HEIS News

Volume 29:2 (August/September 2010)

by User Not Found | 10/25/2011
In This Issue...
  • Leadership Updates
    • Letter From the Chair
  • Articles
    • Collaborative Activities for Integrating Research Into Second Language Academic Writing
    • Speaking Requirements in University Classes and Implications for English Language Learners in IEP Programs
  • Reviews
    • Making Listening a Visual Experience: A Review of Contemporary Topics 2: Academic Listening and Note-Taking Skills (3rd ed.)
    • Building Academic Listening Skills: A Review of Learn to Listen, Listen to Learn: Academic Listening and Note-Taking (3rd ed.)
  • News From EFL Settings
    • International Higher Education Collaboration Between a U.S. and a Vietnamese University
  • Computer Technology
    • Filtering Technology: Making the Best Tech Choices for the Classroom
  • Community College Concerns
    • Transitioning ESL Adults to College Work
  • About This Community
    • TESOL ESL in Higher Education Interest Section
    • Call for Submissions
    • Call for Book Review Submissions
    • Call for Computer Technology Submissions

Leadership Updates Letter From the Chair

Heather Robertson , HEIS Chair 2010-11, University of Southern California, heatherr@usc.edu

Greetings new and continuing HEIS members! Our interest section is the third largest in TESOL, with 914 primary members. In this letter, I will be reviewing the 2010 TESOL Convention in Boston and updating you on new developments in our interest section.

TESOL 2010

HEIS was well represented at TESOL in Boston, with 58 presentations. In addition to member presentations, we had an informative Academic Session about the HEIS, its membership, and its needs as well as two well-attended InterSections. The first was on generation 1.5 students in higher education, in collaboration with the Second Language Writing IS, and the second was on transitioning immigrant adults from adult ed to community college to university programs, in collaboration with the Adult Ed IS. There were also HEIS meetings and the HEIS information booth. Our open business meeting included a dynamic discussion of current issues and initiatives. The minutes of the HEIS open meeting are available on the HEIS section of the TESOL Web site. Thanks to all of the HEIS members and member volunteers who attended these events and helped make TESOL 2010 a success.

HEIS ELECTIONS SCHEDULED FOR FALL 2010

The HEIS elections will take place in fall 2010, a continuation of the new election schedule instituted in 2009. This will allow newly elected officers more time to plan for the convention and secure convention funding. Look for a call for nominations on the HEIS e-list. Here is a list of the current HEIS leadership:

Immediate Past Chair: Shawn Ford

Chair: Heather Robertson

Chair-Elect: Debbie East

Assistant Chair: Susan Olmstead-Wang

Members-at-Large: Jillian Haeseler, Kim H. Song, Brian Rugen, Alan D. Lytle

Secretary: Cem Balcikanli

Newsletter Editor: Maria Parker

E-list Manager: Karen Stanley

Historian: (Open)

Web Site Manager: Karen Stanley

Membership Coordinator: Tracie D. Justus

I would like to extend a hearty "thank you" to Shawn Ford, who served as chair for the past year and organized a great set of convention presentations. Special appreciation goes to Karen Stanley, who has taken on not one but two important tasks: e-list management and Web site management. Our e-list has been one of the most active in TESOL. Thanks also go to the other HEIS steering board members, who have been essential to the smooth running and development of HEIS. Veteran steering board members have kindly mentored incoming officers and have provided expertise and continuity in our leadership.

HEIS PROPOSAL REVIEWER VOLUNTEERS

We are very grateful to the people who volunteered to read convention proposals for TESOL 2010. Every year just after the annual convention, TESOL members and ISs gear up to submit and review proposals for the following annual convention. It is the responsibility of every IS to review the proposals submitted to their particular IS. This year's proposal review process went very smoothly, thanks to the 65 volunteers who did their assignment in short order. HEIS had 215 proposals to review, each needing three reviews. With 65 reviewers who each had 10 or fewer proposals to read, no single reviewer had a heavy load of proposals. It is notable that only 25 proposals were from community college presenters. Because HEIS represents both community college and university members, I encourage more community college members to submit proposals to the next convention. I would like to thank the following for their service to HEIS:

Alice Lee

Adrianne Ochoa

Alfredo Urzua Beltran

Alton Cole

Amel Aladwani

Ana Ceclilia Rimola

Andrea B. Hellman

Angela Dadak

Ann Wintergerst

Beth Ernst

Bill Teweles

Brett Reynolds

Christina Quartararo

Carmen Roman-Murray

Cem Balcikanli

Christine Winskowski

Christopher Roe

Cindy Janssen

Carol Cochsner

Craig M Machado

Denise Johnson

Dennis R Bricault

Donald Weasenforth

Eve M. Fonseca

Frank Noji

Frank Smith

Genette Ashby-Beach

Hayriye Kayi

Hyunsoo Hur

Ildy Porter-Slucs

John Graney

Jose Carmona

Kelly Wonder

Karen Stanley

Kim St. Charles

Lara Ravitch

Linda Barro

Linda Foley-Vinay

Lora Yasen

Lynne Bost

Marcia Bronstein

Maria Ammar

Maria Parker

Marianne Hsu Santelli

Marilynn Spavetna

Marta Dmytrenko-Ahrabian

Mary Beth Haan

Mary Helen Lanaghan

Mary Lynn Klingman

Molly Lewis

Nancy Pederson

Patty Heiser

Rob Filback

Ruby Costea

Ruth Griffith

Ryan Richardson

Stuart Landers

Susan D Bosher

Susan Olmstead-Wang

Tara Smith

Terry Pruett-Said

Tony Silva

Tyrone E. Marsh

Yi Ting Alisa Tu

You Jin Kim

Zeinab Samak


TESOL 2011 PREPARATIONS

The HEIS governing board has planned several special sessions for HEIS members at TESOL 2011, including

  • An Academic Session on awarding college graduation credit for ESL
  • An InterSection with the Applied Linguistics IS on linguistic features of academic writing
  • An InterSection with the Computer Assisted Language Learning IS on online learning
  • An InterSection with the Intensive English Programs IS on the role of IEPs in higher education

We hope you plan to attend these wonderful HEIS sessions, mark these events in your program booklet, and bring a colleague or three with you!

In addition to these special events, because we are one of the largest ISs, HEIS will have a large number of various kinds of regular member-proposed sessions, from 20-minute teaching tips to full-session demonstrations and papers to double-session colloquia-a wide range of informative sessions to appeal to the diverse interests and needs of HEIS members.

IN CLOSING . . .

I'm looking forward to working with you over the coming year and to seeing you at TESOL 2011 in New Orleans.

Heather Robertson has a doctorate in education from the University of Southern California (USC). She has been teaching ESL in higher education settings since 1979, both in the United States and overseas. She is currently teaching in the USC intensive English and master's in TESOL programs. Her research and teaching interests include English for academic purposes and online education.



