December 2016
TEIS Newsletter

LEADERSHIP UPDATES

LETTER FROM THE CHAIR

Greetings fellow TESOL teacher educators!

I am honored and excited about serving our organization as the Interest Section chair and am grateful to our wonderful volunteer team for making all the "behind the scenes" activities happen! Now that I am in this hot seat, I can see that all the many aspects of being part of TESOL TEIS were a result of a volunteer's time, talent, and energy. The diverse offerings of sessions at the convention, the newsletter articles, the updates via our listserv—all are due to our commitment to advancing the work of teacher education in the field of TESOL.

This year we are offering a series of short webinars on topics of interest, generated by you on the listserv and at our convention business meeting, and are looking to publish your voices in our newsletter. Get involved and connected either way this year! And make sure to put our business meeting on your calendar for the 2017 convention so we can meet in person. It all comes down to our human connections, and that makes the work full of joy and learning.

Write to me with any suggestions or ideas, and I will look forward to ongoing communication as we enter 2017 together! It's a dynamic time to be part of teacher education, and our work preparing educators of English learners is more essential than ever.

Thank you for what you do and for your involvement with TESOL TEIS!

LETTER FROM THE PAST CHAIR

As I sit here reflecting on the tragic events that have unfolded this year across the world, I am also thinking of our future. I see many implications for our profession. It is more important than ever that we help build bridges of understanding. In the words of Malala Yousafzai, “I think that the best way to solve problems and to fight against war is through dialogue. For me the best way to fight against terrorism and extremism . . . just a simple thing: educate the next generation. . . . Extremists have shown what frightens them most. A girl with a book.” I wrote this opening to our TEIS business meeting in April, and still, every day as I read the news, I am reminded of the numerous implications for our profession. It is more important than ever that we help build bridges of understanding.

I know that the future of TEIS is secure with our new leadership: Laura Baecher, our chair, Andrea Hellman, our chair-elect, and Kate Mastruserio-Reynolds. Together with our newsletter editor Fatma Ghailan, newsletter book review editor Jillian Baldwin Kim, and community manager Nikki Ashcraft, much work has already been done to build bridges between our membership, supporting professional development. I am thrilled to see our Facebook page managed by Fatma. Also, I am impressed with the first TEIS webinar on the edTPA that Laura put together. Additionally, Fatma and Jillian have been hard at work editing the newsletter. Thanks to everyone who submitted! If you have any other suggestions, please feel free to contact any of us. We are happy to serve!

Wishing you peace and love,

Angela Bell, PhD

ARTICLES

WHAT SHOULD LANGUAGE TEACHER EDUCATORS KNOW ABOUT TIRF?

The International Research Foundation for English Language Education (TIRF) is a U.S.-based nonprofit organization started by the TESOL International Association in 1998. With its international focus, TIRF’s all-volunteer Board of Trustees has been working to promote research in our field, with part of the foundation’s mission dedicated to research on language teacher education.

TIRF’s vision is that in the 21st century, personal and social value accrues to individuals who are proficient in English and in one or more additional languages. Therefore, TIRF’s mission embodies four major goals:

  • to implement a research and development program that will generate new knowledge and inform and improve the quality of English language teaching and learning

  • to promote the application of research to practical language problems

  • to collect, organize, and disseminate information and research on the teaching and learning of language

  • to influence the formation and implementation of appropriate language education policies, recognizing the importance of indigenous languages and cultures worldwide, and of English as an international language

In terms of the research and development program referred to in the first bullet above, teacher education is one of TIRF’s priority research topics in its annual Doctoral Dissertation Grants Competition.

