Teachers of English to Speakers of Other Languages (TESOL) invites all of its members to select one primary interest section through which they may vote for that section's leadership and participate in section activities. Participation in the interest section offers members professional and personal development.
TESOL's 19 interest sections represent the various professional specialties in the field. They enhance networking and encourage the exchange of ideas among colleagues with similar interests by publishing individual newsletters as well as articles in TESOL Matters (the association's bimonthly newspaper), holding meetings at the convention, and refereeing proposals for presentations at the convention.
Interest sections play an important role in the overall functioning of the association. Within each section, members associate, investigate, and develop their expertise. Interest sections also work in conjunction with other interest sections when they have overlapping interests. The TESOL Board of Directors looks to the interest sections for information to shape and inform its planning and initiatives. Section leaders often recommend members to serve on TESOL committees, advisory boards, and task forces as well as on national or international boards.
The interest sections conduct their business as a group through the Interest Section Council, which includes elected delegates from each section and the three Directors serving as interest section representatives on the TESOL Board of Directors. The IS Council meets once per year during the annual convention to discuss governance issues, including resolutions to be presented at the Annual Business Meeting.
Interest sections in TESOL enjoy opportunities to receive funding from the association for special projects. As a result of these funds, several sections have produced useful products for ESOL professionals. The most recent example is the TESOL-CELIA '96 CD-ROM, a computer-enhanced ESL/EFL language instruction archive, a collaborative project of the Computer-Assisted Language Learning interest section and LaTrobe University in Australia. A recently awarded special project grant will result in a monograph on the ethics of ESOL research, prepared by the Research interest section.
Interest section leadership
The interest section leadership changes each year at the annual convention. The following is a directory of leaders for the 1997 -1998 year. Updates may be obtained from TESOL Central Office, tesol@tesol.edu or http://www.tesol.edu Inquiries may also be sent to TESOL, 1600 Cameron Street, Suite 300, Alexandria, Virginia 22314-2751 USA. Tel: 703-836-0774; Fax: 703-836-7864. Years in parenthases are the year the IS formed or was in operation.
Adult Education (AE-IS, 1974)
Chair Jill Bell
York University Faculty of Education
4700 Keele Street
North York, Ontario, M3J 1P3, Canada
Fax (W) 416-736-5023
jbell@edu.yorku.ca
Applied Linguistics (AL-IS, 1974)
Chair William Eggington
Brigham Young University
3164 JKHB
Provo, UT 84602 USA
Fax (W) 801-378-4720
william_eggington@byu.edu
Bilingual Education (BE-IS, 1974)
Chair Deanne Sobul
2626 Military Avenue
Los Angeles, CA 90064-3132 USA
Tel (H) 213-470-4748
Computer-Assisted Language Learning (CALL-IS, 1984)
Chair Carolyn Heacock
University of Kansas Applied English Center
204 Lippincott
Lawrence, KS 66045-0001 USA
Fax (W) 913-864-5050
cheakock@falcon.cc.ukans.edu
Elementary Education (EE-IS, 1974-1977)
Chair Margo Gottlieb
Illinois Resource Center
1855 S Mount Prospect Rd.
Des Plaines, IL 60018-1805 USA
Fax (W) 847-803-3231
English as a Foreign Language (EFL-IS, 1974)
Chair Zakia Sarwar
F 25 D Block-9 Clifton
Karachi, 75600 Pakistan
Fax (W) 9221-587-0085
zakia@speet.khi.sdnpk.undp.org
Higher Education (HE-IS, 1977)
Chair Barbara Sihombing
Economics Institute
1030 13th Street
Boulder, CO 80302-7306 USA
sihombin@spot.colorado.edu
Intensive English Programs (IEP-IS, 1974)
Chair Maria Dantas-Whitney
ELI, Snell Hall 301
Oregon State University
Corvallis, OR 97333-9800 USA
Fax (W) 501-737-0871
Intercultural Communication (ICC-IS, 1996)
Chair Ruth Johnson
Department of Linguistics
Southern University of Illinois -Carbondale
Carbondale, IL 62901-4517 USA
Fax 618-453-6527
International Teaching Assistants (ITA-IS, 1993)
Chair Karen Freisem
University of Washington Center for Institutional Development and Research
396 Bagley, Box 353050
Seattle, WA 98195-0001 USA
Fax (W) 206-685-1213
freisem@cidr.washington.edu
Materials Writers (MW-IS, 1986)
Chair Emily Lites
The Economics Institute
1030 13th Street
Boulder, CO 80302 USA
Fax (W) 303-938-2501
lites@spot.colorado.edu
Program Administration (PA-IS, 1984)
Chair Judy Snoke
Virginia Tech Language Institute
Donaldson Borwn Hotel and Conference Center
Mail Code 104
Blacksburg, VA 24061 USA
Fax (W) 540-231-3808
eslsnoke@vt.edu
Refugee Concerns (RC-IS, 1983)
Chair Debbie Gassaway-Hayward
PO Box 47
West Dummerston, VT 05357-0047 USA
Fax 802-257-8078
Research (R-IS, 1983)
Chair Liz Hamp-Lyons
4033 E 17th Avenue
Denver, CO 80220-1010 USA
Fax (W) 303-556-2959
lhamplyon@carbon.cudenver.edu
Secondary School (SS-IS, 1974, 1977)
Chair Mary Hall
6618 Pelhams Terrace
Centreville, VA 22020-3736 USA
Fax (W) 703-280-1348
Specific Purposes (ESP-IS, 1992)
