IEPIS Newsletter - August 2014 (Plain Text Version)

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In this issue:
Leadership Updates
•  LETTER FROM THE CHAIR
•  LETTER FROM THE EDITORS
Articles
•  CULTURAL UNDERSTANDING: A KEY ELEMENT IN SUCCESSFUL LANGUAGE LEARNING
•  GUIDING STUDENTS BEYOND THE TEXT: CONNECTING READING AND WRITING
•  AN ELECTIVE COURSE TO HELP STUDENTS PREPARE FOR TRANSITION FROM IEP TO MAINSTREAM CLASSES
•  ONE IEP STUDENT'S EXPERIENCE WITH ENGLISH-ONLY
•  TEACHING TIP: EXTEMPORANEOUS LANGUAGE ASSESSMENT
•  MEET THE MEMBER
Community News
•  ABOUT THIS MEMBER COMMUNITY
•  NEWSLETTER SUBMISSION GUIDELINES

 

Community News

ABOUT THIS MEMBER COMMUNITY


IEPs exist to provide language instruction for those who, for whatever purpose, need or desire to acquire English in a relatively brief but intense period.

TESOL’s Intensive English Programs (IEP) Interest Section exists to serve the needs of those who work in IEPs. The concerns of the membership may include methodology, curriculum design, materials development, placement, evaluation, program administration, technology-assisted instruction, English for specific purposes, culture, learners’ concerns, and members’ employment concerns.

Though most IEPIS members are associated with IEPs in academic preparatory programs, the membership includes professionals involved in all types of intensive English instruction.

IEPIS Goals

The primary goals and activities of the interest section are

  • to foster the recognition of English language instruction as a professional/academic discipline at all levels of education;
  • to facilitate the gathering and exchange of knowledge and information among ESOL professionals in IEPs by sponsoring special projects, convention sessions, and publications in appropriate media;
  • to stimulate and disseminate scholarship, research, and professional development regarding language teaching and related concerns in IEPs by sponsoring special projects, convention sessions, and publications in appropriate media;
  • to provide a forum for the exchange of views on IEP-related issues through affiliate and TESOL conventions and through appropriate media;
  • to advocate for the professional concerns of the members and the students the members teach;
  • to mentor, advise, and train members with regard to conference proposals, publications, and professional concerns;
  • to promote ethical and high professional standards of teaching, administration, and employment practices in IEPs;
  • to represent the needs and concerns of IEP professionals to the TESOL membership, Board of Directors, Central Office, and Interest Section Leadership Council (ISLC).
  •  to represent TESOL at affiliate conferences/activities and in institutional programs;
  • to ensure the viability and continuity of TESOL by training and encouraging aspiring practitioners in the IEPIS to become officers;
  • to identify persons within the IEP community who may serve as resources to others; and
  • to cooperate with other organizations addressing the needs of IEPs in order to achieve common goals.