PAIS Newsletter

PAIS News, Volume 2:1 (August 2004)

by User Not Found | 10/28/2011
In This Issue of the PAIS Newsletter...

From the PAIS Editor
From the PAIS Chair
PAIS Officers for 2004-2005
PAIS Statement of Purpose
TESOL 2004 PAIS Presentation Summaries: YES! We Got No Bananas! (Low-cost, No-cost, Faculty Development)
TESOL 2004 PAIS Presentation Summaries: Inspiring Faculty Development
TESOL 2004 PAIS Presentation Summaries: Plans and Dreams versus Derailments and Nightmares
TESOL 2004 PAIS Presentation Summaries: Proactive Strategies for Uncertain Times: Student Concerns
TESOL 2004 PAIS Presentation Summaries: Administration in an Italian Private Language School
Reader's Response
Web Site Review
Thank You PAIS Proposal Readers
PAIS E-Newsletter Fall Issue
About This Member Community

From the PAIS Editor

Karen Asenavage, karen.asenavage@hct.ac.ae

This postconvention issue serves to introduce the new PAIS leadership, give PAIS highlights of the TESOL 2004 Convention in Long Beach, California, in the United States, provide information about TESOL 2005 in San Antonio, Texas, and share Web site reviews.

Of the 25 sessions sponsored by PAIS, 5 are summarized in this e-newsletter. The first two focus upon creative strategies for program administrators to provide professional development opportunities for their staff. The remaining three highlight key issues faced by program administrators: meeting students' needs and the faculty-to-administration transition. If you were not in Long Beach, these summaries, along with incoming PAIS chair John Aydelott's message, will give you an overview of the convention. Additional summaries of presentations will be featured in future issues.

I hope you take the time to read the summaries, check out the Web site reviews, and respond to the questions in the Reader's Response section. Our hope, this year, is to make this a more interactive newsletter that meets your needs. Let us hear from you.

Karen Asenavage is a supervisor at Al Ain Women's Higher College of Technology in Al Ain, United Arab Emirates.

From the PAIS Chair

John Aydelott, jaydelott@qf.org.qa

The TESOL 2004 convention in Long Beach, California, provided a wonderful opportunity for many of us in the field of English language teaching to catch up with old friends, meet and acquire new friends, and lay the foundations to develop professional linkages for the future. I always find the TESOL convention to have so many opportunities that I have to be very selective in what I choose to do. This year, I chose to spend all of my time with PAIS concerns--from attending meetings that provided guidance for me in my role as the new chair of PAIS, to monitoring our PAIS table, to attending sessions sponsored by PAIS, and to meeting presenters of our PAIS sessions. By keeping myself so busy with PAIS concerns, I do not think I have ever had such a busy convention, nor such an enjoyable one.

In this message, I want to share with you some of what I want to do with PAIS this year, to encourage all of you to participate in our activities and discussions, and to prepare for the convention next year in San Antonio. But, before I get down to business, I must pay a special tribute to our outgoing chair, Ann Frentzen. It is obviously not an arbitrary decision for TESOL to have a chair and a chair elect holding office at the same time. I was elected chair elect from the floor at the Baltimore convention in 2003. Had Ann, the then-rising chair, known what she would have to deal with in me as the chair elect, she might have strongly objected. Ann has been a wonderful mentor, an easy and delightful person to work with, and a hero to take over when I was not able--due to personal circumstances--to meet my responsibilities. I must give Ann full credit for providing the leadership to make the 2004 convention such a success. Almost single-handedly she made all the necessary contacts to organize the Academic Session, the InterSection Session, and the Discussion Groups. And by all accounts, TESOL 2004 was successful. Our Academic Session, Management Skills We Wish We Didn't Need, struck a chord with several program administrators, and the InterSection Session, Proactive Strategies for Uncertain Times, organized with the Intensive English Program Interest Section, was also well received. So, allow me to recognize Ann's outstanding work in organizing these sessions.

This year PAIS sponsored 25 sessions, including poster sessions, discussion groups, demonstrations, workshops, papers, and the panels for the InterSection and the Academic Session. For all of these sessions, presenters have been asked to provide summaries for our newsletters so that those who were unable to attend the sessions can learn from the summaries.

