This website uses cookies. A cookie is a small piece of code that gives your computer a unique identity, but it does not contain any information that allows us to identify you personally. For more information on how TESOL International Association uses cookies, please read our privacy policy. Most browsers automatically accept cookies, but if you prefer, you can opt out by changing your browser settings.

Affiliate News: February 2010

Affiliate News (Fall 2005)

by User Not Found | 11/11/2011
A Message... From the Editor’s Desk

Zakia Sarwar, Editor/Member of Transitional Leadership Committee, zsarwar@cyber.net.pk

Dear affiliate leader,

This newsletter is the affiliate transitional leadership committee's (ATLC) endeavor to reach out to global affiliates through networking. Networking is a "magic word" that denotes nurturing, caring, and sharing to join hands to weave a pattern of solidarity and support. As a member of the TLC team, I am able to connect with those who are physically far away from TESOL's governance and main academic activities. I value the sharing and support that is possible through this newsletter. The messages from Elliot L. Judd, TESOL president, Mabel Gallo, affiliate board liaison, and Vera B. Bradford, TLC chair, are warm and inspiring. JoAnn Miller, chair of the ad hoc committee on member entity transition (COMMET), has outlined how the ATLC envisions its work in a "Time for Change." JoAnn beckons you to "Remember that TESOL is your professional organization. Get involved and make it into what you think it should be." I have been involved in TESOL activities since 1989, and I can only add: As an affiliate leader from Pakistan, I can see that now our voices will be reflected in TESOL so that it assumes a truly international character. The ball is in your court!!

The affiliate community chose "Innovations" as the theme of the Affiliate News. Sharing innovative news and views will provide global affiliates with an opportunity to align more closely with colleagues worldwide. In this issue, it is exciting, for instance, to hear about the new professional organizations emerging from Qatar, Mexico, and Haiti, and we are proud of their achievements. Similarly, the innovative traveling conference, which evolved in Pakistan to deal with difficult circumstances, can perhaps ignite some more ideas to maximize resources and reach out to teachers at the grassroots level.

It is equally enriching to read about the innovative language policy in Colombia, and how teamwork in France helped to develop materials that reinforced the quality of teaching and therefore enhanced language learning. An affiliate leader from Ohio succinctly outlines the steps to involve students in professional development through assignments on meaningful reviews.

Enjoy this collection of articles. TLC invites you to suggest the theme for the next issue and offer your ideas about what you would like this newsletter to be.

Sincerely,
Zakia

From TESOL's President

Elliot L. Judd, 2005-06 TESOL President, ejudd@uic.edu

Let me extend my warmest greetings to my fellow affiliate members. Yes, I am an active member in my TESOL affiliate, Illinois TESOL/BE. Prior to my arrival in Illinois, I was active in Ohio TESOL and before that New York State TESOL. I am a strong believer in TESOL affiliates.

TESOL affiliates and TESOL form a crucial partnership. Both sides help each other. Affiliate members and leaders help to spread TESOL's positions to members of the profession. Many affiliate members are involved in the everyday workings of the association-on TESOL's committees and task forces, on the editorial board, and in the interest sections and the caucuses. Many of TESOL's leaders, both past and present, received their training in the affiliates. In fact, without affiliates, TESOL would be a weaker professional association.

TESOL can also help the affiliates. It can provide the affiliates with position papers, publications, professional standards, and other information that can support the affiliates in their respective communities. TESOL can also aid affiliates by sending speakers to their conferences and by helping to underwrite cost for some affiliates to send representatives to the annual convention.

Let us continue to help each other grow professionally and prosper together!

From TESOL’s Affiliate Board Liaison

Mabel Gallo, Affiliate Board Liaison, mabelgallo@ciudad.com.ar

Dear Colleagues,

As the affiliate board liaison to the affiliate transitional leadership committee (ATLC), I would like to say hello and welcome to all new affiliate leaders. I wish you all a most rewarding experience as leaders in our affiliate community.

By the time you receive this issue of the Affiliate News, those of you in the northern hemisphere will have begun the academic year. Most probably, you will be full of expectations regarding all the changes that you have decided to implement in your classroom practice. Those of us in the southern hemisphere, on the other hand, will be halfway through our second semester, and deeply involved in the evaluations process of the outcome of this year's innovations. Yes, in both cases, innovations, the subject of this year's Affiliate News, will be uppermost on our minds. Actually, the way we decided to select the topic of innovation for our newsletter was quite innovative in itself. This time it was you who decided on the topic of our newsletter by responding to the question posed by Vera Bradford, chair of the ATLC.

Congratulations on your decision. No other topic could have been more descriptive of what is going on in our professional organization nowadays. As JoAnn Miller, chair of the Ad Hoc Committee on Member Entity Transition (COMMET), says in her article for this Affiliate News, this is a "A Time of Change" for our organization. I want to especially thank JoAnn for her thorough report on the reconfiguration of TESOL governance.

