ICIS Newsletter

ICIS News, Volume 7:1 (March 2009)

by User Not Found | 10/26/2011
In This Issue...
  • Leadership Updates
    • Letter From the Chair
    • Notes from the Editor
  • Articles
    • Developing an Authentic Voice Through Publications
    • Book Review of More Than a Native Speaker: An Introduction to Teaching English Abroad
  • Announcements
    • ICIS at TESOL 2009
    • Free Interest Section Access for TESOL members
    • Call for Manuscripts
  • About This Member Community
    • ICIS Steering Committee Members (2008-2009)

Leadership Updates Letter From the Chair

Diana Trebing, ICIS Chair, dtrebing@svsu.edu

Dear ICIS Members,

I can’t believe that it is already March again and the next TESOL convention is just around the corner. I hope that I will see many of you in Denver as the convention promises to be very exciting again!

This year, ICIS has 37 scheduled presentations. Our Academic Session focuses on pragmatics and its role in intercultural communication and language acquisition. ICIS also will participate in three different InterSections (special collaborative sessions between interest sections) in Denver. We are hosting an InterSection with CALL (Computer Assisted Language Learning) IS and EFL (English as a Foreign Language) IS entitled “Intercultural Challenges in Online English Communities and Communication.” Our second InterSection, sponsored by EFLIS, is called “Beyond Linguistic Skills: English As a Language of Intercultural Communication,” and our third InterSection, with AL (Applied Linguistics) IS, will focus on “Plagiarism, Culture, and Ethics.”

Apart from these invited presentations and sessions, we also have 33 other presentations scheduled during the convention such as experimental format presentations, papers, poster sessions, workshops, and demonstrations. The topics vary widely from service learning in intercultural communication and questions of privilege in teaching TESOL to analyzing the needs of culturally diverse ESL/EFL students and examining issues of cultural identity, age, and teaching methods. These diverse presentations also cover many different countries/regions around the world such as Afghanistan, Ukraine, Japan, China, Kosovo, the United Kingdom, and the United States. For reference purposes, a complete list of all ICIS-scheduled presentations is included in this newsletter as well.

I also want to invite you to the ICIS Open Business Meeting, which will be held on Thursday, March 26, from 5 to 7 p.m. in the Convention Center. We will be discussing items of concern to our Interest Section and electing members to fill vacancies on our steering committee. Please watch for an announcement on the ICIS e-list, which will include the location of this meeting.

I am looking forward to seeing everyone in Denver! Please stop by the ICIS booth in the Exhibitor’s Hall and attend the Open Business Meeting. Please feel free to contact me with any suggestions, questions, or concerns you might have about ICIS or TESOL 2009 in Denver. I am looking forward to hearing from you.


Notes from the Editor

Mary Huebsch, huebsch_mary@sac.edu

With a tinge of sadness and a full measure of gratitude, I announce my resignation as newsletter editor and the appointment of two outstanding new editors, Roomy Naqvy (roomynaqvy@gmail.com) and Geoff Lawrence (gpjlawrence@gmail.com). Since the 2004 TESOL Convention in Long Beach, California, I have served as assistant editor, then coeditor, and finally as editor. I have been privileged to meet many of you online as I have corresponded with you about your articles or worked with you on ICIS business.

I volunteered at the 2004 convention to work as assistant editor under editor Andy Bowdler. After working with Andy for two and a half years, I worked as coeditor with Rebekah Muir from July 2006 until April 2008. During her tenure as coeditor with me, Rebekah found time to make her own contribution to the newsletter as well as to direct most of the editing. You can read her interesting article about adult third culture kids in the August 2007 issue (Vol. 5, No. 2). Finally, this past year, as I have worked alone as editor, I have had support and counsel from the ICIS board, particularly Joshua Borden and Diana Trebing. I wish to thank both of them and Andy and Rebekah as well as the many others I have worked with these past 5 years. Now I look forward to sitting back and enjoying the articles in future ICIS newsletters! If you are new to ICIS, take some time to peruse the back issues of the newsletter. You will find articles by many of our distinguished colleagues, including past ICIS chairs Natalie Hess, Piper McNulty, and Donna Fujimoto.