During our business meeting, new officers were confirmed and elected. Under Ann's leadership, PAIS set the following goals for this year:

  • increase membership in PAIS
  • encourage active involvement on PAIS-L
  • work toward a published collection of articles related to program administration
  • establish a PAIS Web page

We also decided that, because the InterSection Session with the Intensive English Program Interest Section was so successful, we should try to sponsor an InterSection Session for 2005. At the moment, I am in the process of developing ideas with other Interest sections.

Over the past few weeks, I have been trying to think of ways to get more of us to interact over PAIS-L. I am currently a member of TESL-L and find that, simply because I am so busy in my administrative office (sound familiar?), I delete a lot more of those messages than I actually read. So I wonder why I continue to hang on as a member of this group. I suppose my answer is that I am trying to keep in touch with the interests and needs of my faculty, but because of the time constraint, I only read those messages that are of interest to me. That must be the key to the successful electronic list: interest. We need to find topics that are of such interest to us that we are willing to sacrifice valuable office time to communicate with each other on the list. I will try to work with Bob Pesek, our e-list manager, to generate interesting topics and sustain communication. But we need your help. If you are not a member of PAIS-L, now is the time to get on the list. To join, simply subscribe online via TESOL's Web site or visit the IS subscription link:http://www.tesol.org/getconnected/.

As you probably know, TESOL 2005 will be in San Antonio, Texas. Start planning now to attend the convention, entitled Teaching Learning, Learning Teaching, scheduled for March 30-April 2. It should be a good convention, with the focus on teaching and learning--the essence of what we are all about. But for the next year, 2006, in Tampa, Florida, I have been told by a pretty reliable source that the focus will be on program administration. I hope we can all meet up in San Antonio to participate in a wonderful convention and make plans for an even better one in Tampa.

Something that has been nagging me for some time is the conflict that the membership of PAIS has with the TESOL convention structure. I do not have a solution, but I would like to point out the problem, as I see it. Have you ever thought about how odd it is that we work toward building an effective and meaningful convention program for program administrators and then, during the convention, many of our members are unable to attend our sessions because they are spending their time recruiting faculty? Perhaps we can explore ways of scheduling sessions around recruiters' schedules or perhaps we can find other ways to encourage participation from those program administrators who have recruiting responsibilities. Maybe this is one of those topics we should discuss on PAIS-L.

As the new PAIS chair, I look forward to working with all the members of PAIS to make this an interesting and useful year. Get in touch with me if you have any questions or ideas about PAIS. The way I see it, we are all on the team and we all have to pitch in to make PAIS deliver what we want it to be.

John Aydelott is the academic dean of the Academic Bridge Program at the Qatar Foundation for Education, Science and Community Development in Qatar.

PAIS Officers for 2004-2005

Chair:
John Aydelott, Academic Dean, Academic Bridge Program
Qatar Foundation for Education, Science and Community Development
jaydelott@qf.org.qa

Chair Elect:
Lori Buehring
Academic Coordinator
English Language and International Programs
University of California Extension
Santa Cruz, California, USA
lbuehring@ucsc-extension.edu

Member at Large:
Bryan Gilroy
Director
English Language Center
Zayed University
Dubai, United Arab Emirates
bryan.Gilroy@zu.ac.ae

Newsletter Editor:
Karen Asenavage
Supervisor
Al Ain Women's Higher College of Technology
Al Ain, United Arab Emirates
karen.asenavage@hct.ac.ae

E-List Manager:
Bob Pesek
Northern Iowa University, USA
robert.pesek@uni.edu

Webmasters:
Maxine Pond
Flathead Valley Community College
Kalispell, Montana, USA
mpond@fvcc.edu

Allan Miller
Colorado TESOL
lrmiller@ixpres.com

Nominating Committee:
Ann Frentzen (past chair) Pennsylvania State University, amf3@outreach.psu.edu
John Shannon (past chair), American University of Sharjah, Shannon@aus.ac.ae
Susie Miller, University of California at Santa Cruz, Smiller@ucsc-extension.edu
John Aydelott, Qatar Foundation for Education, Science and Community Development, jaydelott@qf.org.qa

PAIS Statement of Purpose

PAIS serves its membership by conducting a yearly needs assessment that identifies areas of interest and concern in the membership. The section recognizes the following tasks and responsibilities of program administrators to:

