EEIS News

EEIS News, Volume 29:2 (September 2007)

by User Not Found | 11/04/2011
In This Issue...
  • Leadership Updates
    • Letter From the Chair
  • Articles
    • Why Should You Attend TESOL’s Annual Convention?
    • Tides of Change: Metaphor for Lesson and Session Design
    • Lessons From TESOL 2007 in Seattle
    • Notes From TESOL Convention in Seattle 2007
    • Making Connections: A Visitor From Sri Lanka
  • Announcements and Information
    • The EEIS Web site and E-list
    • Position Statement on Teacher Credentialing for Teachers of English to Speakers of Other Languages in Primary and Secondary Schools
  • About This Member Community
    • Elementary Education Interest Section: Officers and Leaders 2007–08
    • EEIS News—Call for Articles
Leadership Updates Letter From the Chair

Arieh (Ari) Sherris, EEIS Chair, ari@cal.org

Dear EEIS Colleagues,

I want to welcome many of our interest section members back to school, while remaining cognizant that, for others, school doesn't begin in September! In some places school begins in mid-August while in other places the big day occurs in different months. By my reckoning (please forgive me if I am off a bit) Australia, New Zealand, and South Africa begin the school year in January; Brazil in February; South Korea in March; the Philippines in June. Still other members are home schooling! When do they begin?

I would venture a guess, however, that in all places English teachers are fundamentally occupied with three main concerns of our profession: teaching, learning, and assessment. As second language specialists (is this who we are?), we often focus our professional concerns on language teaching, languagelearning, and language assessment. Some of us integrate these concerns with traditionally important content areas such as mathematics, science, and social studies. Others stand back from an integrated content and language approach and move closer to specialty areas such as second language, reading, or special education. I know lots of teachers who use play, sociodramatics, art, and music. Every day is a journey into make-believe! Even many of those teachers will tell you that they play with different and sometimes shifting ideas about the big three questions:

  • What is language teaching?
  • What is language learning?
  • What is language assessment?

So, because of the growing diversity of our interest section membership, I thought I would brainstorm what comes to mind when I think about language teaching, language learning, and language assessment for young learners because it is a good exercise to do at the beginning, middle, or end of the school year. Moreover, I think some of these principles (all my own dear assumptions!) might be a more unifying force for us than are assumptions about schools opening their doors in September. So here goes . . .

Language teaching is . . .
Fostering print- and discussion-rich environments; raising questions; promoting a community of learners; explicitly instructing cognitive, meta-cognitive, and social learning strategies; motivating our learners; knowing when to step back; and using silence and wait time to create learning environments.

Language learning is . . .
Developing attention to language; opening access to working memory; negotiating meaning when communication breaks down; applying learning strategies; using social skills to collaborate with others; generating language during discussions and while writing; and cultivating curiosity into inquiry and research.

Language assessment is . . .
Developing varieties of summative and formative assessments; evaluating reading, writing, listening, and speaking; reflecting on the dynamic assessment that transpires in real-time during a lesson; reporting evaluations in narrative and numeric forms; including developing self- and peer-assessment; and conferencing with learners and their parents regularly.

This is not an exhaustive list; it includes not even the bare essentials for some, and is arguably idiosyncratic by turns. Food for thought? Triggers to ways of knowing? Could each idea be turned into a research question? Have I become too sure of my teaching that I have lost step? I think that as with the other professions I have had (e.g., soldier, cook, farmer, house painter), it was only by continually asking questions, often regarding principles and assumptions that I took for granted, that I was able to continue to improve. EEIS is here so that you can bring your assumptions and knowledge base to join in the discussions that EEIS offers in the newsletter, the electronic discussion list, professional development events, and the convention.

Best wishes for a new (or maybe not-so-new) school year!

Ari


Articles Why Should You Attend TESOL’s Annual Convention?

Pamela Hickey, pjinexile@yahoo.com

Have you submitted your proposal for a presentation or a workshop? Or have you prepared a proposal for a poster session or video theater for the August 1 deadline? I have been doing both in a tenacious effort to get myself there. If you've already been to a TESOL convention, you are probably planning on being in New York City in April 2008. If you have never been to a convention, you do not know what you are missing. I certainly did not.

