TESOL Connections

EdTech in ELT: Create Online Reading Lessons; Bring Texts to Life

by Christel Broady

Christel Broady offers tips for using three online platforms that will help you spice up English language reading lessons. These resources make integrating technology into your teaching a snap with functions such as precreated lesson templates, ideas on presenting content to ELLs, and strategies for differentiating instruction. 

Audience: For teachers of medium- and advanced-level ELLs

Spicing up English reading lessons with technology can be easy when using precreated lesson templates. In this article, three platforms to do this are introduced. Each one offers teachers ideas on how to present reading content to ELLs. One of the platforms also allows ways to differentiate instruction to meet the needs of all users. Also, one includes a Spanish/English translation feature.

1. Kentucky PBS LearningMedia

Access Kentucky PBS LearningMedia and create a free account. With the account, you will not just gain access to the lesson-building tools, but you will also gain access to thousands of English language videos, images, lesson plans, and other resources for free.

Getting Started

Try your hands on one of the simple storyboard templates. It takes about 5 minutes to create a storyboard for prereading activities for a Harry Potter book for English and Spanish learners.

Tip: By using Google translator, one can translate the instructions in any of the many languages featured. The example presents materials that allow learners to get to know the characters, places, and story before the reading begins, thus frontloading essential vocabulary and concepts.

In the example, resources are provided in English and Spanish so that all students are engaged and get the content to answer the questions. In general, many English language books have free online reading sites that can be linked to the readers. Also, most commonly used English language stories and books have free YouTube videos, audio files, and text sources in other languages, such as Spanish. Here is the Harry Potter example storyboard Figure 1):

Figure 1. Kentucky PBS LearningMedia Harry Potter Example Storyboard

Follow-Up and Assessment

As a follow-up activity doubling up as a formative assessment, students can create a puzzle in the automated puzzle builder, which is super easy. Students just need to add a clue and the correct answer for the template to create a crossword puzzle.

Allowing students to create the assessments has many benefits: It shows mastery of content, boosts their motivation, and taps into their creativity.

For the actual lesson, users can utilize the Lesson Builder tool to state learning outcomes, create individual activities, and more to follow up with the central reading activity. The template looks like this (Figure 2):

Figure 2. Kentucky PBS LearningMedia Lesson Builder

Last, follow up with your lesson assessment tool using the Quiz Maker. You can create multiple-choice, fill-in-the-blank, or short answer questions in three easy steps. The template will create an assessment code that can be shared with students so that they can access the quiz from outside the platform.

2. Discovery Education

The Discovery Education resource offers thousands of already created lesson plans for Grades K–12 and beyond, listed by grade levels, subjects, and themes. Teachers can access virtual field trips, worksheets, and more. (See Figure 3 for a screenshot.)

Figure 3. Discovery Education Screenshot

Instructors can build lessons and follow up with innovative assessments using the Puzzle Maker template on the Discovery site. The choices are great for language students building vocabulary:

  1. Word Search
  2. Criss-Cross
  3. Double Puzzles
  4. Fallen Phrases
  5. Math Squares
  6. Mazes
  7. Letter Tiles
  8. Cryptograms
  9. Number Blocks
  10. Hidden Messages

Like the PBS site, the Discovery templates are also super easy. Also, the site provides some premade examples in the Lesson Plan Library for teachers to see them in action.


Last, there is CAST, a platform that offers teachers thousands of recourses to create learning environments that allow all students to be successful no matter their abilities and accessibility needs. It also features a built-in Spanish/English translation feature, which comes in handy for ESL classrooms.

Of particular usefulness for English classes are the sections UDL Studio and UDL Book Builder, both based on Universal Design for Learning principles.

UDL Studio

The studio offers teachers and learners the opportunity to either build content resources from scratch or to use simple templates. The reading template provides an example of reading for key ideas and details, essential reading skills. The templates offer examples that teachers can customize with their own materials and activities.

Like the PBS templates, the CAST ones also allow for the insertion of audio and video sources. Utilizing the full array of stimulation and exposure to content allows all learners to grasp the concepts.

UDL Book Builder

The Book Builder is another creative way to approach lesson planning for reading. After reading a piece of English literature, students can write books using this template, including the use of text, images, and audio clips. Another use of this platform is that instructors create books for students, specifically tailored for their needs and English abilities. This tool may be of special use in areas where resources are scarce and students don’t have access to print materials.