It is interesting to see how institutional changes and changes in our profession seem to go hand in hand. At the same time we are exploring every possible way to make our classes more learner-centered and giving our students autonomy on a number of classroom issues, our organization is making every possible effort to empower members to become owners of the decision-making process of the institution.

Some of the innovations that directly affect the affiliate community instituted since the board meeting of February 2005 are as follows:

  • The nomination of the members of the ATLC: Vera Bradford, Chair; Yilin Sun, Chair Elect; Elke Apelbaum Savoy, Member A; and Zakia Sarwar, Member B
  • The establishment of an Ad Hoc Committee on Member Entity Transition (COMMET) charged with guiding the three transitional leadership committees, interest sections, affiliates, and caucuses through the process of reshaping the new entity leadership into leadership committees. Suchada Nimmannit, affiliate board liaison, forms part of this committee, and Elke Appelbaum is the ATLC representative.
  • Two new membership categories for prospective members from countries that fall below a certain level of average gross national income as identified by the United Nations: A global membership, which includes all services and benefits at a lower annual membership fee, and a global electronic membership, which includes only services and benefits that can be provided electronically at an even lower annual membership fee.
  • A professional workshop within the affiliate workshop. "Teacher Change," the theme of this year's workshop, was a starting point for a year devoted to the subject of innovations.
  • An Affiliate Colloquium at the annual convention. Although the affiliates have always had a good number of affiliate events for affiliate members to network, the affiliate community had never had a forum for affiliates to communicate with convention participants in general. The Many Faces of EFL Today brought together a panel of EFL teachers from outside North America to discuss major educational issues in their countries. The affiliate board liaisons especially thank Johanna Katchen, panelist from East Asia, for initiating this project. Very soon you will be consulted for ideas for next year's colloquium.

And now as we all move on toward our 40th Annual Convention in Tampa, with the theme "Daring to Lead," let's make the most of the great opportunities we have as TESOL leaders to implement the necessary innovations to raise teaching and learning standards worldwide.

Let's keep in touch,

Mabel

From the Chair of TESOL's Transitional Affiliate Leadership Committee

Vera Burlamaqui Bradford, TLC Chair, vbradford@terra.com.br

Dear affiliate members,

The first time I ever attended a TESOL convention was in Chicago. I was a first-timer with contrasting feelings about the windy city and the warmth of the Convention Center. The reception, the magnitude of TESOL, and the presentations I attended overwhelmed me. I felt proud of being a teacher of English. Furthermore, I had the feeling of belonging-belonging to the world of teachers. I was among teachers who had gathered there from all over the world! Belonging to the field of education, and belonging to a worldwide community so stirring to my emotions, I had an inner feeling of pride and importance in this world.

I was stunned by the noise of the busy Convention Center, with the endless coming and going of teachers and the rushing back and forth to different presentations.

Every moment was a special one, and the entire experience that I was finding so very precious was bound up with the sound of the Chicago blues, the silent calm of Lake Michigan, and the windy street corners, all of which brought into reality a whole-hearted personal and professional life experience.

That year I fell in love with the TESOL organization. I silently promised myself I would truly belong to TESOL. Doing what? At that time, I had no idea how I could help.

Since then I have come a long way.

I've worn many hats at TESOL since that day.

1. I have been a proposal reader, chair-elect, chair, and past chair of PAIS (Program Administration Intersection Sector).

2. I have given presentations that dealt with either teacher development or administration of the academic area. I wanted to show the world the high quality of teaching education we had in Brazil.

3. Eventually, I became more and more actively engaged. I was elected president of BRAZ-TESOLand, as such, I could represent my organization and my country at the affiliates' meetings. This position has given me the opportunity to exchange experiences, to understand international organizations, and to further my know-how in the teacher development area.

4. In 2004, I helped TESOL organize a Symposium in Social Responsibility in Brazil. What an unforgettable experience! Words fail me as I try to express all the emotions and the success of the symposium.

And now in 2005, here I am in a new role, wearing a new hat, taking part in a revolutionary process in TESOL's organization.

I have been designated chair of the affiliate transitional leadership committee (ATLC). Mabel, Suchada, Elke, Yilin, Zakia, and I will be your liasions, listen to your recommendations, and elect a new member for the ATLC next year.

It is in the hands of us affiliates to start this change, let our voices be heard, and see our projects be implemented.

There will be no radical innovations this coming year. The ATLC role will be to listen, record, coordinate, and transmit our affiliates' views.

Thus, we now belong to the ATLC, which could also stand for
A - AFFILIATE
T - TENDER
L - LOVING
C - CARE.

My dear colleagues, we have been empowered! We will have the freedom and the power to decide our future and our direction. Our movements, the sharing of ideas, and our commitment are in our hands.

Let's join efforts. I count on you all!