  • develop budgets and monitor expenditures
  • recruit, hire, and supervise teachers and support staff
  • train teachers, aides, and other related staff
  • recruit/identify, test, and place students
  • determine program goals, objectives, and work plans
  • schedule classes
  • provide suitable facilities and sufficient materials
  • establish and maintain linkage between the ESL program and other departments within the institution, outside agencies, and the community as whole
  • evaluate program effectiveness

TESOL 2004 PAIS Presentation Summaries: YES! We Got No Bananas! (Low-cost, No-cost, Faculty Development)

Kathy Cardott, kcardott@ou.edu

In a time when budgets are tight and providing faculty development opportunities is sometimes put on the back burner, program administrators have to be creative thinkers. We have to find creative ways to help our instructors continue to grow in their profession. Here are a few ideas that do not break the bank!

  • If you are an on-campus center, tap into your Training and Development Office. Often, they have speakers who can provide talks on enlightening topics.
  • Organize an after-TESOL event. Share with your group the ideas you brought back with you from TESOL. Make up a nice packet for each person. Take advantage of Swap Shop!
  • "These are a few of my favorite things." Ask each person to teach the rest of the group one of their favorite teaching techniques. Try to provide something for everyone (e.g., grammar, reading, writing).
  • Hold a student panel discussion for your instructors. Invite five or six students from your center to share their in-depth views of life in the United States.
  • Attend the regional TESOL meeting. Encourage your instructors to present and have an in-service where you can brainstorm topics for presenting.
  • Set aside time to allow groups of instructors (e.g., conversation instructors, reading teachers) to meet separately and share ideas.
  • Present from a recent journal article to keep abreast of the field. Ask your instructors to present something new that they have learned.
  • Tap into past TESOL presentations--either ones you have given yourself, or ones you have brought back with you--and present to the group.
  • Visit another center and invite its members to visit yours.
  • Invite a colleague from your geographic area to speak to your group. This could be another ESL professional. Since everyone is in the same boat money-wise, perhaps they would speak gratis!

Kathy Cardott is the director of The University of Oklahoma Center for English as a Second Language, in Norman, Oklahoma, USA.

TESOL 2004 PAIS Presentation Summaries: Inspiring Faculty Development

Frances Boyd, fab1@columbia.edu, and Barbara Sarapata, bs2214@columbia.edu

Do you and your colleagues sometimes feel like ships in the night? To help overcome this feeling, we started a professional development program at our large, urban, university-based ESL program. The effort is organized and led by teachers; administrative involvement amounts only to financial support and general encouragement. Each semester, the program includes three sessions based on one theme, three presenters per session, money (for part-timers), and a meal. Attendance is voluntary. Out of 35, about 20 faculty members attend each session. The cost averages $700 per session, split about evenly between food and part-timer stipends. The faculty development program, meant to encourage mutual inspiration and community, has been reaching its goals and even exceeding our expectations. Not only have the ships in the night gotten some lights, but they now feel safe enough to stop in a harbor and share provisions.

Faculty Development at the ALP

Founded in l911, the American Language Program (ALP) of Columbia University is one of the oldest ESL programs in the United States. It currently has a faculty of 15 full-time and about 20 part-time teachers, depending on the term. As a group, the faculty includes people at all career stages, with the greatest number clustering at the late stage. Recently, we felt the need to revive regular faculty development to counteract the isolation that is intrinsic to the structure of the profession.

The Faculty Development Committee (FDC), which began as one person and grew to two after the first year, created a simple framework: three sessions with three presenters each, a meal, and money ($45) for part-timers. The FDC outlines the semester theme and session sub-themes, invites presenters, and takes care of administrative details (e.g., dates, venues, catering). The overall theme for one spring term, for example, was writing, with sub-themes of essay norming, contrastive rhetoric, and teaching feedback. In contrast, the theme for the following fall was speaking, with sessions on pronunciation, feedback on speaking, and sustained speaking tasks. Presenters are free to make choices about content and procedure. Successful formats have included formal presentations, faculty surveys, student surveys, small-group problem solving, and discussion.