In the current issue of the newsletter, Ann Germano reflects on a surprising outcome to a series of writing assignments about diversity. Ms. Germano and her colleague, Dr. Beverly Wills, expected that their students would follow the assigned prompts and write about cultural differences and types of diversity in the United States. However, the students’ essays turned out to be more self-reflective and ultimately revealed the cultural adjustment process they were experiencing.

Our newsletter also contains a book review from Joshua Borden, ICIS chair-elect, as well as some important informational items. Be sure to make yourself a copy of the schedule of ICIS-related activities at the March 2009 TESOL Convention, and if you haven’t already signed up to receive newsletters from other interest sections, you may wish to follow the instructions given and do so. If you are able to come to the convention, please try to stop by the ICIS booth and attend the Open Business Meeting for ICIS.

Articles Developing an Authentic Voice Through Publications

Ann Germano, University of Notre Dame, slatgerm@sbcglobal

As a retired English teacher who had sponsored various publications in an urban high school for years, a few years ago I found myself teaching ESL to the spouses of Notre Dame graduate students and visiting scholars. I have always been convinced of the value of writing as a transformational process, so my colleague, Dr. Beverly Wills, and I have emphasized writing in our ESL classes to help our students with their language problems. This year the intermediate class, taught by Dr. Wills, and my advanced class published an ESL magazine called Authentic Voices to showcase their writing, to provide them with an audience, and to give their writing more purpose, but unexpectedly we also were provided with documentation of how the intercultural adjustment process affected our students.

Our students are intelligent, creative, educated people, mostly women, many of whom come to the United States on a limited visa, which prevents them from working or furthering their education. Because they are intelligent and educated, they find their once articulate tongues fumbling with English. Accustomed to communicating easily, they now find themselves frustrated by the inability to communicate on the simplest level, much less being able to express complex ideas as they once did easily.

They are isolated from their families, friends, and former colleagues. They are torn away from their careers, their educational ambitions, and their support systems by their spouses’ careers. They are often bored, frustrated, sometimes angry, and even depressed. They often find themselves lonely because their spouses are so involved in their studies and work long hours. Their spouses have a ready-made social system in their departments, but these spouses, typically wives, have to struggle to find friends.

Our ESL classes provide a social network where our students improve their English, share their problems, find friends, and learn not only about American culture but also about the culture of their fellow students. Having a place to publish their work and tell their experiences has intensified this process as the students become more articulate in English and form closer friendships.

But as we developed our magazine this past year, we were surprised to see how clearly the magazine documented how our students have developed an authentic voice speaking and writing in English. We developed a theme for the spring 2008 magazine—diversity—and devised various assignments to get them to reveal the differences they found between their cultures and the diversity they had encountered here in the United States. Instead they took the assignment in a different direction and inadvertently defined the process of change that occurs when students confront different cultures and languages, both in classes and in the community. As a result, they defined the various stages of how a person changes in an intercultural world. This process resembles the w-curve hypothesis model, adapted from Gullahorn and Gullahorn (Appendix A: Adjustment to College and Readjustment to Home Culture), although the later stages documented by our students seem more complex than the Acceptance and Integration stage defined in the same work.

In stage one, Anxiety, some students noted a fear of what lay ahead, anger about what must be left behind, confusion about whether this huge shift in their lives had any meaning. Mingmei1 of China said she was “very nervous” and feared that “coming to the U.S. would be a disaster.” She didn’t want to be so far away from her parents. Beatriz of Chile said, prior to her travels, “I thought that traveling was a waste of money.”

In stage two, Homesickness, our students often feel a great sense of loss, sadness, and depression, missing everyone and everything that is left behind. As Maria, an elementary teacher in Brazil, eloquently said, “Being deprived of my normal home life made me sad, afraid and introspective. . . . I felt as if I had no air to breathe. . . . I was tormented by vivid . . . memories.” In this stage as well as in other early stages, there often is a feeling of not having anything useful to do because the ESL student is often deprived of the chance to study, to work, to help family, to socialize with friends.