Articles Collaborative Activities for Integrating Research Into Second Language Academic Writing

Suzanne Davis, su.davis@live.com, and Diana Lynch, lydirose@gmail.com

Lee came to the writer's conference nervously gripping his short research paper on global warming. He handed it to his writing teacher, Anne, saying, "I worked really hard on the research, and there are a lot of sources in my essay." When Anne read the essay, she saw there was a lot of research. She found large chunks of direct quotation throughout the paper, without any explanation of what the research proved. When she finished reading the essay, she expressed that he did include a lot of direct quotations and he did cite them. "Yet," she began, "what do you think the evidence in your paper shows or what ideas do you have about what you wrote?" Lee looked down at his paper and said, "I don't know. I can't understand all the words, and I know I can't write about the research using any better words than the author."

INTRODUCTION

Lee, a student in Anne's Capstone Research Project writing class, was experiencing the same struggle as many of the ESL students in our pregraduate transition program: difficulty comprehending and writing about research. Lee told Anne that he did not have the language skills to fully understand what he was reading, nor did he have the words and structure to integrate research into his own writing. Thus, he felt he had no choice but to include large chunks of research into his writing and hope it would support his thesis.

With the goal of giving our students more choice in academic writing, we set about changing our objectives and designing a series of low-risk collaborative writing activities meant to increase focused practice, scaffolding, and feedback. These activities were implemented in our high-intermediate research writing class. Our objectives were for students to be able to decide what evidence was relevant to their research questions, and to determine the best ways to organize the research. In addition, we wanted students to learn moves in rhetoric and language in order to better blend evidence in their writing. Our lessons involved frequent group work, access to reference guides or templates, and peer and teacher feedback. The group work in these activities allows for significant expansion of vocabulary, oral discussion of meaning, and ways of clarifying and verifying knowledge (Reiss, 2005, p. 96). Some of these ideas serve as short mini-lessons, some are whole-class-period activities, and some can become routine class activities. All of the collaborative writing can be modified to individual writing.

COLLABORATIVE WRITING ACTIVITIES

1. Developing Evidence, Reasoning, and Writing

This activity helps student develop metacognitive skills and provides practice integrating research into writing. The teacher starts by distributing quotations from texts that students have previously read in class. The texts should be centered on a theme, such as gender, education, or intercultural communication. Next, the students are encouraged to read each quotation and discuss its meaning. The teacher asks students to imagine that they are writing a research paper and need to decide if they should paraphrase, quote, summarize, or discard the evidence in front of them. Students hold discussions with their group members in order to present and explain their reasoning. The teacher can prompt students with questions: What evidence would be good to use and why? How would this evidence be used in a research paper? These questions and group responses can be part of a whole-class discussion about strategy and planning when writing a research paper.

In the next phase of this exercise, each group breaks off into pairs and writes a paragraph, carefully integrating their evidence with their own writing. Students are encouraged to use a reference guide (we use A Writer's Reference by Diana Hacker) with a list of introductory phrases and concluding phrases. After pairs have completed their paragraphs, they move into larger sharing groups. Pairs read aloud and receive feedback from group members on content development, language used, and other topics.

2. Paraphrasing and Summarizing Mini-Lesson

A variation of this exercise is to use projection in the classroom. The teacher projects a piece of evidence along with the correct citation and instructs the students to pair up and talk about what the source means. The students discuss the source until they understand the meaning. Next, the teacher shuts off the projector and asks the students to write a paraphrase or summary. The students use this paraphrase or summary and write a paragraph integrating their evidence with their own writings.

3. Quotation Sandwich

Teaching research writing has led to many creative ways of presenting research techniques; one such creative and original way is the quotation sandwich. A quotation sandwich is a visual representation of how to marry quotation with rhetorical language. The teacher presents the visual of a sandwich and writes within the three sections of the sandwich the following: (1) introduce the evidence, (2) include the evidence, and (3) explain the importance of the evidence (see Figure A). Graff and Birkenstein (2009) provide a useful template that helps students to use appropriate language moves when crafting direct quotation. First, students can introduce the quotation using the template language from They Say/I Say, which includes templates with formulaic expressions such as "According to X" or "X states" (Graff & Birkenstein, 2009). Then, students can use the templates to build their own quotation sandwiches. The explanation of a sandwich allows the students to understand the organization easily and become comfortable with unfamiliar language structures. Students begin to see their own writing within a sophisticated framework and build confidence as academic writers.

4. Article Discussion Groups

Article discussion groups are a very good way to help students analyze research and describe it orally before putting their ideas on paper. Each discussion group consists of three or four members, one of whom serves as the discussion leader for the week. The discussion leader finds a short (2-4 pages) article with research and distributes it to the group members 2 days before the discussion. Next, the leader prepares four to six discussion questions that include main idea questions, specific textual questions, and reader opinions.

On the day of the discussion, groups have a 20-minute conversation that consists of questions, responses, and comments from all members. Afterward, they share a final summary of the points they discussed with the class. At the end of the activity, students are asked to write individual responses on what they learned from the article.

Using this activity regularly gives all readers in a group a chance to read and analyze the meaning and significance of different articles. Students can decipher, discuss, and debate specific points. The activity allows students a chance to build up a collection of sources for their own research papers.

5. Research Paper Introductions

This activity challenges students to understand the evidence in a research essay and identify a thesis statement without an introduction. Students receive a short model research essay with the introduction blocked out. If the topic is unfamiliar, it is helpful to introduce the topic of the essay with a warm-up that will activate schema such as a KWL chart. A KWL chart is a three-column chart in which students generate what they know about a topic in the Kcolumn, what they want to learn about a topic in the W column, and at the end of the activity what they have learned in the L column (Reiss, 2005, p. 86). Next, the teacher asks the class to read the body and conclusion of the essay and try to figure out the essay's thesis statement. The teacher can pair them up and ask students to discuss how the essay is organized, what the author demonstrates, what the thesis might be, and any compelling evidence.

After a brief discussion on the essay they read, the teacher asks the paired students to write an introduction for the essay. When the pairs finish writing their introductions, they can be placed into large groups to share their writings and their planning and receive feedback.

CONCLUSION

In this article, we advocate an approach that includes repeated low-risk practice with identifying relevant research, strategizing how to organize research, and blending research with one's own ideas. Providing students with scaffolds such as the quotation sandwich template and other rhetorical move templates (the text They Say/I Say contains useful templates) guides students and shows them several options that they can adapt. Peer collaboration provides students with new ways to understand and construct meaning. Our goal is for our students to find choice in how they write about research: choice in what research to use, how to organize it, and, finally, choice in how they can use research to support their own ideas.

REFERENCES

Graff, G., & Birkenstein, C. (2009). They say/I say: The moves that matter in academic writing. New York, NY: W. Norton & Company.

Reiss, J. (2005). Teaching content to English language learners: Strategies for secondary school success. White Plains, NY: Pearson Education.