Response to Faculty Development at the ALP

In interviews with most of the faculty, the FDC gleaned a great deal of useful information. On the positive side, teachers enjoy the food, recognition, camaraderie, and even "the kick in the rear." Many noted that they have learned useful things for the classroom. On the negative side, teachers noted the lack of time, lack of definitive policies, and the difficulty of presenting to colleagues. Some also disagreed with the voluntary attendance policy for full-timers. For the future, teachers suggested bringing in guest speakers, tackling technology, and exploring such themes as culture, reading, vocabulary, and assessment.

Conclusion

Although faculty development often refers to individual and small-group efforts, the primary focus of the FDC at the ALP is on the faculty as a whole group. As the purpose is mutual inspiration and community building, the effort is structured by the teachers themselves to bring part- and full-time, highly experienced, and less experienced teachers together in dynamic learning relationships.

Can this faculty development model be transferred to other workplaces? The key seems to be its homegrown, site-specific quality (though the meal and money may be indispensable, too). It seems to us that, if professional educators are interested in educating themselves as a community of practice, they can apply their professional tools to determining how and what they want to learn. We teachers, so often ships in the night by choice or by design, can create safe harbors for ourselves where we can stop occasionally to share, learn, and refresh our professional lives.

Frances Boyd is a senior lecturer and Barbara Sarapata is an ESL instructor at the American Language Program, Columbia University, New York, New York, USA.

TESOL 2004 PAIS Presentation Summaries: Plans and Dreams versus Derailments and Nightmares

Gurdeep Skolnick, gskolnik@oswego.edu

The discussion session "Plans and Dreams versus Derailments and Nightmares" was targeted at faculty who had recently assumed administrative responsibilities. Participants at the session were faculty who had recently made this transition within the past few months to 1 year. Because new administrators may face myriad challenges, the discussion aimed at highlighting challenges and gaining insights on dealing with them.

Participants broadly categorized administrative responsibilities under the following headings: program development, recruitment, support services, staff, and budget. Having established broad responsibilities of program administrators, the focus shifted to achievable plans and preventable derailments. To realize dreams and avoid nightmares, it is necessary for administrators to possess key administrative skills. These are skills in leadership, decision making, conflict resolution, organization, communication, and practical research.

Participants identified several challenges: program development, overcoming resistance, transition and implementation of programs and policies, and effective collaboration. One example where effective administrative skills are important is in program development. Participants listed setting or revising goals, revising the curriculum, implementing changes, or evaluating a program. They also identified the need to utilize effective skills in dealing with resistance to change. Participants acknowledged that this resistance could be attributed to a variety of causes, including the absence of a shared vision, history, self-interest, lack of trust, and fear.

An overall central challenge for all was transition and implementation. Participants related how they had to adjust in transitioning from the role of fellow faculty to the role of administrator within the same department. They also indicated challenges that they were facing in implementing changes and in collaborating with colleagues from other departments. The discussion also produced some suggestions that participants could employ once they were back at their institutions. These included garnering support, establishing committees, communicating with all parties, and seeking advice from colleagues in the field.

Gurdeep Skolnick, State University of New York at Oswego, Oswego, New York, USA

TESOL 2004 PAIS Presentation Summaries: Proactive Strategies for Uncertain Times: Student Concerns

M. Christine O'Neill, mco3+@pitt.edu

As program administrators at intensive English programs (IEPs) re-examine their programs in light of the recent political and economic uncertainty, it is clear that their most valuable resource is their students. Students deserve maximum consideration, and in many ways, their concerns now are not so different from any other time. However, I believe, during these times, that this consideration should be imbued with extra sensitivity.

Primarily, students are concerned with security, health, and immigration. When these concerns are appropriately addressed, students can lend themselves more easily to their studies and other daily issues. Immigration, health, and security then need to be the IEP's major concerns for their students. How can we assist students with these issues?

Information--correct information--is key in our endeavor to address students' concerns. We, therefore, need to stay informed, share information, and provide outlets for students. The pivotal individual in this process is the student advisor, the expert in issues of immigration, security, and health. Teachers and students obtain information from the student advisor, as s/he does from the teachers and students. Students and teachers get and give information to each other. It is crucial, however, that any information they exchange be confirmed with the expert. It is likewise important that all members of the IEP, students, teachers, and staff, know who to ask when information needs to be gathered or confirmed. This puts the student advisor at the top of the information triangle.