In stage three, Identity Crisis, students begin to question values that previously seemed immutable. Confronting a new culture brings its own sense of shock. As Adriana, a psychologist from Argentina, noted, “when we arrived here, my supposedly open mind began to fall apart.” She went on to say how anxious she felt because she saw so many different models of acting that she no longer knew what to think was correct behavior. Her values were challenged. I noticed in class that on a number of occasions, Adriana would get noticeably upset, particularly with attitudes that varied from hers.

Being in a new country makes the international student wonder about the identity so carefully forged at home. As Mi Kyung, who had degrees in both biology and theology in South Korea, said, she was a daughter, a friend, a relative, and an alumnus in Korea. In her country, she had many identities and felt comfortable and easy in them, but here in this strange new country she had to “think about myself as a human being without the shells and privileges provided by a social network.”

In stage four, Transformation, change begins as our students confront the difficulties of their new lives and begin to notice the changes in themselves. This process of transformation is carefully documented in their essays:

Marisa, a psychologist from Brazil, noticed,

. . .my voice has changed when I try to speak in English. But now I know that it is really possible to be different, to change things in our lives. . . . But the most important thing is the opportunity to speak and the opportunity to write in English. The ESL classes have provided a meeting between each of us and the words . . . these classes are an opportunity to feel comfortable in a foreign reality.

Adriana defined the changes that come from encountering new cultures:

Traveling has helped me to become a more open-minded person because now I know there are other points of view besides mine. I am more flexible because I have had to adapt. . . . I am more easygoing because traveling means to leave your house with its amenities. I have become a more social person because . . . you have to talk to natives.

Lola of Uruguay, who once depended on her family, wrote how she became more independent here because “I don’t have anybody else to depend on so I have to do everything by myself.”

Mi Kyung talked about how she has had to grow with her children, who are in American schools and having many experiences alien to their mother. She said it is “a flood I cannot resist.”

Mingmei told how she had to get used to “new circumstances, new rules, new ways of thinking,” which was hard. Even such simple everyday acts as having a passerby say “Hi” to her seemed very odd but still was “the sweetest thing I first learned in America.”

Andrea of Peru told how becoming bilingual has given her “a tool, a rich dimension in getting information.” Andrea related to us how she had become interested in cooking and home economics management such as in learning to save and reading nutrition labels. She now dreams about changing her career from being a psychologist to becoming a chef.

Sang-mi of South Korea talked about how she had so much time on her hands here that she learned to cook the Korean dishes she couldn’t get here; she learned to play golf, and she improved her driving skills because she had to drive a lot here to get places.

Having so many new challenges forces these students to find new and creative ways of living life. Their essays document practical ways to change and the personal impact as they adopt diverse ways of living to cope with the changes in their lives.

But finally in stage five, Change of World View, all this personal transformation begins to affect the way the women view the world and has profound implications for the possibilities of change in the world.

Jelena, a retinal surgeon in the Ukraine, told how she once felt she was a citizen of the world because she was speaking about eye problems to a biology professor from the United States at a conference in her country. But after she came here, as she began to speak English more and learned more about the languages, culture, and traditions of different countries in class, she realized that her original feeling was not necessarily authentic because having to live in the United States and meeting so many of her fellow students “truly helped me become a citizen of the world.”

Adriana talked about how hard it was to get used to shaking hands with Americans, and how strange it was to hear in our ESL class how differently people did things in other countries, but then gradually she attained a different perspective and started “to focus on what we all have in common.” Then the transformation began to occur. “Now I think I’m on my way to an open mind to the differences and an open heart to enjoy what we all have in common.”

Lola noted how she began not to feel so alone as she met other people from other countries, as she realized “we all seem to want the same thing: to be a better person.”