I started doing my homework for the 2007 TESOL Convention in Seattle as soon as I knew with absolute certainty that I would be going. My first opportunity to attend the annual TESOL convention was something akin to attending the original Woodstock, only better. Woodstock did not have Jim Cummins, Bonny Norton, or the leaders of the Elementary Education Interest Section on their roster.

Sure, I worked with my supervisor on the presentation for our Discussion Group. I also took my suit jackets to the dry cleaners. I registered online for the convention. I bought the cheapest airline tickets I could find and found a hotel within walking distance of the convention center. Nevertheless, my real homework—the homework I did at my desk at home with a celebratory glass of prosecco gathering condensation next to my computer—was surfing the TESOL Web site, scanning the Spotlight Session listings, researching the keynote speakers, and planning my convention itinerary.

My first few hours in Seattle were spent on one task: getting registered and collecting my convention bible (the program book). After sprinting out of Sea-Tac Airport to catch a public bus that bounced down the highway, wandering around the posh shops of downtown looking for my hotel, and springing up the escalator of the convention center passing a downward stream of teal-tote-bag-carrying TESOLers, I finally had my program book (and my very own teal tote bag) in my hands.

Tuesday night, alongside a dinner of lovely Seattle sushi stuffed with all of the freshly caught fishy flavors of the Pacific Northwest, I drooled over my program book. It was like reading the greatest hits of all the citations I had ever included in my master's and doctoral research papers, my workshops for classroom teachers, and my K-6 lesson plans combined. By the time I walked back to my hotel, my program book was a scribbled-in, dog-eared, well-worn text, with notations of "Yes," "!," and ":)" filling the margins.

Having never been to a TESOL convention larger than those hosted by Washington DC Area TESOL and Maryland TESOL, I did not know what to expect regarding seating capacity and lines to enter sessions. Would I need to get in line early? Would I be able to find a seat? Would I need to fight my way through the throngs to hear my heroes and heroines spouting their current research and words of wisdom in person? Wednesday morning, I decided to skip breakfast and all earlier sessions and get myself straightaway to the Grand Hyatt Seattle for a 10:30 session at which Bonny Norton would present "Negotiating Language Learner Identities in Changing Times."

I was surprised to see the room nearly empty—no pushing crowds of people—just rows of seats, and a man with a video camera on a tripod chatting with Dr. Norton herself. I plopped myself in the middle of a row in the middle of a room. It seemed just too weird to be able to sit in the front row, less than 10 feet from the mind I have cited in over 75 percent of the papers I have written recently. However, as I noticed other people making themselves at home—even in the front row—I began to move up a row or two at a time until I was in the front as well. The presentation was delicious, with time for questions at the end. As the questions started, I determined that I would ask one just because it would be a cool memory—speaking directly to Bonny Norton. I did, trying to keep the shaking out of my voice. After the presentation, as the crowd drifted off, I heard a group of women whispering behind me. "Should I ask her?" one said, holding a copy of one of Norton's books. I turned to them and declared, "If you ask her to sign your book, then I'll ask her for a photo, which I'm longing to do." We decided to use our strength in numbers and approached Dr. Norton. It turns out that not only is Bonny Norton a brilliant researcher and writer, but she is also a very friendly human being too!


Bonny Norton and Pamela Hickey

My chat with a group of strangers and with Bonny Norton set the tone for the rest of my TESOL 2007 experiences. I discovered that anyone who carried one of those bright teal tote bags given out at registration or who wore a TESOL badge was open to conversation, regardless of whether it was small talk about the Seattle drizzle or a grand discussion about theories of second language acquisition. By carrying a teal bag or wearing a name badge, I had joined a welcoming, warm community that shared a common goal and friendliness to all comers sharing that same goal.

I reread my program book with a new purpose, not only so I could find the sessions that sounded most interesting, but also to learn more about the Elementary Education Interest Section that I had nominally been a member of since joining TESOL in 2001. I found that the EEIS would be meeting one evening, so I tracked down the room and peeked inside. I had expected a huge room crowded with elementary experts who would ask me who I was and what my intentions were. I found myself nodded into a cozy room and handed colorful flyers and a rock lapel pin that said, "EEIS Rocks!" Get it? I also received a lovely button created from a child's drawing. By the time the meeting adjourned, I had been greeted, welcomed, recorded, pinned, and invited to participate in future EEIS events. Silly me to have stood nervously outside the door an hour earlier, wondering if I should enter or flee. Not only were these friendly teal bag carriers, these were elementary education teal bag carriers, the warmest of the warm-hearted TESOL attendees.