Since the Doctoral Dissertation Grants Competition began in 2002, the foundation has awarded 75 grants of up to US $5,000 to doctoral candidates from 20 countries (Cambodia, Canada, China, England, Iran, France, Japan, Korea, Nepal, The Netherlands, New Zealand, Norway, Pakistan, Philippines, Russia, Sudan, Taiwan, Turkey, the United States, and Vietnam). Applicants do not have to be TESOL or AAAL members or citizens of a particular country in order to submit a proposal. The following dissertations on teacher education have been supported by TIRF:

· Takahiro Yokayama (2015): Impact of “TESOL Qualifications” Upon Native Speaker TESOL Teachers’ Job Satisfaction

· Emily Evans Fanaeian (2015): Preparing Pre-service Teachers for Working With Linguistically Diverse Students: Examining University Teacher Preparation Programs Across the United States

· Zoe Ksan Rubadeau (2014): An Exploration of English Language Teacher Educators’ Beliefs and Practices in Relation to 21st-Century Technologies

· Hiromi Takayama (2014): Professional Development in Japanese Nonnative-English-Speaking Teachers’ Identity and Efficacy

· Sarah Braden (2014): Scientific Inquiry as Social and Linguistic Practice: Language Socialization Trajectories of English Learners in an 8th Grade Science Class

· Jaehan Park (2013): Korean university Professors’ Knowledge Base and Professional Development Needs for English-Medium Instruction

· Bedrettin Yazan (2013): How ESOL Teacher Candidates Construct Their Teacher Identities: A Case Study of an MATESOL Program

· Derya Kulavuz-Onal (2012): English Language Teachers’ Learning to Teach With Technology Through Participation in an Online Community of Practice: A Netnography of Webheads in Action

· Hyojung Lim (2012): Exploring the Validity of Evidence of the TOEFL IBT Reading Test From a Cognitive Perspective

· Patsy Vinogradov (2012): Little Desks, Big Ideas: The Unlikely Meeting of Adult Educators in Kindergarten to Explore Early Literacy Instruction

· Kristen Lindahl (2011): Exploring an Invisible Medium: Teacher Language Awareness Among Preservice K12 Educators of English Language Learners

· Ali Fuad Selvi (2011): A Quest to Prepare English Language Teachers in Diverse Teaching Settings

· Aymen Elsheikh (2010): A Case Study of Sudanese EFL Student Teachers’ Knowledge and Identity Construction

· Tomohisa Machida (2010): Teaching English for the First Time: Anxiety Among Japanese Elementary School Teachers

· Farahnaz Faez (2004): Preparing Diverse Teachers for Diverse Students: Perceptions of Linguistic Identity, Experiences, and Teaching Responsibilities in a Canadian Teacher Education Program

To see a map of the TIRF grantees’ hometowns, please click here.

TIRF’s website offers many resources for language teachers and teacher educators. For instance, there is a collection of reference lists on over 150 topics of current interest in our field. These lists are stored as free downloadable Word documents that anyone may use. Topics of particular interest to TEIS members include professional development, the practicum, reflective teaching, supervision and evaluation of teachers, team teaching, and language teacher education.

In partnership with Routledge (part of the Taylor & Francis Group), TIRF has published a series of edited books based primarily on research supported by the foundation. The third book in the series has just been released. It is titled Teacher Education and Professional Development in TESOL: Global Perspectives. This volume was co-edited by two TIRF trustees, MaryAnn Christison and Jodi Crandall. The editors’ overview chapter provides a state-of-the-art review of language teacher education and professional development.

The foundation also shares other types of resources on its website, including items related to publication opportunities, grants and awards in our field, and conference announcements, among others. TIRF has a history of commissioning research on diverse issues important in our field, such as English in the workforce, English and plurilingualism, and online language teacher education. These reports are also free to download and share by clicking here.

The TIRF Board members see effective teacher education as central to the purpose of the foundation, and many of the trustees are themselves teacher educators. If you have questions about the foundation, would like to volunteer as a proposal reviewer, or would like to receive TIRF Today, our monthly e-newsletter, please email info@tirfonline.org.

Reference

Christison, M. A., & Christian, D. (2016). Teacher education and professional development in TESOL: Global perspectives. New York, NY: Routledge.