Mi Kyung explored the freedom she felt in this new culture. With all the possibilities for change and growth, she commented, “I can conjure up a new ideal that is an eclectic mixture from various cultures.”

Maria noted how the process is reversed when the traveler goes home again. Her comments illustrate Gullahorn and Gullahorn’s concept of reentry culture shock. “The sad result of all these changes is that when I am in Brazil with my old friends, I barely fit there because I have changed a lot, and they haven’t.”

All of these comments show how profound this intercultural adjustment transformation is, but if it weren’t for the writing assignments and their subsequent publication in the magazine, we as their teachers would not have realized how striking the change actually was for our students. My favorite comment about this transformation came from Mingmei, who said she would never forget her life here. “When I am old, I will tell my grandchildren that your grandma had an amazing experience when she was young in America, and it made her life so ample and splendid.”

As a grandmother who often thinks about the legacy we leave our grandchildren, Mingmei’s statement struck me as showing the joy that comes from being open to transformation in the intercultural adjustment process and how this process can even affect future generations in a world that often seems too polarized. As these student writers show, the world is becoming increasingly interdependent, and as we all come to know more about each other, the more possible it will be for us to know true brotherhood.

As a teacher, I found it notable that our directed assignments still became a vehicle for our students’ expression of the conflicts uppermost in their minds. We did not plan to get them to write about this cultural adjustment process. We weren’t thinking of the models of this process that have been documented by researchers, and yet the changes our students were experiencing were revealed through the writing process. I believe that being asked to write in English about their experiences helped them to consciously articulate what was happening to them. Knowing that their essays would be published gave additional impetus to the need to tell the world how being in the United States and meeting so many different cultures in our classes had changed them. As these international students integrated their experiences and their perceptions, originally shaped through their native language, into English, they truly developed an authentic voice that represented their new breadth of understanding and development.

1Students’ names are pseudonyms.

Gullahorn, J. T., & Gullahorn, J. E. (1963). An extension of the U-curve hypothesis. Journal of Social Issues, 19, 33-47.

University of Notre Dame Department of International Students Services and Activities. (2008, April). Authentic Voices, 1(3).

Ann Germano spent 28 years teaching English in an urban high school in South Bend, IN. She taught grades 9-12, remedial to advanced levels. She also taught creative writing for many years and sponsored a student literary magazine, which won many awards. She also taught courses in publications and sponsored the high school yearbook and a monthly newspaper. Ann has a bachelor’s and a master’s in English secondary education from Indiana University. She was named a Hoosier Teacher of English in 1985 and won a Lilly Teacher Creativity Fellowship in 1988. She has taught ESL at Notre Dame since 2000 and has developed a magazine called Authentic Voices, published in the fall, winter, and spring, and an annual yearbook, published by the ESL students.

Book Review of More Than a Native Speaker: An Introduction to Teaching English Abroad

Don Snow. Alexandria, VA: TESOL, Inc. (2006).
Reviewed by Joshua Borden, ICIS Chair-Elect, jsborden@hotmail.com

Before I begin this review, I am bound to provide full disclosure: The book was published by TESOL and the author, Don Snow, is a long-standing member of the steering committee of the Intercultural Communication Interest Section. I have tried not to let either of these factors influence my judgment of the book, or let them color my review in any way. I must also admit that Snow has been a hero of mine since I read an earlier work of his, Encounters with Westerners: Improving Skills in English and Intercultural Communication (2004), an excellent tool for Chinese English language learners. Unfortunately, that book is currently out of print (I had to borrow a copy from a student), so I was eager to get a copy of Snow’s next publication, More Than a Native Speaker, which I hoped would speak more directly to me as a lecturer in EFL and intercultural communication.

The title of this book might be interpreted in a few ways, but More Than a Native Speaker does not seek to diminish the role of nonnative speaker teachers, for whom Snow has a new book (Snow, 2007). Rather, “native speaker” here refers to Snow’s main target audience: native English speakers in the early days of an EFL career. The title More Than a Native Speaker encapsulates Snow’s philosophy of this text: Foreign EFL teachers in any situation should not expect to coast through their job on their “native speaker” status. Snow “introduces” several key aspects to the job that all EFL teachers should know.

