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| LEADERSHIP UPDATES |
| LETTER FROM THE CHAIR |
| Angela Bell, Department of Defense Education Activity, Europe |
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| ARTICLES |
| ESTABLISHING A SECOND LANGUAGE LEARNING PRACTICE: CONTINUING PROFESSIONAL DEVELOPMENT FOR ENGLISH LANGUAGE TEACHERS |
| Barbara J. Hoekje, Drexel University, Philadelphia, Pennsylvania, USA |
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The author encourages English language teachers to develop and
maintain a second language learning practice as a form of professional
development, arguing that such a practice should be an essential part of
language teacher identity within ELT, one that can be lost over time by
native English-speaking teachers. Read More |
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| LANGUAGE LEARNING NARRATIVES FOR TEACHER EDUCATION SECOND LANGUAGE ACQUISITION (SLA) COURSES |
| Nikki Ashcraft, University of Missouri, Columbia, Missouri, USA |
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A common learning task in teacher education courses for second
language acquisition is for students to read a language learning
narrative and to write a paper analyzing the effects of individual
differences on the learner’s second language acquisition process. This
article briefly reviews four memoirs that are suitable for such a
project. Read More |
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| ADVOCACY OR ACTIVISM: WHAT DO WE EXPECT FROM ESOL TEACHERS? |
| Heather A. Linville, University of Wisconsin, La Crosse, Wisconsin, USA |
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In this article, a teacher educator explores how advocacy and
activism are conceptualized in the field of TESOL as an expected role
for ESOL teachers. Highlighting what research reveals about these
constructs, she suggests more detailed definitions to clarify the
expectations of advocacy and activism for ESOL teachers. Read More |
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| COMPASSIONATE & COLLABORATIVE TEACHER ASSESSMENT |
| Valerie Sartor, St Mary's University, San Antonio, Texas, USA |
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Educators are constantly assessing students’ proficiency
levels. However, those who are both educators and administrators must
assess the competency of teaching staff. How can we do this in a
mindful, collaborative, compassionate way? How can we reduce the anxiety
of being assessed while working and instead stimulate teachers to seek
excellence in their work? Read More |
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| BOOK REVIEWS |
| REVIEW OF THE TROUBLE WITH SIOP |
| Yuliya Summers, University of North Texas, Denton, Texas, USA |
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The Trouble with SIOP should interest those
concerned with the education of English language learners (ELLs). SIOP
popularity has been growing in the last two decades, yet this model has
received limited scrutiny. Crawford and Adelman Reyes clearly
demonstrate SIOP’s ineffectiveness and its impact on ELLs. Read More |
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| REVIEW OF MASTERING ACADEMIC LANGUAGE: A FRAMEWORK FOR SUPPORTING STUDENT ACHIEVEMENT |
| Felice Atesoglu Russell, Kennesaw State University, Kennesaw, Georgia, USA |
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Mastering Academic Language: A Framework for
Supporting Student Achievement provides a four-pronged
framework for understanding academic language learning as a tool for
closing the academic language gap. Zacarian suggests that learning
environments that engage and support academic language learners take
into account sociocultural, developmental, academic, and cognitive
learning processes. Read More |
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| VOICES |
| TEIS VOICES |
| Sarah Elia, State University of New York, New Paltz, New York, USA |
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Read More |
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| ABOUT THIS COMMUNITY |
| CALL FOR SUBMISSIONS |
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