Resource Description: During this innovative seminar, the overlap between Language and Social Justice will be explored. The presenter introduces the theory behind Human Rights Education (HRE), and also demonstrates how the practice of teaching human rights can enrich and empower English Language Learners of all ages. Participants acquire creative ideas for making their classroom instruction more relevant to real-world events.

Resource Type: Virtual Seminars

Resource Description: In this video, veteran video makers from the Video and Digital Media Interest Section (VDMIS) share the equipment they use to make videos.

Resource Type: Teaching Tips

Resource Description: Many empirical investigations have demonstrated that explicit Focus on Form (FOF) methods are more effective than implicit Focus on Meaning (FOM) methods (Norris & Ortega, 2000), because in FOF instruction learners’ attention is drawn to linguistic form while FOM instruction requires learners' attention to communicate (Ellis, 2001). However, this piece of research focused on both the effectiveness and feasibility study of FOF vs. FOM in reading class. In this quasi- experimental study, 20 adult EFL learners of pre-intermediate level were divided into two experimental groups which received two different types of instruction. During a ten-session treatment, the first group was provided with FOF instruction (Dictoglass task), while the second group was provided with FOM instruction (Discussion task). The results revealed a significant difference between two experimental groups. The FOF group scored significantly higher than the FOM group. Regarding the students and teachers’ perspectives towards feasibility of FOF in reading class, the students believed that FOF was feasible in reading classes, while  the teachers were not unanimous in this regard, but towards feasibility of FOM both groups held positive attitudes. Generally, the data revealed that both FOF and FOM have feasibility in reading classes. In terms of feasibility, both methods are equally well- functioning, but as to developing reading skill FOF proved a bit more effective than FOM.

Resource Type: Teaching Tips

Resource Description:

This is a card game used to practice the syntax of causal phrases. The game is based on the party game “Cards Against Humanity” and functions in similar way. This activity is meant to put into practice causal phrases taught at the beginning of class, based on those in found in Unit 18 of Business Benchmark textbook (Brook-Hart, 2013, pp.85-86). The activity was originally designed for a Business English class that prepares students for the Cambridge BULATS exam. Hence, the game has a business theme.

Resource Type: Activities

Resource Description: The edTPA is a student-centered multiple measure assessment of teaching, completed by teacher candidates seeking initial certification in teaching ESOL in several states within the United States. Stanford University faculty and staff at Stanford Center for Assessment, Learning, and Equity (SCALE) developed edTPA. 

Resource Type: Teaching Tips

Resource Description: More and more, language teachers are looking for ways to do professional development that are closely related to their own classroom contexts. Teacher action research is one such way as it enables teachers to develop skills to investigate issues important to them and to their learners. We will discuss practical tools to begin your own classroom inquiries and to learn more about what works and why it works in your classroom. 

Resource Type: Virtual Seminars

Resource Description: Over 250 short, easy conversations under 19 topics with high-quality audio, free for everyone to use. http://www.rong-chang.com/easyspeak/. Topics include school life, jobs, housing, taking the bus, social networking, sports, and foods. 

Resource Type: Activities

Resource Description: This virtual seminar concerns extensive reading and how it may be used to help learners not only learn to read but to help them increase their vocabulary knowledge, and improve their writing, speaking and listening abilities. Learners use the books they read as a basis for performing vocabulary, writing, speaking and listening activities. Extensive reading can be blended into any language course and program, regardless of the focus or methodology.

Resource Type: Virtual Seminars

Resource Description: Is it acceptable to use “impact” as a verb? “They” as a singular generic pronoun? How should ESL/EFL instructors or students decide? Curzan offers a lively historical perspective on well-known grammar/style rules and an insider’s look at completing the annual ballot for the American Heritage Dictionary usage panel.

Resource Type: Convention Plenary & Keynote Sessions

Resource Description: The key to fluency in a second language lies in knowing basic contextual and motivational features that must be present in order to facilitate language learning. This plenary reviews evidence-based research nestled in a cognitive approach promoting effective language learning and theories used to derive those approaches for classroom use.

Resource Type: Convention Plenary & Keynote Sessions

Resource Description: The idea of teachers as reflective practitioners has been part of English language teacher training and development for a long time. Central to the metaphor of reflection is the mirror. Who do we see when we look in the mirror, how did we get here, and where are we going?

Resource Type: Convention Plenary & Keynote Sessions

Resource Description: Aziz Abu Sarah shares how education played a major role in his transformation from a radical to a peacebuilder, and how his educational work in Syria, Afghanistan, Israel-Palestine, and the United States has helped bridge the gap between hostile communities. Abu Sarah explores how education has the power to heal conflicts, from the geopolitical stage to the classroom.

Resource Type: Convention Plenary & Keynote Sessions

Resource Description: This lesson plan coincides with a project I am working on about discourse analysis. For this assignment, we were asked to search through textbooks and analyze the text within a chosen chapter of these books. The textbooks could be ESL-related, or they could be any other type of textbook. If another type of textbook is used, it must be treated as if I am teaching it to a classroom of ESL students as well. The textbook I chose to analyze was World regional geography: People, places, and globalization (2012) by Royal Berglee, with specific focus on Chapter 10: East Asia. To perform my discourse analysis, I utilized James Paul Gee’s How to do discourse analysis: A tool kit (2011). I used two tools listed in this book’s ‘tool kit’, but the one this lesson plan is based on is the ‘Cohesion Tool’. While reading through this high school geography textbook, I came across some vocabulary words that would be difficult for some students to use, if this book were to be taught to an ESL class. So, with my musical background, I decided to teach the pronunciation of these words by using musical rhythmic notations.

Resource Type: Lesson Plans

Resource Description: Fluency in a language, and language teaching pedagogy doesn't necessarily mean one is interculturally competent.  Join this webinar to learn more about a research-based framework and definition of intercultural competence and how this framework can be used to develop and assess students' ability to interact successfully with others from many different backgrounds.

Resource Type: Virtual Seminars

Resource Description: This webinar provides a summary of the work and findings of TESOL International Association’s Interest Section Task Force.

Resource Type: Other