Another feature useful for reading students is to access already marked-up texts that allow readers a multitude of tools for deep and rich interaction with texts. In addition, the Book Builder also offers an embedded Spanish/English dictionary. Figure 4 shows one of these texts for of the Gettysburg Address, which also features media such as photos. Resources like this in the CAST platform are also great for flipped classrooms and student interaction with their texts at home.

Figure 4. CAST UDL Book Builder Gettysburg Address Text


All of the above-introduced templates offer resources to present reading activities in new ways, allowing students to learn in different and varied ways. By effortlessly adding audio and video resources to the lessons and assessments, the text becomes more interactive and allows students a new access to the deeper meaning of their texts. The sites also offer practical tools to check for learning. I hope that you will try out the free platforms some time and ask your students how they like them.

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Dr. Christel Broady is a professor of graduate education and ESL teacher education at Georgetown College, past president of the Kentucky TESOL, former chair of the TESOL EEIS, and current VDMIS steering board member. Christel is a specialist for CALL, an NCATE program reviewer, she also represented TESOL at CAEP and on the national workgroup for the Seal of Bilinguality in K–12 schools. She is the manager of “Broadyesl,” a worldwide ELT Community of Practice on Facebook, Wordpress (ESL and technology), LinkedIn, and Twitter.

Quick Tip: Establishing a Classroom Community to Enhance Learner Participation

by Shahid Abrar-ul-Hassan

Inadequate learner participation is a recurrent issue in many ESL/EFL settings. One way to address this problem is through establishing a classroom community, which can help invigorate teaching as a bidirectional process. The leveled strategies provided here can help you reverse your ELLs' passivity in language class. 

Audience: English language practitioners and program administrators in the higher/postsecondary and adult education setting

It cannot be overemphasized that instructed language learning is a bidirectional process between the learner and the instructor, and the development of linguistic proficiency is afforded by learner involvement in the pedagogical process through engaging in self-directed learning and co-constructing knowledge in classroom interactions. However, inadequate learner participation confronts instructors squarely in many EAL settings. Practitioners can get over this hump by establishing a classroom community, which potentially augments learner participation.

Exploiting the framework of the ecological approach to language learning and teaching, learner participation can be enhanced in L2 teaching by situating learning “in the context of meaningful activity” (van Lier, 2004, p. 223). Because learning emerges from participation (van Lier, 2004), it is a prerequisite to teaching effectiveness.
However, learners can take on a role of passive recipients in the classroom, which is further compounded by typical teacher-fronted classes—a widespread phenomenon. Numerous factors contribute to learners’ passiveness, such as monocultural classrooms where learners share their L1, linguistic dysfluency, learners’ previous educational experiences, and the like.

Classroom community practice develops relational connections and integration among learners, thus invigorating teaching as a bidirectional process. The following leveled strategies set the scene for the classroom community, which has yielded beneficial results in my teaching practice. These strategies are particularly relevant to EAL practitioners who struggle to reverse learners’ passivity in language courses. The strategies entail delegating, to an extent, teachers’ management tasks.

Strategy Level I: Curricular Decision-Making

Learners work on setting course objectives and deadlines, voice their needs, and contribute to materials selection.

Implementation: The teacher dedicates some time for learners to work on these tasks collaboratively (e.g., in small groups) throughout the term. These tasks, after some teacher-mediated adjustments, could be integrated into the curriculum.

Strategy Level II: The Onus of Classroom Control

Learners assume the roles of time-keeper, word-master, and activity guide.

Implementation: Students voluntarily fill these week-long roles:

  • Time-keeper announces the start and the finish of class, provides a 5-minute remaining cue for the teacher.
  • Word-master shares, biweekly, a few lexical discoveries in detail, especially about the word discovery process and the context.
  • Activity guide presents (7–10 minutes) an intriguing educational piece (e.g., video presentations, quizzes, or word games).

The key policy is that the incumbents choose role-players for the following week.

Strategy Level III: Autonomy Situated in the Community

Learners negotiate a self-study plan, report progress, and share insights/achievements with the classroom community.