Social security numbers, driver's licenses, taxes, letters of recommendation, letters to sponsors, personal problems, health insurance, and the Student and Exchange Visitor Information System (SEVIS) comprise just some of the matters student advisors routinely address. Building a solid bank of resources ensures that answers can be found if they are not already known. IEPs, which are affiliated with universities, have the advantage of being able to utilize the university's facilities, such as student disability services, legal services, counseling centers, and housing offices. It pays to cultivate relationships with these offices. Additionally, and if not affiliated with a university, student advisors can greatly benefit from constructing relationships with other student advisors and international student offices at other nearby institutions even if those institutions are not IEPs. Currently, one of the most challenging issues is SEVIS, which has required learning a new and imperfect system. The SEVIS Help Desk is an invaluable resource.

A system for sharing information must be strong and developed. The danger is not sharing information in enough ways. It is better, in many cases, to be repetitive to ensure that most target audiences receive necessary information. For this reason, handbooks for both students and teachers are quite useful and, in fact, necessary. However, as we all know, handbooks can often go unread. Therefore, the crucial information in them must be conveyed through other means as well: classroom visits by student advisors, student and teacher orientations, office hours, IEP newsletters for students and teachers, and bulletin boards. However, it is not only information concerning visas and security that we want to share.

One key issue in a person's general health is interaction with and development of a community of learners. Some of these methods for sharing information can simultaneously serve to build community and consequently encourage interaction through providing outlets. Providing a means for students to meet, benefit from and contribute to the community, and give space to their voices is vital. The IEP's student newsletter can have a section devoted to student writing, for example. Perhaps there is an International Fair celebrated on campus or in the community; as an institute, get involved. If such an event raises money, it can be donated to the charity of the students' choice. Arrange activities in which students can participate. Even a simple thing like Friday-get-togethers at a local establishment can help strengthen the students' language learning community as well as provide a link to the community at large. If there are any unfortunate events that touch your IEP, a student death, for example, address it by holding a special meeting for students to give voice to their fears or anxieties.

In summary, there are four basic elements to ensure that students' primary concerns are addressed: stay informed or know how to become informed, share information, provide students with outlets to voice their concerns and emotions, and build community. When our students tell us they are worried about a grade in a particular class, they are interested in buying a computer, or they want to apply to graduate school, we as student advisors know we have successfully addressed the three fundamental concerns of security, health, and immigration.

Important Web Sites

M. Christine O'Neill is part of the Linguistics faculty at the University of Pittsburgh, Pittsburgh, Pennsylvania, USA.

TESOL 2004 PAIS Presentation Summaries: Administration in an Italian Private Language School

Giovanni Manente, direzione@elsonline.it

In my presentation at TESOL 2004, in Long Beach, California, I talked about successful private language school management, based on my experience as the directing owner of two language schools; European Language School (ELS) and Liceo Linguistico Europeo (LLE), located in Bitonto, a small town in southern Italy.

ELS (founded 10 years ago) is a private language school catering to students ranging in age from 5 to over 50 years old. Students attend classes that are group lessons working toward external examinations.

At the TESOL convention, I posed three questions:

  1. What is needed to make a successful language school?
  2. What is it that makes both students and teachers motivated?
  3. What keeps us happy as school administrators?

In answer to these questions, I explained how ELS attempts to satisfy the needs of the students in an environment that is warm, friendly, and caters to their individual needs. ELS employs policies, including timetable flexibility and make up for lost attendance. We developed these policies when we realized that one of the primary reasons many younger students (who make up over 70% of the overall student population) decided to stop their language learning experience was purely due to time constraints. Students who have problems attending the set classes are met half way. For instance, they are allowed to continue their course by attending two classes with different time schedules. Students are also allowed to attend makeup lessons, upon the condition that they notify the administration prior to the missed lessons. The selected classes must be of similar language level and age as the student's. And, because the school has a policy of keeping class sizes small, the size of those selected classes does not exceed 10.

This flexibility, however, is an organisational nightmare. I discussed the necessity of strict organisation of this service. I stressed that, when it is impossible to place students in existing classes, a number of extra classes are provided until students have completed their missed classes. Then, the school reverts back to the normal timetable.

Another program administration issue at ELS is employment of teachers. I addressed several issues on this topic. One is employing multi-accented, native-tongue teachers. This itself is not novel. However, because State Schools tend to provide classes in privileged language registers, students have a real need for exposure to other accents. This enables them to resolve their problems of lack of recognition and understanding of other accents and usage.