Warm regards,

Vera

From the Chair of TESOL's Ad Hoc Committee on Member Entity Transition

JoAnn Miller, Chair, COMMET, and Liaison, IS-TLC, miller@room20.org

This is a very exciting time in TESOL. Last year the board of directors was reconfigured. Among other changes, board members no longer are elected to directly represent specific TESOL entities (affiliates, caucuses, and interest sections); they now represent the membership as a whole. As a result of these changes, everyday entity governance will not be carried out by board members any more, but each entity will be involved in self-governance through a structure determined by the entity members to best suit their needs. For example, in the system we have been using up to now, your board liaisons planned and ran the Affiliate Leaders Meeting at the annual convention. Under the new system, the affiliate leadership committee (ALC), consisting of affiliate leaders, will plan and run the meetings. This committee will be elected by the affiliate leaders themselves from candidates who will be chosen from your own ranks.

This is a momentous change. TESOL organization will no longer be top-down (board to members), but rather it will be much more bottom-up (members to the board). The membership entities will govern themselves through their leadership committees and will communicate the needs and concerns of their members to the board through their board liaison.

At this moment, the transition is just beginning. Last December, the transitional leadership committees (TLCs) for affiliates, caucuses, and interest sections were appointed from lists of candidates supplied by the entities. As you know, your TLC is made up of Vera Bradford, chair; Yilin Sun, chair-elect, and Elke Apelbaum Savoy,and Zakia Sarwar. This year your affiliate transitional leadership committee (ATLC) is charged with initiating the change. They must learn all the responsibilities the board members on the affiliate coordinating committee had, plus, with input from you, the affiliate leaders, determine a procedure to nominate and, in December of this year, elect the first ALC member. Vera Bradford, the chair of the ATLC, will be leaving her post in March 2006; the chair-elect will become chair and the newly elected member will join the committee.

Next year, this committee will begin considering changes in TESOL's standing rules that relate to affiliate structure. What kinds of changes are possible? Just to give you an idea, the standing rules include such topics as the internal organization of the ALC, the affiliate meeting schedule at the convention, the number of issues of the Affiliate News, and the duties of each member of the committee. Suggestions related to other more important issues, including affiliate benefits, affiliation criteria, and the various criteria in place dealing with affiliate status, can also be discussed and changes submitted to the board.

The ATLC will not be working in limbo. This year Mabel Gallo and Suchada Nimminnit are your board liaisons and, as such, their major duty is to mentor the members of the ATLC as they learn their new duties. In the future, the ALC board liaison will be your conduit to the board of directors, representing your interests and communicating your concerns. Also supporting the ATLC this year is COMMET (Ad Hoc Committee on Member Entity Transition), an ad hoc committee that is made up of one TLC member and one board liaison from each entity. This is one of the few TESOL committees formed with the precise purpose of facilitating inter-entity communication as they transition into self-governance. Most TESOL committees are vertical: members-board. This committee is horizontal: member-member.

Now, what does this mean to you? As an affiliate leader, you-and, through you, the members of your affiliate-will have a greater voice in TESOL. For example, your ALC will have the possibility of forming subcommittees to help you investigate new concepts, identify policy and advocacy needs, and more clearly and more directly represent your interests. These subcommittees will also give you more say by increasing the number of TESOL leadership positions that won't necessarily require you to attend the annual convention every year, thereby expanding active involvement by members in TESOL governance.

We hope that at this point you are becoming very excited about this transition. This is a unique opportunity for you to be part of the rebirth of TESOL entities, helping them become more member-oriented and self-governing. Your ATLC welcomes any suggestion, concerns, or questions. Remember that TESOL is your professional organization. Get involved and make it into what you think it should be.


Articles The Birth of Qatar TESOL

Aisha Al-Kulaifi,amk_khulaifi@hotmail.com

Qatar TESOL was born on April 2, 2005, when President Sarah Al-Kuwari signed the Affiliate Agreement with TESOL, Inc., in San Antonio. Aisha Al-Kulaifi, Qatar TESOL vice president, witnessed the signing. Qatar TESOL now has more than 200 members and is a growing and vibrant language association. Qatar TESOL will hold its first international conference on February 24-25, 2006. The theme is "Best Practices in EFL/ESL." For more information, visit www.qatartesol.org.

In her letter to the Qatar TESOL members, Aisha Al-Kulaifi talks about her experience in San Antonio.

Dear TESOL Friends,

Both Sarah and I attended the TESOL, Inc., International Convention for the first time in San Antonio from March 29 to April 2. It was an overwhelming experience. More than 900 papers were presented-often at the same time!

It was a pleasure to wake up every morning and run to the convention center to learn something new. The sweetest experience was hearing people call your name as if they had known you for a long time. We cannot forget the smiles we saw everywhere on peoples' faces as they asked us if San Antonio was treating us well!

The high point was signing the Affiliate Agreement with TESOL, Inc. Being part of "Big TESOL" has been every Qatar TESOL member's dream for a long time! We also took part in a panel and spoke on language planning and policy. That was exciting! The panel concluded with speakers from Thailand and the United States. We did it. It wasn't easy. And we think that we will find this experience useful for future events.

Looking forward to seeing you in Tampa March 15-19!