Chair Joan Friedenberg
136 E New Thompson Lake Rd.
Carbondale, IL 62901 USA
Fax (W) 618-453-6527
jfrieden@siu.edu
Teacher Education (TE-IS, 1983)
Chair Lilia Savova
206 S Braddock Avenue
Pittsburgh, PA 15221 USA
Fax (W) 412-357-5640
lsavova@grove.iup.edu
Teaching English to Deaf Students (TEDS-IS, 1987)
Chair Louise Ford
CRCHI 310 Elmgrove Avenue
Ottawa, Ontario K1Z 6V1 Canada
Fax (W) 613-729-5167
lford@magi.com
Video (V-IS, 1989)
Chair Diane Ogden
Snow College ESL Department 15D E 100
N Ephraim, UT 84627-1122 USA
dianeo@storm.snow.edu
Adult Education (AE-IS)
- Statement of Purpose : One of the founding interest sections of TESOL, AE-IS is committed to:
- developing an awareness of the needs and role of adult education among educators, legislators, and the general public by sharing expertise, insights, and experience
- addressing current priority topics through workshops, demonstrations, open fora, and discussion sessions at the annual convention and at other professional meetings
- advocating for any issue requested by the interest section's membership and deemed appropriate by the steering committee
- cooperating with other interest sections to serve common needs of students and their families
- expanding knowledge and understanding of adult education and ESL through research and communication.
Teachers of limited English proficient adults work in a variety of nontraditional educational settings. These educators advise that to succeed they have to deal with particular challenges such as multilevel and multilingual classes; irregular attendance of working adult students; continuous intake and exit of students; students with widely differing educational, social, cultural, economic backgrounds and ages; lack of materials, resources, and equipment; low social status in the educational establishment; and an uninformed public.
Practical Tip : ESOL adult educators recommend that teachers draw on the learner's experience when creating an individualized curriculum. When using the language experience approach (LEA), teachers ask a student to dictate a story to help the teacher assess the student's current language abilities. Teachers of adult students also recommend the use of dialogue journals to model language without correcting student work and to create useful exercises for students.
Applied Linguistics (AL-IS)
Statement of Purpose : AL-IS is one of the oldest and largest interest sections of TESOL. The membership includes a diverse array of individuals, from graduate and undergraduate students to established experts in many subfields of applied linguistics. The members of AL-IS work in many different settings: ESL and EFL (in countries such as Argentina, China, Hong Kong, Iran, Japan, Peru, and Zaire), colleges and universities, elementary and secondary education, research, publishing, and volunteer organizations. Their interests include all imaginable domains of language teaching: reading, writing, rhetoric, speaking, listening, grammar, pronunciation, sociocultural norms, pragmatics, second language literacy, second language acquisition, research methodologies, and others. In a general sense, the goal of applied linguistics is to examine the many facets of language use and communication between real people.
AL-IS seeks to promote a better understanding of language-based issues and problems in the real-world contexts of second language learning, teaching, and acquisition. To this end, AL-IS attempts to provide solutions to these problems and the promulgation of knowledge derived from applied linguistics research.
