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| LEADERSHIP UPDATES |
| LETTER FROM THE CHAIR |
| Caralyn Bushey, The University of Maryland, College Park, Maryland, USA |
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| LETTER FROM THE EDITORS |
| Krista Bittenbender Royal, University of South Florida, Tampa, Florida, USA & Christina Quartararo, St. John's University, Queens, New York, USA |
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| ARTICLES |
| CREATIVE WRITING IN THE ESL CLASSROOM: EXPLORING EMOTIONS AND CRITICAL THINKING THROUGH FICTION |
| Patrick T. Randolph, Western Michigan University, Kalamazoo, Michigan, USA |
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“My business is to create.”
—William Blake
What is one of the best methods to get students interested in writing and improve their skills at the same time? What nurtures digging deep into your students’ psyches to pull out their emotions while simultaneously fostering the art of critical thinking? The answer? Creative writing! Read More |
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| ESL URBAN LEGENDS |
| Carole Goddard, Kent State University, Kent, Ohio, USA & Karl Uhrig, Valparaiso University, Valparaiso, Indiana, USA |
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This study focuses on the "folklore" students tell each other
and themselves about how best to learn English in a university program.
An analysis of the results of a large scale open-ended survey revealed
patterns of responses related to linguistic, cultural, and national
groups, as well as social and linguistic patterns. Read More |
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| FACULTY FORUM: OPENING UP SPACE FOR FACULTY PARTICIPATION |
| Ariadne Miranda, University of South Florida, Tampa, Florida, USA |
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Providing space for faculty to express themselves freely about
issues that matter to them is important. One way to accomplish this is
to create a Faculty Forum with time and space devoted to these meetings
each semester. This article explores one program’s experience with the
creation of a Faculty Forum and how the experience has changed the way
faculty see their role in decision-making. Read More |
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| PUTTING FUNCTION BEFORE GRAMMAR: CONTEXT-BASED CURRICULUM DEVELOPMENT FOR BEGINNING ESL |
| Ryan Lidster, Kate Nearing, & Stacy Sabraw |
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There are competing priorities in constructing low-level
curricula in university intensive English programs (IEPs). By using
real-world survival skills as the basis for determining course content,
we present one example of how teachers attempting to prioritize fluency
development over explicit grammar instruction could design and implement
a comprehensive, function-based curriculum. Read More |
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| SAUDI WOMEN IN ESL CLASSROOMS IN THE UNITED STATES: CHALLENGES AND SOLUTIONS |
| Kendra Johnson, Rollie Lewis, & Florin M. Mihai |
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There are 71,000 Saudi Arabian students studying in the United
States. Researchers interviewed four Saudi women about their experience
as students at a university IEP in the United States. Specifically
discussed were the challenges of working with Saudi males in the
classroom and adjusting to U.S. academic policies. Read More |
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| RE-VISIONING YOUR FACULTY HANDBOOK |
| Elizabeth Byleen, University of Kansas, Lawrence, Kansas, USA |
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A faculty handbook can quickly become outdated and unwieldy.
Learn how one IEP re-created their faculty handbook in its ninth edition
to make it a streamlined document that accurately reflects their
program. Is it time to reassess your faculty handbook? Read More |
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| COMMUNITY NEWS |
| ABOUT THIS MEMBER COMMUNITY |
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| NEWSLETTER SUBMISSION GUIDELINES |
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