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Return to The Language Teacher Online 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 leadershipThe 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) Applied Linguistics (AL-IS, 1974) Bilingual Education (BE-IS, 1974) Computer-Assisted Language Learning (CALL-IS, 1984) Elementary Education (EE-IS, 1974-1977) English as a Foreign Language (EFL-IS, 1974) Higher Education (HE-IS, 1977) Intensive English Programs (IEP-IS, 1974) Intercultural Communication (ICC-IS, 1996) International Teaching Assistants (ITA-IS, 1993) Materials Writers (MW-IS, 1986) Program Administration (PA-IS, 1984) Refugee Concerns (RC-IS, 1983) Research (R-IS, 1983) Secondary School (SS-IS, 1974, 1977) Specific Purposes (ESP-IS, 1992) Teacher Education (TE-IS, 1983) Teaching English to Deaf Students (TEDS-IS, 1987) Video (V-IS, 1989) Adult Education (AE-IS)
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
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
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:
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
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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
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
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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:
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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:
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:
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
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:
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:
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
All articles copyright © 1997 by their respective authors. Document URL: http://www.jalt-publications.org/tlt/files/97/aug/TESOL_SIG.html Last modified: February 4, 1998 Site maintained by TLT Online Editor |
