IN THIS SECTION:


Just for Students

 

Discounted Registration Fees:

  • Students receive a discounted TESOL membership rate of US$35 for 1 year or US$60 for 2 years if currently enrolled at least half-time at a degree granting institution.
  • Student members get the discounted registration rate of US$140 (before 1 February).

 Why attend the TESOL International Convention?

Graduate Student Forum: A 1-day mini-conference that invites graduate students in TESOL teacher preparation programs to:

  • Share the results of their research, their teaching ideas and experiences, and the materials they have developed
  • Meet and network with graduate students and faculty at other universities
  • Formally participate in the TESOL convention without having to meet the early deadlines for submitting proposals or to compete with experienced professionals for time on the convention program
  • Experience the process of organizing a conference and adjudicating proposals

 For more information visit the Graduate Student Forum page.

Doctoral Forum: A 1-day mini-conference run by doctoral students and TESOL faculty and professionals. The purpose of the Forum is to allow students to:

  •  Meet and network with other doctoral students and university faculty
  • Share experiences and expertise in research methods, dissertation processes, teaching nd learning experiences, and helpful resources
  • Give formal presentations on dissertation work

 For more information visit the Doctoral Forum page.

The Reception for New Members & First-time Attendees – Wednesday, 20 March 3:30pm-5pm.

Hear from TESOL volunteer leadership and staff. Ask questions directly to TESOL’s president and executive director. Meet veteran members of TESOL and listen to their helpful suggestions on how to navigate the convention and TESOL. Connect with other attendees and share your thoughts about TESOL and the international convention. Win something! A drawing will be held at the end of the reception for some special TESOL prizes.

Plenary Sessions

Solving for X: Critical Thinking and Problem-Solving Essentials, John Hunter. Wednesday, 20 March 5:30pm-7pm.

Our Heritage: The TESOL Journey in Developing Great Teachers, Suzanne Panferov. Wednesday, 21 March 2pm-3pm.

The Project of Critical Intercultural Communication, Thomas Nakayama. Thursday, 21 March 8:30am-9:30am.

Subconsciously Held Bias: Exposing the Myth of Racial Colorblindness, Aram deKoven. Friday, 22 March 8:30am-9:30am.

Identity and Language Learning Across Time and Space, Bonny Norton. Saturday, 23 March 8:30am-9:30am.

Job MarketPlace

Construct or upload electronic resumes. Search jobs online. Request interviews online. Maintain a personal calendar of scheduled interviews. Meet recruiters and interview face-to-face. Network with other professionals in the field.

Breakfast With TESOL’s Best

Preparing the Student to Thrive in the Unknown, John Hunter. 21 March, 7:30 AM - 8:15 AM.

Sessions

View all convention sessions using the convention planner. Search by topic, interest section, day, and other search terms.

Undergraduate Students’ Perceptions of International Teaching Assistants in Different Disciplines, Asma Khan; Marla Mallette. Interest Section: International Teaching Assistants.  21 March, 12:30 PM - 1:45 PM.

Session Summary: Understanding undergraduate (UG) students’ perceptions of ITAs is invaluable in developing effective ITA education programs. However, understanding the relationship that exists between UGs’ perceptions of ITAs and the majors of the UGs can inform ITA educators to further enhance ITA education programs.

***
Lived Experiences of TESOL Master’s Students: Tribulations and Transformations
, Linda Shuford Evans. Interest Section: Teacher Education. 21 March, 1:00 PM - 1:45 PM.

Session Summary: How can we better understand how our TESOL teacher education programs are impacting future teachers? In this study, TESOL master’s program students give voice--through surveys, interviews, and reflexive assignments--to their own understandings of their transformations to TESOL educators as they moved through their program and into teaching careers.

***
Developing Intercultural Communicative Competence: A Curriculum for TESOL MA Students, Lynn Goldstein. Interest Section: Teacher Education. 21 March, 10:00 AM - 10:45 AM.

Session Summary: This presentation differentiates between communicative and intercultural communicative competence and describes an intercultural communication course to illustrate the means by which teacher educators and course developers can create curricula to meet the needs of TESOL teachers to help them prepare themselves and their students for a range of intercultural interactions.

***
Advising Resident Multilingual Students: Insights for College Preparation and Success, Shawna Shapiro; Tanita Saenkhum. Interest Section: Second Language Writing. March 21, 3:00 PM - 3:45 PM

Session Summary: This session explores issues and challenges related to advising resident multilingual writers in secondary and postsecondary contexts, illustrating the important role that TESOL/composition specialists can play in helping these students navigate the college advising process. Presenters share their research findings and propose strategies for more equitable and effective advising.

***
A Lesson Learned: A Journey as an International Doctoral Student, Hoi Yuen Chan. Interest Section: No Specific Interest Section. 21 March, 3:00 PM - 3:45 PM.

Session Summary: What is your journey as an international graduate student? Have you experienced any conflict between you and your committee chair? How would you and/or your chair handle it? This discussion provides graduate students with an avenue to share their understanding of the conflict and the solutions to this significant issue.

***
Supporting ESL Graduate Students, Nigel Caplan. Interest Section: No Specific Interest Section. 21 March, 3:00 PM - 3:45 PM.

Session Summary: With the growing number of non-native speakers pursuing graduate degrees in English around the world, the need for comprehensive, sustained, and effective support for them has become visible and urgent. What kinds of instruction, help, and advocacy do ESL graduate students need, and how can universities best provide them?

***
Evolutions in EAP Writing: Academic Writing for Graduate Students, Christine Feak. Interest Section: No Specific Interest Section. 21 March, 5:00 PM - 5:45 PM.

Session Summary: As research on academic writing continues to evolve in exciting directions and to influence EAP writing instruction, the need for newer materials has grown. In response, the “Academic Writing for Graduate Students” textbook has been revised to better support students and instructors. Come learn more about the third edition.

***
What Graduate Students Really Need/Want in ESL Writing Courses, Luciana Junqueira. Interest Section: Second Language Writing. 22 March, 2:00 PM - 2:45 PM.

Session Summary: This presentation reviews the findings of a semester-long case study examining the reading and writing experiences of an international doctoral student in the United States in her ESL writing course and PhD courses. Pedagogical implications for ESL courses (e.g., use of corpora and genre analysis) and teacher training are discussed.

***
Journal Article Summary Sheets: Research Writing for International Graduate Students, Joshua Atherton. Interest Section: Higher Education. 23 March, 3:00 PM - 3:45 PM.

Summary Session: Incorporating scholarly source material into research writing is a daunting task, especially for non-native writers. An effective technique for organizing sources, improving analysis and synthesis, and avoiding plagiarism is using journal article summary sheets. These sheets can benefit both students and instructors in a research writing course.