candidates with TOM. experience. Two- planned prior to TESOL Convention in Chicago. We offer year contracts with competitive remuneration package in- United States Information Agency (USIA), Washington, an excellent benefit package and salary commensurate with cluding round trip airfare, medical benefits, and assistance DC 20547 USA. ENGLISHTEACHING OFFICER POSI- experience. We take pride in the pursuit d our affirmative with housing and local transportation. Send resume, recent TION(ETO) Qualificationi,MA or MS in TEFLIIESL or ap- objectives and encourage qualified women and minorities to photo, availability date, copies of relevant qualification docu- plied linguistics, five years' ins itutional teaching experi- consider this opportunity. Send your materials to Position ment, and names and qualification details of three profes- ence, in English as a foreign lanzusge, (EFL) or in an allied FL, in are of Jean Bidwell, Department Head. PO 920. sional references to The Director. EEC. IL LET JEND. S. field, at last two years of which were overseas, and at lout Human Resources. Eastern Michigan University, Ypsilanti. Parman 66, Slipi, Jakarta 11410, Indonesia. of two of which were in teacher training or acadanic admini- Michigan 48197 USA. stration. At least two years of college level training in a The Saudi Maintenance Corporation, under contract with foreign language, or a demonstrable fluency in a foreign Vinnell Corporation,Riyadh, Saudi Arabia,for theSaudi the US Army Corps of Engineers seeks English language language.ETO's are foreign service specialists assivieduan Arabian Army National Guard Modernization Program. instructors with 4-10 yeas experience to teach in Saudi overseas USIS post as country or regional officer. Salary is Experienced language inmate!' are invited to apply for Arabia. Needed immediately. Must have bachelor's degree $28,640t foreign service benefits. Send carat resume to E/ vacant positions in Defense Language Institute American in English, two years' teaching experience in a foreign coun- CEP,Roorn 304; USIA .301 Fourth Street SW, Washington, Language Course training program.Starting monthly trywhere primary duties consisted of teaching English as a DC 20547 USA by February 15.1988. AA/EOE. salary $2688.00 plus vacation travel allowance. Self- second language, and certification in TEFL. Peace Corps con tained company compound provides transportation. full experience desirable. Excellent salary, 30 days paid vacation room and board. private room. housekeeping and laundry annually, round-trip transportation, housing , and meal allow- Job Notices Information services. Athletic and recreational facilities are extensive, ance, numerous other benefits. Send highly detailed resume Institutional and commercial members of as are social 'arias, which include medical care, travel showing all skills and experience in chronological order TESOL may place 100-word notices of job agent. print and video libraries, cable television and radio include training certificates, diplomas and supporting docu- openings,assistantships,orfellowships stations, APO. and regular air-freight privilege. Apply with ments to SIYANCO Services Corporation; 15401 Vantage CV. copies of degree(s). teaching certification, transcripts Parkway West ; S uite 100; Department ELOI ; Houston, Texas without charge.Fur all others, the rate is and letters of reference to Vinnell Corporation, Chief Re- 77032 USA. S50 per 100 words. For institutional, com- cruiter, S.A. Howell, 10530 Rosehavai Street, Suite 100, mercial, and non-institutional members, the Fairfax, Virginia 22030 USA. The Pennsylvania State University, University Park, PA. 100-word limit is exclusive of the contact Penn &nasals applications for usistant professor, tenure- address and equal opportunity /affirmative Escudo Xicalango, Cancun, Merdco. We are looking fora track position in ESLforFall.1988. Specialty in program ad- action designation (EOE /AA) where appli- teacher supervisorschool tdministratar for a sizable Eng- ministration, second language acquisition, language policy, cable. Beyond the limit of 100 words, the lish language school for adults. Must be completely bilin- K-12 TESL/MEL methodology or computer application re- charge is S1 US per word. Type ads double gual, have driver's license, plus considerable experience in quired.Interests should reinforce other areas in speech spaced; first list institution and location (city both teaching and administration. preferably in Latin Amer- communication curriculum. Background in teaching assis- ica. Send resume to D. Frisch, Director, Escuels Xicalango. tant training helpful. Duties: Teaching courses in SLA, and or state/province and country); title and/ Apdo. 354. Cancun, Q. Roo 77500 Mexico. linguistic structures for ESL and areas of specialty as well as or position; qualifications sought; responsi- supervision of graduate assistants, service on advisory com- bilities; salaries/benefits; resume, references, Queens College, City University ofNew York. Openings mittees, and involvement in program administration. Quali- etc; application deadline; contact address facia specialist in ESP and one specialist in composition/ fications: PhD, strong research credentials, evidence of and telephoneifdesired; and AA/EOE rlietaricto teach in MA- TESL Program in China. June 13 teaching competence, overseas teaching experience, and abil- (where applicable). Do not underline words -August 12. 1988. Teaching load is two six-hour sections ity to direct graduate student research. Application require- or phrases; avoid abbreviations. Send three of one rouse totaling twelve hours per week. PhD required. mous: Formal letter of application, current CV, and mini- copies five to six months in advance of mum of 3 letters of recommatdatict from qualified refer- Salary 1500 Yuan pa month plus vacation allowance. application deadline to TESOL Publications; ences. Please send to Professor Herman Cohen, Clain Search Rouirdtrip air transpoetation,hunsing, and health care pro- 1118 22nd Street NW; Washington, DC vided ferstaff and spouses. Send resume to Howard Klein- Committee Box 5; Department of Speech Communication; man% College English as a Second Language. 65-30 The Pennsylvania State University; University Park,PA 20037 USA. Late job notices are accepted :Kissers Boulevard, Flushing. New Yodc11367 USA 16802. Applications considered through January 15,1988, or if there is space.Call 7N Editor at 602 Telephone: 718 520-7754. until qualified candidates are identified. AA/EOE. 523-4913. al 12/87 31 209 Make a Difference with Your Advanced Students...