Snow himself uses the term volunteer teacher (often shortened to VT) to address his target audience, which makes it clear that he is writing for a certain segment of the EFL teaching population, but the potential audience is much wider than his term indicates. First and foremost, the text is for new and prospective EFL teachers, regardless of type (e.g., volunteer teacher, private school teacher, personal tutor to the children of royalty) but even readers with considerable overseas teaching experience will be able to learn from Snow’s IC perspective on living and teaching abroad. Furthermore, all teachers who are interested in raising IC awareness and sensitivity among students (including ESL teachers living in their home countries) will be able to use the extensive collection of related classroom activities and other resources.

The second part of the book’s title, An Introduction to Teaching English Abroad, clarifies the purpose of the text: It is a comprehensive all-in-one guidebook for new EFL teachers. With decades of EFL teaching experience in China, Snow presents expert information on several subjects, highlights of which include

• An overview of general teaching principles
• An overview of language learning and teaching
• Specifics of English teaching (e.g., teaching four skills)
• Advice on teaching the target culture to students
• Advice on adapting to a new culture for teachers
• Classroom activity resources
• English teaching bibliography and resources

The book is divided into three parts, followed by a generous list of professional resources. Part I, “Preparing to Teach,” consists of six short chapters, in which Snow provides background on teaching and explains teachers’ roles, responsibilities, expectations, and daily routines. Snow introduces teaching methodologies and tools commonly used by language teachers (e.g., methods of evaluation, backwash, lesson planning) and gives oft-forgotten “macro” advice, such as reminding teachers to consider the background of their specific situation (e.g., the role of English in their host country, the overall goals of the English language program) when planning the curriculum. An overview of foreign/second language education is also given here, and Snow puts everything together nicely at the end with several case-study scenarios of different types of EFL classes, for which he tailors specific suggestions, applying the information presented in Part I.

Part II of the book, “Aspects of English Teaching,” is made up of eight chapters and is approximately twice as long as Part I. Here Snow gets into the nitty-gritty of English language teaching; a chapter is offered on teaching each of the four skills, and there are chapters on teaching grammar and vocabulary. Remarkably, Snow also devotes a chapter to “Teaching Culture,” which illustrates the IC focus that sets this book apart from similar texts. In that chapter, Snow not only explains methods of teaching culture, but also includes a valuable section on “sensitivity in teaching Western culture.” Part II ends with a chapter on troubleshooting, detailing several sticky situations in which EFL teachers sometimes find themselves, both in the classroom (e.g., oversized classes) and out (e.g., relationships with students).

Part III, “Living Abroad,” consists of a single chapter, “Adapting to Your Host Culture,” which makes one wonder whether there were other chapters that did not survive to the final version of the text. In this stand-alone chapter, the reader is taught, among other subjects, how to recognize and minimize the negative effects of culture shock and culture burnout. This chapter, quite unexpected, is nonetheless wholeheartedly welcomed, as it offers both astute observations and flawless suggestions for adapting to life in a new country. It is clearly the work of an IC expert by study and experience.

The final chapter is a brief afterword about continuing education and career development, but my attention kept wandering as I read the last couple of pages, distracted by what seemed to be a considerable number of pages yet to come. Unable to concentrate, I flipped to the back of the book and noted that there were still 109 pages of appendixes before the reference list. These appendixes are divided into four parts: (a) a goals menu to help VTs consider goals of different types of classes and levels of proficiency; (b) culture topic activities for oral skills classes, which can be easily tweaked into writing assignments for reading and writing track classes; (c) a list of books on ELT and IC topics; and (d) Internet resources for English teachers and learners. Of these, the second appendix, “Culture Topic Activities,” is by far the largest, taking up 90 of the 109 pages, and the most outstanding. It is a rich collection of classroom activities that promote discussion of cultural topics, designed to develop a student’s awareness of his or her own cultural influences and increase intercultural sensitivity and knowledge of the target culture, all while building communicative competence in English.