Suzanne Davis is a former ESL instructor for the Global Pathways Program at NortheasternUniversity where she taught ESL writing and reading classes. Her areas of interests are first and second language literacy acquisition, and she will begin the doctoral program in reading at the University at Albany in fall 2010.

Diana Lynch is a senior lecturer for the Global Pathways Program at NortheasternUniversity where she teaches Capstone Research Project and reading and writing. Diana presented at the 2010 TESOL Convention and is currently working on further teacher workshop presentations.


Speaking Requirements in University Classes and Implications for English Language Learners in IEP Programs

Sigrun Biesenbach-Lucas, biesenbs@georgetown.edu, and Renee Feather, Renee.Feather@du.edu

In most ESL academic listening/speaking courses, students practice listening and note-taking skills as well as discussion strategies guided by popular textbooks (e.g., Beglar & Murray, 2009; Dunkel & Pialorsi, 2005; Espeseth, 1999; Lebauer, 2000; Sarosy & Sherak, 2007). Students work through content-based lessons, listen to recorded lectures, and complete comprehension, vocabulary, note-taking, and lecture organization activities. Listening tasks are complemented by practice in oral interaction skills needed in small-group discussions in university classrooms (e.g., stating opinions, agreeing/disagreeing, confirming someone's point, summarizing). Some books also encourage learners to end a unit with a topic-related oral presentation. This approach often involves discussion or presentation of largely trite ideas on unoriginal topics such as abortion, the death penalty, and global warming. The ESL text typically does not provide much guidance and support, and such classroom discussions and presentations rarely require application and integration of sources other than personal experience and background knowledge. However, these activities are in marked contrast to anecdotal evidence from our students (former students and students in audit courses) who indicate that professors in undergraduate and graduate classes require them to engage in both spontaneous and preplanned group discussions in which they have to apply and debate principles raised in lectures. In addition, students may be required to give oral presentations, often in groups, and are expected to demonstrate learning and critical thinking by applying principles taught in the class in the assigned presentation task.

In order to find out what speaking requirements typically exist in university classes and to compare what professors expect with what is taught in ESL classes, we examined approximately 70 undergraduate and graduate syllabi from several major universities, representing various academic fields, for speaking requirements in university classes. We found both similarities and differences in expectations for undergraduate and graduate students. Our findings indicate that oral participation in class can have a range of definitions, including discussion by the whole class or small groups and various presentations. The findings further show that an array of speaking assignments in university classes were similar for undergraduate and graduate courses: Students are expected to participate and contribute to class discussions through questions and comments; students are often required to attend extra discussion sections for a course; students are expected to participate in group discussions and group presentations; in many courses, students need to present a chapter from their textbook or an outside article; and, in several courses, students have to be prepared to lead a class session.

Presentations--individual or group--for which many ESL programs do prepare their students are a staple in undergraduate and graduate courses. Presentations are typically based on materials assigned for reading, but they can be based on a written paper (often the final term paper) or they might--as in the case of some business and engineering classes--involve creation of a marketing plan or design of a project. Presentations can occur during the semester as well as at the end; however, a surprising aspect is that while the professors typically prescribe preparation of written papers in detail, how to prepare and deliver a presentation (including both PowerPoint slide preparation and oral delivery) is rarely addressed or explained. With the exception of the expected time limit students are, in fact, expected to know what an oral presentation involves, yet anecdotal evidence confirms that even native speakers often have little idea as to how to compose effective PowerPoint slides and are equally uninformed as to how to effectively deliver a speech and what to say as they transition from point to point. In the intensive English program in which we both have taught, oral presentations represented a definite focus; participation counted in students' assessment, but with almost no clear participation parameters defined.

As might be expected, we also found differences among speaking requirements in undergraduate and graduate courses. Professors of undergraduate courses indicated in their course descriptions that they might randomly call on students for contributions during class to check on preparation; we also found debate to be a speaking task prevalent in undergraduate courses. In contrast, professors of graduate-level courses engage their students in role plays, panel discussions, oral final exams. In graduate level business courses, professors also require team case studies, briefings, and elevator speeches. ESL classes also might address this range, with panel discussions, briefings, and elevator speeches perhaps occurring less frequently than some of the other speaking tasks.

THE ROLE OF PARTICIPATION AND QUESTION PREPARATION

Let us now turn our focus to how ESL courses can/should address the speaking requirements identified in our research. Two aspects of speaking requirements in university courses deserve further attention as they are rarely implemented with the same rigor and expectations in ESL classes as in university classes: participation and preparation of questions. As we learned from the syllabi examined for this study, students are expected to participate. Participation implicitly encompasses a range of expected behavior: It includes attending classes, completing assigned readings, preparing questions in advance, making relevant and insightful comments, backing up comments with support (i.e., evidence), expressing opinions, and demonstrating respect for others and their opinions. Moreover, students are expected to demonstrate such participation at every class meeting. In fact, course syllabi typically include very explicit information about the weighting of participation in course grades (8-20%, mostly 10%, in undergraduate courses; up to 40%, mostly 20%, in graduate courses), as well as the consequences of nonparticipation, which in all cases result in a lower grade--in many classes in a guaranteed C or lower. In fact, professors unambiguously state that they track students' participation daily or weekly, assigning appropriate grades. Several professors' comments indicate that they have no sympathy for naturally shy students and that shyness will be a problem in a class that places heavy emphasis on participation and willingness to contribute regularly. Students are expected to participate by demonstrating that they have read assigned material and have sufficiently engaged with the topic by coming to class with prepared questions based on readings and lectures. Such questions must be substantial, thoughtful, and relevant; in other words, high-quality questions are expected. Questions may also be based on students' personal experiences, provided that the connection to the session topic is clear.

WHAT ESL TEACHERS CAN DO

Given the prominence afforded to class participation and question preparation, how can university-based ESL programs adequately prepare advanced-level students for these tasks that are benchmarks of academic readiness? Certainly the course syllabi provide little help in this regard, other than that comments and questions should be substantial, thoughtful, and relevant. Here we offer a number of suggestions as to how ESL teachers can provide preparation for and practice with participation and questions, all grounded in developing students' critical thinking skills.

Strategies for Increasing Participation

First, to help students learn to make contributions in class, as international students read their assigned texts and articles, ESL teachers should have them focus on similarities/differences between their own countries and the United States; later, in regular university classes, such comparisons can give international students an edge over their native speaker classmates. In addition, teachers need to encourage students to constantly make connections to other relevant material (readings, lectures, previous comments, etc.) as this helps them practice synthesizing various pieces of information and demonstrate critical thinking. Another type of connection is to personal experience: whatever students read will invariably provoke a personal reaction, and verbalizing such reactions will help students make a comment. Furthermore, students need to be encouraged to stay alert during class discussions so that they can notice something new that has not already been mentioned; nothing conveys inattentiveness more than repeating a comment that has already been made. Finally, ESL teachers can help students verbalize appropriate agreement and disagreement; however, they need to go a step further and enable students to not merely agree or disagree, but to include reasons as well. Similarly, when students express an opinion, they need to be able to support it.

