November 2012 Web Version | Text Only Version | Print Version
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Leadership Update
GREETINGS FROM THE CHAIR
Amy King, EEIS Chair
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LOOKING AHEAD TO THE CONFERENCE
Ana Carolina Behel, EEIS Incoming Chair
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EEIS Open Meeting Minutes
Jessica Burchett, EEIS Secretary
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Articles
Teaching Digital Native ELLs in K-12 U.S. Classrooms: Three Reasons Why ESL Teachers Should Implement the TESOL Technology Standards
Christel Broady Ph.D.
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More Time Spent Reading Makes Better Readers
Janice Cate, Spann Elementary, Jackson, Mississippi, USA

Allington, Krashen, and Trelease are my reading heroes. They have written about the importance of student choice, independent reading, and reading aloud to learn language. I love to read and want the English language learners I teach to love reading, too. Many teachers think they need to learn more English and how to sound out words and learn more vocabulary before they can begin to read for pleasure. I disagree.

After reading Allington’s description of a summer research project that gave books to young readers and found that, over the course of several summers, the students were reading on grade level, I wanted this for my students. The program was simple and less costly than summer school. The students were allowed to choose 12 books each summer for three summers. According to pre- and posttests, the students did not lose reading competency over the summers but actually kept up with peers in higher socioeconomic groups. Read More

Stepping Into the Shadow of an English Language Learner
Judith O'Loughlin

How do we know if English language learners (ELLs) are receiving the best possible classroom instruction? How can we learn more about the instructional and curricular practices in mainstream classrooms with ELLs? How do we know if ELLs are given appropriate opportunities to interact in academic classroom instruction with their peers? Previously potential, incomplete, and often less-than-satisfying answers to these questions came from one of the following: (1) formal classroom observations by a supervisor and/or an administrator; (2) classroom walkthroughs, brief and often unstructured; or (3) available assessments and report cards. Read More

Advocating for the Needs of Elementary Immigrant Families With Federal Legislators
Christel Broady, 2011-2012 Chair, KYTESOL Board Member

On June 18–19, 2012 I joined more than 40 other members of TESOL International Association in Washington, DC, for TESOL Advocacy Day 2012 as the representative for Kentucky TESOL and Kentucky education. Read More

About this Community
EEIS News Call for Articles
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EEIS Officers and Leaders 2012-13
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Newsletter Due Date
Articles for the next newsletter are due by 7, January, 2013. For more information see EEIS News Call for Articles.
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