Finally, one morning at 7:30, I faced the greatest TESOL 2007 challenge of all. Along with two colleagues, I presented a Discussion Group. No tomatoes were thrown; no one walked out in a huff; strangers smiled, nodded, and made supportive eye contact with me as I shared my experiences as an ESOL instructional coach. Afterward, several teal bag carriers came up to trade e-mail addresses with me and I thought, "This is seriously fun!"

I admit I did take some time away from the convention to watch the fish flinging in the Public Market, channel Dr. McDreamy on the ferryboat to Bainbridge Island, eat salmon sushi in a dark restaurant, and drink coffee nervously on the observation deck of a wind-blown Space Needle. I also saw some teal bags in those places, and I asked their carriers to take my picture (and I took theirs).

On the way home, I changed planes in the Detroit airport, alongside hundreds of other TESOLers. Riding down an escalator there, I heard a man beside me talking on his cell phone. "I'm surrounded by dozens of people carrying these teal tote bags. Evidently, everyone is coming back from the TESOL convention today." I grinned at him unabashedly, as I gripped my tote, proud to be counted as a TESOLer.

When TESOL 2008 commences in New York City, Pamela Hickey will be an elementary ESOL teacher for Prince George's County Public Schools and a doctoral student in Second Language Education and Culture at the University of Maryland, College Park. She hopes to see you at TESOL 2008!


Tides of Change: Metaphor for Lesson and Session Design

Arieh (Ari) Sherris, EEIS Chair, ari@cal.org

The 41st Annual TESOL Convention in Seattle, Washington, was a rich experience with a wide variety of sessions enjoyed by nearly 8,000 participants. I want to take this opportunity to explore the important theme of this convention once again—tides of change—because it resonates with what we do in our classrooms and, as I argue, with the sessions we propose for the 42nd Annual TESOL Convention planned for New York City in April 2008.

Tides of change as a topic provides us with a metaphor that represents both regularity and variety. Tides recur in a regular fashion and they vary with the local seascape—such as the depth of water, as plenary speaker Diane Larsen Freeman aptly pointed out.

Lessons for Young Learners

Designing lessons for young second and multilingual language learners includes planning regularity and variety into the classroom experience. These two antinomies guide the design features of our best lessons. The routine in those lesson designs promotes trust and security; the variety stimulates creativity and inquiry. Finding the optimal balance for each learner indeed becomes the measure of our success. No doubt, too, finding an optimal balance is the most difficult task when individual learner differences are brought out during our regular and explicit discoveries of the varied prior knowledge and prior skills that our students access to shape their learning.

In our best lessons, students are not required to leave their prior knowledge and skills at the door. Instead, they explicitly reacquaint themselves with what they know and their ways of knowing (or skills). Good teaching puts these at center stage and this practice repeats itself very much like tides. However, the variety that is exposed becomes our greatest challenge.

Moreover, the tension between routine and variety generates changes in our lesson design while we teach. These changes are the thousands of unplanned decisions we make spontaneously in a sort of ongoing and quite dynamic assessment of the needs of our students. The tension also generates reflection after a teaching event and influences the way we write up our plans for our next lesson.

We have chosen one of the most difficult professions because tinkering with the balance between regularity and variety is a constant, regular practice—again, much like the tide. As we all know deep down, we are really only as good as our last lesson—very much a balancing act during which we are sensitive to many factors that appear on the faces of our students, in the things they say and write, and through their behavior and interaction with others. Good teaching is very close to individual learner variability. Like the tides of change in our profession, lesson design shows us a complex picture of what we do and how we do it. We would no less forgo variety than we would a routine. This is no less true of the best TESOL convention sessions either!

Writing a Proposal for the 42nd Annual TESOL Convention

Regularity and variety should be part and parcel of your proposals for next year, too. Don't leave them behind and assume they are unnecessary during a TESOL session. The regular part is what you plan to say and demonstrate because you can practice that part before you present it. However, variety cannot be practiced—it's more complex; it arises spontaneously. It is situated in the event as it transpires! And it often arises from the ways you choose to involve and engage your audience—transforming them into participants.