Private language schools face additional employment issues. For example, I discussed the numerous challenges faced in obtaining English language teachers in Southern Italy and from overseas. The majority of the teachers at ELS are recruited through personal contacts. Fewer have been found through Internet advertising and from universities abroad. Therefore, ELS focuses upon locating local teachers from the immediate geographical region. This also solves the problems that sometimes arise when hiring teachers from overseas.

I concluded my presentation by acknowledging that there is no single factor that can make a school successful. However, when a program administrator is motivated to be an English language provider who satisfies students' needs, the outcome will always be positive, regardless.

Giovanni Manente, European Language School, Bitonto, Italy

Reader's Response

Have you or your institution found creative strategies for providing professional development?

What challenges did you face as a new administrator coming from the ranks of a faculty member?

What characterizes a successful language school?

If you would like to share your response to these questions, please send it to Karen Asenavage at karen.asenavage@hct.ac.ae. Responses will be posted in upcoming PAIS e-newsletters.

Web Site Review

Compiled by Karen Asenavage

Rather than list one Web site, I have selected a few sites that could be used by an administrator to hold a professional development (PD) session. Just recently, I attended a PD session on a simple lexical checker site, http://www.lextutor.ca/, and realized how valuable that 30-minute session was in helping me with curriculum development. I also realized that our library has a host of resources, but that my staff and I are so busy that we do not take the time to regularly find out what is available. I have asked the librarian to hold a session on available resources for my staff. Take some time, select a few of these, or ask of your staff to select a few to review at your next staff or PD meeting.

PAIS E-sections would also be interested in receiving reviews of the following sites as well. If you are interested in writing a review, please submit it to me at karen.asenavage@hct.ac.ae.

Aardvark's English Forum http://www.englishforum.com/: Features a Student's Section and Interactive Exercises (IE), the latter with links to the Internet TESL Journal (including CKP, CKA, CKI), Linguarama, and Better English Exercises from English International, France.

Activities for ESL Students http://a4esl.org/: Contains over 1,000 activities. A project of Internet TESL Journal, includes contributions by many teachers, such as Quizzes, Crosswords, and Treasure Hunts.

ADMC CD Yr 1 (Luma Al Balaa) http://194.170.38.233/luma_cdyear1vocab/Default.htm: Has topic-based vocabulary exercises.

Better-English.Com http://www.better-english.com/easier.htm: Has good exercises for CD year 1.

Charles Kelly's Pages http://www.aitech.ac.jp/~ckelly/: This site is a project of the Internet TESL Journal at Aichi Institute of Technology, Japan.

Colchester English Study Centre http://www.EduFind.com: Visitors need to log in and get a password by e-mail. Clicking on "The Learning Centre" will provide links to Online English Grammar (http://www.edufind.com/english/grammar/index.cfm); Test Centre (http://www.edufind.com/test/); Grammar Clinic (the link was not working on last hit); and Diagnostic Test (http://www.edufind.com/english/practice/test-ces.html)

Doug's Interactive English Exercises http://mywebpage.netscape.com/djones55are/: Developed by Doug Jones, ex-AAW, now at UNAM, San Antonio, Texas. Features grammar, vocabulary, reading, and listening exercises, plus a list of Internet Web sites. Contains various levels, with links.

English Club http://www.englishclub.com/: A very big site with many different sections (e.g., grammarvocabularypronunciationlisteningreading,writingquizzes). The reading site has some advanced material.

English Exercises Online http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/welcome.html: Developed by Martin Holmes at the University of Victoria English Language Centre in Canada.

EnglishLearner.Com http://www.englishlearner.com/index.html: Offers English lessons, tests, by Elek Máthé. Interactive tests and exercises include grammar, vocabulary, reading, crosswords, and hangman. Also available: English by e-mail. Subscribe for free and receive lessons every week.

English Language Centre Study Zone http://web2.uvcs.uvic.ca/elc/studyzone/index.htm: University of Victoria, British Columbia, Canada

English To Go http://www.english-to-go.com: Provides photocopiable Lessons from Reuters News Stories

English-Zone.Com http://English-Zone.Com/: Features exercises in GrammarStudy SkillsReadingWritingVocabulary, and Spelling. The writing exercises are fun!