Implementation: The teacher ensures that a handful of activities or tasks that necessitate learners work autonomously after the class are incorporated into the syllabus, and learners report/share the outcome in class. These activities could compose a study plan involving periodic consultations with the teacher, miniature research-write-present tasks, and self-reflective journals. Learners weekly swap their finds in small groups.

These strategies are equally valid for large-sized classes, which seems to be an archetypical feature of many EAL contexts. Although the strategies are geared toward nurturing a classroom community, a culturally normative facet (e.g., a birthday bash, field trip, and midsemester do) could be added to make it a more vibrant community of practice (CoP). In summary, a community approach not only fosters learner participation, but also reinforces “motivation-sensitive pedagogy that is tailored to the needs of a specific population” in order to create “enabling conditions for learner motivation” (Abrar-ul-Hassan, 2015, p. 40).


Abrar-ul-Hassan, S. (2015). Tackling learner motivation in language teaching. SHARE (TESL Canada), 6, 38–40.

van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Boston, MA: Kluwer Academic.

Note: An earlier version of this article was published in BC TEAL, Spring 2013.

Shahid Abrar-ul-Hassan is an EAL/EAP educator, academic researcher, and professional development consultant based in Vancouver, Canada. He is an alumnus of the Middlebury Institute of International Studies at Monterey, California.

Developing ELL Reading Comprehension Skills: SQP2RS

by Raj Khatri
Learn how this instructional framework can help your ELLs move toward learner autonomy. 

Studies show that reading improves readers’ comprehension, vocabulary, grammar, and writing, so second language scholars have been constantly looking for ways to best teach reading to second language readers. Reading is very important; however, Grabe (2007, p. 4) indicates that reading is taken for granted by many, and that only “little effort and little planning” is applied while reading, so teaching reading strategies seem to be inevitable. Reading strategies are the mental operations or the process employed by readers to make sense of what they read, such as guessing word meanings from context and evaluating their correctness, skimming, scanning, predicting, activating general knowledge, making inferences, and identifying main ideas (Brantmeier, 2002). For learners to read and comprehend well, a variety of reading strategies have been identified. Metacognitive, cognitive, and social/affective strategies are the three types of learning strategies that have been identified and discussed in Malley and Chamot (1990).

In the present context, SQP2RS (pronounced “squeepers”) is a multistep instructional framework for teaching reading (Echevarria, Vogt, & Short, 2008; Vogt, & Echevarria, 2008). I have been incorporating this as a strategy in my ESL classes at a variety of educational settings in Canada since I became familiar with the Sheltered Instruction Observation Protocol (SIOP) Model during my master’s program at the University of Central Oklahoma in the United States in 2008. The whole process creates a nonthreatening environment in which students feel very comfortable taking risks with language and participating in group activities, which I have observed during the application process of this framework in my ESL classes. This framework also helps students move toward autonomy when activities such as explicit teaching, modeling, providing opportunities to practice, and independent application take place. Following is the procedure for incorporating this in class.

Implementing SQP2RS


Before the unit to be taught is discussed, students skim and scan the text, which helps them activate their background knowledge and experience. Rather than remaining off-task and mumbling among themselves, students start activating their schemata and making sense out of things during their skimming. This process sets the stage for them to learn some ideas that they think will be studied in that text. I often do think-alouds at this point and model my thinking process for students, and prepare them for the steps useful for this process.


In groups or partners, students discuss and come up with two or three questions likely to be answered while or after reading the text. Then I write down students’ questions on the board, and mark, with asterisks/stars, the questions that most groups come up with. Students have opportunities to see which questions are being raised most often, which can be one of the key ideas of the day’s reading.


Students then, as a whole class, determine four or five key concepts likely to be learned while reading. At this stage, they predict which key concepts would be chiefly studied. I encourage students to voluntarily express their ideas, and at the same time, make sure that all students participate in these activities. In fact, this process builds on the questions students generated during the Question stage. Narrowing focus is absolutely essential in this stage.


Students start reading the text in pairs or groups. While reading, they look for answers to the questions that they have come up with, and confirm or disconfirm their predictions at this stage. As Echevarria, Vogt, and Short (2008) suggest, students can use sticky notes or tabs, or highlighter tapes to mark the places in the text that answer their questions and confirm their predictions.


Students answer questions and discuss their predictions with the teacher and the rest of the class. They formulate new questions and make new predictions for the next section, if there are any other sections. I discuss the key concepts or predictions in detail with the class as a whole.