Activities : AL-IS contributions include practical applications for second language pedagogy, as well as contributions to second language research, theory, and description. In particular, AL-IS activities, such as convention presentations, colloquia, academic sessions, discussion groups, and meetings work toward bringing innovation to the profession in general and specifically to teachers' jobs. The newsletter, Applied Linguistics Forum, publishes articles dealing with uses of applied linguistics findings in and out of the classroom in various countries and language teaching environments. AL-IS leaders and members strive to help teachers stay abreast of new ideas that they can use in the classroom and new information that can give them insight into the problems and issues of their students.
Bilingual Education (BE-IS)
Statement of Purpose : BE-IS supports the right of all persons to become proficient in more than one language and to maintain and develop their L1s. Further, we support a framework of empowerment that examines the relationship of school success/failure to the amount of control language minority students and their families have over their lives. We believe that for students to be empowered, teachers must also be empowered via critical analysis of the micro and macro contexts within which they operate.
Activities
- sessions at the TESOL convention
- a newsletter (also, see TESOL Statement on Bilingual Education)
- networks within BE-IS
- teaching in dual language programs and educating teachers
- research and publication
- support for bilingual / ESL legislation, in collaboration with other organizations
- review and dissemination of information on bilingual education.
Practical Tips : An elementary school example: Transitioning, when students move from L1 reading to L2 reading, is sometimes difficult because of a general lack of information about the time needed to learn the L2, the difficulty of decontextualized academic language, the interdependence of the L1 and L2, and the sociopolitical context of minority language communities. To promote additive bilingualism, have students read for school and pleasure in the L1 and L2 and actively encourage family participation. With a strong foundation in L1 literacy, secure language and cultural identities, and parent involvement across the curriculum, in school management, in homework, especially daily reading in L1 and L2, students do better in school. Integrated, holistic, and purposeful reading and writing activities are also important, as is teacher-teacher and parent-teacher collaboration.
A high school example: L1 development is essential in a good bilingual program because it fosters academic success, self-esteem, and transfer of skills to other aspects of schooling. Use a pen-pals activity in which students have writing partners with other native speakers of languages other than English classes. This provides ongoing practice and assessment of students' writing while encouraging authentic language use. Use magazines, newspapers, and word games in the students' L1, which expands vocabulary and knowledge of the world. Also take field trips to galleries, museums, and universities to further validate students' native languages and cultures.
Although many kinds of bilingual education models and programs exist, most educators understand the interdependence of L1 and L2. To promote success for bilingual students, we must study research regarding effective bilingual/ESL programs, instructional practices, and school management practices. Finally, when L1 is part of a language minority community, its full development is especially important.
Computer-Assisted Language Learning (CALL)
Statement of Purpose : The CALL-IS gives ESL professionals the opportunity to interact with other professionals working in all areas of computer assisted language learning for ESL and EFL.
Special Activities : Many members of CALL-IS take part in the following interest section-sponsored activities:
1. The CALL-IS Newsletter and columns related to CALL in other TESOL publications
2. The CALL Computer Room: TESOL's Electronic Village
Each year at the TESOL convention members of the CALL-IS set up and operate a room housing 20 to 30 Mac and IBM compatible PCs. All conference attendees can come to ask questions of IS members who are experts in a wide variety of CALL uses. Attendees may also come here to explore an exceptional range of CALL software and Internet resources, attend IS-sponsored events, purchase copies of the IS software library, and get to know other members of the CALL-IS. The CALL Computer Room has averaged more than 1,000 visitors per day in each of the past 2 years.
3. CALL-IS-sponsored events offered each year at the TESOL conference
- CALL Authors Showcase: CALL software authors demonstrate their programs under development
- CALL Software Applications Fair: Teachers demonstrate commercially available programs they are using in the classroom, explain how they integrate them into the curriculum, and answer questions
- CALL Exhibitors Technology Fair: Publishers demonstrate the latest and the best of their most recent CALL software releases
- CALL Academic Session: Panelists explore in depth topics related to computer assisted language learning. At TESOL '96, panelists discussed "Computers and writing: Impact and innovation"
- CALL Discussion Sessions: Interest section members lead audience discussions on CALL-related topics of interest. At TESOL '96 these included "Running a CALL Lab," "CALL and 2nd Language Acquisition," "CALL Software Developers Discussion," "ESL and the Web," "Future Trends in CALL," "Using Concordances," "Windows/DOS/Mac Users Groups," and "Teaching with the Net"
4. CALL Software Libraries
CALL-IS Librarians oversee the continual updating of extensive CALL related software collections for Mac and for DOS/Windows. These collections are accessible to Internet users as part of the CELIA archive at<http://www.latrobe.edu.au/gse/celia/celia.html>.