Dr. Kathleen M. Bailey is a professor in the TESOL-TFL MA Program at the Middlebury Institute of International Studies, in Monterey. She is a past president of TESOL as well as the current president of both AAAL and TIRF.

DEVELOPING REFLECTIVE PRACTITIONERS THROUGH ACTION RESEARCH IN TESOL

As part of the process of learning to teach and teaching to learn, our TESOL teacher candidates engage in the development of their identity from that of a student teacher to a professional educator through the culminating practicum course where they conduct their research study. They begin to see that they are central to the meaning-making process, where they construct meaning and make sense of their knowledge and experiences as they interact with the broader contexts, which influence the practice of learning and teaching (Kumaravadivelu, 2012). Teachers begin to realize that they are not only enacting what has been transmitted to them, but also taking an active role in the knowledge generation based on their learning from their instructional practice. They also begin to understand that they need to tailor their methods and strategies to suit their students’ individual and collective needs. Essentially, this shift in identity is from acquiring pedagogies and practices and employing them directly in the classroom, to considering the appropriateness or effectiveness of these pedagogies in light of their students, their classroom context, and the multitude of external factors. One opportunity provided through our program, where students can begin to make sense about what it means to teach students in their particular contexts, is through the cyclical opportunities provided by engaging in the action research process with embedded reflective opportunities. We believe that action research is a cognitively and emotionally demanding task, but a powerful tool for potentially improving instructional practice.

Figure 1. Shifting identities from student teachers to professional educators

 

Unpacking Reflective Practice for Teacher Transformation

The wordsreflection, reflective practice, reflective thinking, reflective judgment, reflexivity, and reflective learning are variations of terms that are often used in teacher development literature as playing a central role in teacher transformation (Kember et al., 1999; Mezirow, 1991; Schön, 1990).

Teacher transformation is often referred to as the goal for teacher education programs, but what this means and how to get our candidates to this goal remains unclear. Kumaravadivelu (2012) calls for a reconceptualization of language teacher education in this postmethods and posttransmission era, where he emphasizes the role of teacher transformation. This transformation is believed to be achieved by shifting our teacher candidates to the center of the meaning-making process and empowering them to mediate their own praxis, analyzing the theories in their practice and, in turn, having their practice influence their theories about what it means to teach and learn in their given contexts.

Fieldwork experiences and practitioner research (Burns, 2010) have been proposed as tools that support such transformation because of the reflective opportunities embedded within these experiences (e.g., observing, debriefing, journaling, micro-teaching).

But What Does Transformative Learning Really Mean?

According to Mezirow (2003), “Transformative learning is learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)—to make them more inclusive, discriminating (discernment), open, reflective, and emotionally able to change” (pp. 58–59).

Take the following riddle for example. A man and his son are in a terrible accident and are rushed to the hospital in critical condition. The doctor looks at the boy and exclaims, "I can't operate on this boy. He's my son!" How could this be?

Most people are often perplexed by this riddle, until their own assumptions and frames of reference are confronted. The assumption is often the relationship between gender and profession, where a doctor is associated with “man.” However, in this case, the doctor is a mother. Perhaps we might consider that this could have also been a stepfather or a second father from a two-father home. The reader may have considered other possibilities as well.