Strategies for Preparing Questions

Second, ESL teachers can help students come to class prepared with questions by teaching them how to ask appropriate questions about texts and lectures. To be effective, such questions need to go beyond assessing text/lecture content. Bloom's taxonomy (Weil & Kincheloe, 2004), a widely known question framework, will prove indispensable here, particularly the higher order question types, which include application, analysis, synthesis, and evaluation. In addition, a number of Web sites provide very helpful examples and question cues that can aid students in the formulation of good critical thinking questions (e.g., http://www.teachers.ash.org.au/researchskills/dalton.htm). Another helpful resource is Kagan's Thinking Questions (Kagan, 1999), a brief pamphlet that not only contains numerous question cues for higher order questions but also helps teachers distinguish between skinny versus fat questions, high-consensus versus low-consensus questions, and review questions (teachers know the expected answers) versus true questions (teachers do not know in advance what students will answer). In each of these three pairs, the second question type generates more substantive answers and is thus the more desirable question category.

IMPLICATIONS FOR IEP CLASSES

The findings of our analysis of speaking requirements in university classes prompt us to reexamine the content of an advanced communication skills course for ESL students who plan to study in undergraduate and graduate programs at American universities. In such a course in an IEP in which we both have taught, students have traditionally focused on three major goals: listening and note-taking, interactive listening-speaking (i.e., group discussions), and oral presentations supported by PowerPoint. However, in light of the findings on speaking tasks in actual university courses, we feel that this traditional format needs to be modified. The left column in Figure 1 shows the traditional course expectations with respect to these major objectives, and the right column shows the proposed changes.

Current Advanced Communication Skills Course

Proposed Modifications

~ 7 presentations

- individual, pair, group

- poster sessions, standard presentations with PowerPoint

- 1 final individual presentation (same topic as final paper)

Weekly note-taking tasks

- live speakers

- recorded mini-lectures

4-6 recorded interactive discussions, no assigned leader

Change presentation format

- add article presentations, case study, plan/design

Add question formulation

Add group discussion

Change discussion format to discussions based on student-generated questions and comments

- assign and rotate leaders

Add preparation for discussion leader role

- T models Q  ss write Qs   ss write Qs and lead

discussion

Add participation explicitly in assessment

Figure 1. Traditional speaking tasks and proposed modifications in advanced-level ESL course.

As can be seen, the proposed modifications do not imply eliminating presentation, note-taking, or discussion tasks; specifically, the modifications focus on types of presentation, on question generation and discussion session leader tasks, and on participation as a more heavily weighted element in the ESL course. The benefits of such modifications are several:

  • The modified course expectations would be more in line with authentic college speaking tasks.
  • They would allow for new opportunities for practice and improvement and, thus, less opportunity for merely repeating information that the teacher has already given in class.
  • There would be more focus on students' own ideas and critical thinking through original thought.
  • Students would be better prepared overall for their academic endeavors in undergraduate and graduate classes.

In conclusion, university course syllabi examined here reveal that, in addition to expected presentation and discussion tasks, professors place great emphasis on students' regular and frequent participation and involvement through question-raising. ESL teachers may wish to further review these findings or survey university classes in their own institutions for prevalent speaking tasks. If teachers find that university class speaking tasks differ substantially from the current ESL curriculum, consideration should be given to aligning these more closely.

REFERENCES

Beglar, D., & Murray, N. (2009). Contemporary topics: Academic note-taking skills (advanced) (3rd ed.). New York, NY: Pearson Longman.

Dunkel, P., & Pialorsi, F. (2005). Advanced listening comprehension (3rd ed.). Boston, MA: Thomson Heinle.

Espeseth, M. (1999). Advanced listening encounters: Human behavior. Cambridge, MA: CambridgeUniversity Press.

Kagan Publishing and Professional Development. (1999). Thinking questions. Smart Card, KCL:TTQ.

Lebauer, R. (2000). Learn to listen, listen to learn 3: Academic listening and note-taking (3rd ed.). New York: Pearson Longman.

Sarosy, P., & Sherak, K. (2007). Lecture ready 3: Strategies for academic listening, note-taking, and discussion. Oxford, England: OxfordUniversity Press.

Weil, D. K., & Kincheloe, J. L. (2004). Critical thinking and learning: An encyclopedia for parents and teachers. Westport, CT: Greenwood Press.

Sigrun Biesenbach-Lucas has been teaching ESL, linguistics, and ESL teacher-training courses for the past 20-plus years. She has been a TESOL World Teacher Honoree and published in Language Learning & Technology, Computer Assisted Language Learning, and the Journal of Asynchronous Learning Networks , among others. Sigrun is on the editorial board of Language Learning & Technology, where she also served as reviews editor. In addition, she is a site reviewer for the Commission for English Language Program Accreditation and has served as a workshop leader in the TESOL Leadership Certificate Development Program.

Renee Feather has taught English and conducted teacher training, both in the United States and abroad since 1996. She has been active in professional organizations, serving as a board member of the Washington Area Teachers of English to Speakers of Other Languages (WATESOL) and, more recently, as the WATESOL Fall Convention Proposal Cochair. Renee currently serves as a workshop leader in the TESOL Leadership Certificate Development Program and as a site reviewer for the Commission on English Language Program Accreditation, and is an emeritus board member of Language ETC, a nonprofit serving the language needs of the immigrant community of Washington, D.C.



Reviews Making Listening a Visual Experience: A Review of Contemporary Topics 2: Academic Listening and Note-Taking Skills (3rd ed.)

Maria Ammar, mammar@frederick.edu

Kisslinger, Ellen. (2009). Contemporary Topics 2: Academic Listening and Note-Taking Skills (3rd ed.). White Plains, NY: Pearson Education.

With the new third edition of Contemporary Topics 2 come several exciting changes, most of which stem from the fact that DVDs are now available with the textbook. CDs are still available, and both teachers and students may purchase them for their use. Students may use the CDs to review what they have done in class or to do some self-study for this textbook. Teachers who want to emphasize the listening aspect may choose to use the CDs over the DVDs, but they would be missing out on extra activities that are included with the DVDs.

To begin with, Contemporary Topics 2 has an introduction to help explain the goals of the textbook through steps the students will complete in each unit. This introduction can aid students in understanding what they should anticipate in this course. Contemporary Topics 2 is broken down into 12 units, covering topics from disciplines students may choose as a major, such as sociology, culinary arts, or public administration. Students can thus see the relevance of these listening exercises to their own academic goals. Another plus is that the topics include information that is interesting, current, and sometimes familiar to students. Examples of these topics include "Global English," "How We Each Learn Best," and "Building Immunity."

