LETTER FROM THE PRESIDENT: DEVELOPING GLOBAL PRESENCE AND CONNECTIVITY AND SHARING KNOWLEDGE AND EXPERTISE WITH AFFILIATES
Greetings everyone! Hope you are all enjoying this semester, Fall or Spring, depending on where you are in the world! Here in Miami, Florida, U.S., it’s been particularly hot and sunny lately. After a really busy summer, we are back at full swing at the university. In this short letter, I will describe some of the past affiliate events in which I have participated since becoming TESOL President in March 2018.
The TESOL Affiliate Speaker Program took me to various places. My first stop was beautiful Croatia for the HUPE (Croatian Association of Teachers of English) Conference. It was in an amazing area in Croatia, called Poreč, on the coast. I am scheduled this Fall to go to several U.S. affiliate conferences: WATESOL (Washington TESOL) in October; NYS TESOL (New York State TESOL) in November; and finally to my home state affiliate CATESOL (California TESOL) in December. I am really excited about my upcoming trips. For my last affiliate speaker commitment, I am going to participate in TESOL Greece’s 40th anniversary. I am super excited about all of these events and look forward to connecting to affiliates through this amazing program. Please check out a blog post I wrote when I rotated off the Board of Directors when I first served as a member (2013-2016) on the benefits of the Affiliate Speaker Program for both the affiliate and the board member.
In addition to the visits afforded by the affiliate speaker program, I participated in conferences, TESOL symposia and academies in my role as President. In early May, I attended the TESOL Symposium The Global Citizen and New Technologies in Vancouver, Canada, and participated in the BC TEAL (The Association of British Columbia Teachers of English as an Additional Language) conference, which were both great events. I also presented a plenary address at Sunshine State TESOL in Florida, USA in mid-May. In addition, I had the incredible opportunity to attend the Asia TEFL conference in Macau, S.A.R., China in June. It was my first time in Asia, and I definitely would love to return. Though Asia TEFL is not a TESOL affiliate, many TESOL affiliates are members of Asia TEFL, so I was able to see and connect with many TESOL leaders and members, such as KOTESOL (Korea TESOL), Thailand TESOL, JALT (The Japan Association for Language Teaching) and others. Soon after my trip to Macau, I went to Honduras for the TESOL Academy “Empowering TESOL Communities Through Collaboration” and HELTA (Honduran English Language Teachers Association) convention. I connected with many Latin-American TESOL affiliates there and presented both at the Academy and the convention. What an incredible six months it has been!!!
I will end with a comment around the title of this letter: Developing Global Presence and Connectivity and Sharing Knowledge and Expertise with Affiliates. “Global Presence and Connectivity” is Outcome 1 and “Knowledge and Expertise” is Outcome 2 in TESOL’s new strategic plan (2018-2021). In the past six months, I have been able to witness the embodiment of these outcomes in practice in all of these events - which have demonstrated the commitment and passion that TESOL educators have for their associations, their fellow teachers, and their students. I am so honored to be part of such an amazing community of teachers, leaders, and scholars.
I hope to see you in Atlanta for TESOL’s International Convention & English Language Expo, March 12-15, 2019!
Luciana C. de Oliveira
FROM THE AFFILIATE LEADERS' COUNCIL TO THE AFFILIATE NETWORK PROFESSIONAL COUNCIL
As the website indicates, The Affiliate Network Professional Council supports TESOL International Association by helping to ensure a strong and robust Affiliate Network. The ANPC accomplishes this by advising on initiatives and activities that advance the association’s strategic direction through the Affiliate Network, helping to shape facets of the Affiliate Network, and facilitating clear and timely communication between and among affiliate associations and the Board of Directors of TESOL International Association.
In March of 2018, the Affiliate Leadership Council transitioned to the Affiliate Network Professional Council. So what exactly does this mean? In terms of membership, the ALC team of four council members with a TESOL staff partner and a board liaison has grown to an ANPC team of seven council members with a staff partner and board liaison. Our goals have also expanded and changed. We are exploring this new terrain by taking some things we have done in the past and creating new ways of focusing on the objectives of the council and the association as a whole.
These changes come with challenges as all changes do, no matter how small or big. As we go through this transition period and beyond, the balance of taking on the challenges of creating a new council, maintaining the purpose and objectives of the association and keeping the needs of affiliates in focus are the goals behind the work of the Affiliate Network Professional Council. We are moving towards a more horizontal way of encouraging networks, links and liaisons between and among all affiliates. We aspire to look beyond the personal perspectives of our respective affiliates and act on the foundations of the association and what all our affiliates represent.
Personally, the Key Word for me behind the ANPC’s focus is NETWORK(ING). The association is about people and people need to connect. We all have multiple challenging realities in our jobs teaching English to speakers of other languages and in our roles and responsibilities as representatives of our affiliate groups.
So how can do we connect better, help each other network more successfully, and keep up with everything else we need to do? Fortunately, we received feedback at the Affiliate Assembly during the TESOL conference in Chicago regarding the needs, concerns, and ideas of some of our members and leaders - and there were many ideas!
Some thoughts that were shared assisted us in conceptualizing how to move forward with our goals by focusing on networking and thinking of ways to link more of our affiliate groups. We are asking our members to review the ideas listed below offered by our fellow affiliate groups and determine where they fit - locally, nationally or internationally? We are reaching out to ask the affiliate leaders to help make some of these ideas a reality for the ANPC by participating in the following:
- Call for New Members of the ANPC
- Submitting a proposal for a convention workshop
- Presenting a Best of Affiliates session
- Hosting a webinar
Take a look at the following highlights from a brainstorming session by our affiliates on how to improve engagement and let us know how you would like to get involved:
- Host Twitter or Whatsapp chats, for example, for affiliates who will be hosting TESOL annual conferences, so the upcoming affiliates who are hosting such events can learn about the process
- Recruit participation in TESOL and affiliate-sponsored conferences
- Establish regional affiliate network. Ex: regional virtual conferences / meetings/ events to provide support
- Design a separate webpage for affiliate connections based on geographic region
- Hold academic sessions under affiliates to increase international affiliate participation
- Create / organize under thematic sessions eg. Funding, organizational sessions, learning
- Use more learning sessions / round tables/ reciprocal learning
- Offer poster sessions of Best Practices in international affiliates
- Ask for two affiliate members in attendance
- Host info sessions / webinars / opportunities for affiliate leaders in a region to communicate
- Share apps – make recommendations for app usage / social media. Create templates for newsletters and other things
- Create short TESOL (Ted) talks for affiliate leaders to learn from experts or other affiliate leaders
- Offer leader Workshops – Themes in the morning – round tables to discuss issues in the afternoon
- Support affiliates to develop expertise and procedures (eg nominations procedures, IS structure, Communications Toolkit)
- Participate in the Best of Affiliate Sessions
- Ensure affiliate leaders join MyTESOL
- Encourage conference attendance at a price break
- Provide virtual sessions to another organization in areas where we have experience in a virtual speakers bureau
Thank you for your part in TESOL International Association.
Debbie West, Chair ANPC 2017-2018
Past President, TESOL France
LETTER FROM THE EDITORS
Sarah E. Elia
Welcome to the October issue of Affiliate News! As editors of this issue, we are excited to present articles from affiliates around the globe: Greece, United States, Pakistan, Korea, New Zealand, Honduras, Puerto Rico, and Sudan.
Submissions include reports from affiliates, a summary of a Best of Affiliates presentation, an anniversary announcement, and an introduction of the newly formed Affiliate Network Professional Council.
We are proud to share such vibrant activities and hope you enjoy reading!
TESOL GREECE 'SUMMERS'
TESOL Greece has been holding summer events for 18 years bringing together colleagues, friends and neighboring cultures to share special moments in a unique environment. One example, as expressed by Misty Adoniou (TESOL Greece Chair, 2000 - 2002) in a powerful and truthful way, describes her memories at one of TESOL Greece's Summer Events on the island of Lesbos.
One of my key aims for the conference was to build a relationship with INGED, the Turkish affiliate at the time. This is why we chose Molyvos.1] From the beach, you could literally see Turkey. It seemed an ideal metaphor for bringing the two associations together. We used our funding to bring over approximately 20 teachers from Turkey. I remember about 15 local teachers from Lesbos attended, and then maybe another 20 from the Greek mainland made the journey for the event.
We stayed at a resort on the beach, some distance out of town, where we also held the seminars. To be honest, I remember the conversations more than the seminars. As we were all together, living, eating, learning, and swimming. We had lots of conversations. I remember one evening, as we ate some lovely Mytilenean food outside under the stars, we looked over towards the twinkling lights on the Turkish coast. One of our Turkish guests said ‘My family has a holiday home over there. In the summer we would visit when I was a child, and I would look in this direction and see the twinkling lights of the homes and wondered who lived there and what they were like.’ One of the local teachers laughed and said, ‘That’s exactly what I would think as I looked towards the Turkish coast. And now we know!,’ they both said laughing.