In pairs or groups, students, orally or in writing, summarize the text’s key concepts, using key vocabulary. Depending upon the length of the reading, I usually choose 10 content words and write them on the board. Students are provided with wait time during which they interact among themselves and come up with the main concepts, using the key vocabulary given on the board. Students and I enjoy the whole process very much, incorporating SQP2RS in my ESL classes.


During the process, students are metacognitively, cognitively, and socially engaged, both in their input and output processes. Sometimes I see them self-monitoring, such as correcting their speech for accuracy in grammar and content words while at other times, they are busy taking notes, underlining key concept words, writing down main ideas, consciously making connections between what they read and what they have experienced in life and discussing with their partner or group members. And, at some other times, I observe and appreciate their critically thinking over what they have been reading.

Using SQP2RS thus helps teachers facilitate their reading classes, and it assists students in developing their reading comprehension skills, helping them to construct relevant meanings of their reading through multifaceted language play. The process also helps students succeed in making connections between what they are already aware of and what they are reading, which ultimately helps make their reading move from the level of “abstractness” to “situatedness” or “authenticity.” Finally, it is strongly suggested that teachers explicitly provide instruction on, model, and let the students practice the SQP2RS process before they fully incorporate it when reading in class.


Brantmeier, C. (2002). Second language reading strategy research at the secondary and university levels: Variations, disparities, and generalizability. The Reading Matrix, 2(3), 1–14.

Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP Model. New York, NY: Pearson Education.

Grabe, W. (2007). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.

O’Malley, J. J., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, United Kingdom: Cambridge University Press.

Vogt, M., & Echevarria, J. (2008). 99 ideas and activities for teaching English learners with the SIOP Model. New York, NY: Pearson Education.


Download this article (PDF)


Raj Khatri is an ESL instructor at Camosun College and doctoral student at the Department of Linguistics of the University of Victoria, and has facilitated ESL and EAP classes in a variety of settings in Canada and abroad, including at the University of Regina and Toronto Catholic District School Board. A member of TESL Canada, Ontario College of Teachers, TESOL and IATEFL, Raj keeps interest in second language reading strategies, intercultural communication, and second language writing.

Grammatically Speaking

by Michelle Jackson
Use this fun and creative classroom activity to give your ELLs practice identifying and practicing the third-person singular present tense while producing a group text. 

How to Teach Third Person Singular Present Tense

English is an interesting language in terms of its verbs. It’s the only language that uses “do” in order to form questions (e.g., Do you eat chocolate?) and responses (e.g., Why, yes I do!). It has a long list of phrasal verbs, each with slightly nuanced meanings (e.g., eat up vs. eat out). And, while its simple present tense remains relatively bare in terms of inflection (e.g., I eat, you eat, we eat), the simple present s/he conjugation contains an “s” (e.g., she eats, he nibbles, she tastes, he ingests). It is this particular conjugation that will be our focus for this lesson.

Students must practice identifying and producing this verbal form. One way to ensure this practice is to write a group story.

Materials Required

  • Doc cam and writing utensil
  • 1–2 sheets of blank paper
  • Dictionaries or vocabulary lists for each student

Timing: 30 minutes

Step 1

Tell the class you are going to write a story together. Brainstorm the name of a character the story will focus on. The goal is to write about what that character does every day. For example, students might write about the daily life of a 5-year-old child, Chancellor Angela Merkel of Germany, a mad scientist. This prompt will encourage students to use the third-person singular, simple present in every sentence. (5 minutes)

Step 2

Once you have decided on a character, brainstorm the first sentence with the class. Ask students: “What is the first thing that Chancellor Merkel does after she wakes up? Write the sentence on the doc cam (e.g., After Chancellor Merkel wakes up, she gets out of bed.) Have students identify the verb. Then circle it and note that it ends in an “s.” (5 minutes)

Step 3

The teacher then calls on each student who identifies the verb in previous sentence and determines if it is appropriately conjugated with the present tense “s” (e.g., gets). Then the student adds another sentence to the story, orally, while you write it on the doc cam.