Each unit follows a general sequence, starting with "Connect to the Topic," an activity that has students discuss questions related to the unit's topic. These questions serve as a warm-up exercise and vary-students may answer a survey, discuss their opinions with a classmate, or even examine a situation. These exercises are to give students an idea of what they will be listening to in the lecture. Next is "Build your Vocabulary," in which students get an opportunity to learn some of the vocabulary that may be new for them and will be in the lecture. Example sentences help them to understand the words in context. Afterward, they may be asked to complete exercises to test their understanding, such as matching, fill-in-the-blank, and multiple choice.

Once students have completed the vocabulary section, they are given some tips for note-taking in "Focus Your Attention" Here students get to practice with a very brief listening exercise and a short note-taking exercise before they proceed to the actual lecture. Afterward, they come to "Listen to the Lecture," the heart of the unit, and the first opportunity to play the DVD. Again, students get a question to discuss with each other before proceeding to "Listen for Main Ideas" and "Listen for Details." With both activities, students get the opportunity to answer questions from their notes. Teachers can control the use of subtitles, and can also show students note-taking tips and even instructors' presentation points.

After the lecture, "Talk About the Topic" takes a different turn by having students on the DVD talk about things related to the topic of the unit. There are three parts to this section: a matching exercise between the names of the students on the DVD and their quotes, an exercise for finding the discussion strategy, and discussion questions for students to answer with their classmates.

Near the end of the unit a section called "Review Your Notes" provides further advice for note-taking skills for the lecture. Once students complete this section, they can take the unit test. Last, each unit ends with "Extend the Topic," a section that expands on the topic by giving exercises that go beyond the information given in the lecture. Students may be asked to do another listening activity that is related to the topic of the unit, read further information, or even do some research. These are just some of the possible activities found in "Extend the Topic."

In my high-intermediate academic ESL class, I have been using Contemporary Topics 2 in order to fulfill the listening and speaking requirement of the course, and I have found this textbook to be useful in helping students with both skills. There is a lot of material in each unit, and I usually take two class sessions to cover one unit. The layout of the unit helps keep the students focused and interested, especially with the inclusion of other skills such as vocabulary and reading. The DVDs help my students feel more in touch with the listening as they are able to see the speaker and feel as if they are in the classroom with the speaker's students. "Talk About the Topic" provides a break from the intense exercises through a light and sometimes humorous talk related to the lecture. Academic ESL teachers will find Contemporary Topics 2 a useful tool in helping prepare their students for listening in the real college world.

One of the Reviews editors of HEIS News, Maria Ammar has taught ESL and EFL around the world since 1996. Her current interests include CALL and teacher education.


Building Academic Listening Skills: A Review of Learn to Listen, Listen to Learn: Academic Listening and Note-Taking (3rd ed.)

Eileen Kramer, efkramer@bu.edu

Lebauer, Roni S. (2010). Learn to Listen, Listen to Learn: Academic Listening and Note-Taking (3rd ed.). White Plains, NY: Pearson Longman.

Developing good listening comprehension skills is a prerequisite for students who are preparing for academic work. This third edition of Learn to Listen, Listen to Learn (L2L) is available for two levels: Series 1 for high-intermediate to advanced and Series 2 for advanced to high-advanced. The format and organization of units are the same in both levels, with more challenging and sophisticated content in Series 2. L2L has 9 units, 12 lectures, and many practice exercises, including postlistening extension activities that work on another of the four skills. The lectures cover subject matter in social sciences and humanities, sciences, and business/management. Each unit is packed with ideas for extension activities including writing exercises, group discussions, presentations, and research.

Unit 1 (Series 1) begins with a self-evaluation of listening and note-taking skills, followed by a discussion of study habits to activate schema before listening to a lecture on study tips, during which students begin to practice note-taking. The second part of the lecture features an engaging topic on boosting energy and mood to enhance study skills. Suggested postlecture discussion continues with the energy/mood-boosting theme.

Similarly, Unit 1 (Series 2) has a prelistening self-evaluation, with tasks to complete during the lecture on differences between listening to lectures and listening in everyday situations. Postlistening is a group discussion about why nonnative speakers have a hard time understanding lectures. At the end of Unit 1 is a teacher's note-taking assessment form that can be reused throughout the skill-building units.

Unit 2, "Understanding Lecture Design," begins the development of specific listening skills: predicting, noticing organizational cues, and using context to determine gist. In both Series 1 and 2, there is an interesting treatment of the differences in the language of lecturing and the language of writing.

Unit 3 focuses on recognizing introductions, conclusions, and digressions. ESL students often find it confusing when lecturers go off topic and the author provides realistic examples in the listening practice. For example, one lecturer begins, "That reminds me of a story," or, more difficult for our students to discern, the lecturer digresses and then says, "Okay, back to . . . where were we?" In both Series 1 and 2, excerpts are taken from lectures to offer practice in identifying vocabulary used in introductions, conclusions, and digressions.

Unit 4 gets into the nitty-gritty of note-taking, including using graphic organizers, and has a helpful section on developing an individual shorthand method for taking notes. This section includes a chart with a useful list of symbols and their meanings, some borrowed from mathematics (e.g.,  for increasing and  for decreasing). Students are encouraged to share their versions of shorthand symbols with each other. The unit in Series 1 contains an informative lecture on nu shu, women's writing in remote central China over 1,000 years ago. In Series 2, the sociology lecture is "Women and Work."

Numbers and statistics are the topic of Unit 5, which offers several practice activities and two lectures that feature ages, dates, percentages, ratios, and quantities-excellent, authentic practice in noting numbers. In Series 1, the lectures are "Exploring a Market: Attitudes Toward Pets" and "Tobacco Through the Millennia." In Series 2, the lectures are entitled "Milestones in Technology" and "Immigration to the United States." Unit 5 also introduces the Academic Word List (AWL) and throughout the rest of the book, vocabulary from the AWL is identified.

Units 6, 7, and 8 provide increasingly complex practice in listening for organization. These units include six audio selections, all taken from transcripts of university lectures. These three units are similar in scope to the listening comprehension material in the best TOEFL preparation books. Here the content is presented in an accessible form and with extension activities that use all four skills. The emphasis in these three units is on developing vocabulary, refining note-taking skills, summarizing, sequencing, comparing/contrasting, describing, explaining, classifying, and generalizing.

The six lectures and practice activities in Units 6 through 8 could be used to supplement a TOEFL text. These lectures are an eclectic, multidisciplinary collection-simulating the typical undergraduate liberal arts lecture experience. In Series 1, topics are "Dealing with Stress," "Acid Rain," "Archaeological Dating Methods," "Pheromones," "Near Side of the Moon," and "Green Tea." In Series 2, lecture topics are "Amnesty International," "Eco-Heroes," "Robots and Medicine," "Looking at Art," "Hall's Classification of Cultures," and "Predicting Earthquakes."