Sincerely,
Aisha

ANUPI: New TESOL Affiliate

Ismael Garrido, igarrido@anupi.org.mx

ANUPI: Asociación Nacional Universitaria de Profesores de Inglés (The National Association of University English Professors) was founded on October 30, 2002, as a nonprofit organization in Mexico. It began as an innovative dream project when a group of Mexican teachers from various state universities discussed the need to create an association that could provide continuous and updated professional development for English language teachers in Mexico and abroad. It became a welcome reality when ANUPI held its First International Congress entitled "Towards Greater Professionalization in Language Teaching" in Acapulco in 2003.

The mission of ANUPI is to improve the quality of the teaching of English as a foreign language (EFL) in Mexico and as a second (ESL) abroad, to promote the professional development of those involved in teaching and learning activities, and to initiate and support research in this area. Research in EFL issues by indigenous researchers is badly needed.

ANUPI also seeks to establish high-quality standards to guarantee excellence in academic EFL teachers' course programs at undergraduate and graduate levels, as well as to design a profile that specifies the knowledge and abilities essential for the graduates from these programs.

This new innovative association is also searching for procedures to provide the certification of English language teachers who meet the profile and wish to receive a national or international certification.

This year we were happy to host our Third International Congress in Acapulco with the participation of EFL/ESL specialists from 11 countries, and we were also delighted to become a TESOL affiliate in September.

ANUPI Committee Members

The First Affiliate Regional MATE Conference

Jean Frantzy Italien, President, italien_jeanfrantzy@yahoo.com, and Jean Francois Vilmenay, Representative and Program Coordinator, jeanfranois_vilmenay@yahoo.com

The first regional affiliate annual Miragoane Association of Teachers of English (MATE) Conference for Teachers of English as a Foreign Language (EFL) on the Role of English in the 21st Century was held in Miragoane on August 26-27, 2005. The conference actually attracted over 70 participants from the ELT profession. They came from various regions in the south department.

The conference was organized by MATE, an affiliate of TESOL, and was sponsored by the Public Affairs Section, Embassy of the United States of America.

The keynote speakers were Mr. Pierre Philistin and Mr. Mark Bradshaw. They both, in their keynote lectures, highlighted the changing role of English and its importance in the 21st century. They further emphasized the need for Haitians to be prepared to face the ever-growing challenges of English, which continues to be the standard world language. Vanessa Carpenter, one of our guest speakers, helped us in the development of the paper entitled "Language and American Culture." The other papers presented dealt with a broad spectrum of topics related to the theory and practice of ELT and the perspectives for the 21st century. The workshops conducted on the first day focused on teachers' professional development, and those conducted on Saturday focused mainly on collaborative learning. The first affiliate regional annual MATE conference for teachers of foreign language was indeed a huge success.

The “Road Show”: Innovative Traveling Conference in Pakistan

Huma Thaver, Conference Coordinator, SPELT Working Committee, SPELT House, Karachi,spelt@cyber.net.pk, www.spelt.org

The Society of Pakistan English Language Teachers (SPELT), a proud TESOL affiliate since 1989, has developed the traveling conference as a way to deal with the challenges it faces. For SPELTers, the traveling conference means that instead of the participants gathering in one city, which is the norm, the presenters travel to at least four different cities of Pakistan to repeat the same paper or workshop, tailoring it to the needs of the audience. The speakers are divided into teams A and B, to cover different geographical locations in Pakistan. After the inaugural conference in Karachi, Team A goes to Multan and proceeds to Lahore, whereas team B goes to Abbottabad, then Islamabad. Over the weekend, there are simultaneous conferences in Lahore and Islamabad.

There is a "presenters' cross-over" on the second day of the conference after midday: Team A in Lahore moves to Islamabad and vice versa. Both teams give presentations in the cities they visit and also intermingle with the teachers at a grassroots level. Thus SPELT maximizes the input of its presenters and at the same time gives its presenters a chance to travel across Pakistan and meet more teachers.

The traveling conference, which allows us to come in contact with over 2,000 teachers across the country every year, was SPELT's answer to the challenges it faces in the environment in which we work.

1. Interested teachers are mostly women, and in light of conventional and financial constraints, they are not able to travel to another city and stay in hotels overnight. They have difficulty even coming to the SPELT conferences on weekends in their own city. The families "allow" women to work, but that means simply going to teach and coming back home right away. Any extra time given to their professional development is something they are still struggling for.

2. ELT is still not a fully recognized educational field in Pakistan. There are very few training opportunities for teachers here. The SPELT traveling conference allows these teachers to come in contact with national and international experts in ELT, thus broadening their horizons. These teachers are thirsty for knowledge and the SPELT conference gives them an opportunity to meet and network nationally and internationally. It's an event everyone anticipates!

3. Also, SPELT has six chapters in different cities of Pakistan. The traveling conference empowers the conference organizers in smaller cities to participate in SPELT activities and grooms them to develop leadership qualities. This in turn strengthens SPELT as an organization.