DEVELOPING READING SKILLS READING FOR ACADEMIC SUCCESS: FOR SCIENCE AND TECHNOLOGY Selections from Across the Curriculum Nancy Lay Estelle Lynch teaches students to analyze teaches students to read for scientific reading material meaning contains up-to-date readings contains unedited, general - from scientific journals and interest readings from authentic textbooks college texts includes numerous exercises fol topics include history, health, practicing reading, writing, and and sociology oral communication skills includes exercises such as Previewing, Skimming, and Vocabulary in Context

COLLIER MACMILLAN ESL Dept., 866 Third Ave., New York, N.Y. 10022

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 and of Standard English as a SecondDialect Officer 1987.88 President First Vice President Second Vice President JoAnn Crandall Richard Allwright Joy, Reid Center for Applied Linguistics Department of Linguistics Colorado State University 1118 22nd St-eet, N.W. University of Lancaster Ft. Collins, Colorado 80523, U.S.A. Washington, D.C. 20037, U.S.A. Lancaster LAI 4YT, England Executive Board Members:Mary Ashworth, University of Bntssh Columbia, Vancouver, British Cclumbia, Canada, Cathy Day, Eastern Michigan University, Ypsilanti, Michigan, U S A , Freida Dubin, University of Southern California, Los Angeles, California, U S A., Donald Freeman, School of International Training, Brattleboro, Vermont,11 S A , Jean Handscombe, North York Board of Education, Toronto, Ontano, Canada, Linda Schinke-Llano, Northwestern University, Evanston, Illinois, U S A., Joan Morley,University of Michigan, Ann Arbor, Michigan, U.S.A , Jean Zukowski/Faust, Northern Anzona University, Flagstaff, Anzona 86011 U S A , Jack C. Richards, Universityof Hawaii at Manoa, Honolulu, Hawaii. U.S.A., Lydia Stack, Newcomer High School. San Francisco. California, U.S.A., Carole Urzlia, University of the Pacific, Stockton, California,U S A , Shirley M. Wright, Ceorge Washington University, Washington, D.C., U.S.A. Executive Director:Richard Calkins Editor, TESOL Quarterly Editor, TESOL Newsletter Stephen J. Caies Jean Zukowski/Faust University of Northern Iowa Northern Arizona University, Cedar Fills, Iowa 50614, U.S.A Flagstaff, Anzona 86011, U.S.A. TESOL Central Office Staff Executive Director.Richard Calkins Administration:ChitoPadilu Susan Bayley Convention:Roger Rivera Fkld Services: Membership & Placement Services:Christopher Byrne Development&Promotions:Aaron Berman Publications:Helen J. Komblum TESOL membership includes a subscription to theTESOL Quarterlyand theTESOL NewsletterAnnual membership rates: Regular membership, $42; Student membership (for those engaged in at least half-time study), $22; Joint membership (two-member household), $80; Institution/Librarymembership, $75; Commercial membership, $2..1.(Foradditional mailing fee outside the U.S., contact TESOL.) Please make check in U.S funds drawn on 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) 872-1271 Forchange of address or other information, write to TESOL.

(--.).>TESOL18(<-1 TESOL, 1118 22nd Street, N.W. (Suite 205), Washington, D.C. 20037, U.S.A otiNEGTING TESOL NEWSLETTER VOL. XXI, NO. 6, DECEMBER 1987 NON PROFIT ORG. QMP_, U.S. POSTAGE DATED MATERIAL PAID Bloomington, Ill. 1. Permit No. 16 ...OUR OFTOWN March 8-13, 1988 For information write to: Joy Reid 210 Convention Program Chair Colorado State University Fort Collins, Colorado 80523, U.SA,