5. TESOL/CELIA '96: Computer-Enhanced Language Instruction Archive
In 1995-96, TESOL funded a special project by CALL-IS and LaTrobe University in Australia to produce a CD-ROM of selected titles from the CALL-IS software libraries and articles published in TESL-EJ. It is available for purchase through TESOL Publications.
6. CALL Software List
CALL Software librarians and other IS members produce an annually updated annotated listing of hundreds of computer assisted language learning programs. The annotations include a description of the content, description of intended users including age and skill level, computer specifications required for operation, and much more. The print version is available through TESOL Publications. The Software List is also available for downloading in file format from the CELIA archive.
Practical Tip : Karen Price of Harvard University has been working on a software program that incorporates concordance compilation with vocabulary building and improving listening and pronunciation skills in the context of native speech as seen and heard in the movies. Her software allows the student to search closed captioned text on video releases of popular films. The program displays in a standard concordance format all examples of the requested text and allows the student with a click of the mouse to hear and see clips of the film containing the listed examples. Among the many possible instructional applications of this type of activity, this is a particularly valuable exercise for students who are learning to distinguish among homonyms.
Elementary Education (EE-IS)
Statement of Purpose : Charged with the responsibility of assuring that non-English-speaking children of all linguistic backgrounds receive the necessary ESOL instruction to enable them to function effectively in English both interpersonally and academically, EE-IS aims to:
- foster recognition of ESOL as an academic discipline in elementary education
- document the manner in which children are being educated in English
- educate the public, government officials, and other educators to the need for ESOL instruction at the elementary level, to the nature of such instruction, and to the need for hiring qualified persons to deliver such instruction
- develop and establish standards of achievement and performance of students
- stimulate relevant research in the field
- stimulate development and adaptation of appropriate materials at the elementary level
- assure an adequate pool of qualified personnel by encouraging more programs for professional development
- advocate the training and certification of ESOL elementary teachers
Activities : EE-IS is keeping up awareness of or involvement in TESOL's pre-K-12 Standards, content- area learning, authentic assessment, and the state of elementary school current ESL testing.
English as a Foreign Language (EFL-IS)
Statement of Purpose
EFL-IS addresses professional and academic concerns related to the teaching of English as a foreign language. Specifically, EFL-IS facilitates idea exchanges on global and specific EFL/ESL issues; brings together professionals who have had/intend to teach EFL in different countries; provides an international network for teaching positions and professional interests worldwide; and encourages Standing Committees and other Interest Sections to address relevant international concerns.
Activities : Our professional activities include developing profiles of the teaching conditions in EFL countries, promoting the development of professional standards, and providing information on opportunities for career development.
Our academic activities include promoting research and information exchange on EFL, encouraging research in the use of English as an international medium of communication, and providing information on sources of materials and other resources.
Practical Tip : Before you decide where you want to teach, research the setting and customs you are likely to find in the educational institutions that interest you. If you like lively classrooms, for example, make sure the students in the particular country are culturally oriented to be outgoing. Or if you like lots of collegial sharing, make sure teachers in the particular setting are not threatened exchanging ideas and materials.
Higher Education (HE-IS)
Statement of Purpose : HE-IS has worked to establish and support professional standards and accreditation for programs in which our members are involved. It advances effective instruction, promotes professional standards and practices, influences and supports policies of TESOL and other associations, determines needs in the field and initiates projects to meet such needs, and considers all other matters relevant to ESL in higher education.
Activities : The Higher Education Interest Section
- promote recognition of ESL as an established academic discipline
- promote professional standards and practices among ESL professionals in higher education
- improve professional standing and employment conditions for ESL professionals in higher education
- provide a forum for exchange of views and research related to ESL in higher education
- promote research pertinent to ESL in higher education
- cooperate in developing and implementing guidelines and standards for use in establishing, maintaining, and evaluating ESL in higher education
- survey the membership to determine needs, problems, and projects specific to ESL in higher education
- disseminate news, information, and research of interest to ESL in higher education
- publish a newsletter to keep members up to date on the workings of the HE-IS
- publish a networking list for members involved in ESL at the community college level
- organize academic sessions and discussion groups at the annual TESOL convention
- provide opportunities for mentoring in leadership positions
Practical Tips
- Be an active professional. Keep up to date on current literature in the field. Undertake classroom research to benefit your professional growth and improve what happens in your classroom. Attend and take part in professional meetings locally, regionally, and internationally.