4. Last but not the least, it gives an opportunity to our international speakers to come in contact with a wide range of teachers, which enhances their own level of understanding regarding ELT in EFL environments. The EFL issues have some similarities with ESL, but some dimensions of EFL really need to be addressed in a more focused manner. Understanding these issues while coming in contact with a wide range of teachers across the country is a rich experience for all those who have participated in SPELT. The experience gets richer because of the warmth and hospitality that SPELTers accord to their speakers-and the added attraction is that the speakers also network with each other. The conference is a daytime affair. Evenings are spent savoring local hospitality and enjoying outings that are later looked back on with nostalgia. Who wouldn't remember a sailboat trip on the Arabian Sea or the scenic hills of Abbottabad where cultures meet and we hear Japanese, Singaporean, Sri Lankan, Indian, English, American, Australian, Spanish, Pakistani and many other folk tunes, jokes, and ELT puns? Or catching and eating a blue crab dinner cooked specially for all of us by the boat men in Karachi and sampling the famous chapli kebabs in Abbottabad. The SPELT conference and the dinner both have a distinctive flavor!

Ecuadorian English Teachers (FENAPIUPE)

Alfredo Jimenez, President, FENAPIUPE, fenapiup@yahoo.com

English has become an important language in every part of the world, so different teaching methods and techniques have also been developed in the teaching field. For this reason a group of professors decided to organize an institution that represents all teachers of English in our country, Ecuador. Its main objective is to update and train teachers, so that they could improve their knowledge and way of teaching.

As the teaching of English was not well supported by the government from the very beginning, we went through many problems (such as institutions with lack of equipment and material and reduced number of hours). However, with the high demand of the business transactions, which were mostly in English, there was a radical change. As a result, the number of hours to be taught were increased and now it is a requirement for all educational institutions to have at least six hours of English per week. Now as the world is changing rapidly, we are all part of globalization and English has become an essential part on our daily lives; therefore, focused steps to improve English standards are really essential.

We are happy to announce our XI National Congress, "An Insight into Technology, Language and Traditions," in Cuenca on November 10-12, 2005. This event is focused on technology, which has become a helpful tool even in education, facilitating our work in different ways, such as getting more resource material, practicing online, being in contact with teachers, and at the same time swapping experiences. It's also centered on "language and traditions" which come together as our students are learning not only a language but a new culture, which gives a different dimension to what learning a language is, which can also be a rewarding experience for the future.

Colombia Innovates in Foreign Language Education Policy

Rigoberto Castillo, Colombian Afíliate, Universidad Distrital and Universidad Catòlica de Colombia,rcastillo@asocopi.org

The Ministry of Education of Colombia has established a plan (2004-2009) "to form citizens able to communicate in an FL at a level comparable with international standards so that Colombia enters more fully in processes of intercultural communication and global economy. The project hopes to improve competitively and to elevate the quality of life." The proficiency goals set for this plan are presented below:

Audience Common European Framework TOEFL
Teachers of foreign language B2 500/677
High school graduates B1 400/677
Foreign language majors B2 500/677
University graduates B1 400/677

To attain the above, the following actions have been carried out to date.

The Ministry

  • Supports the efforts of Secretarías de Educación to formulate regional plans of continued teacher education in FL and in FL methodologies.
  • Supports 10 regional universities that offer a BA in FL to expand their capacity to train FL teachers.
  • Set up a low-cost program with private and public language schools to train teachers of all disciplines in FL learning.
  • Started a scheme of accreditation for private language schools.
  • Established partnerships with the Colombian-TESOL affiliate, with private and public universities and language schools, and with the British Council.

The writer of this article feels that it is beneficial for Colombia to have the central government actively engaged in promoting FL education. The fact that in one year over 1,000 teachers of English and 1,000 teachers of other subject areas have received continued training in language and in methodology is unprecedented.

However, because structural problems remain-such as large classes in high school and low standards to meet the foreign language requirement in higher education-the objectives set by the Plan Nacional de Bilinguism seem unattainable by 2009 as proposed.

Visit relevant Web sites at www.mineducacion.gov.co, www.icetex.gov.co, andwww.asocopi.org.

Innovations for the Classroom: Teamwork to Develop Course Materials

Mary Vigier, TESOL France, Publications Chair, mary.vigier@esc-clermont.fr

In 1985 I joined the English Department at the Clermont Graduate School of Management in Clermont-Ferrand, France, and in 1990 I was appointed department chair. Within the department we have a long-standing tradition of cooperating to develop course materials. This collaboration has also taken the form of joint articles and presentations at academic conferences.

Over the years, we have taken turns preparing our weekly lesson plans. As a natural result of this team spirit, five of us published a textbook, Mastering Business English: A Learning Resource Book,which has allowed us to share our experience in a wider context, on a regional, national, and even international level.

A key success factor leading to the publication of our book was our ability to work together as a team. Instead of assigning whole chapters to be written individually in our separate corners, we all worked together on each chapter and on each of the different subsections per chapter. Because we adopted this type of collaboration, each part of the book has been enriched by the contributions each author has brought to it.

The final product therefore reflects a multifaceted approach. The combined participation of five authors throughout the book guarantees a variety of methods for teaching business English. We offer a richness of styles and activities, from teacher-oriented to student-oriented. Through this diversity, we feel that we better meet the needs and expectations of all students.