It seemed like such a powerful conference, not only because of what the teachers learned about teaching English, but also because of what they learned about each other, and it was English that had brought them together.
TESOL Greece (TG) was founded on January 30th, 1980, the fourth TESOL affiliate in Europe after TESOL Italy, TESOL Spain and TESOL Portugal. The association was legally approved by the Greek State in 1981, and the first AGA (Association's General Assembly) and Board of Directors elections were held in June 1981 in Athens. I had the honor of being TG's first elected chair.
Considering that TESOL Greece was a small association at the time, and the idea of nonprofit, nonunionized, volunteer associations was not the average Greek’s cup of tea, let alone, the average English teacher’s, TESOL Greece started BIG with an international two-and-a half day convention in Athens on May 2-4, 1980. For a number of years following that first event, TG organized an annual international convention in Athens and a 2-day event in Thessaloniki, Greece.
As the association grew, the individual Boards started fulfilling the founding members' goals and commitments, and, in many ways, dreams in regards to the mission and purpose of TESOL Greece. Organizing summer events was one of the most important commitments, as they were the ones (together with a number of monthly events outside Athens), that took TESOL closer to our colleagues in various parts of Greece, colleagues who for many reasons could not make it to the annual conventions.
And so, TG travelled to some of the most beautiful parts of the mainland as well as the islands of Greece: Kala Nera and Pelion in Magnissia; Chania in Crete; Corfu in the Ionian Sea; Syros and Paros in the Cyclades; Tzoumerka in Epirus; and Nafplion in the Peloponnese, as well as outside of Greece to Rome, Istanbul and Budapest.
Bicycling after the workshop in Nafplion, 2013
Group photo, Summer Event in Budapest, 2011
The format of the event has remained the same for eighteen years: in most cases, there is a three-day trip over a weekend in June. There is an organized tour, free time for the members to visit and have fun, and one whole afternoon-evening devoted to workshops/talks, conducted by invited speakers and followed by dinner in popular tavernas or restaurants recommended by the local members.
The local ELT community at each event location, both from the private sector and in some cases from the state sector, collaborates with the TG Board and often provides the funds for guided tours, information about local customs and entertainment, etc. For example, in Corfu in 2006, the PALSO Association of Foreign Language School Owners provided a guided tour of the old town of Corfu as well as a dance show by the Corfu Lykeio Ellinidon, In Tzoumerka, Epirus (2008), our local colleagues made all the arrangements for a rafting trip in the river Arachthos.
Group photo. Rafting in Arachthos, Summer Event in Tzoumerka, 2008
In Istanbul in 2009, Bahçeşehir University was our host, both for the workshops as well as for a fabulous cocktail party overlooking the Bosphorus.
End of workshop, joint event TG & Bacheshehir University, Istanbul, 2010
Over the years, some of the most renowned ELT personalities have been speakers at our summer events, such as Gülfem Aslan, Luke Prodromou and Herbert Puchta, as well as members and colleagues of international standing, some of them former chairs of TG: Misty Adoniou, Suzanne Antonaros, Malcom Mann, Nick Mantarakis, Agnes Alice Mariakaki, Vicky Megas, Jeanne Perrett, Michael Robbs, Christina Bakopoulou-Rousso and others.
Since 2000, all of the summer events have provided professional development, have enhanced participant creativity, and have updated us all in regards to new trends and research. What is most important, however, is the feeling of community that each event has offered to those participating, as well as the friendships and the bonding that took place. It became standard practice for us to bring along husbands and children, partners and even friends who had nothing to do with ELT, but who enjoyed the warm and unique feeling of togetherness and of inclusion.
As Penny Masoura (member and TG chair 2013-2014) says, "In general, from the trips abroad to our latest walk around the historic part of Athens and the Ancient Agora, the summer events have always been about friends coming together and sharing 'moments' and memories."
Throughout the years, ELT professionals have been promoting humanistic teaching, which has eventually developed into empathy and compassion, the latest being one of the 4 Cs. TESOL Greece's Summer Events, whether intentionally or unintentionally, have become real-life workshops of sharing and caring. Also, in some rare but very romantic cases, they became the place where one meets his or her other half, as it happened in 2001 in Kala Nera, Magnissias, where our colleague and friend Alexandros Vouyouklis met his wife, Anna Zampetaki, and they have lived happily ever after, remaining loyal members of TESOL Greece.
What is the secret to the success of the Summer Events? TG Boards plan them well in advance and announce and advertise them during the annual TESOL Greece convention, which is always in March. On those rare occasions where an event has not been planned far in advance, a half-day event is organized, as was the case this year, when the TG Board decided to re-discover ancient Athens, planning a guided walk around the Ancient Agora and the Hephaestus Temple, followed by dinner in Plaka, the old city of Athens - A smashing success!
The Ancient Agora in the background , Athens, 2018
I'd like to close by quoting Misty Adoniou again, "[. .
.] And there was something about the sun, the sea and the food
that made it seem like anything was possible, and that all could be well
with the world. I have felt that way about all the summer events of
TESOL Greece. They have been somehow optimistic, and they have always
been fun! They feel like events for the whole human being that each of
us is, and not just the English teacher part of us."
TG is celebrating its 40th anniversary this year on March 2 -3, 2019. Conference theme: "The 5 Ts of TESOL: Teach, Train, Transform, Transcend, Trust". You're ALL welcome. www.tesolgreece.org
Lilika Couri has conducted teacher development and EFL School Management courses in Greece and abroad, as co-director of Educational & Training Consultants. She is co-author of EFL teaching books. Lilika is TESOL Greece chair for 2018-2019.
 Molyvos is a picturesque seaside small town on the island of Mytilini/Lesvos in the Aegean Sea in Greece.
The British Council, Athens, gave funds to TESOL Greece to stage a
special event that would celebrate the European Year of Languages 2001.
NYS TESOL CONNECTS
NYS TESOL was well-represented at this year’s TESOL Convention by its members and officers on the Executive Board (EB). We are proud to announce that our president-elect, Juliet Luther, after serving her term as Chair-elect for 2017-18, rose to Chair of TESOL’s Bilingual-Multilingual Education Interest Section (B-MEIS) for 2018-19. Our NYS TESOL participation highlights include presentations at the affiliate workshops by our Business Manager and Past President, Cynthia Wiseman, and a reception at Kroll’s South Loop, hosted by President Ravneet Parmar and attended by members of the EB and by over 50 other NYS TESOL members. The intent of the reception was to thank our members and to promote NYS TESOL’s presence. Last but not least, a big thank you to our Executive Board members and volunteers who staffed the affiliate booth to share information about NYS TESOL.
TESOL International Association 2017-2018 President, Ester de Jong, top right, with members of the NYS TESOL Executive Board and Past Presidents at the 2017 NYS TESOL Annual Conference
Annual Conference in Albany, New York
From November 2nd-3rd 2018, NYS TESOL will hold its 48th Annual Conference at the Albany Marriott, NY. This year’s theme is Experience: The Heart of Teaching and Learning. Keynote speakers include Rita MacDonald, TESOL’s current President Luciana C. de Oliveira and Dr. Havidán Rodríguez, who recently became the first Hispanic/Latino person to lead a four year SUNY university. As always, TESOL students and educators will be honored at the conference for their dedication and hardwork. Each year, NYS TESOL holds a student digital project contest. The winners are invited to the conference along with their teachers and/or parents. Our very first Teachers Travel Grant and Materials Grant winners will also be present and participate by either presenting a workshop or volunteering during the conference. The Teacher Travel Grant provides support for travel and lodging to the NYS TESOL conference by providing $250 to 2 winners. The Materials Grant was designed to help teachers enrich their curriculum and instruction with the purchase of student classroom learning materials and/or teacher-related materials (e.g., ancillary materials that can be used in conjunction with textbooks or other instructional materials) to support ESL education programs in the United States. Three awards of $250 were granted in three categories of K-12, Adult Ed and Higher Ed.
Publications / Social Media
NYS TESOL’s quarterly newsletter, Idiom, is offered free to the public. It is our hope to increase the readership and, hence, membership by means of publicizing our newsletter. Also free to the public is our peer-reviewed Journal which is published biannually. NYS TESOL encourages members and non members to submit articles for both publications.