Unit 9 has two lectures (in Series 1, "U.S. Voter Turnout" and "Egyptian Pyramids," and in Series 2, "Perfectionism" and "High-Tech Harvesting") that give students practice using all the skills they have developed throughout the work in this book. The unit ends with a postlecture discussion and optional essay writing assignment.

L2L has four appendices: Appendix A contains words from the AWL and indicates the lecture in which the word was used; Appendices B and C list the 12 lectures by organizational plan (e.g., defining a term, sequence of events) and subject matter (e.g., psychology, food sciences); and Appendix D provides detailed notes for lectures 5 through 10, which students can compare with their own notes.

L2L is well organized, with a learner-centered sequence of skill-building tools for improving academic listening comprehension. The student book is visually appealing with consistent use of icons, comfortable amount of whitespace, relevant supplemental material in text boxes, and ample space for students to write and take notes. The companion audio CD contains well-chosen examples of authentic university lectures, and although there is the inevitable "actors reading from script" quality, there is no "chipper ESL voice" as we frequently notice in audio portions of textbooks.

L2L's extension activities provide many opportunities for pair and group work to support individual development of listening comprehension skills. For example, each unit has pre- and postlecture discussion questions, encouraging students to negotiate meaning using their speaking skills. Later units also contain writing, research, and presentation exercises.

L2L is a textbook and workbook, all in one. At just under 200 pages (including front and back matter), there is a reasonable amount of material to cover in a 12- or 15-week term. While the series is aimed at high-level, nonnative speakers preparing for TOEFL and/or university, the skills and strategies are also appropriate for native speakers who are working on academic readiness.

Because L2L is a comprehensive package of listening comprehension skill-building tools, it requires almost zero preparation for teachers. Indeed, it will be more a matter of having enough time in the class period to cover all the nuggets of learning opportunities in this excellent series.

Eileen Kramer holds a master's degree in the art of teaching from the School for International Training (http://www.sit.edu). She teaches at Boston University's Center for English Language and Orientation Programs.



News From EFL Settings International Higher Education Collaboration Between a U.S. and a Vietnamese University

Rosemary Orlando r.orlando@snhu.edu

At the TESOL 2010 annual convention in Boston, Massachusetts, I spoke at an EFL Academic Session Panel about some of my experiences as a Western language teacher educator in higher education in Vietnam. Southern New Hampshire University (SNHU) in Manchester, New Hampshire has a joint Master's degree program with Vietnam National University (VNU). Vietnamese students who have completed a Post Graduate Diploma program at VNU are eligible to apply to VNU for the MS-TEFL course of study. The first group of students began classes in Hanoi in January 2008. They take a total of six courses that focus on the practical, more Western style of teaching English as a Foreign Language. Five of the six classes are taught on-site on the VNU campus in Hanoi, Vietnam by American-based professors from SNHU. The sixth class, Computer Assisted Language Learning, is taught completely online by an SNHU instructor. The Vietnamese students who successfully complete the program receive a Master of Science degree in Teaching English as a Foreign Language from Southern New Hampshire University. For the past few years, my main faculty assignment has been teaching on-site at the university in Hanoi.

Course Participants: Almost all of the Vietnamese students are presently teaching English at the primary, high school, or university level. Some teach in private English Centers and others would like to become teachers of English. All of the students have completed a required post-graduate diploma program at VNU before they enroll in our classes.

Course Focus: Because the Vietnamese teachers have already taken theory intensive courses as part of the post-graduate degree at VNU taught by Vietnamese professors, the courses taught by SNHU faculty focus more on practical applications and communicative approaches in teaching English. Even though I did a great deal of reading and research on the realities of teaching English in Vietnam, it is the students in class who inform me of what their actual classroom settings are like. For instance, in a Vietnamese school setting it is not unusual for teachers to have 40, 50, or even 60 students in a class. To begin the discussion, I need to be equipped with practical ideas and suggestions as to how they can make their lesson more interactive and more communicative in style. We then work together to come up with solutions that they can apply to their individual classroom situations.

Staying Within the Boundaries: Perhaps one of the biggest challenges of teaching teachers overseas is to gently guide them towards becoming more creative when designing lessons while keeping to the rules and curriculum set forth by their Ministry of Education. As I encourage the teachers to experiment a bit and try new ways and methods, it is exciting to see them open up and try something different. Together we find a way to combine older, more traditional ways with some newer ones to teach the language. I stress that they are the experts when it comes to their own classes. They slowly begin to realize that they have something to offer based on their own knowledge and experience.

Challenges and Suggestions: Although numerous American universities have partnerships with hundreds of universities all over the world in various disciplines, when it comes to English language teaching partnerships, Vietnam is still rather a newcomer. It is challenging to be able to ask the students to reflect on their own teaching practices while keeping in mind the social and political climate of the country. For the most part, the teacher learners are motivated, excited, and eager to learn as much as they can. As the teacher educator, I need to be aware that I am "modeling" various teaching styles and practices at all times and that the students look to me for advice and suggestions on a variety of topics. It is vital to be very flexible and open to doing things and responding in a different way. The students often want to know what they are doing "right" and what they are doing "wrong" in their teaching. It takes practice and experience, but the rewards are great as the teachers begin to envision themselves as professionals in a respected job even if their salaries and status in the community have yet to reflect that.

Rosemary Orlando is an Associate Professor at Southern New Hampshire University in New Hampshire, USA where she teaches in the Masters in TEFL program. As part of a joint Masters TEFL program, she also teaches at VietnamNationalUniversity in Hanoi and Ho Chi Minh City, working as a teacher trainer with Vietnamese teachers of English.



Computer Technology Filtering Technology: Making the Best Tech Choices for the Classroom

Alan D. Lytle, tesolcomptech@hotmail.com

The current English language learning population includes students who were born after the advent of the personal computer, handheld technological devices, mp3/mp4 players, online banking, and many other technological developments. They have never (or only rarely) experienced "old world" technology (e.g., handwriting papers, no spellcheck, playing music on a record player or cassette player, talking with a bank teller). However, many ESL professionals still remember doing these things and often seem to default to them when creating activities.

Advances occur, though, and our textbooks now come with technology resources that we must evaluate and attempt to use in our teaching. However, the technological resources are quite often specifically oriented to a particular title, often owned by the publishing company, and they

quickly become outmoded as cultures change, people change, and technology changes. There is no doubt that these resources are valuable, but they have an expiration date that is much sooner than the "old world" technology that could be depended upon for decades without many updates, if any at all. All modern technological devices and resources have a built-in obsolescence. This is a simple fact of current technology. How do we decide what is valuable for instruction and what has gone beyond its shelf-life, while being the best educators we can be and as up-to-date as possible?