One way to build in variety is to plan interactive tasks in different grouping configurations. One example from the Seattle TESOL convention was a colloquium called "You'd like to know more about research . . . ?" The colloquium was 1 hour and 45 minutes long and included 10 panelists, all researchers.

Each panelist was given only 3 minutes to talk about his or her kind of research. Next, the audience was asked to discuss topics and research questions in small groups of two to four persons sitting near one another. This lasted 15 minutes. After that, the audience was invited to pose questions to the panelists for 30 minutes. Finally, the panelists dispersed themselves around the room and the audience spontaneously moved chairs into circles around each panelist. Groups of people continued to discuss the particular kinds of research each panelist had introduced at the outset of the session, although this time in greater depth. Each of us in the audience had an opportunity to enter into a discussion with a panelist whose research was of particular personal interest.

What lessons can we learn about this TESOL session design? First, organize your sessions with others. Today there is no excuse. The Internet makes it easy. Find collaborators. You might even use our EEIS e-list to do that. Second, include different perspectives, different ways of framing topics. In this session, for instance, no two panelists shared the same list of so-called "hot topics," perhaps indicating we are in a post-hot topic era. Third, organize the session so that the audience has time to discuss your topic from their perspectives. Even a 45-minute paper can be punctuated with three or four opportunities for your audience to turn to a partner and discuss a question. Finally, build in question-and-answer periods. Don't overlook these. They stimulate thought. They also link the prior knowledge of members of the audience to your topic. And they provide you with opportunities to fine-tune your ideas to specific members of your audience.

I hope I have illustrated how regularity and variety, like the tides of change in our profession, are important processes in lesson design and session planning. I also hope I have inspired you to plan a TESOL session about young learners and language teaching and learning without setting an agenda. Our world is really much more complex than the tyrannies of hot topics. My hot topics and yours might be very different. TESOL and EEIS benefit from this plurality.

Arieh Sherris is a research associate at the Center for Applied Linguistics, Washington, DC, and current EEIS chair.


Lessons From TESOL 2007 in Seattle

Judie Haynes, judieh@optonline.net

My visit to Seattle for TESOL 2007 had its highs and lows. I learned some lessons that were not the educational ones that you would normally associate with attendance at an international conference. I'd like to share this experience with you.

Monday evening, March 19
"What do you mean, you don't have my reservation?!" I said to the desk clerk at the Sheraton in Seattle. I arrived in Seattle early in the evening. Seattle hotels were packed and none of the large hotels near the Convention Center had any rooms left. After I calmed down, I needed to make a decision: Stay at the Sheraton on a day-by-day basis and hope they had cancellations each day or go to a small hotel five blocks from the Convention Center. I decided on the latter. The Sheraton Hotel front desk clerks were very helpful and sympathetic. They made all the arrangements and sent me off in a taxi. My first lesson from this trip was to always double-check reservations with the hotel when the original arrangements are made by a third party.

Tuesday, March 20
I eagerly anticipated seeing my friends and colleagues on the Essential Teacher (ET) board. Newly elected to the Nominating Committee, I was also looking forward to making new friends. I spent the morning with the Nominating Committee and the afternoon with the ET staff. We were informed that the TESOL board was considering cutting the quarterly publication to three issues so the discussion was quite heated.

Late Tuesday afternoon there was a meeting of the EEIS Steering Committee and I had a reunion with another group of old friends. I also picked up my EEIS session guide and button.

Tuesday night the ET board went to dinner and talked about the future of ET and of TESOL. Aside from our regular crew of writers and editors, others who had recently published an article in ET joined the group for dinner. It was a fascinating experience to talk to and exchange ideas with TESOL members from Korea, Japan, China, and the United Arab Republic.

Wednesday, March 21
I spent a frustrating morning trying to get into EEIS presentations. People were spilling out the door for most of the sessions held in the Convention Center. I attended an 8:30 a.m. session where I found a seat but after that could not get into elementary workshops. My own session at 3:30 p.m. was packed. There were over 100 people in a room that sat 80. Attendees kept trying to come in but had to be turned away. I was relieved, however, that the PowerPoint presentation went off without a hitch. This was the first time TESOL presenters had free access to this technology. I've decided that I will never again present with overheads.