Student volunteers and attendees at NYS TESOL’s 2018 Applied Linguistics Winter Conference held at Teachers College, Columbia University
NYS TESOL’s Connection with Fellow Affiliate Leaders
One of the NYS TESOL goals is to strengthen our connection with fellow TESOL affiliates as we have so much to learn from one another. NYS TESOL is currently a sister organization with BC TESOL, TESL Canada, and Nile TESOL. The organization has also co-sponsored many events with organizations and institutions within New York state: Teachers College, Columbia University; Kaplan International; and Rennert, to name a few. If you are interested in collaborating with NYS TESOL or becoming a sister organization, please contact us at firstname.lastname@example.org.
NYS TESOL leaders with fellow TESOL affiliate leaders pictured from left to right: Amira Salama (NileTESOL), Zakia Sarwar (SPELT), and Jennifer Alicea (PR TESOL)
Ravneet Parmar is an ESL Instructor at Adelphi International, Adelphi University, New York. She received her M.A. in TESOL from New York University. Originally from Vancouver, Canada, Ravneet has taught ESL (collective and various skills separately), and academic and business English in her over eight years of teaching.
Juliet M. Luther is the President-elect of NYS TESOL. Her work is focused on bilingual education and TESOL. She earned a Ph.D. in Language, Literacy, and Learning at Fordham University, has worked for the New York City Board of Education for 22 years, and has been an adjunct professor at Fordham University and CUNY since 2004. She speaks Spanish and English fluently, plus some Italian. She has raised two children who are now adults, and she splits her time between New York, where she was born; and Puerto Rico, her husband's birthplace.
SPELT SHARES NEWS
The Society of Pakistan English Language Teachers (SPELT) has been a proud TESOL Affiliate since 1989. SPELT’s distinctive feature is that as a teachers’ association, established by a group of visionary and enthusiastic teachers in a country with very limited resources, it has remained undaunted by the challenges it has faced since its inception in 1984. It constantly remains on the lookout for identifying and offering a variety of initiatives to support teachers’ professional development. It has created innovative ways to meet the needs of its members, such as its Travelling Conference; attaching itself to Cambridge University UK for ESOL Awards ICELT training; and taking out a ‘hybrid journal.’ As George Kormpas from TESOL Greece says, “A unique feature of SPELT is that it shows diversity and equity towards its members.”
As always, SPELT has a jam-packed schedule of activities planned for the year 2018, some of which have already taken place, while some are at various stages of preparation and implementation.
Regular and Specialised Sessions & Teacher Training
SPELT regularly holds two-hour academic sessions on the last Saturday of every month. This has been a regular feature since its start in 1984. These sessions are offered free to members and non-members alike, in order to help introduce ELT concepts and modern methodology to teachers in a country where ELT is as yet a developing field. The presenters volunteer to share their expertise with practicing and aspiring teachers in an effort to enhance the professional development of their peers.
From January to May, five sessions have been conducted in which 111 teachers have participated. The topics covered are: Keeping Students Engaged and Involved in the ELT Classroom, Constructivist Approach for Effective Teaching, Motivation - The Neglected Heart of Language Teaching, The Role of Unconditional Positive Regard (UPR) in ELT, and Struggling Readers in the Classroom. Sessions for June to August will be conducted on the following: Nurturing Critical Thinkers, How to Teach Language Through Tech Tools, Immersive Technology and Google for Education, and Shaping Lessons for 21st Century Learning Needs. The presenters and topics for the September to December sessions are in the process of being finalised.
In addition to the academic sessions, SPELT also regularly conducts workshops for a nominal fee; these workshops are of various duration. This year, January-June, 2018 SPELT conducted seven workshops, ranging from 2 to 18 hours in duration, in which 93 teachers participated. The topics of these workshops were: Fun Approach to Teaching and Learning Grammar, The Future is Now, Presenting at International Conferences: Everything you Need to Know, Writing Effectively: Where to Begin, 4 Kinds of Dictation for Listening and Learning, Writing Prompts for Speaking and Writing, and Holistic Language Teaching Using Cloze Passages.
Seven more workshops are planned for the July to December period, covering topics such as: Task-Based Learning, Enhancing Confidence in Spoken English, Using the Textbook Effectively, Handling Teaching Challenges, ELT and Dyslexia, and Classroom Management. Additionally, as always, a number of pre and post conference institutes are being planned for the SPELT Annual International Conference in November 2018.
As mentioned earlier, the ICELT course, certified by Cambridge University, UK, is conducted by SPELT every year, allowing teachers to achieve international accreditation at nominal rates. Sixteen participants registered for the 2017-2018 session of this course.
Annual SPELT Travelling Conference 2018
In 2018, SPELT will continue its trail blazing tradition of the Travelling Conference. This year’s theme is “Engaging the 21st Century Learner”. The inaugurating conference will be held in Karachi, on November 3 & 4, after which speakers will set out for the marathon ‘road show’ with simultaneous conferences in Lahore, Islamabad, and Abbottabad, on November 10 & 11. Dr John Liontas, Editor TESOL Encyclopaedia, will be the keynote speaker. In addition to Dr. Ron Thomson, from the Brock University, Ontario, Canada, plenary speakers from the US include Mary E.Trudell (Beth), ELT Specialist; Dr Judy Sharkey, University of New Hampshire; and Dr Madhu Sherma, Mount Wachusett Community College; and Gardner, MA.. Dr Habib Ullah Pathan, Director, Language Education, Mehran University, Jamshoro, will be the plenary speaker from Pakistan.
Arifa Rehman, from BELTA, Bangladesh, a plenary speaker at the 2017 conference, describes the “SPELT’s Traveling Conference as a unique concept that has been successfully implemented for years now with the idea that “If teachers can’t come to the conference, the conference goes to the teachers!” Dr. Christine Coombe, SPELT’s Keynote speaker at the 2017 conference, concurs that, “The idea of bringing the conference (its speakers) to the teachers in different cities is a great one.” Plenary and featured speakers are scheduled by SPELT to present at some or all of these venues; accordingly, dates, time slots, and presentations are juggled so as to enable the maximum number of these presenters to present in multiple cities. All this requires immense planning and detailed organizing for effective implementation. Among other things, SPELT has a strong network of members that provide home hospitality to the invited international speakers and national presenters from other areas in the country. The Travelling Conference in 2018 is expected to impact over 2500 teachers in Pakistan.
Accepting the centrality of mother tongue education in early years, SPELT will continue to hold a strand on Urdu language teaching and has additional strands on leadership, research, special children’s education, and SFL in the 2018 conference.
Affiliates are welcome to look for more details of this tantalizing conference on the following links:
Quarterly journal, e-bulletin, textbook writing
SPELT publishes a quarterly Journal, and a complimentary copy of which is sent to all its members. However, to increase communication with its members, partners, friends, and supporters, SPELT is planning to launch a monthly e-bulletin from July 2018, marking its entry in the 35th year of its sometimes turbulent but mainly jubilant existence. Through this e-bulletin, SPELT will share news about ELT events and about SPELT activities. We would like to invite TESOL affiliates to share their activities and events in our e-bulletin.
Over the years, SPELT has also been working with the public sector organizations in various areas. One such area is writing textbooks for use in public sector schools in Sindh, one of the provinces of Pakistan. Textbooks are published by the Sindh Textbook Board, a government organization and are provided free of cost to the students studying in the public sector schools. So far, textbooks have been written for grades I to VIII, one book per year, by a select group of teachers, who are mentored and guided by SPELT. The textbook for class IX has now been written and is expected to go into print in 2018.
Representation at the TESOL Convention in Chicago
Founder members, Zakia Sarwar and Fauzia Shamim, who are also SPELT Board members, represented SPELT at TESOL this year. They set up the SPELT Booth and also co-organized a panel discussion on Sustaining Dialogue with the TESOL Community: Role of Affiliates. The panellists were Aymen-al Shaikh (TESOL Africa and TESOL Sudan), Arifa Rahman (BELTA, Bangladesh), Christine Coombe and Naziha Ali (TESOL UAE), and Rajni Badlani (ELTAI, India), and it was moderated by Fauzia Shamim. This panel discussion was, in a way a continuation of an ongoing dialogue between regional affiliates. Prior to this, several dialogues and workshops involving regional affiliates from the Asian-African region have taken place, the last one being in Karachi, Pakistan, when a Teachers’ Association meeting was dovetailed with the Annual SPELT Conference 2017. Such platforms for discussion are crucial for the Affiliates as they provide them with an opportunity to discuss and reflect, bringing them closer in their goal of improved teaching-learning of English in their countries/ region.