- Perform as a professional to be treated as a professional. Have a voice in defining what an ESL professional is on your campus.
Intensive English Programs (IEP-IS)
Statement of Purpose : This IEP-IS serves the needs of those who work in a program designed to provide language instruction in a relatively brief but intense period. The concerns of the membership may include methodology, curriculum design, materials development, placement, evaluation, program administration, technologically assisted instruction, English for specific purposes, culture, research, learners' concerns, and members' employment issues.
Activities
- fostering the recognition of English language instruction as a professional and academic discipline at all levels of education
- facilitating information gathering and exchange among IEP professionals through special projects, convention sessions and publications
- stimulating scholarship, research, and professional development regarding language teaching and related concerns in IEP and disseminating the results
- advocating for the professional concerns of the members of the IS
- mentoring, advising, and training members regarding conference proposals, publications, and professional concerns
- promoting ethical and high professional standards of teaching, administration, and employment practices in IEPs
- representing the needs and concerns of IEP professionals to the general membership and elected officers of TESOL
- training and encouraging IEP professionals to become officers in TESOL and affiliates and serve as resources to others
- cooperating with other organizations addressing the needs of IEPs to achieve common goals
A current issue of importance affecting many of these IEP activities is accreditation. As opposed to review by required authorities, the purpose of the proposed accreditation process would be a review by peers in the interests of maintaining and improving program quality. Intensive English programs would have to re-evaluate their policies in at least eight areas: faculty, curriculum, facilities, fiscal and administrative capacity, student support services, recruitment and admissions, student achievement, and student complaints. Neither the cost nor the time needed for such an evaluation have yet been determined. However, the benefits would include the standardization of a process to assure prospective students, parents, or sponsors from around the world of the quality of an accredited intensive English program in the US.
Practical Tip : If your IEP coexists with a teacher education program, consider developing cooperative projects between the two groups of students. In IEPs where teaching assistantships are not possible, for example, consider using teachers-in-training to serve as tutors or substitute teachers.
Intercultural Communication (IC-IS)
Statement of Purpose : IC-IS promotes intercultural awareness and a respect for all cultures. To this end, IC-IS provides a clearly defined forum to bring together educators and scholars whose interests lie in the area of intercultural communication, particularly in the context of English language classes.
The purpose of IC-IS is to promote intercultural understanding in particular environments such as education and business; to support research in intercultural communication; to recommend specific methodology(s) for teaching intercultural communication; and to promote cross-cultural classes/courses in curricula.
Activities : The IC-IS
- promote interest in the study of intercultural communication
- encourage research and the development of ESOL materials in intercultural communication
- advocate course work in intercultural communication and cross-cultural understanding as a required component of MATEFL/TESL programs
- advocate the offering of a class/course in intercultural communication and cross-cultural understanding at secondary and college levels of instruction
- encourage TESOL members to prepare and deliver presentations on issues pertaining to intercultural communication at national, regional, and local professional conferences
- establish and maintain an IC-IS member newsletter
- establish a training consultancy to disseminate information regarding intercultural communication to TESOL members and the larger community
Practical Tip
- Consult, and encourage your colleagues to consult the numerous works available on cross-cultural training and development
- Build cross-cultural lessons into your general coursework so that students realize how integral culture is to their own second language development
International Teaching Assistants (ITA-IS)
Statement of Purpose : ITA-IS was established to serve TESOL members who are interested in a range of issues associated with nonnative-English-speaking graduate teaching assistants in North American universities. Graduate TAs assist professors in many instructional responsibilities, typically grading, reviewing, or teaching course materials in undergraduate labs, recitations, or office hours. Because international TAs face differences such as classroom culture, expected pedagogical style, and language as they undertake their new role, many universities have established programs to facilitate their preparation and to evaluate their readiness for instructional responsibilities.
ITA educators are concerned with such issues as (a) the design of ITA preparation courses and course materials; (b) the design and selection of test and other evaluation instruments, (c) the nature of and selection of test and other evaluation instruments, (d) the nature of and standards for spoken English discourse, and (e) the culture of classroom communication in North American universities.
The ITA-IS encourages ITA practitioners to share their expertise and specialized knowledge, to conduct research into the spoken instructional discourse of ITAs and the nature of ITA-student interactions, and to apply research findings to their specific institutional settings. Activities of the ITA-IS center on the annual TESOL Convention, with a newsletter and an electronic discussion list (ITA-L) for year-round communication. Members also actively participate in related conferences, such as the National Conference on the Education and Employment of Graduate Teaching Assistants.