The next sentence in our example story might be: After she gets out of bed, she walks to the kitchen. Step 3 repeats until all students have had a chance to contribute to the story. (20 minutes, allow 1 minute per student)

Optional Extension

The assignment could further support your curriculum if you ask students to write about a character in an assigned short story, play, or novel. Other requirements could be placed on the sentences (e.g., every sentence must have one adjective or one vocabulary word from a particular chapter), which will allow for more creativity and more opportunity to push the description forward. Also, if you save the story, you can revisit it when you introduce other verbal forms and have students change the conjugations.

Happy teaching,

Download this article (PDF)

Dr. Michelle Jackson is the associate director of teaching at New Mexico State University’s Teaching Academy. She designs, develops, and delivers workshops on a variety of teaching and learning topics. Prior to NMSU, she was the manager of the English Language Institute at UT El Paso. She has taught English as a second language at UT El Paso and Harvard University as well as Spanish at UT Austin.

Introducing Shannon Tanghe: 2016 TESOL Teacher of the Year

Interviewed by Nancy Flores
Shannon Tanghe shares about collaboration, critical pedagogies, and what to keep in mind if you want to teach to diverse cultures. 

Shannon Tanghe is the 2016 TESOL Teacher of the Year. Her teaching career began with a kindergarten in Cairo, Egypt, and a primary school in Georgetown, Guyana. She was then drawn to Korea by an opportunity to volunteer at a children’s English summer camp, which turned in 15 years of teaching English and English teacher education in South Korea, where she currently teaches in a graduate school of TESOL. 

An advocate of the phrase “think global, act local,” Shannon strives to stay active in both international and local TESOL organizations.  She is a member of international organizations including TESOL and IAWE (International Association of World Englishes), as well as local national organizations including Korean TESOL, KATE (Korean Association of Teachers of English), ALAK (Applied Linguistics Association of Korea), and KAME (Korean Association of Multicultural Education). She has also served on the Committee for Integration of Multiculturalism into Korean Public Middle Schools.

After being invited to deliver a workshop for English teachers, through word of mouth recommendations, she has since given more than 10 other invited workshops and lectures on English teacher training all around Korea. Additionally, she has presented more than 25 times at conferences around the world.

Attending the 2016 TESOL Annual Convention & English Language Expo? Check out Shannon's session:

Teaching to Learn:
Focus on Teacher Inquiry Stance
Thursday, 7 April, 10:30 am–11:15 am
Room Holiday 3, Hilton Baltimore

TESOL’s Nancy Flores asked Shannon a few questions about her teaching experiences and philosophies:

What made you want to become an English language teacher?

As a child, I grew up in a small farming community in rural Minnesota in the United States. I began the journey toward becoming a teacher majoring in elementary education in a small, liberal arts college in rural Minnesota. Perhaps it was my rural, close-to-home experiences that led me to seek out more global experiences in teaching, including Egypt, Guyana, and South Korea.

I feel fortunate to be involved in English language teaching, which offers opportunities to combine the things I love—developing personal relationships with learners in a way that helps both teacher and learner to have reciprocal roles—where both learn and grow together. I have always been interested in teaching and the longer I teach, the more I enjoy it.

You started your career by teaching children but later decided to teach adults. Why did you make that career change?

I love teaching children, and being involved in teaching adults and specifically teacher education is amazing. I originally majored in elementary education, and then while I was teaching elementary students, I had the opportunity to lead some workshops for elementary teachers and I fell in love with teaching teachers. I have found teachers to be the most passionate, eager, and willing students. It sounds cliché, but I really do love going to work each day. Hearing and sharing different classroom situations and educational ideas and seeing different perspectives from teachers with diverse life and teaching experiences is exciting and invigorates me and my teaching.

You have said you are an advocate of the phrase “think global, act local.” How does that phrase apply to your everyday teaching?

In much of the world, and English language education is no exception, there is a tendency to follow popular trends, sometimes without considering whether these really are the best for a particular situation. Being aware of global ideas and theories related to teaching English is certainly valuable and strengthens teachers’ understandings. But even more valuable is the contextualized experiences teachers bring into their individual classroom. Valuing these local community and classroom experiences leads to insights that allow teachers to understand and embrace their own classrooms, creating spaces to effectively teach as people without this understanding may not be able to.