Likewise, through engaging in research, particularly action research, our candidates are often confronted with a sense of cognitive dissonance when what they are doing with their students is not leading to student learning as revealed by what we require, which is the triangulation of data. We require our candidates to include, at minimum, three data sets so that their inclination, intuition, assumption, and proclivity often collected in their teaching journals can be corroborated by objective counterparts, such as student perceptions, test measures, and so on. Candidates often come up with project ideas that they have a certain attachment to, and it is often this attachment that causes severe disenchantment for them. For example, one candidate wanted to employ games to teach vocabulary, where it became clear that her inherent assumption was that the use of games will lead to increase in vocabulary knowledge and use (however, “games,” “vocabulary knowledge,” and “vocabulary use” are operationalized for her study). The results of this study could veer in many directions: (a) vocabulary knowledge and use increased, (b) vocabulary knowledge and use stayed the same, (c) vocabulary knowledge and use decreased, (d) vocabulary knowledge increased, but use decreased, and so on. In addition to a multitude of variables such as students’ previous background knowledge and selection of vocabulary, this candidate had to begin to consider other factors that might have influenced her finding. When she found that their vocabulary knowledge increased, but not its usage, she elected to try another game. However, through our discussions, she came to an understanding that she needed to dig deeper, that it may not necessarily be the games themselves, but the specific embedded opportunities that the games provided that led to the results of her study.

Transformative Learning: How Do We Break Free?

Several processes have been identified in the literature as providing opportunities for transformative learning. Mezirow (1999) asserts that when premise is reflected upon and questioned rather than reflection on content or process, this can lead to transformation. Likewise, Cranton (2006) describes the questioning of “prior habits of the mind” (p. 23). Daloz (1999) and Daloz Parks (2000) refer to the moment when cognitive dissonance is revealed as a “shipwreck moment,” where Kegan and Lahey (2009) term this as an “optimal conflict” leading to adaptive change (p. 54). In action research, this often occurs through the deliberate mediation structures embedded in our program.

Our Learning Community Based on Sociocultural Theory

Figure 2. Our holding environment

 

Sociocultural theory has its roots in the work of Vygotsky (1978), who points out that all learning happens through social interaction. First the learning appears in the social realm, or the interpsychological dimension, where teachers or more capable peers (experts) can scaffold the learning process through the co-construction of meaning within the zone of proximal development. This learning then moves from the social level or the interpsychological dimension to the internal level known as the “intrapsychological category” (p. 128).

Johnson and Golombek (2011) have done considerable work around reflective learning and teaching and describe the mediation process as follows: “When we see/hear the same teacher interact with someone who is more capable while accomplishing a task that is beyond her capabilities, this creates a window through which we can see her potential for learning and her capabilities as they are emerging. . . . [M]ediation in this metaphoric space of potentiality is essential” (p. 6).

We have tried to embed these mediation opportunities in our holding environment (Kegan, 1982, 1994), with the intention of providing both support and challenge purposefully negotiated for teacher candidates’ learning and development. The “expert” others in our program include not only the seminar professor, but also a critical peer or two selected from their cohort, content area experts including other faculty members within and beyond our program, and their practicum mentor teachers. In addition, candidates engage in feedback sessions where faculty provide additional feedback on their presentations, prior to the culminating research symposium where the candidates present their final research project to a panel of TESOL and other professionals and receive additional, invaluable feedback.

As such, our program attempts to provide multiple opportunities for candidates to engage in the type of premise reflection necessary for teacher transformation to help them make sense of the disconnect or disenchantment they experience through the process. It remains unclear what this process entails and what reflection for transformation looks like given the different knowledge, skills, experiences, and dispositions students bring with them to the program. As such, a study is now underway to ascertain how candidates engage in such reflective practice through a systematic analysis of the mediation process embedded in the deliberate structures we have put into place to support teacher transformation in our program.

References

Burns, A. (2010). Doing action research in English language teaching. New York, NY: Routledge.

Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults (2nd ed.). San Francisco, CA: Jossey-Bass.

Daloz, L. A. (1999). Mentor: Guiding a journey of adult learners. San Francisco, CA: Jossey-Bass.

Daloz Parks, S. (2000). Big questions, worthy dreams: Mentoring young adults in their search for meaning, purpose, and meaning. San Francisco, CA: Jossey-Bass.

Johnson, K. E., & Golombek, P. R. (Eds.). (2011). Research on second language teacher education: A sociocultural perspective on professional development. New York, NY: Routledge.

Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

Kegan, R., & Lahey, L. L. (2009). Immunity to change: How to overcome it and unlock the potential and your organization. Boston, MA: Harvard Business Press.

Kember, D., Jones, A., Loke, A., Mckay, J. Sinclair, K., Tse, H., . . . Yeung, E. (1999). Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow. International Journal of Lifelong Education, 18(1), 18–30.

Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York, NY: Routledge.

Mezirow, J. (1991). Transformative dimension of adult learning. San Francisco, CA: Jossey-Bass.

Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63.

Schön, D. A. (1990). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.


Sarina Chugani Molina serves as assistant professor and coordinator of the MEd in TESOL, Literacy, and Culture Program at the University of San Diego. Her research interests include teaching English as an international language and TESOL teacher development, particularly as it relates to developing mindful, reflective practitioners.

NATIONAL REPORTS CALL FOR CHANGES IN TEACHER EDUCATION

A recent Institute of Medicine and National Research Council (2015) report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation, was presented at most of the early childhood education conferences. It sparked lively conversations about changes needed in teacher education. One element that surprised many readers was the intense demand that teacher education programs must prepare all teachers to succeed in working with diverse students. For example, the report highlights “the importance of building a workforce with a deeper understanding of 1st and 2nd language development and the need to support the home language” (p. 338). The authors say the superficial approach to “respecting” linguistic and cultural diversity does not go deep enough. The “blueprint for action” sectionrecommends that teachers need the following:

  • “ability to advance the learning and development of children from backgrounds that are diverse in family structure, socioeconomic status, race, ethnicity, culture, and language”
  • “ability to advance the learning and development of children who are dual language learners” (p. 498)

By contrast, schools are finding that their PreK–third grade teachers are not well prepared for the diversity they encounter. In a recent Education Week article, the findings of Arthur Levine’s research revealed that "barely a third of principals think education schools are doing very or moderately well at preparing teachers overall. Only 16 percent believe they prepare teachers to address the needs of students with limited English proficiency” (Stevens, 2015). Adding ESL certification is not always the best answer if the coursework does not focus on the unique learning needs of children under the age of 9 years.

Teacher educators can find out more about English language learner policy in their states and compare to neighboring states in order to strengthen their teacher preparation programs by checking the report from the Education Commission of the States: 50 State Comparison: English Language Learners: http://www.ecs.org/english-language-learners. Keep in mind that most states have separate polices and regulations governing preschool, and still more separate policies and regulations that address special education, even though students in either of these groups might also need supports as English learners.

Many think tanks are working to raise awareness of the need to update preservice teacher preparation as well as in-service professional development and supervisory supports. The Learning Policy Institute reviewed a large body of research to find the 10 Building Blocks of High-Quality Early Childhood Education Programs, and “supports for diverse learners” was on that list. Conor P. Williams (2016) wrote about this topic in an article for the New America Foundation, “Starting Early, Starting Right With Dual Language Learners,” raising a key concern for many teacher education programs. How many colleges and universities are feeling caught between the drive to graduate more teacher candidates with different languages while addressing the drive to produce more graduates who meet standards for highly qualified teachers?

With so many recommendations about preparing early childhood education teachers to work effectively with children who are English learners, collaborations between general education and ESL departments will have to rise up. Many teachers say that they have had to go back for additional certifications to meet the needs of their diverse young students. This causes concern when they report they completed a full elementary education degree with little or no attention to English learners and then completed a full ESL certification program with no coursework on early childhood. Requiring students to take two disparate degrees is far from the goal of demonstrating true collaboration at the college level. What if all colleges and universities took the lead in breaking down unnecessary silos of specialization and prepared teachers to succeed with what Nemeth, Brillante, and Mullen (2015) call DECAL, or students with Different Experiences, Cultures, Abilities, and Languages? On our EEIS/TEIS InterSection panel at the TESOL 2016 convention, two members of the Teacher Education Interest Section discussed the initiatives they have undertaken at their universities. Andrea Hellman reported on the results of her university’s effort to add an ELL course to the teacher education major at Missouri State University, and Esther De Jong described the initiative to infuse ELL content throughout the teacher education coursework at the University of Florida. Going forward, this will be a great topic for further collaborations at the TESOL conventions and throughout the year.