Fauzia Shamim, the incoming Chair for the TESOL Research Professional Council (RPC), also co-organized the TESOL Research Fair 2018, along with Dr Judy Sharkey. Zakia Sarwar mainly attended the Affiliate events, but both of them were at the SPELT Booth to talk about SPELT and to answer any queries. As many SPELTers would do, Shahid Abrar, a SPELTer from Islamabad, currently at the Brock University, Canada, introduced a number of prospective presenters to the two SPELT representatives, some of whom will be participating in SPELT’s travelling conference 2018.
At this year’s TESOL convention, SPELT was also proud that one of its ICELT trainees, Saima Abedi, won the coveted TESOL’s Betty Azar Grant for Practicing EFL/ESL Teachers for 2018. She also won the IATEFL Macmillan Education Scholarship and represented SPELT at the IATEFL Conference 2017 in the UK.
SPELT would love to collaborate with other TESOL Affiliates, or become a sister organization. Please contact email@example.com
Fatima Shahabuddin is a life member of SPELT. She has been a member of the Working (Executive) Committee of SPELT for more than 30 years. She has been the Programme and Conference Coordinator and has been involved in developing various papers related to SPELT working. She works at the Aga Khan University, Karachi. Her professional involvements include textbook writing, curriculum development, teacher training, academic writing support, and editing academic papers.
Zakia Sarwar is a founding member SPELT and is an Honorary Executive Director known as “Mother SPELT.” She has taught language and literature at a Women’s College in Pakistan for over 45 years. Her interests are facilitating Learner Autonomy through PBL in large classes, materials development and TA networking. She is also a veteran TESOLer since 1989. She was Chair EFL IS and Chair of the Standing Committee, Global Professional Issues in TESOL.
KOREA TESOL ON THE GO
A Spring Full of Local Events
With nine chapters throughout the country providing local ELT workshops for their members, Korea TESOL has been quite active this year. Nearly 40 workshop events have been held in the first six months of the year with the workshop sessions led by host chapter members, other KOTESOL members, and non-members from the ELT community and related fields.
Several chapters (Seoul, Gwangju, Busan, and Gangwon) have also held very successful regional conferences in their respective areas this spring. A number of our special interest groups (SIGs) have been quite active in their online discussion forums. Our Social Justice SIG has been particularly active in this respect. In addition, our Reflective Practice SIG holds regular meetings in both the northern and southern areas of the country (Seoul and Gwangju). Our biggest event of the spring, however, has been our national conference. This year it was held in Yongin, south of Seoul, and though it is “national” in name, fully 30 percent of the presenters came from outside of Korea, some from as far as the USA and UAE
Gwangju-Jeonnam Chapter member Lisa Casaus contributing to the "swapshop" (idea-sharing) session.
Korea TESOL was well represented at ELT’s largest event of the year – the TESOL Convention. Our Affiliate representative this year was Robert J. Dickey, TESOL International Program Administration Interest Section (PAIS) past chair and Korea TESOL past president. He was accompanied by Dr. Kyungsook Yeum, outgoing director of TESOL International and also past president of Korea TESOL. Our Affiliate annually sponsors a representative to attend the TESOL Convention.
Korea TESOL is also actively cooperating with other international ELT associations, most notably with PAC, the six-nation Pan-Asian Consortium of Language Teaching Societies, of which Korea TESOL is a founding member. So far this year, we have sent delegates to the Thailand TESOL and the FEELTA (Far East Russia) Conferences, as well as to MELTA (Malaysia), another international partner. While at AsiaTEFL 2018, Past President Lindsay Herron and I concluded partner agreements with the presidents of ELTAM/Mongolia TESOL and MAAL (Macau Association for Applied Linguistics) and held partnership discussions with HAAL (Hong Kong Assn. for Applied Linguistics). The HAAL partnership agreement has now also been completed, so we are expecting presenter representatives from all three associations to participate in our international conference this October.
Since Korea has more than a dozen domestic ELT associations that are national in scope, Korea TESOL is in partnership with several of them promoting each other’s events and exchanging presenters at each other’s conferences. So far this year, we have sent First Vice President Michael Free to the KATE conference and are planning to send additional presenters to several autumn conferences.
Plenary speaker and "Let's Go" author Barbara Hoskins Sakamoto and her former self at the 2018 KOTESOL National Conference.
Korea TESOL Publications
Korea TESOL produces a robust suite of publications. The English Connection (TEC) is our quarterly magazine of ELT articles and KOTESOL matters. Our 32-page pre-conference issue will be coming out soon, featuring articles contributed by several of our conference invited speakers. KOTESOL Proceedings 2017, a compilation of papers originating out of presentations at our 2017 international conference is due to be published soon. With 40 papers accepted, this volume is expected to reach 450 pages, our largest to date. Our premier academic publication, the Korea TESOL Journal, is published semiannually. Volume 14, Issue 1 will be coming out at the end of August. Though these publications are member access-only for a limited time, they all become open access on our website. Our e-newsletter, KOTESOL News, reaches 2,000 subscribers monthly, and anyone is welcome to subscribe.
President David Shaffer, past presidents Lindsay Herron and Scott Berlin, and Conference chair Stewart Gray at the closing of the 2018 KOTESOL National Conference.
The Korean government is scaling back on their recruitment of native English-speaking teachers for public school placement through their EPIK program. Therefore, since Korea TESOL membership is somewhat influenced by EPIK membership, we have initiated the Pass-It-On Challenge. Members who feel they have benefited from their Korea TESOL membership are encouraged to bring one new member into the organization this year. We have also implemented a volunteer initiative, making a list of volunteer options available on our webpage and making volunteer contacts readily available. Our Publicity Committee is presently working on producing a promotional video highlighting the benefits of membership in Korea TESOL with accompanying member testimonials.
Workshop by Barbara Hoskins Sakamoto and Michael Griffin at the 2018 KOTESOL National Conference.
The Korea TESOL International Conference 2018
Our annual international conference is our marquee event, the largest ELT conference in Korea (October 13–14 this year). Our conference committee has been working tirelessly since last summer. We are proud to announce that our plenary speakers will be Stephen Krashen and Scott Thornbury, speaking on our conference theme Focus on Fluency. Jill Hadfield heads the list of a half-dozen additional invited speakers. The conference will feature over 200 presentations, with many of the presenters coming from abroad. For the convenience of our expected 900+ conference attendees, we will be using the Whova conference app, which we piloted very satisfactorily last year. For more, check out our conference webpages.
Workshop in progress at the 2018 KOTESOL National Conference.
In the Planning Stages
A number of projects are presently “in the works” and planned to be launched soon. Beginning in August, we will be accepting nominations for the Korea TESOL Teacher of the Year Award, with the winner to be announced at next year’s international conference. At this year’s conference, however, we plan to present the Research Paper of the Year Award to the author of the best paper appearing in the last volume of the Korea TESOL Journal. Within our Social Justice SIG, two groups are planning to seek separate SIG stratus in the near future. One is a climate awareness group and the other is on LGBTQ student issues.
The Hodge-Podge Corner
There are a number of additional items Korea TESOL is involved in that may be of interest to the reader but do not fall nicely into any of the sections above. One is our classroom observation program, which has been in operation for several years, matching up members who would like to have their classes observed with veteran members willing to observe and critique them. For the past several years, we have been producing membership cards for our members, which provide proof of membership for discounts at participating businesses in and outside of Korea. Korea TESOL has branded items available for purchase at major events and via the website. These low-priced items range from mugs and tumblers to pins and business card cases. In addition to the professional events mentioned above, networking and social events prove to be quite beneficial in creating bonds among members. These are most often held at the chapter level either as stand-alone dinners, picnics, or beach outings, or as after-event dinners and coffees. This autumn, our international conference will be holding a Saturday evening wine-and-cheese event for Korea TESOL members.
David Shaffer, Korea TESOL President, has spent his teaching career in Korea at Chosun University after first serving in the country in the U.S. Peace Corps. He has a MA and a PhD in linguistics and has post-graduate certificates in TESOL. Dr. Shaffer has been a member of Korea TESOL since its beginnings in 1993, volunteering extensively in conference planning and the organization’s finances and publications. He has also served on Korea TESOL’s national council for many years.
WHAT'S HAPPENING INSIDE CATESOL?
CATESOL has been working on several legislative initiatives to advocate for English language learners and educators, three of which are Assembly Bills 705 and 2098, and DACA. We have also been implementing a new association management system (AMS) to help us improve operations.
What Is Assembly Bill 705 And What Are We Doing About It?