Wednesday evening is always the most enjoyable time for EEIS members. We see all of the regular EEIS attendees at the annual business meeting and renew friendships as we greet new members. Many TESOL past presidents and board members, who are also EEIS members, attend the business meeting. This year EEIS past chairs—Linda New-Levine, Betty Smallwood, Beth Witt, Carlyn Syvanen, Nancy Cloud, Judith O'Loughlin, Keiko Abe-Ford, and myself—attended the meeting. Mary Lou McCloskey, who is not only a TESOL past president but also an EEIS member and chair-elect, was also present at this meeting. After our business meeting, EEIS members are invited to go out to dinner together. This is a tradition that started when Betty Smallwood was EEIS chair in New York City many years ago. Over 20 of us crowded into the Italian restaurant. It was the first visit to TESOL for a great many of the dinner attendees. What a great way to meet everyone! It was a perfect opportunity to network and put faces to the names of people we knew from the e-list or from other e-mail communications.

Thursday
Disaster strikes! On Thursday morning I was to attend the ET workshop to prepare new writers for publication. It was raining so I took a cab. When I arrived at the Convention Center, I looked in my TESOL bag for my purse to buy breakfast, but my purse was gone along with my credit cards, passport, address book, checkbook, and driver's license! I had no ID and no money. I was in a panic! I calmed myself by remembering that I hadn't been hurt and I didn't have a fatal disease.

People were so wonderful to me. A TESOL attendee who was a complete stranger paid for my breakfast when I realized my purse was gone, and Kendyl Linn-Sanchez at the Convention office calmed me down and made many phone calls to taxicab companies. She looked up phone numbers and even let me call my husband on her own cell phone. My husband, of course, got stuck with calling all of the credit card companies and our bank.

Fortunately, my cell phone needed to be charged so I had left it in my hotel room. At least I had all my phone numbers. I kept telling myself that this was only an inconvenience. It was not the end of the world. Fortunately, ESL teachers are flexible, as they have learned to go with the flow every day in their classrooms. That characteristic helped me during this crisis.

After all of these years of traveling without incident, I was stranded. I had no identification and no money. It was an unsettling feeling. My friend Debbie Zacarian said to me, "I believe you need to rethink what you carry in your purse."
"This is what I carry every day," I answered.
"How is that working out for you?" she replied.
Of course, she was absolutely right.

It's difficult to get money without any identification. Debbie lent me money and later helped me cash a check that my husband had wired to me. The banks refused to cash a third-party check and Debbie kindly put it through her own bank account. Later in the day, I realized that my allergy medication had been in my purse. Phil Less, whom I had just met on the Nominating Committee, gave me an extra inhaler he had in his pocket.

These are the lessons that I learned from this incident.

  • The purse that you carry every day should not be the one you use when you travel. Only carry what you absolutely need each day.
  • Don't stay in a room that does not have a safe for leaving things behind. Always leave some money, a credit card, and some form of identification in your room.
  • Photocopy all of the documents that you take on a trip and keep them in a separate place.
    Don't bring your passport unless you are going out of the country; if you are, then make a photocopy of the front page and the visa for the country that you are traveling to and leave that in your suitcase separate from the actual passport.

Friday
I attended some excellent sessions on Friday including the outstanding EEIS-sponsored author session Friday afternoon. Friday afternoon, I made a formal police report and they faxed me a copy. I was told that I could board the plane Saturday morning with the police report. Friday night, I ate dinner at a Mexican restaurant with a new friend from China, Ying Fang. I introduced her to Mexican food and showed her how to eat fajitas. We had a wonderful time.

Did I leave Seattle with a bad taste in my mouth? No! Everyone was so helpful. Seattle is a superb convention city and the restaurants are wonderful. It was great to see all of my colleagues and friends. I always leave TESOL feeling revitalized by the exchange of information and the professional development afforded by attendance at workshops. This year I left Seattle with professional development experiences and an important life lesson.

Judie Haynes teaches elementary ESL at Rivers Edge School in New Jersey. She is a frequent speaker at TESOL, columnist for the Essential Teacher, author of "Getting Started with English Language Learners," and a long-term supporter of EEIS.