References

Institute of Medicine & National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC:National Academies Press.

Nemeth, K., Brillante, P., & Mullen, L. (2015). Naming the new, inclusive early childhood education: All teachers ready for D.E.C.A.L. Newtown, PA: Language Castle.

Stevens, K. (2015). Early-education teachers need better training. Education Week.

Williams, C. (2016). Starting early, starting right with dual language learners. Washington, DC: New America Foundation.


Karen Nemeth, EdM, is an author, consultant, and advocate on improving early childhood education for ELLs. She is the founder of Language Castle LLC, having previously taught at Felician College, Rutgers University, and William Paterson University. She is a steering board member for EEIS, panelist for the EEIS/TEIS InterSection presentation at TESOL 2016, co-chair of the Early Childhood Education SIG at the National Association for Bilingual Education, and Affiliate Council member at the National Association for the Education of Young Children.

EXTRA CATEGORY

REVIEW OF TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT IN TESOL: GLOBAL PERSPECTIVES

Crandall, J. A., & Christion, M. A. (Eds.). (2016). Teacher education and professional development in TESOL: Global perspectives. New York, NY: Routledge.

With increased diversity in student and teacher population, second language teacher education (SLTE) programs have “to meet the demand for context-sensitive teacher education programs in diverse range of contexts and situations” (p. 259). Teacher Education and Professional Development: Global Perspectives includes a well-integrated collection of studies on SLTE and professional development (PD). The collection consists of an introduction, an epilogue, and 14 studies organized around four themes: teacher identity in SLTE, SLTE for diverse contexts, PD for diverse contexts, and preparing teachers for English-medium instruction. Such dense consolidation of related studies provides the field with valuable guidance for emerging research ideas, designs, and analyses of research in TESOL.

The volume shows consistency in the organization and structure of chapters, including a description of the research, design, its applications, and its implications, helping readers compare studies in their design and implementation. The studies avoid jargon and use terminology suitable for researchers and practitioners. In Part I, the editors synthesize previous and current research on SLTE and the shifts in research foci, hence placing the volume themes in a broader framework and highlighting their significance.

Part II includes three studies on teacher professional identity: EFL teacher identity development in Sudanese preservice teachers, the role of emotions, and the influence of English language learners’ attitudes toward native-English-speaking teachers and nonnative-English-speaking teachers. The studies utilize qualitative, quantitative, and mixed methods, focusing on the sociocultural contexts of L2 teachers.

Part III includes four studies on SLTE in diverse contexts. Chapter 5 compares three TESOL programs in the United States in terms of diversity in their certification, coursework, practicum, and degree requirements. Chapter 6 examines the experiences of linguistically diverse preservice teachers in Canada and their perception of their roles as teachers of diverse students in multilingual classrooms. Chapter 7 presents multiple perspectives on the language proficiency development of nonnative-English-speaking teacher candidates in Canada and Israel. Chapter 8 describes an experimental study of how teacher language awareness changes with deliberate instruction.

From the United States to Japan and across the globe, Part IV includes studies on the effectiveness of different aspects of second language PD programs: the effectiveness of instructional strategies on instructor-participants’ interaction in online communities of inquiry (Chapter 9), collaborative inquiry on teaching literacy between ESL teachers of adult immigrants and refugees and teachers of kindergarten through second grade (Chapter 10), and the effect of PD on elementary school teachers’ anxiety about their English abilities (Chapter 11).

Part V tackles topics related to teaching through English-medium instruction in different contexts: university professors’ needs for PD on teaching strategies in Japan (Chapter 12) and Denmark (Chapter 14). Chapter 13 describes an intervention project between a research university in the United States and a science and technology university in the Middle East.