TEXTBOOK TECHNOLOGY

The majority of ESL/EFL textbooks now come with built-in technology, whether it be included CDs, referenced Web sites for activities, or programs written specifically for the publication. The teacher books for these texts often include additional suggestions for using the technology. The writers and publishers presumably want to make our lives easier, thinking that when we have these suggestions at our fingertips, we can focus on teaching. I believe, however, that this assumption is wrong. Many times the added suggestions just add frustration to our lives and those of our students because of disconnects that we see or impose. Because the individual teacher or the student didn't write the resource, it can be hard to see just how it connects to the content in the text.

We each have our own way of teaching and our own cache of resources that we automatically reach for, and these are molded by our interpretations of the world and our individual teaching style. Technological resources that we deem helpful have become a larger portion of our caches over the past decade. We go to conferences for demonstrations; we find them on our own; we get suggestions from colleagues and students. Some technology automatically becomes part of our repertoire while other technology just does not fit our individual talents or needs. I believe that this is why much of the text-specific technology is either misused or not used at all. It is meant to be a supplement for the classroom and not the substance. Yet I have witnessed many new teachers forget about the language concepts, the texts, or the students' questions and focus only on the use of technology either to impress an observer or the students or to show that technology is important.

I believe that in English language learning, technology will never replace a teacher (even though other disciplines, such as mathematics, are beginning to use online self-study without a teacher. This is occurring at my own institution). Remember, computer technology is built on "ones" and "zeros," "yes" and "no," "input" and "output." There is no evaluation, synthesis, or creation. It is critical to remember that technology is only as intelligent as the user, and many of us misuse it because we try to force it into our lessons without a true reason for using it. Not only does technology not always enhance our teaching, but it can detract from it, especially if we are trying to demonstrate our use of it for an observer who is evaluating our job performance.

Quite often writers of technology are not educators, so they do not think the way teachers do. This results in resources that we misuse because we interpret them in other ways or we get so frustrated trying to get them to work for us that we just put them away, not using them at all. We then try to find technological resources that we deem worthy and useful. How do we judge this worthiness and usefulness?

GUIDING QUESTIONS

Over my years of teaching and using technology, I have developed 10 guiding questions that help me assess technology, its worthiness for my classroom, and its usefulness to me and my students. They are listed here in the order I use for consideration:

  1. Do I and the students have the hardware to run the application?
  2. Is the information/task aligned with TESOL's and ACTFL's standards? (These include the student-centered standards, the teacher-centered standards, and the technology-centered standards. For more specific information, see the references section.)
  3. Is the information current?
  4. Is the information "real," authentic?
  5. Does the information activate background schema in the students, and is it age-appropriate?
  6. Does the information add to the students' understanding?
  7. Will the students be interested in the information, and does a technological approach add to the experience of acquiring the information?
  8. Are the information and tasks easily understood?
  9. Can the information be expanded upon?
  10. Can the tasks be accomplished within a specific timeline?

These are questions I have developed for myself to help me when trudging through the immense quantity of technology now available. These questions are not infallible by any means; they are simply a guide. Indeed, sometimes these questions lead me to choose an application that I later discard. Other professionals can think of other questions to add or substitute; I encourage this because our needs and those of our students can vary greatly. I do believe, however, that Question 2 is an important one because all of what we do must be grounded in a set of standards. They may not need to be TESOL's and ACTFL's standards specifically, but in order for our profession to be truly professional, established standards must exist.

CONCLUSION

Educational technology, like all technology, is meant to make our lives and jobs easier; however, it can quickly add another layer of stress to an already hectic profession. What to use and how to use it become yet more decisions that educators have to make. Only the individual educator knows what is best for him or her and for his or her students. This is where our experience should take over. Technology should not be used just because it is available; it should be used to enhance the learning process and to demonstrate that there are multiple ways to access knowledge so that learning continues beyond the classroom.

RECOMMENDED WEB RESOURCES

AOL Search. (2010). "Teacher" and "Technology." Retrieved from http://aim.search.aol.com/aol/search?s_it=nscpsearch&q=%22teacher%22+%26+%22technology%22

Bing. (2010). "Teacher" and "Technology." Retrieved from http://www.bing.com/search?q=%22teacher%22+%26+%22technology%22&go=&form=QBLH&scope=web&qs+n&sk=&sc=3-23

Global fs Consulting. (2010). "How to minimise information overload." Retrieved from http://financialservicesconsulting.info/display.php?page=1111

Google. (2010). "Filtering," "Technology," and "Teachers." Retrieved from http://www.google.com/search?hl=en&source=hp&q=%22filtering%22+%26+%22technology%22+%26+%22teachers%22&aq=f&aqi=&aql=&oq=&gs_rfai =

Google. (2010). "Teacher" and "Technology overload." Retrieved from http://www.google.com/search?hl=en&q=%22teacher%22+%26+%22technology+overload%22&aq=f&aqi=&aql=&oq=&gs_rfai =

Google. (2010). "Technology" and "Teachers." Retrieved from http://www.google.com/search?hl=en&q=%22technology%22+%26+%22teachers%22&aq=f&aqi=&aql=&oq=&gs_rfai =

Teachers of English to Speakers of Other Languages. (2010). "Interest sections: Computer-assisted language learning." Retrieved July 23, 2010, fromhttp://www.tesol.org/s_tesol/seccss.asp?CID=300&DID=1805

Yahoo. (2010). "Teachers" and "Technology." Retrieved from http://search.yahoo.com/search;_ylt=Ah69u94Ssc4iy2Kx_qwU6iibvZx4?p=%22teachers%22+%26+%22technology%22&toggle=1&cop=mss&ei=UTF-8&fr=yfp-t-701

RECOMMENDED TEXT RESOURCES

American Council on the Teaching of Foreign Languages. (2010). Standards for Foreign Language Learning in the 21st Century. (3rd ed.). Alexandria, VA: American Council on the Teaching of Foreign Languages.

Teachers of English to Speakers of Other Languages. (2000). Implementing the ESL Standards for Pre-k-12 Students through Teacher Education. Alexandria, VA: TESOL.

Teachers of English to Speakers of Other Languages. (2002). Standards for Adult Education ESL Programs. Alexandria, VA: TESOL.

Teachers of English to Speakers of Other Languages. (2006). Pre-K-12 English Language Proficiency Standards. Alexandria, VA: Teachers of English to Speakers of Other Languages

Dr. Alan D. Lytle, the teaching director of the intensive English language program at the University of Arkansas at Little Rock, USA, has a background in second and foreign language education (ESL/EFL, German, and French) as well as 22 years of ESL teaching experience at all levels, in academic-preparation programs, conversation programs, English-for-special-purposes programs, and topic-specific programs.



Community College Concerns Transitioning ESL Adults to College Work

Craig Machado, CMachado@ncc.commnet.edu

Community colleges with large immigrant student populations may find themselves struggling to meet all of the diverse needs of their students. Even though the mission is necessarily broad¯the college serves first-time college students as well as non-degree-seeking lifelong learners ¯government agencies (such as the U.S. Department of Education) are especially keen on graduation rates: How many students are getting two-year degrees and transferring to four-year institutions?