Notes From TESOL Convention in Seattle 2007

Janice Cate, esol115@yahoo.com

I was looking forward to attending the convention in Seattle since I had had a great time in Seattle when the TESOL convention was there last in 1998. This time I had volunteered to bring student artwork for the Elementary Education Interest Section booth. My students were excited that teachers were getting to see their art, but were concerned about when I would return the art to them. Another difference in this convention was that my new principal was coming along with the director of ESL for my district.

I got to Seattle early and took the students' art to the EEIS booth. Ede and Dino were setting up the booth later and I had a meeting to attend, so I left the portfolio with the student art at the booth. When I returned, the booth was decorated and ready for convention-goers.

Back at my hotel room I looked through the convention book for names of people I knew were good presenters. I always try to hear some new and some familiar presenters. I also had to work around the EEIS meetings and my own sessions.

My coworker Anne Matheny and I presented on Wednesday afternoon. Our session was entitled "Literature Study Works!" We found the room and set up our materials for our session. Our principal, Nikki, and my director, Vicki, were flying in at noon and we wondered if they would be able to get from the airport to the convention center in time. Our room began to fill up. Friends from our district and state were there. We saved two seats for Nikki and Vicki. It was time to begin and the room was full. Some attendees were standing and others were sitting on the floor. Still we saved two seats. Just as we started our presentation our administrators wheeled their luggage into the room! They had made it. The rest of the session is a blur now. We received lots of favorable comments and all our handouts were taken. Anne and I felt it was a successful presentation.

We checked back at the EEIS booth and were delighted that Jennifer Brown, EEIS chair, had bought a small book for people to write comments to the students about their artwork. It was a great idea. Many people took the time to write and our students enjoyed reading the comments.

Thursday at 7:30 a.m., Vee, Jun, Lifei, and I led a Discussion Group entitled "What to Do When ELLs Cannot Read." It was different from Discussion Groups I have attended at other TESOL conventions. Usually Discussion Groups are attended by 5 to 15 people. The leaders just direct the discussion and everyone gets a chance to talk. I have learned a lot from this type of sharing of ideas. This time the room was packed. We were surprised by the number of people who had gotten up early for this session. The plan to let everyone talk had to be altered. We had not prepared to do a presentation, so we tried to have a modified discussion. Other discussion sessions I attended were also full.


Janice Cate, Nicole Menotti, Vee Govan, Vicki Davidson, Anne Matheny, Jun Li, and Lifei Ji. All are teachers for Jackson Public Schools in Jackson, Mississippi.

Many of the sessions I planned to attend were full when I got there. That is a great feeling when you are a presenter, but very disappointing when you want to hear a speaker and the room is too full.

We have two EEIS meetings to plan for the 2008 convention. One concern that many expressed was the need to have larger rooms for our EEIS sessions. Like sessions at which I presented and others I attended, many of the EEIS sessions were congested. We hope to have more of the EEIS sessions in one section of the convention center so that if a session is full, there are others nearby for convention-goers.

Janice Cate is EEIS chair-elect and a lead ELL teacher in Jackson Public Schools, Mississippi.


Making Connections: A Visitor From Sri Lanka

Judie Haynes, judieh@optonline.net

Janet Orr and I met at TESOL over 10 (maybe even 15) years ago and we have seen each other nearly every year at TESOL EEIS meetings and workshops. Soon after TESOL 2007, I received an e-mail from Janet, who is presently living in Sri Lanka where she works as an education specialist for the U.S. Agency for International Development. Janet asked me if I could host a visitor from the Ministry of Education in Sri Lanka, who requested to visit a school in New Jersey on April 13. I was a little tentative about having visitors because we have a huge amount of construction going on in my school district. Many classrooms are a mess because teachers are trying to pack up their classroom and teach at the same time. The administrators, however, were delighted to host a visit from Mr. Hewage (hay-wa-gay) and his wife, Darshini. Ministry of Education Secretary Hewage was to be in New Jersey before attending a World Bank meeting in Washington, DC.

What a wonderful opportunity this was for us! Fourth grade students prepared questions to ask Mr. Hewage after they researched Sri Lanka. The students were so enthusiastic and asked dozens of questions. Both Mr. and Mrs. Hewage provided information about their country and its people as they talked with the students in an informal setting. We learned a lot about life in Sri Lanka.