ESL Blues http://www.collegeem.qc.ca/cemdept/anglais/trouindx.htm: A great site with animated grammar tutorials, flash quizzes, and interactive grammar exercises.

Interesting Things for ESL Students http://www.manythings.org/: Features include Daily Page, Slang, Quizzes, Proverbs, Anagrams, Random sentences, and more.

Karin's ESL Partyland-Quiz Center http://www.eslpartyland.com/quiz%20center/quiz.htm: Student pages: 75 interactive quizzes, plus discussion forums, interactive lessons, a chat room, and links. Rated Very Easy, Easy, Medium, Difficult, Very Difficult. Teacher pages: Lesson plans and reproducible materials, discussion forums, ideas for communicative practice activities, a chat room, a job board, links, and more.

Randall's ESL Cyber Listening Lab http://www.esl-lab.com/: Features General Listening Quizzes and Short Listening Exercises (rated Easy, Medium, Difficult, Very Difficult).

Other ESL Sites

The following are miscellaneous sites recommended on TESLCA-L.

Compiled by Deborah Healey

Action Mazes-Business Mazes, http://www.stir.ac.uk/departments/humansciences/celt/staff/higdox/Vallance/Diss/P1.htm: "The activity takes the form of a decision maze based on business strategies, inter-personal communication and structure appropriacy. I've designed the pages for intermediate-level students but I'm sure advanced-level students will appreciate the new medium in which to review business English." Michael Vallance,mv06@STUDENTS.STIR.AC.UK

Amal school network English Resource Center http://www.amalnet.k12.il/meida/english/: Noncommercial site with links.

Atlas: Reading in English http://www.ace.fuhsd.org/atlasweb/default.htm: Sites that relate to CASAS reading competencies for high school and adult learners.

California Email Projects Home Page http://www.otan.us/webfarm/emailproject/email.htm: Susan Gaer, SusanG2@aol.com

Chat Sites http://www.worldvillage.com/wv/chat/html/chat.htm: "Family-friendly environment with a Code of Conduct ... web-based and work with Java-capable browsers." Begum Ibrahim, ahnees@pl.jaring.my

Crossword Puzzles for ESL Students http://www.aitech.ac.jp/~iteslj/cw/: Part of Internet TESL Journal, iteslj@GE.AITECH.AC.JP

Cyberpet Chat Room http://www.cyberpet.com: Choose a room and start chatting. Sandy, Kuang.Y.Ting@EXETER.AC.UK

Englishtown http://www.englishtown.com: Features a daily joke, quote, and fun fact; monthly short article inviting students to respond; grammar Q and A; culture Q and A; Pen Pal Club; Chat room; and an Online writing course. Janet Raskin, janet_raskin@ef.com

ESL Monkey http://members.aol.com/eslmonkey/: "One monthly link or topic for each category.... The selected sites should help ESL learners to study English by themselves; the selected sites could be ESL or non-ESL sites as long as they teach various aspects of English; viewing the selected sites should not require a high-powered computer or special software programs unless otherwise specified." Mayuko Nakamura, mn148@COLUMBIA.EDU

E-Views: Interviews on the Net http://www.eviews.net/: Offers audio and text files of interviews. One per week is free; for more and access to the archives, subscriptions cost $25-$30.

Global Schoolnet http://www.gsn.org/: Provides lots of teacher resources, geared toward K-12.

Grammar Safari http://deil.lang.uiuc.edu/web.pages/grammarsafari.html: Interesting ideas for using search engines. Lauren B Goldenberg,lbg2909@IS5.NYU.EDU

Grammar Site http://userpages.umbc.edu/~kpokoy1/grammar1.htm: "Eye pleasing interface with multiple links including interactive exercises." Meg Messner, mrmessner@gallua.gallaudet.edu

IALL http://polyglot.lss.wisc.edu/IALL/: International Association for Learning Laboratories

Journals and Newsletters in TESL/TEFL, Linguistics, and Communication

http://ilc2.doshisha.ac.jp/users/kkitao/online/www/journal.htm: Kenji Kitao, kkitao@mail.doshisha.ac.jp

Keypal Opportunities for Students

http://ilc2.doshisha.ac.jp/users/kkitao/online/www/keypal.htm: Kenji Kitao, kkitao@mail.doshisha.ac.jp

Language Learning and Technology Journal http://llt.msu.edu/: An electronic, academic, refereed journal.