This volume will be of interest to junior scholars and researchers in TESOL as well as teacher educators. It is in line with TESOL’s focus on research, as it includes recent studies on SLTE and PD with an eye to future scholarly and practical considerations.

Reference

Nunan, D. (2016). Epilogue. In J. A. Crandall & M.A. Christion (Eds.), Teacher education and professional development: Global perspectives (257-264) New York, NY: Routledge.


Doaa Rashed is The MA TESOL program Director at the University of Maryland, Baltimore County (UMBC). She is also a doctoral candidate in the Language, Literacy and Culture Doctoral Program at UMBC. Originally from Egypt, Doaa taught EFL and ESL for 18 years before becoming a teacher educator in 2014.

ABOUT THIS COMMUNITY

CALL FOR SUBMISSIONS


Teacher Education Interest Section Call for TEIS Newsletter Submissions

Deadline February 5, 2016

TEIS encourages submission of articles and book reviews on training programs or education program topics of significance to teacher educators. We also solicit TEIS voices from all of our members.

Articles

Articles should be between 800 and 1,500 words and may address program descriptions, course descriptions, best practices, teaching techniques, or any topic of interest to ESOL teacher educators that pertains to teacher training. The focus of the article should be on teacher education, teacher training programs, or instructor professional development.

Book Reviews

Book reviews of between 300 and 500 words should provide the reviewer's analysis of books that are relevant to the practice and theory of teacher education. For book suggestions and/or further guidelines, please contact the book review editor, Jillian Baldwin Kim.

TEIS Voices

TEIS Voices are paragraphs of approximately 100 words that introduce a teacher educator's work or program. TEIS voices serve as a networking tool as well as an opportunity to shine a spotlight on a teacher, program, or country we might not otherwise read about.

Here are additional submission guidelines:

  • Include a title for the article (written in ALL CAPS).
  • Include author’s name, affiliation, city, country, and e-mail.
  • Include a 50-word abstract or teaser for the newsletter homepage.
  • Include a 2- to 3-sentence biography of the author.
  • Contain no more than five citations.
  • Format text in MS Word (.doc(x)) or rich text (.rtf).
  • Include author’s photo in jpeg format with a head-and-shoulder shot.
  • Write manuscript according to APA style (6th ed.).

Please send article and voice contributions to Fatma Ghailan at fatma.ghailan@mail.sit.edu. Please send book review submissions to Jillian Baldwin Kim at jbaldw13@slu.edu.

IS LEADERSHIP TEAM


Teacher Education Interest Section
2016-2017 Leadership

TEIS WEBINAR SERIES


Teacher Education Interest Section Webinar Series 2016-2017

How to Register:

Please participate with the TEIS community for these FREE webinars by simply joining the Zoom session: https://zoom.us/j/8985889046 about 10 minutes prior to the start time. You will need to download Zoom (free, go to https://zoom.us) in advance. The webinar will be recorded and archived on the TESOL website. Webinars are limited to the first 50 participants.

Topic and Hosts:

Ester deJong
Preparing Mainstream Elementary Pre-Service Teachers to Work with ELLs: Observations from Florida Tuesday, October 4, 2016
2:00-3:00 PM EST

Wayne Wright
ELL Methods" Course for Teacher Education Students: An Interactive Conversation Wednesday, October 26, 2016
2:00-3:00 PM EST

Gulbahar Beckett
TESOL Teacher Education for Candidates’ Roles in IEPs Tuesday, November 15, 2016
2:00-3:00 PM EST

Faridah Pawan
Considerations in Online TESOL Teacher Education Wednesday,
February 15, 2017
2:00-3:00 PM EST

TESOL Teacher educators who prepare teachers around the globe are encouraged to participate!

Questions: Contact Laura Baecher, Chair, Teacher Education IS