Resources
Bauer, G., & Tanner, M. (Eds.). (1994). Current approaches to international TA preparation in higher education: A collection of program descriptions. Seattle, WA: Center for Instructional Development and Research, University of Washington.
Briggs, S. Hyon, Aldridge, P., & Swales, J. (1990). The international teaching assistant: An annotated critical bibliography. Ann Arbor, MI: The English Language Institute, University of Michigan.
Byrd, P., Constantinides, J., & Pennington, M. (1989). The foreign teaching assistant's manual. New York, NY: Collier MacMillan.
Douglas, D. (Ed). (1990). English language testing at US colleges and universities. Washington, DC: NAFSA.
Madden, C., & Myers, C. (Eds.). (1994). Discourse and performance of international teaching assistants. Alexandria, VA: TESOL.
Pica,T., Barnes, G., & Finger, A. (1990). Teaching matters. Rowley, MA: Newbury House.
Smith, J., Meyers, C., & Burkhalter, A. (1992). Communicate: Strategies for international teaching assistants. Englewood Cliffs, NJ: Regents/Prentice Hall.
Smith, R., Byrd, P., Nelson, G., Barrett, R., & Constantinides, J. (1992). Crossing pedagogical oceans. ASHE-ERIC Higher Education Report No. 8.
Practical Notes : ITA-IS offers these final comments for English language educators who may be in the position of advising or preparing students for entrance into graduate study programs in the United States: In many institutions in North America, a graduate student applying for a TA award will be required to submit evidence of spoken language proficiency for certification to undertake instructional responsibilities, in addition to the TOEFL score required for admission to the university. This certification process is most likely to occur on campus after arrival, with institution-specific performance tests or such standardized instruments as the Test of Spoken English (TSE) or its domestic version SPEAK.
Many universities now have programs in place that support ITAs in their instructional roles. Students may be required to enroll in such a program regardless of their language proficiency or prior teaching experience, as the specific classroom culture of North American universities poses expectations on teaching assistants that may be different from their prior experience, in terms of student expectations, interpretation of student behavior, or interactive teaching approaches.
Materials Writers (MW-IS)
Statement of Purpose : The Materials Writers' Interest Section serves as a forum for exchanging information on professional, noncommercial issues and concerns that relate to the writing, editing, and/or production of instructional materials in ESL or EFL. These materials may be carried in print, on tape, film, video, or by computer, for group or individual instruction. The section is open not only to TESOL members who are published writers but also to other members who are interested in materials development. These members may be unpublished writers, teachers, curriculum planners, administrators, consultants, editors, publishers, artists, or designers. They may be working at any level: with children, young adults, or adults.
Activities : MW-IS carries out the following activities:
- publishing a newsletter with articles on a wide variety of topics related to the writing, development, design, and/or production of materials and keeping the membership informed about issues that affect them
- maintaining and distributing a directory of members
- cosponsoring special projects related to materials development
- co-hosting an annual reception for publishers and MW-IS members so that all members (published or not) have a chance to interact with publishers and editors in an informal setting
- mentoring TESOL members who are developing projects
- organizing academic and discussion sessions for TESOL, as well as colloquia and workshops
- maintaining a hospitality booth at TESOL
Practical Tips
- Talk to other people who are developing or who have developed projects, commercial or noncommercial. Ask questions about how they went about creating their materials, how they got input from others, and what procedures they used for refining the materials. If these people developed their projects commercially and if you are thinking of doing the same, ask about how this process worked and what suggestions or recommendations they can give you.
- Keep informed about materials currently available. Go to publishers' exhibits or software or video displays. Get on mailing lists so that you can find out what's new. Read reviews of new materials in professional journals.
- Stay informed about methodological research in your field.
- If you have e-mail, subscribe to TESL-L and to the materials writers' branch <TESLMW-L@cunyvm.cuny.edu>.
Program Administration (PA-IS)
Statement of Purpose : PA-IS addresses the needs of ESL program administrators at all levels and in all fields, providing a forum for strengthening managerial and leadership skills. It addresses the following tasks and responsibilities for program administrators:
- developing budgets and monitoring expenses
- recruiting, hiring, and supervising teachers and support staff
- training teachers, aides, and other related staff
- recruiting, identifying, testing, and placing students
- determining goals, objectives, and work plans
- scheduling classes
- providing suitable facilities and sufficient materials
- establishing and maintaining linkage between the ESL program and other departments within the institution, outside agencies, and the community
- evaluating program effectiveness
Practical Tip : Consider creating a professionally produced video to describe and market your program.