Linguistic Funland http://www.linguistic-funland.com/

Mystery Net (The Case) http://www.mysterynet.com: Deborah Healey, Deborah.Healey@orst.edu

National Association for Bilingual Education (NABE) http://www.nabe.org/: Features information on the organization's instructional technology special interest group and the NABE Technology Consortium (NABETC). Ana Bishop, abishop@INTERPORT.NET

Newbury House Online Dictionary http://nhd.heinle.com/: Contains over 40,000 entries, with simple and clear definitions. Provides sample sentences, idioms, graphics, and cultural facts and figures. Ken Pratt, Ken_Pratt@Swpco.com

Phonology Project http://www.stir.ac.uk/departments/humansciences/celt/staff/higdox/stephen/PHONO/PHONOG.HTM: A teach yourself phonology course, created as part of a dissertation. S. D. Luscombe, sdl04@STUDENTS.STIR.AC.UK

Places to Go, Things to Do in ESL http://darkwing.uoregon.edu/~leslieob/togotodo.html: "Contains select, high-quality sites that target assorted skills/categories (grammar, reading, interactive) in a task-based format." Leslie Opp-Beckman, leslieob@oregon.uoregon.edu

Simulations: Role Play Links http://www.rpg.net/larp/: "The site is particularly devoted to role playing. In the scenarios section, there are examples of hobbyist games created by native speaker of English for their hobby and there is a section of EFL games created by non-native speakers (see the NCCU Scenarios section)." Brian David Phillips, phillips@cc.nccu.edu.tw

Sounds English Web Site http://users.netmatters.co.uk//gjtaylor/: Macintosh shareware for English language learners and teachers, with reviews and download links. Geoff Taylor, gjtaylor@netmatters.co.uk

TEFL News http://ilc2.doshisha.ac.jp/users/kkitao/teflnews/v1/n2.htm: Kenji Kitao, kkitao@mail.doshisha.ac.jp

Video Cassettes and the Internet http://www.wfi.fr/volterre/videoweb.html: "A snapshot of Internet resources for using video in the EFL/ESL/ELT classroom and teaching with the Internet." Linda Thalman, thalman@wfi.fr

Virtual University's "E-mail Communication for ESL Students" Free Online Course http://www.vu.org/calendar.html: "E-mail writing from the perspective of a person who does not have a comfortable command of the English language." Paolo Rossetti, prossett@DIRECT.CA

Washington Post http://www.washingtonpost.com/: "It tends to be a simple, unpretentious site, with lots of good reading matter and not much flash." Anthea Tillyer, ABTHC@CUNYVM.BITNET

Washington Post International Page

http://www.washingtonpost.com/wp-srv/inatl/front.htm: "Includes current stories from around the world and has a fabulous (yes!) collection of regional pages (e.g., Africa, Asia/Pacific) and national pages for what they bill as ‘more than 220 countries.'" John McVicker, mcvicker@ohiou.edu

Web-Based Training Resources http://www.ohiou.edu/esl/teacher/webTraining.html: John McVicker, mcvicker@ohiou.edu

WordsRUs.com http://www.wordsrus.com

Focusing on Words http://www.wordfocus.com: "An interesting and informative page on English words for intermediate to advanced students and even us native users." Meg Messner, mrmessner@gallua.gallaudet.edu

Writing DEN http://www.actden.com: Provides reading and writing possibilities.

Compiled by Deborah Healey, Deborah.Healey@orst.edu. Last updated 14 July 2001.

Thank You PAIS Proposal Readers

The PAIS officers would like to thank all of those readers who so generously volunteered their time to read proposals for TESOL 2005. Without you, PAIS would not have sessions at TESOL 2005. You make it all possible. Thank you once again!

PAIS E-Newsletter Fall Issue

The Fall issue is already being compiled with a deadline of August 30th for submissions. If you have not already summarized your session, please consider doing so to share your work with other PAIS members. Also, any other articles, summaries, book reviews, book lists, or other information relevant to PAIS members is encouraged.

Send all submissions to karen.asenavage@hct.ac.ae