When we look back and reflect on our experience, we realize that only when teachers work as a group can they reinforce the quality of teaching and therefore enhance language learning. For us, sharing and collaborating can't be taken for granted. One person alone could never have produced the work that we were able to publish together.

Bryant, Michael, Henri Caquot, Kevin Metz, David Sheehan, & Mary Vigier. 2004. Mastering Business English: A Learning Resource Book. Paris: Chiron Editeur. 240 pages. CD included.http://www.MasteringBusinessEnglish.com

Student Reviews of TESOL Periodicals

Timothy A Micek, PhD,micekt@ohiodominicah.edu

TESOL programs are always looking for ways to involve their students in the profession. One option is for faculty to assign students to review periodicals that the program is considering for its library collection. Such an assignment is described here.

Working by yourself or with up to two partners, choose a periodical from the list to review. Read through an entire volume (normally one year) to get a good sense of the publication. (If you do this assignment with others, you should each read an entire volume.) When you have finished reading, write a one- to two-page reportz in which you answer the following questions:

  • Who is the journal's audience and what is its purpose? (You may need to infer this.)
  • What is its content and how is it organized? (Does it include articles, reviews, etc.? How long is a typical article?)
  • How accessible is it? (How easy is it to understand?)
  • How relevant is it? (To what extent does it relate to your current studies and/or work?)
  • How valuable is it? (To what extent does it help you in your studies and/or work?)
  • Would you recommend this periodical for inclusion in our library's collection? Why or why not?

This assignment has three main benefits: it offers students exposure to professional literature, it gives them practice in discourse analysis, and it gives them greater ownership of their own education. In the process, it gives the program new ideas for library acquisitions.


Announcements Minutes of the 2005 TESOL Affiliate Council (ISC), San Antonio, Texas, USA

If you were an affiliate delegate at the 2005 Affiliate Council, please read the minutes and vote by visiting this link: http://www.surveymonkey.com/s.asp?u=645871113043

Call to Order

Podium members: Aysegul Daloglu, presiding chair, Affiliate Coordinating Committee (ACC); Mabel Gallo and Suchada Nimmannit, ACC members; Wes Eby, parliamentarian; Laura Bryant, member relations coordinator

Daloglu called the 2005 TESOL ASC meeting to order at 9:00am and announced that 69 of the 93 delegates were in attendance. (See Attachment A.) She declared that the majority required for a quorum was present.

Introduction and Greetings

Daloglu introduced the members on the podium.

Adoption of Credentials

69 of the 93 delegates and the presiding ACC members were present. A motion to adopt the Credentials Report carried.

Appointments

Daloglu announced the appointments for the meeting: Mabel Gallo, credentials chair; Suchada Nimmannit, credentials committee; Laura Bryant, recording secretary; Timekeepers; Vera Bradford and Yilin Sun and Elke Savoy; Tellers. Appointments were approved.

Adoption of the Affiliate Council Special Rules

The chair read the Special Rules:

1. Each person giving a report, including questions and answers, is limited to a maximum of 3 minutes.
2. Discussion and/or debate on each item of business shall be limited to 12 minutes.
3. All delegates who speak shall first identify themselves and their Affiliate.
4. Each person who speaks to an issue shall be limited to 3 minutes and may not speak more than one time per issue until all who wish to speak have done so.
5. All main motions will be submitted to the chair in writing.
6. An authorized alternate delegate may replace a delegate when that delegate must be absent to give a presentation on the conference program.

A motion to adopt the Affiliate Council Special Rules was approved and the rule changes were accepted.
Adoption of Agenda

A motion to adopt the Affiliate Council Agenda was moved and seconded. The motion carried. The chair declared the meeting officially in session at 9am.

Report of the Minutes from the 2004 AC Meeting

Bryant reported on the minutes of the 2004 AFC meeting. 36 ballots were returned, all of which were approved(2 with comments). A motion to accept the 2004 minutes was approved. The minutes were received.

Committee Reports

Member Services Division

Bryant reported on the TESOL affiliate promotional programs. The report was received.

Affiliate Coordinating Committee (ISCC)

Gallo highlighted key ACC initiatives and activities for the 2004-2005 year.

Transitional Leadership Committee (TLC)

JoAnn Miller, chair of the Ad Hoc Committee on Member Entity Transition (COMMET), provided an update on the reconfiguration of the TESOL board of directors and the new member-led leadership structure. She announced that the Board of Directors formed the COMMET Committee to support the new and emerging leadership structure and activities.

Awards Committee

Aya Matsuda, chair of the Awards Committee, encouraged affiliate delegates to apply or nominate a colleague for a TESOL award or grant. She encouraged every delegate to nominate one colleague specifically for the TESOL/Virginia French Allen Award. She reported on the new 2005 awards presentation schedule.

Nominating Committee

Nancy Storer, chair of the Nominating Committee, urged delegates to nominate a colleague for a leadership position. She added that the committee continues to search for qualified candidates who represent the diversity of the TESOL membership.