Chosen randomly, “My Favorite Holidays” is one of many activities from the appendix that can illustrate these goals in action. Presumably after a lecture or reading about holidays, the activity begins by students asking each other two questions: “Which is your favorite holiday and why?” and “What is your least favorite holiday and why?” Students then report the answers they heard to the class and the teacher lists the holidays on the board. After the students’ holidays are recorded and discussed, the activity ends with the teacher sharing his or her own favorite holiday and reasons why.

This activity can stand alone or can be easily used as a launching pad for related tasks, such as showing students a film clip of the teacher’s favorite holiday from his or her home culture, playing English holiday songs, or sharing the teacher’s personal experiences participating in holiday traditions (perhaps with photos to illustrate the story) to make the holiday more personal and accessible to the students. As holidays are products of culture, through this activity students can hopefully understand their own cultural influences, learn a similar aspect of a foreign culture, and develop intercultural sensitivity by realizing that all cultures have holidays that invoke similar emotional responses, even if the practices are different.

The appendix is full of activities like the little one described above; it’s a veritable treasure trove of such culturally oriented classroom activity ideas. The only weakness of this appendix is that there is so much information that it is hard to go through it all or keep track. This is a weakness is shared by the book as a whole; there is no index system to guide readers to specific points of interest.

Overall, More Than a Native Speaker is an extremely practical guide, written in a clear, accessible, jargon-free style. It is one of the best all-in-one guides to EFL teaching that I have come across, and is particularly notable for the ample attention to IC-related matters. While it is a must-read for new teachers, veteran teachers might also be interested in the IC orientation of the text and IC teaching resources, such as the culture topic activities (for another source of IC-related activities for the ESOL classroom, see DeCapua & Wintergerst, 2004).

As an active member of ICIS, I cannot help but appreciate how well the author weaves IC issues into the fabric of the text, fully treating IC-related ramifications of standard issues that are commonly missed in similar texts, and how the core goals of student and teacher alike unashamedly include promoting intercultural communicative competence and knowledge of the target culture. For those reasons, I recommend More Than a Native Speaker as a valuable resource to fellow ICIS members and others interested in IC issues. As the book reminds us, “Fun is a legitimate part of the language classroom” (p. 61). I’m sure that IC enthusiasts will find it to be an integral part of this text as well.


DeCapua, A., & Wintergerst, A. (2004). Crossing Cultures in the Language Classroom. Ann Arbor: University of Michigan Press.
Snow, D. (2004). Encounters with Westerners: Improving skills in English and intercultural communication. Shanghai: Shanghai Foreign Language Education Press.
Snow, D. (2007). From language learner to language teacher: An introduction to teaching English as a foreign language. Alexandria, VA: TESOL, Inc.

Joshua Borden is a PhD student in applied linguistics at Birkbeck, University of London, where he is a recipient of the competitive Overseas Research Studentship and College Research Studentship awards. Before moving to London for PhD studies, he was a university lecturer in Taiwan.

Announcements ICIS at TESOL 2009

ICIS Presentations at TESOL 2009

6:00 p.m. –  8:30 p.m.

Exploring the Unspoken Privilege of Whiteness in TESOL; Gail Sue Kasun; 
Anita Bright – Convention Center 205


7:00 a.m. – 7:45 a.m.

Exploring Classroom Etiquette and Behaviors in the ESL Setting; Kent McLeod; Ann McClung – Convention Center 406

Out of the Classroom and Into the Community; Alysia Joost; Robyn Turner – 
Convention Center 405

Student Response to Instructor Age; Stephanie Brown; Crystal Maness – Convention Center 507


8:00 a.m. – 8:45 a.m.

Imagining Each Other’s Worlds Through Digital Storytelling; Beverly Bickel; Heather Linville; 
Polina Vinogradova – Convention Center 404


10:00 a.m. – 11:45 a.m.