We took the Hewages to see the Discovery Room, an elementary school science center; the library; the computer room; and some classrooms. One of our second grade teachers taught a lesson on poetry using "Reading Workshop" methods. During this visit second graders were discussing their schema and making inferences about the poem. Mr. and Mrs. Hewage also visited a third grade French class, an ESL class, and a preschool handicapped class. They observed students using wireless laptop computers in the classroom.


Fourth grade class at Roosevelt School in River Edge, New Jersey, with Ministry of Education Secretary A. Hewage and Mrs. D. Hewage.

This wonderful visit was possible because of the personal connection between Janet and me, an affiliation that came from our participation in EEIS activities at the TESOL convention each spring.

Judie Haynes teaches elementary ESL at Rivers Edge School in New Jersey. She is a frequent speaker at TESOL, columnist for the Essential Teacher, author of Getting Started with English Language Learners, and a long-term supporter of EEIS.


Announcements and Information The EEIS Web site and E-list

Take a look at the EEIS web space on the TESOL Web site: http://www.tesol.org/s_tesol/seccss.asp?CID=307&DID=1812

Are there ways that we can make it better? Discuss it on the EEIS e-list. Visit this list online at http://lists.tesol.org/read/?forum=eeis-l.


Position Statement on Teacher Credentialing for Teachers of English to Speakers of Other Languages in Primary and Secondary Schools Click to view the article. [PDF]
About This Member Community Elementary Education Interest Section: Officers and Leaders 2007–08
Chair Arieh (Ari) Sherris ari@cal.org
Incoming Chair Janice Cate esol115@yahoo.com
Immediate Past Chair Jennifer Brown jdbrown97@frontiernet.net
Secretary Sandra Cox scox@u-city.k12.mo.us
Historian Betty Smallwood betty@cal.org
Newsletter Editors Sandra Cox scox@u-city.k12.mo.us
and Janet Orr jkorr@tealservices.net
Steering Board Members
2008 Janice Cate esol115@yahoo.com
Dino Salin dino.salin@feps.edu
2009 Carol James afn39310@hotmail.com
Laura Lukens rslukens@smsd.k12.ks.us
2010 Tokiko Tanaka to-tanaka@mx2.ttcn.ne.jp
Christel Broady christel_broady@georgetowncollege.edu
Committees
Nominating Committee Jennifer Brown, Chair
Judie Haynes
Nancy Cloud
Dino Salin
Ede Thompson
International Concerns Keiko Abe-Ford
Literacy Judie Haynes, Susan Litt, Linda New-Levine, Anne Matheny, Marina Moran
Research Jake Kimball, Mary Lou McCloskey, Thomas Salisbury
Sociopolitical Concerns Monica Schnee
Special Education Leslie Kirschner-Morris
Convention Guide Sandra Cox
Technology
Electronic Mailing List Judy O'Loughlin joeslteach@aol.com
Web Content Manager Jake Kimball ilejake@yahoo.com
Noncommittee Designations
Literacy Buttons Christine Pankonin
Hospitality Booth Ede Thompson
Art Dino Salin

EEIS News—Call for Articles

EEIS News is soliciting articles on research and classroom methods, materials, and practices related to English as a second or foreign language in any elementary education setting.

EEIS News welcomes articles that apply to classroom situations and that focus on ESL/EFL classroom practices/instruction, second language acquisition, language assessment, advocacy, administration, parent/public concerns, and other related areas. In light of the newsletter's electronic format, authors are encouraged to include hyperlinks.

Submission Guidelines

Articles should

  • include a title, author, and author's e-mail address
  • be no longer than 1,500 words
  • include a one- to three-sentence (approximately 50 words) abstract
  • contain no more than five citations
  • follow the style guidelines in the Publications Manual of the American Psychological Association, Fifth Edition (APA style manual)
  • be in MS Word or ASCII format

Please direct your submissions and questions to

Janet Orr
jkorr@tealservices.net
or
Carlyn Syvanen
syvanenx@teleport.com

EEIS News Publication Schedule

July 15 Submissions due to EEIS News editors
August 15 Compiled EEIS News submitted to TESOL for copyediting
September 15 Newsletter distributed to EEIS members

January 15 Submissions due to EEIS News editors
February 15 Compiled EEIS News submitted to TESOL for copyediting
March 15 Newsletter distributed to EEIS members