California legislators called for sweeping changes to reduce both placement into and time spent in “remedial” education courses in California community colleges. While initial versions of Assembly Bill (AB) 705 could have potentially limited high-level credit ESL language instruction to classes one-level below transfer-level English, the final bill allows a three-year timeframe for ELLs to enter and complete transfer-level English. The most ground-breaking aspect of this bill, however, is the language used in California law codifies that "instruction in English as a Second Language (ESL) is distinct from remediation in English" and that "students enrolled in ESL credit coursework are foreign language learners..." This recognition by California, "the nation's largest system of higher education," (AB) 705 was the outcome of a meaningful collaboration among CATESOL members and advocacy efforts by the organization. As a result, ESL programs will have until Fall 2020 to comply with the provisions of the new law. The (AB) 705 ESL Implementation Subcommittee, convened by the State of California Chancellor's Office in January, will continue to meet through the 2018-19 school year. The Chancellor's Office is set to release guidelines and recommendations to schools on (AB) 705/ESL in mid-July.
Christina Yanuaria, CATESOL Community College Level Chair (left), Judy O'Loughlin, CATESOL Socio-political/Advocacy Chair (middle), and Senator Kamala Harris (right) in Washington DC at the TESOL Advocacy Policy Summit, June 2018
What Is Assembly Bill 2098 And What Are We Doing About It?
California’s Adult Education map is organized geographically by consortia hubs — each consortium consists of a regional community college and its surrounding adult education institutions. Our state consortia and the CATESOL teachers employed there have been doing amazing work educating the state’s immigrants and refugees. Assembly Bill (AB) 2098 (McCarty/Thurmond) seeks to respond to the legislature’s request for measures on assessing the effectiveness of consortia: collecting accurate data on the needs of the students being served, better understanding of data sharing possibilities across consortia and other state agencies, and gathering data to assess immigrant integration by means of current EL Civics metrics. CATESOL’S advocacy efforts on behalf of teachers and students related to this endeavor include broadening the assessment metrics of immigrant integration to include the lower level ESL students not captured by the current EL Civics data. This is important because about 50% of ESL students statewide need language development before they get to the “increase and improvement” levels that the EL Civics metrics measure. In addition, we are also advocating that the consortia data include how many instructors serve in each consortium and what their certiﬁcations and authorizations include. Aside from accountability to stakeholders, this data could be used to promote faculty sharing across consortia.
Judy O'Loughlin and fellow advocate Lori Menning (WITESOL) at the TESOL Advocacy Policy Summit, June 2018, Washington, DC, USA
What Are We Doing About DACA?
In January of 2018, CATESOL sent a letter to California Congressmen and Congresswomen urging them to support a legislative solution that would ensure that President Trump’s action to eliminate the Deferred Action on Childhood Arrivals (DACA) program would be stopped. We believe that it is critical that Congress act quickly in order for these members of society to avoid deportation and be given opportunities to apply for a more secure status in our state and nation. There is compelling evidence that DACA recipients are some of our country’s highest performing and motivated students. Specifically, of the 197,000+ DACA recipients in California, approximately 72,300 are currently enrolled in universities and community colleges. We cannot afford to waste this valuable resource. Along with the letter, we sent a DACA White Paper developed by CATESOL members that outlines the history and importance of the DACA program as well as a Board Resolution urging Congress to reverse the DACA actions and restore opportunities for DACA students.
We also sent the letter via email to all CATESOL members with the position paper (board resolution) and requested that they contact their federal legislators, including both Senators. We provided instructions and language on how to do this. This initiative took place when President Donald Trump was planning to make a decision about DACA and send his requests for legislation to Congress. CATESOL wanted to be sure we had a voice.
Involving the membership to participate in this kind of legislative advocacy was empowering, and we will be doing more of this in the future. If your US affiliate has been active in advocacy at the state level and you have systems in place that are effective, please pass along your strategies. We would love to learn from your efforts.
Judy O'Loughlin, CATESOL Socio-political/Advocacy Chair at California Representative Eric Swalwell's office in Washington DC at the TESOL Advocacy Policy Summit, June 2018
Association Management System:
Over the years, CATESOL has been slowly transitioning from operating on a paper-based system to becoming more digital. As this has been occurring over the last couple of decades and under the leadership of many Presidents and Board of Directors – all of whom are volunteers, the result has been multiple digital systems cobbled together. Between Google Drive, Docs, Forms and Groups, a separate database system to keep track of members, Eventbrite for local events, a third-party vendor for regional and annual events, Mailchimp for newsletters, WIX for our website and a variety of other software providers, we were able to operate, but oftentimes the left hand did not know what the right hand was doing. There was too much redundancy and we wasted time working on tedious tasks to keep the business going.
In an effort to bring us into the 21st century, we researched, discussed and ultimately approved an association management system (AMS) that could house all of these tasks and more in one place. Not only can this system provide customer relations management (CRM), broadcast emails and autorespond (send automatic emails that get pushed out to certain tagged members for renewal reminders, for example. The new AMS will also provide member porta discussion forums, as well as be used for conference registration, and call for proposal management. It will also house the website, an event calendar, and a member directory. The new system also offers an easy reporting system, so we can quickly learn how many memberships are set to expire or which members have not yet volunteered, for instance.
Training is part of our onboarding process and our live video trainings are recorded for future use, so when new volunteers are tasked with managing the system, the hand-off will be friendly. At this point, we have successfully migrated all of our members from the old database to the AMS without a glitch. Next, our new website will go live. Step by step CATESOL’s back office operations will move over to the AMS. Although the transition initially requires time to train a few key people on the system, over the long-term we expect it will save our general manager, website manager, and publications coordinator time and energy, and it should also save CATESOL money on third-party vendors. So far, so good. If you would like to hear more about the AMS we selected, how it all works, and/or how our migration is going, feel free to contact us at firstname.lastname@example.org. We would love to hear from you!
Christina Yanuaria, CATESOL Community College Level Chair (left standing), Judy O'Loughlin, CATESOL Socio-political/Advocacy Chair (right standing), and fellow advocates for ESL learners and teachers in Washington DC at the TESOL Advocacy Policy Summit, June 2018
Danielle Pelletier, President of CATESOL, has been supporting international students and professionals with their American English communication skills since 1997. She is the President of English League, a company that provides on-site English language training, foreign language training, and cross-cultural education to companies locally, nationally and internationally. She is also an Associate Professor of ESL at Canada College and the author of Easy English Step-by-Step for ESL Learners and Master English Communication Skills - FAST! published by McGraw-Hill (2014)
KIA ORA KOUTOU - GREETINGS FROM AOTEAROA (NEW ZEALAND)
Greetings everyone from Aotearoa (Māori name for New Zealand). It has been my pleasure, and challenge, to serve in the role of President of New Zealand’s national association for TESOL (TESOLANZ) for 10 months. This work has brought me into contact with numerous, motivated practitioners during this time. It has also been a (pleasant) challenge, as it has introduced me to the diverse range of sectors that constitute TESOL in the Land of the Long White Cloud (literal translation of Aotearoa).
Hard Mahi (work) Ahead
A current project for TESOLANZ is to work towards adopting a strategic plan that serves the interests of the membership. We are working to survey all members and use this feedback to generate a strategic plan that will hopefully be adopted at our Annual General Meeting (AGM) in October. TESOLANZ is a relatively small affiliate of TESOL (and IATEFL) and this means we have challenges in meeting the wide-ranging needs of our sectors. TESOLANZ has members who work in universities, polytechnics, and elementary/secondary schools. Some work in private, some in public education. In addition, many of our members are involved in migrant and refugee support. By adopting a strategic plan, we will enable the organization to operate more strategically in its allocation of resources.
Given the rapid changes New Zealand has experienced (in terms of immigration, diversity and government) it’s important that we do act strategically. New Zealand’s main centers (such as Auckland, Wellington) have long been identified as having super-diverse populations. However, this diversity has begun to spread to more rural areas. Large numbers of dairy farmers from the Philippines and South America have arrived to forge new lives in the South Island. This arrival of new workers has also brought changes to schools. Therefore, there is a demand for ESOL support in small, rural areas, in addition to larger urban centers.
National Conference (CLESOL 2018)
TESOLANZ’s national conference is held every 2 years. This year, 2018, sees the national conference returning to Christchurch for the first time since the devastating earthquakes that struck the city in 2010 and 2011. As Co-Convenor for this event, I have worked alongside our amazing organizing committee to ensure an event which brings together practitioners to learn, share, and network. The theme of this year’s conference is Transforming our Landscape. This will enable delegates to reflect shifting perspectives in the diversity of language used in society, language learning, and social policy. In addition, given the changing face of the city (both physically and demographically) since the earthquakes, the theme is relevant to our place and time.