I consider myself a critical pedagogue and try to incorporate elements of critical pedagogies in my daily teaching, to encourage students to question the world and seek out possibilities for transformative action. In particular, I try to create opportunities for learners to become aware of some of the prominent theories and ideas in the field, but then to customize them and think about “What does that mean for me and my students right here (in Korea)?” and how that can (or perhaps cannot) be practically applied to their own particular teaching contexts. I try to challenge learners to think about what they already know, the experiences and insights they bring into their classrooms and then draw on these understandings to influence their classroom actions. I believe this is valuable because if this process is utilized, then the way one teaches actually informs the theory, rather than a one-way reliance on theory to inform their teaching practices.
How have you collaborated with teachers from other classrooms? Would you say that enabling those partnerships has been beneficial for your students and yourself as a teacher?

Absolutely! Since completing my dissertation on collaborative coteaching, I have become even more interested in the possibilities that exist within teacher collaboration. I have come to see collaboration as being central to education. As the world continues to become more globalized, teacher education programs have a responsibility to be up to date, and effective collaborations and internationalizing teacher education programs are great ways to keep educators at the forefront of this globally interconnected world.

In English language classes, I strive to create opportunities to transfer classroom content beyond the classroom, through introducing critical issues and international collaborations. I have created several partnerships with teachers in other classes around the world (United States, Korea, Turkey, and China) and regularly engage in telecollaboration projects to broaden students’ perspectives and offer chances for authentic international dialogues. The class partners with another class and students in small international groups connect through Skype, email, or social networking sites to investigate various topics (for example, English education, linguistic landscapes, English media portrayals), sharing and comparing the local and international contexts. Students sometimes interview one another, or complete a project where partners read separate texts, share insights with international partners, and then cooperate to create individual context-specific pedagogical activities allowing each of the group members to apply the insights in their own classrooms.

Interclass collaborations between teachers also allow opportunities to better understand particularities of their own teaching contexts through articulating it to someone in a very different context and to cooperate with other international educators. Students have reported the international collaboration both enhanced their intercultural competences and stimulated perspective transformations.

I believe collaborating with other teachers can be one of the most effective forms of professional development. At the local level, I often coteach with other faculty members within the TESOL department at my university. It is valuable to see how others approach and facilitate classes, and coteaching allows opportunities and spaces to experiment with new things in the classroom. Whether coteaching with faculty members within our department, or engaging in international collaborations, I have found these collaborations invaluable in informing my own teaching. Furthermore, I believe teachers and students alike benefit from the collaboration. The collaborations are generally very well received by students, with most reflecting positively on the experience, often identifying increased intercultural competencies and increased interests in English education in different contexts.

You currently teach in South Korea. How is teaching there different from teaching in other contexts?

There is a strong focus on English education in Korea as many see proficiency in the English language as crucial to staying competitive at the global level. For high school and university students, high scores on English exams are often needed to get into desired universities and then to secure a job at top-tier companies. Both the Korean government and individual citizens continue to invest heavily—investing significant time, money, and resources in English education in Korea.

In Korea, teaching is considered a stable and well-respected job. Teachers have to pass a very difficult exam in order to be allowed to teach in the public school system, so difficult that only around 5% pass the elementary school teacher exam! Those who go into teaching really are at the top of their classes and take education seriously. The teachers I have met in my classes have been fantastic and a genuine pleasure to work with, warmly welcoming me into their classrooms and lives.

You have acquired a lot of experience not only in English language teaching but also by teaching to different cultures and settings. What advice would you give other TESOL professionals wanting to follow your footsteps?

For teachers in any context, and especially when encountering new or unfamiliar settings, being open-minded and open to new ideas is key. I think it is paramount to first consider what the learners need and then how you as a teacher can provide opportunities that may help learners to meet their needs. Being open to and willing to try and accept new ideas may allow possibilities that you would not have imagined.

What would you say is one of the most rewarding aspects of being a teacher educator?

Being a teacher educator is amazing. Seeing and hearing teachers’ diverse experiences in their classes and lives is truly refreshing. Everyone brings in different perspectives into the classroom so that every day, we are all learning and growing together. I am fortunate to be a part of a strong community of TESOLites—the people I work with are amazing. Fellow faculty members and students alike continually inspire me to be a better teacher. 


Nancy Flores is the membership coordinator at TESOL International Association. She has been with the association for 8 years and helps to assist members and manage membership-related projects. Originally from Honduras, Flores is a fluent Spanish speaker and has a bachelor’s degree in psychology from George Mason University.