Refugee Concerns (RC-IS)
Statement of Purpose : RC-IS addresses the specific language and cultural needs of the entire refugee family group by bringing together educators interested in refugee work and disseminating information. RC-IS is dedicated to:
- developing an awareness of the role of ESL in refugee education at all levels in English-speaking countries
- disseminating information in areas of refugee ESL: and serving as a means of communication among refugee educators in all English-speaking countries
- educating the public, government officials, and other educators to the needs of the refugee population in English-speaking communities
- encouraging linkages between refugee camp and domestic ESL refugee programs
Practical Tip : The Project in Adult Immigrant Education (PAIE), funded by the Andrew W. Mellon Foundation, publishes The Connector, a free quarterly publication subtitled "Forging Links Between Language and Employment Skills for Adult Immigrants." This publication discusses other resources available, such as handbooks, research summaries, professional development syllabi, and World Wide Web sites.Contact Lucinda Branaman, CAL, 1118 22nd St., Washington, DC 20037. Tel: 202-429-9292; Fax: 202-659-5641; E-mail <lucinda@cal.org>.
Research (R-IS)
Statement of Purpose : R-IS provides systematic inquiry into the ways in which English is learned by speakers of other languages and the ways in which it is taught. We believe that systematic inquiry furthers our understanding of learning and teaching and greater understanding will, in turn, lead to effective teaching practices and learning strategies.
Activities : The Research-IS
- provides opportunities for researchers in TESOL to disseminate their work at the annual convention and by other means
- promotes contact between novice and experienced researchers through informal discussion groups at the annual convention and other means
- provides information to members regarding activities sponsored by the R-IS through a newsletter and other media
- recognizes excellence in research in the field of TESOL through the TESOL Research Interest Section/Newbury House Distinguished Research Award and other means
- offers a means of communication between researchers and teachers through representation on TESOL's Interest Section Council and other means
Many, but certainly not all, of the above items are accomplished at the annual TESOL convention. For example, at the 1996 convention in Chicago, RIS offered 34 papers, 10 colloquia, 4 research fairs, 4 discussion groups, and a featured academic session (colloquium) on classroom research.
R-IS is also actively involved in discussions with TESOL leaders about the role (or roles) of research within the organization. Some of the priorities that TESOL has established that pertain to this IS directly, as well as the profession more generally, are to examine ongoing research trends consistent with TESOL's mission; to consider what kinds of research might be promoted by the organization through the creation of a formal research agenda; to foster linkages across R-IS and other interest sections to promote worthwhile research; to make recommendations about ethical standards for research in TESOL; and to find better ways of making research accessible to practitioners, in a way that also acknowledges their expertise, their questions, and their potential involvement in research projects (e.g., as teacher-researchers, members of collaborative research teams, and so on).
Resources
Bailey, K. M., & Nunan, D. (1996). Voices from the language classroom. Cambridge: Cambridge University Press.
Cumming, A. (Ed.). (1994). Alternatives in TESOL research: Descriptive, interpretive, and ideological orientations. TESOL Quarterly, 28(4), 673-703.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Johnson, D. (1992). Approaches to research in second language learning. New York: Longman.
Nunan, D. (Ed.). (1992). Collaborative language teaching and learning. Cambridge: Cambridge University Press.
Pica, T. (1994). Questions from the language classroom: Research perspectives. TESOL Quarterly, 28, 49-79.
Secondary Schools (SS-IS)
Statement of Purpose : SS-IS offers a forum for intermediate school, middle school, and high school ESOL teachers throughout the world to share common interests and concerns. Through a newsletter, convention presentations, and an annual meeting at the TESOL Convention, the IS works towards the following goals for its members:
- provide opportunities for communication and networking among ESOL educators at the middle and secondary levels
- document the manner in which children and youth are being educated in English and stimulate teacher-driven research in the field
- encourage development and adaptation of appropriate materials at the middle and secondary levels
- foster recognition of ESOL as a credit-bearing academic discipline in secondary education
- educate the public, government officials, and other educators as to the need for appropriate English language instruction for nonnative English speakers and to the need for hiring qualified people to deliver instruction
- advocate new teacher training, certification, and ongoing professional development for teachers of ESOL at the middle and secondary levels
Practical Tip : Try to develop programs that help your students develop links to the local community. Internships, tutoring, and volunteer work offer ESOL secondary students a chance to improve their language skills and develop cultural confidence and competence.