President - TESOLANZ
Daryl Streat is the current Head of Programme for English Language at Lincoln University. In addition, he is the current President of TESOLANZ, the professional association for English language teachers in New Zealand. He has spent the past 18 years working in TESOL as a teacher, trainer, and programme manager. He returned to New Zealand in 2015, after 15 years in Taiwan. He is passionate about international student experience and ensuring we provide quality ESOL programmes for all students in our sector. His interests are in specific vocabulary (for the agriculture sector) and education leadership in TESOL.
STRATEGIES THAT MOVE ADOLESCENT ELS BEYOND INTERMEDIATE FLUENCY
The overarching precept in TESOL’s core set of principles for excellence in teaching and learning for elementary and secondary ELs is that entire schools must “engage and collaborate within a community of practice” (The Six Principles, 2018). This shared responsibility is essential given the standards-driven expectation that all students proficiently and independently read text with academic vocabulary and increasingly complex syntax across content areas to be ready for today’s colleges and careers. The result is a sense of urgency to address the linguistic needs of ELs, especially those stalled at intermediate level (LTELs) or with interrupted formal education (SIFEs). Often their needs are misunderstood and they are perceived as failures by themselves and others. Many develop habits of nonparticipation and learned passivity (Kinsella, 2013) and have a dropout rate nearing four times greater than average (Olsen, 2012).
The goals of this session were to raise the participants’ awareness of what it means to be an ‘intermediate’ adolescent EL and to demonstrate tools which accelerate linguistic movement to academic fluency across the content areas. The majority of these tools are amplifications, not simplifications, of strategies that EL and content teachers are most likely already using.
First, participants read quotations of metacognitive conversations the presenter had with students on the verge of giving up on academic endeavors. The quotations and resulting strategies are based on the presenter’s long-term action research involving 287 ELs mired at intermediate. The resulting data demonstrated significant student improvement in comprehending passages from math, language arts, and social studies which, before learning the strategies, most students claimed were ‘too thick’ to read.
Next, participants briefly explored research (Schleppegrell, 2010; Gibbons, 2015) on the linguistic features (both vocabulary and syntax) of math, science and social science and discussed how to share this information school-wide.
Following the gradual release model for each subject area, the presenter identified the difficult areas for students and demonstrated a strategy addressing each need. She then facilitated participants’ hands-on practice.
The strategies included amplifying and implementing: formative assessments; a protocol for looking at student work; high-stakes question stems/frames by content area; control of formal and informal language; and deconstruction of complex sentences.
Finally, participants reflected on how to implement these teacher-friendly strategies in their own professional situations.
Short, D., Becker, H., Cloud, N., Hellman, A.B., Levine, L. N., & Cummins, J. (2018). The 6 Principles for Exemplary Teaching of English Learners: Grades K-12. Alexandria, VA: TESOL Press.
Kinsella, K. (Oct. 2013). Cutting to the Common Core: Analyzing Informational Text. Language Magazine, 18-26.
Olsen, L (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners. Long, Beach, CA: Californians Together.
Schleppegrell, M. (2010). The Language of Schooling. New York, N.Y.: Routledge.
Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning: Teaching English Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.
Elizabeth Hartung-Cole (M.A. Applied Linguistics/TESOL, UCLA) is a long-time member of TESOL and currently a proud member of NNETESOL. She taught for four years at Kobe Jogakuin High School in Japan; at Georgetown University’s American Language Institute; and for thirty years she was a teacher and then the EL Curriculum Leader, researcher and teacher trainer in Long Beach Unified School District. Her focus is on the linguistic needs of intermediate-level adolescent English learners. Currently, she resides in Maine and presents intensive teacher training across the US and in Canada.
HELTA HONDURAS TESOL 4th ANNUAL CONFERENCE: EMPOWERING LATIN AMERICAN COUNTRIES THROUGH COLLABORATION
Grazzia María Mendoza Chirinos
This year, 2018, has been a special year indeed for HELTA Honduras TESOL with a series of firsts during the annual events hosted by our newest strategic partner, Universidad Tecnologica Centroamericana (UNITEC, Laureate International Universities). We give special thanks to its rector, Dr. Marlon Breve.
a) The First TESOL Academy was hosted in Honduras in collaboration with TESOL International Association, on July 11-12, 2018 in Tegucigalpa with four, two-day professional development training sessions with a total of 185 participants in attendance. The 10-hour intensive workshops covered the following topics: K-12 Methodology with Dr. Holly Hansen-Thomas; CALL in Various Scenarios with Dr. Susan Gaer; Grammar: Theories and Methodologies with M.Sc. Gabriel Maggioli; and Teachers in Action Research, with M.Sc. Kia McDaniel. The participants were actively involved in intensive hands-on work during the sessions. Dr. Luciana de Oliveira, TESOL International Association President opened the Academy with a plenary and closed with a session making connections among all the work resulting from these two days of training, as well as reflecting on the importance of the work being done in the ELT field in Honduras.
HELTA - TESOL Academy
b) This was first time a TESOL International President, Dr. Luciana de Oliveira, who also happens to be the first Latin American TESOL President, (a double honor) was part of the annual event which established a milestone and set up high expectations for the future. It also meant international recognition for the work done during the last four years in Honduras which has included increasing awareness of the need for more training in the field and the understanding that these needs are being addressed by securing quality training and providing professional development events.
c) This was the first time HELTA Honduras TESOL hosted representatives from all over Latin America for the 14th Biennial Central American and Caribbean Basin Regional TESOL Conference during the 4th Annual Conference. Close to 600 participants attended the joint conference from July 13-14 with 60 (40 international and 20 Honduran) presenters giving over 90 presentations including the following: plenaries, panels, workshops, demonstrations and lectures. Participants came from all over Honduras: The Bay Islands, La Ceiba, Trujillo, El Progreso, San Pedro Sula, Copan, Santa Rosa de Copan, Gracias, Lempira, Santa Barbara, La Esperanza, Choluteca, Valle, Comayagua, Siguatepeque, Olancho and, of course, Tegucigalpa. There was also ample representation of student-teachers from the Universidad Nacional Autónoma de Honduras and from the Regional Centers of Universidad Pedagógica Nacional Francisco Morazán. We wish to thank the US State Department for providing extensive support, not only for funding the presenters’ participation and attendee scholarships, but also for providing presentations by Regional English Language Officer Frances Westbrook and English Language Fellow Kati Casto.
HELTA - 4th Annual Conference
Latin America TESOL Affiliates Regional Group
At the 14th Biennial Central American and Caribbean Basin (CA&CB) Conference in Tegucigalpa, Honduras from July 13-14, 2018, hosted by HELTA Honduras TESOL, representatives from 9 TESOL Affiliates and from 2 other countries in the region met to discuss the future of the CA&CB TESOL Affiliates Regional Group. The first conference was held in Puerto Rico in 1990 and a formal agreement was signed with TESOL officials in 1994 which recognized and established the CA&CB group (also sometimes referred to as the Northern Cone) for the northern half of Latin America and the Southern Cone for the southern half.
For the last 28 years the CA&CB group has met biennially in one of the member countries, hosted by the English Teacher Association which is a TESOL affiliate. The CA&CB group became more active again in 2010 at the 10th conference in Cancun, Mexico, and the regional group has become stronger than ever playing a significant role in bringing together like-minded ELT professionals in the region.
Aside from the biennial convention, there has been inter-affiliate and inter-regional collaboration on panels at TESOL International conferences during the last three years, reflecting the entire Latin American geographical-cultural region. An initial series of webinars through VenTESOL, EFLTalks and the EFLIS have also been instituted and English language teachers throughout Latin America have participated.
In addition to the CA&CB TESOL Affiliate countries (Colombia, Costa Rica, the Dominican Republic, Honduras, Mexico, Nicaragua, Panama, Puerto Rico, and Venezuela) representatives from Guatemala and El Salvador were also present at the 14th conference. As special guests, representatives from Argentina, Bolivia, Uruguay and Peru took part as well. Brazil was indirectly represented by Luciana de Oliveira, current TESOL International Association President. Ecuador, Belize and Cuba were invited, but representatives were unable to attend.
At the CA&CB dinner-meeting Saturday evening after two full days of the conference, those present agreed to look into the possibility of fusing the group with the Southern Cone group and forming a unified Latin America TESOL Affiliate Regional Group. This new group would extend from Argentina and Chile in the extreme south to Mexico and Puerto Rico in the extreme north and include all of the countries and islands of the Caribbean.
All of these countries share a common Iberian cultural heritage through two distinct main languages (Portuguese and Spanish). The common denominator of the group which strengthens and empowers collaboration, however, is the pursuit of excellence in English language teaching and learning across all geographical and political boundaries in the Latin American region.