How can those of us who work in ESL in the community college help our students advance into academic degree (or certificate) programs? What kinds of curricula and support services are most beneficial? If academic work seems out of reach for some of our students (because of length of time needed to degree completion and/or English level, limited time for homework, etc.), what else can we do for them?

One of the more successful paths that we have created at NorwalkCommunity College (NCC) for ESL students is a tutoring/mentor program called "Bridges to Credit." Students are usually recent U.S. high school grads whose writing is still weak and who test into noncredit basic ESL. Each student sees a tutor 1 hour a week for an entire semester, focusing on writing/grammar. Those who pass into credit ESL by written exam are then eligible for a $500 scholarship toward their tuition. Funding for the tutoring and the scholarships comes from a community foundation with an interest in helping underprivileged, first-time college students.

Another way to encourage ESL students to pursue their studies is by allowing them to take non- ESL classes based on their English level. For example, intermediate credit ESL students at NCC can also take math and business office technology classes. At higher ESL levels, students can add accounting, introductory biology, and courses in culinary arts. Finally, in the most advanced ESL writing class (pre-ENG 101) students can dual-enroll in a social science such as sociology or psychology in a "learning community" in which content and ESL instructors collaborate. ESL students get help with content course material and on a paper that they jointly submit for the ESL and social science classes; students must also maintain a 2.75 GPA to be able to take the non-ESL classes.

Strong advising is critical to the success of all students at a community college, and this is especially the case with immigrant students who may have already done college work. Which classes can they transfer in from another institution? What majors will fit with previous work? What are the career possibilities and how does one find out about them? ESL faculty and staff are often the first line for these students who may not understand how to navigate an educational system very different from their own.

Some ESL students, despite their best efforts, cannot pursue academic coursework because of limited time to study outside class, heavy family and work obligations, or lower literacy resulting from truncated educations in their home countries. Colleges may not want to talk to these students about nondegree alternatives because of the loss of tuition dollars; however, a frank and supportive talk about options may help steer them into less demanding certificates, work-related training, or nonacademic ESL classes. This could reduce the number of students who flounder in classes they cannot complete or end up repeating, often unsuccessfully.

Craig Machado is ESL program director at Norwalk Community College. The program has been honored by the National Council of Teachers of English for outstanding work in the area of developmental English.



About This Community TESOL ESL in Higher Education Interest Section

The ESL in Higher Education Interest Section advances effective instruction, promotes professional standards and practices, influences and supports policies of TESOL and other associations, determines needs, and considers all other matters relevant to ESL in colleges and universities.

HEIS COMMUNITY LEADERS 2010-2011

Chair: Heather Robertson, heatherr@usc.edu

Chair-Elect: Debbie East, deast8@ivytech.edu

Immediate Past Chair: Shawn Ford, sford@hawaii.edu

Incoming Assistant Chair: Susan Olmstead-Wang, olmstes@uab.edu

Outgoing Assistant Chair: Lara M. Ravitch,, lravitch@ccc.edu

Secretary: Cem Balcikanli, balcikanli@gazi.edu.tr

E-list Manager: Karen Stanley, karen.stanley@cpcc.edu

Website Manager: Karen Stanley, karen.stanley@cpcc.edu

Newsletter Editor: Maria Parker, mgparker@duke.edu

Newsletter Book Reviews Editor: Maria Ammar, mammar@frederick.edu

Newsletter Book Reviews Editor: Linda Barro, barrol@eastcentral.edu

Newsletter Computer Technology Editor: Alan D. Lytle, tesolcomptech@hotmail.com

Membership Coordinator: Tracis Justus, tjustus@gpc.edu

2010-2011 STEERING COMMITTEE MEMBERS-AT-LARGE

Jillian Haeseler jhaeseler@greensborocollege.edu

Kim H.Song songk@msx.umsl.edu

Brian Rugen rugen@hawaii.edu

Alan D. Lytle, tesolcomptech@hotmail.com

Discussion E-List : Visit http://www.tesol.org/getconnected to subscribe to HEIS-L, the discussion list for HEIS members.


Call for Submissions

Get involved--consider submitting an article for the February-March issue!

HEIS News welcomes articles that apply to classroom situations and that focus on ESL/EFL pedagogy, second language acquisition, academic literacy, language assessment, applied socio- and psycholinguistics, advocacy, administration, and other related areas. Given the newsletter's electronic format, authors are encouraged to include hyperlinks.

Submission Guidelines

Full-length articles and brief reports should

  • be no longer than 1,500 words
  • include a 50-word (500 characters or fewer) abstract
  • contain no more than five citations
  • follow the style guidelines in the Publications Manual of the American Psychological Association, Sixth Edition (APA Manual)
  • be in MS Word (.doc) or rich-text (.rtf) format

Please direct submissions and questions to MariaParker at mgparker@duke.edu.

Note: It is not necessary to have an article complete and ready for submission to contact us! Please feel free to get in touch at any stage of the process. We are happy to answer any questions and work with you in developing or refining a topic.

The deadline for submissions to the February-March issue of HEIS is December 30, 2010.


Call for Book Review Submissions

Book reviews are always a very popular feature of the newsletter. Book review guidelines are below. To request or suggest a book for review and for details, including submission deadlines, please contact

MariaAmmar at mammar@frederick.edu or 
LindaBarro at barrol@eastcentral.edu

Submission Guidelines

  • HEIS News welcomes reviews of scholarly books and textbooks dealing with English teaching, applied linguistics, second language acquisition, language assessment, or other disciplines as they relate to ESL or TESL instruction in higher education settings. Anyone interested in writing a review for HEIS News may choose a recent book in the field and contact the editor for approval. Reviews will be considered for publication based on the quality of the reviewer's evaluation and description of the book, and the book's relevance and importance to the field. 

    Reviews should
  • be 600-900 words in length
  • include a 50-word (500 character or fewer) abstract
  • include a 75- to 100-word bio of the reviewer
  • follow the style guidelines in the Publications Manual of the American Psychological Association, Sixth Edition (APA Manual) 
  •  be in MS Word (.doc) or rich-text (.rtf) format

To read a sample review, go to http://www.tesol.org/s_tesol/seccss.asp?CID=174&DID=1644.


Call for Computer Technology Submissions

Computer and information technology are a growing part of our professional lives. The HEIS News Computer Technology section welcomes articles and reviews of Web sites or other materials that use technology in ESL/EFL teaching, applied linguistics, second language acquisition, language assessment, or other disciplines in higher education settings. Please contact the Computer Technology editor, Dr.AlanD.Lytle, at tesolcomptech@hotmail.com with your suggestions, ideas, or questions, or to receive information on submission deadlines.