Specific Purposes (ESP-IS)
Statement of Purpose : ESP-IS serves TESOL members interested in language training that focuses on the design and delivery of courses for (a) academic students in specific graduate and undergraduate disciplines and (b) learners working, or preparing to work in science, medicine, law, business, industry, government, or other areas of employment.
ESP-IS seeks to promote professionalism in ESP worldwide by encouraging the sharing of expertise and specialized curricula among ESP practitioners, strengthening ESP pedagogy, promoting research into the spoken and written discourse and culture of various areas of ESP, and fostering communication between ESP researchers and teachers.
Our IS members work in all imaginable areas of ESP, including English for medical purposes, for international relations, for art, even for sports.
Activities : ESP-IS members are working on projects to identify best practices, promote training in professional development courses, improve networking (via conferences, publications and the Internet), collaborate with other professional organizations, and support colleagues in learning about marketing and contracting. We also work to clarify differences between general English and ESP.
We are eager to cooperate with fellow ESPers outside of TESOL, in research, presentations, curriculum development, teaching or other projects. We would also be glad to consider articles from ESPers for our newsletter, the ESP News.
Practical Tip : Try to develop a collegial working relationship with a specialized subject teacher or professor in your institution so that you can refine your own subject-matter knowledge and so that you can tailor your courses to meet the real-world needs of students in specialized fields.
Teacher Education (TE-IS)
Statement of Purpose : TE-IS provides a forum for ESOL teacher educators and other TESOL members to raise, discuss, and address issues relevant to the education, preparation, and continuing professional development of teachers who work with ESL/EFL learners around the world. It creates opportunities for ESOL teacher educators to learn, interact, collaborate, and share with one another.
TE-IS is dedicated to fostering improvement of programs for the education of pre- and in-service ESOL teachers, whether these programs are provided by institutions of higher education, educational agencies, or professional associations, by:
- promoting application of pertinent theory and research findings in second language teacher education to curricula and practices in ESOL teacher education programs
- improving understanding of the processes involved in second/foreign language education
- encouraging innovation in ESOL teacher education programs
- providing assistance to those who wish to identify and promote high standards for the education of ESOL teachers
- formulating policies that will improve the conditions of employment and ongoing learning for ESOL teachers and teacher educators
- helping teachers of ESOL develop the capacity for self-development
Within this general mission statement, areas that are currently of particular interest to TE-IS include the fostering of research and theory in language teacher education; the teacher educator's role in the ongoing professional development of language teachers; links between the preparation of ESL teachers and that of teachers of other languages; and professional development for teacher educators.
Activities, Resources, and Initiatives : TE-IS organizes a range of professional events during the annual convention. At TESOL '97 in Orlando, Florida, these included Preconvention Institutes on central issues of language teacher education, as well as a range of talks, colloquia, workshops, demonstrations, and poster sessions.
The section also has a newsletter devoted to matters of interest to ESL teacher educators.
In addition, TE-IS has instituted its own e-mail listserver for the exchange of views and ideas about language teacher education. A second listserver is being set up to focus on issues of research into teacher education practices and the ongoing professional development of teacher educators.
Finally, in 1997 the section plans to organize a conference devoted to research and theory in second language teacher education. Details about this conference will be announced soon.
Practical Tips : A common theme in much recent research and theory in language teacher education has been the importance of teacher educators' own classroom practices and the way these relate to the forms of teaching we claim to favor. If you work in a teacher education program, ask yourself the following question: Are the methods and approaches that I would like my students to adopt in their teaching reflected in the way that I teach my own classes?
Teaching English to Deaf Students (TEDS-IS)
Statement of Purpose : TEDS-IS includes TESOL members who are now teaching English to deaf students, teachers of the deaf who have joined TESOL to learn about ESL research and methodology, and researchers in deafness and applied linguistics who are interested in the similarities between deaf and hearing learners of English.
The disharmony between the proponents of monolingual educational objectives and the deaf bilinguals (e.g., with American Sign Language and English) remains one of the challenges that TEDS must address.
Video (V-IS)
Statement of Purpose
V-IS focuses on all facets of using video to teach ESOL, from behind the camera to in front of the screen. Some members of the interest section are engaged in the production of video and have produced programs that can be used in language classes.
Practical Tips