The CA&CB group will be working on the formation of this new expanded regional group during the next two years in preparation for the 15th CA&CB Regional TESOL Affiliates Conference in Bogotá, Colombia. This is a very appropriate venue for the first conference of the expanded Latin America TESOL Affiliates Regional Group since Colombia lies where South and Central America connect. An organizational meeting will also be held by interested parties at the TESOL Conference in Atlanta, Georgia, USA in March, 2019.
The CA&CB group will be sending updates about the formation of this group through the TESOL Affiliate News, the CA&CB Facebook page and the website https://cacbregionaltesolgroup.wordpress.com
HELTA - Latin American Team
Grazzia María Mendoza has two Master Degrees, one in International Education and a second in TESOL. She is a US State Department Alumna, recognized for project development for teachers’ professional growth. She has worked in the TESOL field for 26 years. Her research interests include Competency Based Language Teaching and Methodological Improvements for Professional Development.
Ulrich Schrader has a Master’s Degree in TESOL from the University of the Americas in Mexico City. He was actively involved in Mexico TESOL for over 40 years. His main interest is maintaining humanistic education principles in an ever-increasing technological classroom. He is Incoming Chair of the Affiliate Network Professional Council.
NJTESOL/NJBE CELEBRATES 50 YEARS
New Jersey Teachers of English to Speakers of Other Languages/New Jersey Bilingual Educators (NJTESOL/NJBE) is happy to share some of our highlights for the past year and our goals for the upcoming year as it is our 50th anniversary as a TESOL affiliate!
NJTESOL/NJBE Spring Conference
Our 49th annual Spring Conference Cross-Curricular Conversations for ELLs was held on May 30, May 31, and June 1, 2018 in New Brunswick, New Jersey. We had over 2,000 attendees and over 120 presentations at our three day conference. Our keynotes speakers were Dr. Pedro Noguera, Professor of Education at the University of California Los Angeles, who discussed Equity and Deeper Learning Opportunities for English Language Learners; Dr. Malcolm Butler, Associate Professor of Science Education, University of South Florida who spoke about Engaging EL Readers and Writers in the Academic Language of Science; and Cheryl Urow, co-founder of the Center for Teaching Biliteracy, who addressed Teaching for Biliteracy: Strengthening Bridges between Languages. At our President's Awards Reception, we honored ELLs and educators for their dedication to the teaching profession. Thank you to our board members and volunteers for making this conference so outstanding.
We are looking forward to our 50th annual Spring Conference, cELLebrate, which is scheduled for May 29, 30, & 31, 2019 in New Brunswick, New Jersey. Registration and call for proposals will be online by September 15th at http://njtesol-njbe.org/spring-conference/.
NJTESOL/NJBE provides opportunities for the voices of teachers and ESL and bilingual students to be heard to make changes through alerts about legislation that will affect them. Our advocacy website is constantly updated. Our most recent position paper is the 'Statement Against Bigotry, Harassment, and Bullying.' There is also an annual Advocacy Summit in conjunction with our annual Spring Conference where our members come together with legislators and community leaders to discuss advocacy issues that affect our ESL and bilingual students and teachers.
NJTESOL/NJBE's quarterly newsletter, Voices, is emailed to members. Nonmembers can access the archives here. We have an active Facebook page that is open to the public. We are also on Instagram (#njtesolnjbe) and Twitter (@NJTESOL_NJBE).
If you are interested in collaborating with NJTESOL/NJBE, please contact me at email@example.com.
Caia Schlessinger, NJTESOL/NJBE President, is an ESL teacher at the Irving Primary School in Highland Park, New Jersey.
PRTESOL: CELEBRATING 50 YEARS OF EXCELLENCE (1969-2019)
2019 marks the PRTESOL 50th Anniversary as a TESOL Affiliate! As we commemorate this significant milestone, together we look back to celebrate our impact supporting professional development, research, and the teaching of English in Puerto Rico. It was on September of 1969 that PRTESOL came to life. Everything began during a meeting held in the auditorium of Colegio Las Madres in Santurce, Puerto Rico. Francisca “Paquita” Ayala became PRTESOL’s first president. In 1972, PRTESOL hosted its first annual convention.
First president of PRTESOL
Second president of PRTESOL
One of the first PRTESOL Grams
Program book for PRTESOL’s 7th Annual Convention
PRTESOL is composed of a main Board of Directors and 4 chapters, each with its own Board of Directors. All of the professionals that voluntarily work for the organization are committed to the teaching of English in Puerto Rico at all academic levels. As an example of this dedication and hard work it is important to mention that last year, PRTESOL held 5 half-day events, 3 full-day events, a Leadership Summit, a Summer Institute, a Spelling Bee Contest, and the Annual Convention. Furthermore, PRTESOL published a Bulletin from the Board and 3 PRTESOL Grams. The organization is very active on social media such as Facebook and Twitter. Its webpage, www.prtesol.org, is constantly updated to keep its constituents informed. We invite you to stay tuned so you can receive more news about our 50th anniversary celebration. In the meantime, PRTESOL is getting ready to hold its 45th Annual Convention: Relevant and Resilient: ESL Educators Impacting their Communities. The convention will be held at the University of Turabo in Gurabo, Puerto Rico, on November 2 and 3, 2018.
It has been a long journey full of memories, challenges, and fulfilling experiences. After 47 presidents, 18 Lifetime Achievement Award recipients, 44 conventions and countless hours of professional development provided to our members, we look forward to continuing the excellence of PRTESOL for the next 50 years and beyond.
Dr. Jennifer Alicea-Castillo obtained a Doctoral Degree in Education, Curriculum and Teaching from the Pontifical Catholic University of Puerto Rico in 2008. In 2012, she finished a Post-Doctoral degree with the University of Jaén, Spain on Teaching English as a Foreign Language. Dr. Alicea has been an English teacher for the last twenty- one years. She currently works at the University of Puerto Rico-Ponce as a Full Professor of English and the Director of the Planning and Institutional Research Office. Finally, she is the Immediate Past President of PRTESOL.
TESOL SUDAN INTERNATIONAL CONFERENCE
TESOL Sudan held its 7th International Conference on the 16-17 of February in Khartoum, Sudan. The conference, sponsored by Sudan International University, was well-attended. It had over 400 participants and presenters from many different countries.
The theme of the conference was Foundation Programs: Transitioning from Schools to Universities and the conference aimed to tackle the English Language Foundation and Preparatory programs in secondary and tertiary levels. It also focused on shedding light on different practices and on how to bridge the gap between secondary and tertiary education.
The conference had a great line up of speakers from many different countries such as Qatar, Oman, The United Arab Emirates, Sudan, The United States of America and Saudi Arabia.
1. Dr. Christine Coombe:
Christine Coombe has a Ph.D. in Foreign/Second Language Education from Ohio State University. She is currently an Assistant Professor of English at Dubai Men's College, and she is the former Testing and Measurements Supervisor at UAE University and Assessment Coordinator of Zayed University.
Dr. Coombe presented a workshop titled Classroom Management: Empirical and Practical Perspectives. In this Workshop, she explored why classroom management is sometimes difficult to achieve and why past techniques no longer work with modern-day students.
Dr. Coombe presented a plenary session titled Improving Your Communication Skills in English. This plenary explored the importance of interpersonal communication, the linguistic elements of effective communication and some strategies that can be used to improve communication skills in English.
The TESOL Sudan International Conference, A Great Success!
2. Dr. Ali Shehadeh:
Dr. Shehadeh is Professor of Applied Linguistics and TESOL in the Department of Curriculums and Methods of Instruction, College of Education, UAE University. He was Chair for two terms and a Professor in the Department of Linguistics, College of Humanities and Social Sciences, UAE University. He supervised and sat on committees of over 35 Masters and Doctoral dissertations in the region and beyond.
Ali Shehadeh's Plenary began the first day with a talk on Transitions and Challenges in EFL Learning and Teaching from High School to University. The main purpose of this speech was to recognize the transitions and preparedness needed for EFL learning and teaching from high school to university. His speech identified the various academic, social, and cultural challenges faced by both students and teachers in these transitions.
Dr. Shehadeh also presented a workshop titled Transitions from Summative to Formative Assessments that aimed to enable the participants to successfully implement and utilize TBLA in their teaching situations.
3. Dr. Dudley Reynolds:
Dr. Reynolds is the Immediate Past President of TESOL International Association and a Professor of English at Carnegie Mellon University in Qatar where he teaches first-year writing. Widely published, his research focuses on the development, assessment, and teaching of second language reading and writing. Over his career, he has also taught elementary school learners in Egypt, Intensive English students at Indiana University, and MA TESOL candidates at the University of Houston.