Intercultural Challenges in Online English Communities and Communication; Joshua Borden (Organizer); Ke Xu; Sandy Wagner; Fumiko Kurihara; Xuan Zheng; Diana Trebing (Moderator) – Convention Center 709


12:30 p.m. – 1:45 p.m.

Forging Pathways to English for Women in Afghanistan and Kazakhstan; Connie Tucker – Poster Session 2 – Convention Center 603

The Global Voices of Poetry; Sharyn Moore; Tom Shandorf – Poster Session 1 – Convention Center 601


1:00 p.m. – 1:45 p.m.

Making Time Teaching Culture Without Taking Time; Elena Shvidko; Stefanie Rasmussen; Mark Tanner – Convention Center 404


Service Learning on the Frontier of Social Justice; Lauren Rea; Diana Pascoe-Chavez; Amanda Bohne – Convention Center 110


3:00 p.m.–  5:45 p.m.

Academic Session
What Pragmatics Contributes to Intercultural Communication and Language Teaching; Donna Fujimoto; Andrew Cohen; Noel Houck; Donna Tatsuki; Noriko Ishihara; Kathleen Bardovi-Harlig – Convention Center 707


3:00 p.m. – 
3:45 p.m.

A Community Approach Supporting African Refugee and Latino Migrant Children; Aminata Cairo; Diane Sumney – Convention Center 407

Development of Japanese Students’ Intercultural Competence Through Study-Abroad Experiences; Naeko Naganuma – Convention Center 303


5:00 p.m.– 
7:00 p.m.

ICIS Open Business Meeting 
All Welcome - Location TBA


7:00 a.m. –  7:45 a.m.

New Insights Into Teaching Pragmatics in the ESL/EFL Classroom; Andrew Cohen; Noriko Ishihara – Convention Center 205

Prejudice and Discrimination Experiences Among ESL International Students; Chiu-Hui Wu;
 Aliya Zafar – Convention Center 502


7:00 a.m. – 8:45 a.m.

Intensive Intercultural Communication Projects: Reaping Rewards and Avoiding Regrets
Rebecca Janson; Tisha Pankop – Convention Center 108


8:00 a.m. – 8:45 a.m.

Understanding Your Cultural Identity; Kenneth Weaver – Convention Center 501


10:00 a.m. – 10:45 a.m.

A Model for Helping Regular Education Students Welcome ELLs
Kory Twit; Kristine Walker – Convention Center 501


11:00 a.m. – 11:45 a.m.

Moving From Gracious Space to Gracious Conversations: An Intercultural Panel
Nancy McEachran; Katherine Oleson – Convention Center 501


12:30 p.m. – 1:45 p.m.

Adjusting TEFL to Jewish Cultural Norms in a Slavic Setting; Myroslava Matys; Marjana Matys – Poster Session 4 – Convention Center 603


1:00 p.m. – 1:45 p.m.

MALP: A Promising Pedagogical Approach for Limited Formally Schooled Students
Helaine Marshall; Andrea DeCapua – Convention Center 405

Stories of Transformation: Evoking the Past; Forging The Future; Michal Eskayo
Denise Maduli-Williams – Convention Center 501


3:00 p.m. – 4:45 p.m.

Beyond Linguistic Skills: English As a Language of Intercultural Communication; Toni Hull; Vanessa Austin; Shahid Abrar-ul-Hassan; Karen Schwelle; Joshua Borden – Convention Center 709


7:00 a.m. – 7:45 a.m.

Examining Stress Factors Among ESL and International Student Populations; Diana Trebing – Convention Center 110

Issues in Teaching World Englishes in EFL Classrooms; Andrew Haddon; Katherine Song – Convention Center 709

Meeting the Educational Needs of Black Latino ESOL Students; Xose Manual Alvarino – Convention Center 111


11:00 a.m. – 11:45 a.m.

Adapting Western Teaching Styles to Chinese Learners From Rural Settings
Eve Smith; Jiang Min – Convention Center 502


12:30 p.m. – 1:45 p.m.