Rules and Resolutions Committee

Christopher S. Sauer, chair of the Rules and Resolutions Committee, reported on the committee's search for a new parliamentarian. Wes Eby, TESOL parliamentarian for 13 years, will end his term in 2 years. Sauer updated the delegates on two resolutions that will be presented at the Annual Business Meeting. He led a discussion on the two resolutions with the affiliates.

Standards Committee

Ann Snow, chair of the Standards Committee, stated that the Standards for Teachers of Adult Learners Project expanded to include adult ed, IEPs, community colleges, and EFL adult teaching settings. She reported on the committee's revisions to the PreK-12 Standards (based on federal mandates of No Child Left Behind) and a new proposal on technology standards. She added that the NCATE P-12 Program Standards continues to train reviewers and consult with postsecondary institutions.

Serial Publications Committee

Renee Jourdenais, chair of the Serial Publications Committee, reported on the readership survey. She stated that the survey results reveal that members have unmet readership needs. The committee will devise strategies to respond to these needs.

Membership Committee

Anne Howard, chair of the Membership Committee, reported that the committee continues to brainstorm the most effective strategies to deliver membership benefits and opportunities to members.

TESOL 2006

Christine Coombe discussed the theme of the 2006 annual convention and updated the delegates on potential changes to the convention schedule and procedures.

The following committees were not present to give an oral update or report: Professional Development Committee, Sociopolitical Concerns Committee, and Publications Committee.

No new business discussed.

Affiliate Council Meeting Delegates
March 31, 2005, 8:30 a.m.-11:30 a.m.
San Antonio, Texas, USA

Alabama-Mississippi TESOL (AMTESOL) Molly J. Watkins
Alaska Association of Bilingual Education (AKABE) Karen Waters
TESOL Arabia Lucille M. Dolan
Argentina TESOL Vivian Morghen
Arizona TESOL Delight A. Diehn
Arkansas TESOL (ARKTESOL) Anna N. Vammen
Assn of English Language Teachers of Armenia (AELTA) Tatiana Abelian
Brazil TESOL (BRAZ-TESOL) Vera B. Bradford
California TESOL (CATESOL-includes Nevada) Karen J. Dennis
Canada-TESL International Society, Ontario (TESLON) Farahnaz Faez
Carolinas TESOL (North and South Carolina) Bill Isler
TESOL Chile Roxana Oney
Connecticut TESOL (ConnTESOL) Nan M. Barrett
Costa Rica TESOL Alexandra Esquivel
Egypt TESOL Nagwa Kassabzy
Sunshine State TESOL of Florida Beth N. Green
TESOL France Mary Vigier
Germany (FMFTESOL) Ulrich Bliesener
Georgia TESOL (GATESOL) Ernie H. Blankenship
TESOL Greece Anastasia Lakioti
Illinois (Illinois TESOL/BE) Madonna C. Carr
Intermountain TESOL (I-TESOL) Deborah Young
Israel TESOL (ISRATESOL) Valerie S. Jakar
TESOL Italy Carroll Mortera
Japan (JALT) Steven R. S. Nishida
Kansas TESOL (KATESOL) Robert B. Scott
Kentucky TESOL (KYTESOL) Ronald D. Eckard
Korea TESOL (KOTESOL) Kyungsook Yeum
Louisiana TESOL (LATESOL) Susan K. Ary
Maryland TESOL (MDTESOL) Heidi Platt
Massachusetts TESOL (MATESOL) Kellie Jones
Mexico TESOL (MEXTESOL) Alejandra Enriquez
Michigan TESOL (MITESOL) Christine M. Pearson
Mid-America TESOL (MIDTESOL) Barbara Adelman
New Jersey TESOL (NJTESOL/NJBE) Elizabeth J. Franks
New York State TESOL (NYSTESOL) George J. Morris
New Zealand TESOL Assn of Aotearoa (TESOLA) Kathryn M. Parker
Northern New England TESOL (NNETESOL) Polly Howlett
Ohio TESOL Lillian Acker
Oklahoma TESOL Laura C. Grisso
Oregon TESOL Mary H. Stevens
Society of Pakistan English Language Teachers (SPELT) Ahmar Mahboob
Pennsylvania-Eastern Pennsylvania TESOL Susan G. Coakley
Pennsylvania-Three Rivers TESOL Peter Kolenich
Puerto Rico TESOL (PR-TESOL) Estella Marquez
Quebec TESOL (SPEAQ) Monique Mainella
St. Petersburg English Language Teachers Assn (SPELTA) Tatiana N. Ivanova
Taiwan: English Teachers Association (ETA-ROC) David Wei-Yang Dai
Tennessee TESOL Beverly J. Hearns, Jan Lanier
TEXTESOL I Esther C. Natera
TEXTESOL IV Macarena M. Aguilar
TEXTESOL V A. Bart Chaney
Thailand TESOL Maneepen Apibalsri
Virginia Association of TESOL Dudley J. Doane
Washington Association (WAESOL) Wanda J. Hvezda
Alt: Yilin Sun
Washington Area TESOL (WATESOL) Gail R. Doughty
Alt: Michael Roehm