Dr. Reynold’s first session was a talk titled: Building a Coherent System English Language Education Across the Divides in which he argued that this problem is more perception than reality. He explained that if we adopt a system perspective of English language education, it becomes clearer why each level views students, curriculum, and teachers differently. Dr. Dudley's second session was a workshop titled Lesson Study: School-based Professional Development where he focused on professional Development in schools.
Members of TESOL Sudan with TESOL Past President Dudley Reynolds
4. Dr. Zohreh Eslami:
Dr. Eslami is a professor in the Department of Teaching, Learning and Culture at Texas AM University in College Station and currently serves as the Liberal Arts Program Chair at Texas A&M University in Qatar. Her research has examined intercultural and cross-cultural communication, English as an international language, sociocultural perspectives of teaching, and acquisition of English as a second/foreign language. Her publications include over one hundred journal papers, book chapters, and conference proceedings.
Dr. Zohreh also gave a talk on WEs/EIL-Aware Teacher Education: Consciousness-Raising Activities in a Teacher Education Program. In this presentation, Dr. Zohreh discussed activities used in two courses oriented towards promoting the examination of WEs/EIL-related issues, and she conveyed the experience of sensitizing prospective teachers towards WEs and EIL through materials and activities that contain manifestations of English as a pluralistic world language.
Her second session was a workshop titled Teaching Students to Use Language Effectively focused on the pragmatics of a second language and it addressed possible ways to highlight appropriate language use in the classroom.
We all enjoyed an unforgettable sunset cruise along the wonderful River Nile which is the most popular attraction in Sudan. Most importantly, it was a great opportunity for everyone to kick back, relax and enjoy great food, great company, and great music!
Cruise on the River Nile
Dinner at the Saha Lebanese Restaurant:
At the end of the day, we all enjoyed a delicious meal at the Saha Restaurant which is one of the best Lebanese restaurants in Khartoum with an array of culinary experiences.
Dinner at the Saha Lebanese Restaurant
Hind Elyas is the Acting Vice President of TESOL Sudan and a member of the Africa TESOL Steering Committee. She is an international presenter. She is a member of TESOL International Association and many TESOL organizations in various countries. Hind works as an English Instructor at the International Technical College in Makkah, Saudi Arabia.
ABOUT THIS COMMUNITY
MEET THE MEMBERS OF THE AFFILIATE NETWORK PROFESSIONAL COUNCIL (ANPC)
Debbie West is from the Affiliate of TESOL France. For the past four years she has had the privilege and challenge of being on the ALC. This past year she had the opportunity to serve as the ANPC Chair, where the focus of the council has been to look at establishing more opportunities for networking among and for affiliates.
Although she is sad that her term is coming to an end, she is grateful to have had this learning experience to work with others to provide services and opportunities for teachers and leaders.
Ulrich Schrader has been an active member of Mexico TESOL for over 25 years and a member of TESOL for 30 years. He has an MA in TESOL and an MA in German Literature. He has promoted the Central American and Caribbean Basin (CA&CB) TESOL Affiliates Regional Group since 2008. He was recognized as one of TESOL’s “50 at 50” in 2016. He is currently the Incoming Chair of the ANPC.
Ana María Rocca is a public translator of English. She holds an MA degree in Social Sciences. She is a teacher and a researcher at Universidad de Buenos Aires, Argentina. She has served on the Argentina TESOL(ARTESOL) Board as Vice President and President. At present, she is on the ARTESOL Advisory Council. She is also the liaison between ARTESOL and TESOL International Association. She has served on the TESOL ALC and now the ANPC since 2014.
Ana María Rocca
Naziha Ali is Director of Training & Development at the Lahore University of Management Sciences, School of Education in Lahore, Pakistan. She has an EdD in TESOL from the University of Exeter, UK and specialises in Continuing Professional Development.
Sarah Elia is a past president of New York State TESOL and a lecturer at the Haggerty English Language Program at the State University of New York at New Paltz. She also teaches at Chongqing University of Education and tutors English at Beijing University Health Science Center. She has written for publications including The New York Times, the American Historical Association Blog, and History News.
Dr. Deborah Healey is the TESOL Board Liaison to the ANPC this year. She is also the 2018-2019 President-Elect of the Board of Directors of TESOL International Association. As TESOL Board Liaison, Deborah Healey has been a conduit for information between the TESOL Board and the ANPC. She participates in online discussions and meetings at the conference. Her primary focus is on ensuring a good fit between TESOL’s strategic plan and ANPC goals and activities.
Dr. Deborah Healey
Bessie Karras-Lazaris is the Director of Academic Programs at California State University, Northridge (CSUN) for the Intensive English Program and International Programs and Partnerships. She also teaches in CSUN’s MATESL program. She has taught in universities and community colleges in various states and in language institutes abroad. She holds graduate degrees in English and Linguistics. She has been an active member of TESOL and CATESOL for over 20 years and has served as Chair of the LA Regional CATESOL Conference.
Valerie Novick serves as the Senior Membership Manager at TESOL International Association. Valerie has a BA in International Studies from Miami University and an MS in Organizational Development and Knowledge Management from George Mason University. In her role as Staff Partner to the Affiliate Network Professional Council, Valerie facilitates the work of the council by serving as an informed resource person to the members and supports the planning and execution of all the group’s activities.
George Vlasios Kormpas is a Senior Academic Specialist of the Executive Education and Directs the Teaching, Learning and Development Center at Al Yamamah University (YU) in Riyadh, Saudi Arabia. He also teaches English courses at INTERLINK at YU. He has taught in EFL and ESL programs in different countries and is pursuing a Ph.D. in Technology Enhanced Learning from Lancaster University, UK.
George Vlasios Kormpas
The Affiliate Network Year-Round Events Committee (Debbie West and Ulrich Schrader) is currently planning on having a monthly ANPC event (except for March). The objective of this committee is to provide more, and more frequent, ANPC events such as webinars throughout the year for affiliates to have a forum to share their experiences and be able to interact and collaborate with other affiliates. Our first event is in October.
The ANPC Communications Committee (Sarah Elia, Bessie Karras-Lazaris, Ulrich Schrader, and Valerie Novick) focuses on sharing information about and between TESOL affiliates across the globe. One way in particular is through the Affiliate News. To ensure that the publication covers topics that are of interest to affiliate members around the globe, the committee collaborated with fellow ANPC members on a survey to better gauge what the readership is interested in and used the results to prepare a newsletter to engage and promote our affiliates. We hope that by reading the interesting articles in the Affiliate News, you will not only learn about what affiliate groups are doing around the world, but you will also be motivated to contribute your own article promoting your affiliate group.
The ANPC Convention Planning Committee (Georgios Vlasios Kormpas, Naziha Ali, and Ana María Rocca) has worked hard to bring a very good selection of affiliate events at the 2019 TESOL Convention in Atlanta. These include the Affiliate Leadership workshops, the Communication workshops, the Colloquium and Best of Affiliate Sessions that exhibit notable sessions from annual conferences of different affiliates. The committee aspires the ANPC to develop a cycle of events throughout the year that will reflect the long-lasting relationship of TESOL and its affiliates.
Members of the ANPC at the 2018 TESOL Convention in Chicago, Illinois. Pictures from left to right: Deborah Healey, Ana María Rocca, Debbie West, Naziha Ali, Georgios Vlasios Kormpas , Bessie Karras-Lazaris, Ulrich Schrader (not pictured: Sarah Elia and Valerie Novick)
CALL FOR ARTICLES: AFFILIATE NEWS, FEBRUARY 2019 ISSUE
The Affiliate News is published two times a year, once in the first half of the year before the annual TESOL International Association Conference (February/March) and once in the second half (September/October).
The Newsletter is open for contributions from all TESOL affiliates. By contributing, affiliates have the opportunity to both showcase their accomplishments and generate interest and collaboration with other affiliates.
We are therefore now looking for contributions for the first issue of the Affiliate News in 2019, scheduled for publication in February.
There are three main sections for contributions from affiliates:
1) Academic-oriented articles
2) Hot topics affecting affiliates today
3) Affiliate reports
We would particularly like to hear from affiliates who have not been featured in recent issues. The Affiliate News is an opportunity for your affiliate to share with the other 100+ TESOL affiliates YOUR affiliate's events and contributions to the field of ELT in your state, region, country, or wider geographical area.
The deadline for receiving final submissions is December 15, 2018.
If you are new to writing for the newsletter we are willing to guide you through the process, but first you will need to submit a letter of interest and preferably a rough draft of what you would like to submit. To start off, check out some of the previous issues of the Affiliate News to get an idea of what kind of material is included.
Then, before preparing your article or report, please see the accompanying submission guidelines.
Submissions or any queries can be sent to firstname.lastname@example.org.