Ukraine’s “History Matters” Events: A Service Learning Success; Kristina Gray – Poster Session 5 – Convention Center 601

Group Work With Native-Speaking Partners;  Tom Schroeder – Poster Session 6 – 603


1:00 p.m. – 1:45 p.m.

The Lens of Kosovar Youth: A Multimodal EFL Project; Kirsten Mashinter – Convention Center 301


3:00 p.m. – 4:45 p.m.


Plagiarism, Culture, and Ethics; Ali Shehadeh; Leila Mouhanna; Dilin Liu; Jane Hoelker; Susan Coakley – Convention Center 704

Teaching “English Cultural Values” for Greater Intercultural Communicative Success
Joshua Borden – Convention Center 104


3:00 p.m. – 3:45 p.m.

Embracing Stereotypes to Foster Cultural Understanding and Language Acquisition;
 Todd Vidamour – Convention Center 112

World Englishes: A New Framework for Teaching Culture; Kristin Helland – Convention Center 108


4:00 p.m. – 4:45 p.m.

English, English Language Teaching, and Islam; Ahmar Mahboob – Convention Center 406


5:00 p.m. –
5:45 p.m.

Addressing Global Issues Through Literature; Lori Rink – Convention Center 303

Helping Students Navigate the Challenging Terrain of Anti-Immigrant Sentiment; Gail Sue Kasun; Jorge Osterling; Melanie Owens – Convention Center 304


Free Interest Section Access for TESOL members

Available as a benefit since June 2007, unlimited selection of interest sections (ISs) requires no additional fees. As a member of an IS, you automatically receive all e-newsletters and e-lists. Most important, you determine the level of involvement you want in each IS, and you may vote in your primary IS.

It's easy to join an IS! Log on to the TESOL Web site (http://www.tesol.org). Enter your username (your TESOL ID number) and password (in most cases, your last name). Click on “My Communities” to make your selections. Last, remember to click “Save” once you have identified the ISs you want to join. Take advantage of this opportunity now to connect with colleagues who share your professional interests!

Call for Manuscripts

The audience of the Intercultural Communication Interest Section (ICIS) newsletter is composed of intercultural communication teachers, administrators, and teacher educators in TESOL. Manuscripts for the Summer 2009 newsletter should address IC-related research and classroom experiences. Papers that deal with IC topics raised at the 2009 TESOL Convention are particularly welcome. Manuscripts will be carefully reviewed before being published to ensure that their content and style are of a suitable quality and usefulness for the ICIS newsletter.

Authors submitting manuscripts should be aware that some journals, including TESOL’s The Essential Teacher, may not accept a manuscript that has been previously published in the ICIS newsletter.

The deadline for submission for the Spring 2009 newsletter is May 1, 2009. Manuscripts should be around 1,200 words in length (contact the editor first about longer manuscripts) and must be formatted according to the guidelines of The American Psychological Association Publication Manual, Fifth Edition.Manuscripts can be submitted electronically to roomynaqvy@gmail.com.

About This Member Community ICIS Steering Committee Members (2008-2009) Diana Trebing (Chair), dtrebing@svsu.edu
Joshua Borden (Chair-Elect), jsborden@hotmail.com
Donna Fujimoto (Past Chair), fujimotodonna@gmail.com
Mary Huebsch (Newsletter Editor 2008-March 2009), Huebsch_Mary@sac.edu
Roomy Naqvy and Geoff Lawrence (Newsletter Editors March 2009-2010), roomynaqvy@gmail.com and gpjlawrence@gmail.com 
Carlon Haas (Webmaster & E-list Manager), king_of_seoul@hotmail.com
Teresa Fisher (Secretary/Historian), msttrf@langate.gsu.edu
Don Snow, Piper McNulty, Rebekah Muir (Members at Large), donsnow48@hotmail.compipermcn@aol.comrebekahmuir@yahoo.com
Susan Coakley (Past Past Cochair), scoakley@comcast.net
Sara Keyes (Past Past Cochair), piratequeen@usa.net