First Draft of the TESOL Affiliate Mission and Vision Statements

The Affiliate Transitional Leadership Committee recently drafted an affiliate mission and vision statement. The committee acknowledges that an effective mission and vision statement must resonate with the worldwide affiliate leaders and members; the constituency that the ATLC seeks to impact. Therefore, ATLC currently seeks your feedback to help finalize the vision and mission statement. As an affiliate leader, please read, reflect, and respond with suggestions, revisions, and recommendations by January 15th. Please visit the following link to submit your feedback,http://www.surveymonkey.com/s.asp?u=542381546108. A delegate is invited to bring this discussion forward as a motion at the 2006 Affiliate Assembly in Tampa, FL.

Mission
The mission of the Transitional Leadership Committee is to provide support, quality service, and encouragement to TESOL's worldwide affiliates. Through establishing a relationship with the affiliate community and the TESOL board of directors, ALC seeks to recognize and address the interests, concerns, and needs of the global TESOL affiliates.

Vision Statements
Growing in strength, the Affiliate Leadership Committee is dedicated to improving the professional partnership among affiliate organizations and between affiliate members and TESOL. ALC seeks to make decisions to strengthen the capacity for TESOL affiliates to realize their full potential and achieve a satisfying, efficient, and reliably operated educational organization of English language educators.

The Affiliate Leadership Committee is committed to the following:

Draft Objective 1
providing quality and relevant professional development opportunities to TESOL affiliate leaders and members.

Draft Objective 2
offering innovative services on the basis of the needs and educational demands of the affiliates' organizational structure, affiliate leaders, and affiliate membership.

Draft Objective 3
nurturing a safe and stimulating environment for affiliate leaders to effectively network and exchange ideas, resources, information, and reflective experiences with other leaders and TESOL members.

Draft Objective 4
ensuring valuable and informative communication among the worldwide affiliates and between TESOL and affiliate members.

Draft Objective 5
building the capacity for local and regional English language associations to strive for and to meet the professional needs of their affiliate members within their respective geographic context.

Draft Objective 6
raising the visibility of TESOL affiliates as one of the premier global member communities in TESOL.

Announcing TESOL Advocacy Day 2006

On June 21, 2006, TESOL will be holding its first Advocacy Day in Washington, DC. This exciting event will provide representatives from TESOL's United States-based affiliates with an opportunity to visit Washington and meet with their members of Congress to discuss issues of great importance to TESOL. The day will feature a workshop and orientation session on issues and advocacy skills as well as coordinated visits to congressional offices on Capital Hill.

The purpose of Advocacy Day 2006 is two-fold: to provide detailed, experiential advocacy training, and to increase TESOL's visibility on Capitol Hill. Following Advocacy Day, attendees will be asked to share information about their experience and what was learned not only with their affiliate members, but with other U.S. and non-U.S. affiliate leaders as well.

For this pilot event, space will be limited to 20 affiliate representatives. TESOL will cover hotel and accommodations for representatives attending Advocacy Day, with affiliates encouraged to cover the travel expenses of their representatives. Affiliate leaders in the United States will be asked to use preselected criteria to identify and nominate a representative to attend the event. More detailed information, including the selection criteria, will be provided to U.S. affiliate leaders in December.

Affiliate Promotional Programs (PDF)

Learn how to participate in the Affiliate Rebate Program and the Affiliate Complimentary Membership Program. Deadlines are approaching.

http://www.tesol.org//s_tesol/bin.asp?vid=196&DID=4983&sid=1&cid=770&iid=4957&nid=3314&DOC=File.PDF

TESOL 2006 Week at a Glance (PDF)

Plan to attend the affiliate meetings at TESOL 2006.

http://www.tesol.org//s_tesol/bin.asp?vid=196&DID=4984&sid=1&cid=770&iid=4957&nid=3314&DOC=File.PDF

Leadership Workshop (PDF)

Lead a 45 minute Breakout Session at the 2006 Affiliate Leaders' Workshop in Tampa, Florida, USA. Submit your abstract to Yilin Sun, ATLC Chair-elect, at yilsun@sccd.ctc.edu by November 20.

http://www.tesol.org//s_tesol/bin.asp?vid=196&DID=4985&sid=1&cid=770&iid=4957&nid=3314&DOC=File.PDF

Reminders
  • Apply for a 2006 Affiliate Speaker Grant. The deadline is December 1.
  • Lead a breakout session at the Affiliate Editors' Workshop at TESOL 2006: Contact Laura Bryant , member relations coordinator, at lbryant@tesol.org with ideas and topics for the editors' workshop.
  • 2006 Affiliate Annual Report and Affiliate Dues are due on Saturday, March 18th. The report form will be sent to your attention in January.
  • If your affiliate recently elected a new leadership, submit your affiliate leadership information to Laura Bryant at lbryant@tesol.org.