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EFLIS News, Volume 8:1 (February 2008)

by User Not Found | 11/07/2011

In This Issue...
  • Leadership Updates
    • Letter From the Chair
    • A Word From the Coeditors
  • Articles
    • Blogs for Language Learning
    • A Physically Challenged Student Challenges a Teacher’s Creativity: A Case Study
    • The Texas International Education Consortium: From Local to Global
    • A Day in the Life: Gabriel Diaz Maggioli
    • Classroom Idea Exchange: Using Multiple Intelligence Theory to Design Activities for Large, Mixed-Level Classes
    • Teaching English in Central, South, and North America—TESOL Affiliates Near You
  • Announcements and Information
    • Bulletin Board

Leadership Updates

Letter From the Chair

Sally Harris,

Dear EFL-IS Members,

I encourage you to become more active in the EFL-IS this year than last. If you are interested in presenting at TESOL 2009, want to know more about how TESOL works "behind the scenes," or want to take a position as Chair-Elect, Newsletter Editor, or Webmaster, please read on.

As I write this, we have rung in the New Year of 2008. In a few months, many of us will meet in New York for TESOL 2008. Of course, many more of us will not, since travel to and time spent at conventions is very expensive. Many of us can get institutional support to come only if we are presenting or have garnered one of TESOL's awards. (I just finished helping to rank those who applied for the Markwardt Award—given to two MA-level grad students and two Ph.D. grad students, to help defray the costs of attending TESOL 2008.) For those of you who hope to someday be presenters, I encourage you to start thinking now about your submission for TESOL 2009.

As a newbie at my first TESOL convention in 1995, I couldn't imagine how a conference offering so much could be put together. More to the point, I wanted to present at one, but didn't know what a good proposal should look like and didn't know if it was legitimate to ask. Now, after having been the EFL-IS Chair three times in 14 years, I realize that the answer is quite simple: You can ask any member in the EFL-IS except (to avoid conflict of interest) the current Chair, whose main job is to oversee the entire adjudication process for the upcoming convention. But an Immediate Past Chair (as I will be come on April 4, 2008) and other Past Chairs can surely offer you helpful advice, as can contributors to the e-list. We could even create a Q&A section in the newsletter to answer FAQs about "the process."

I am happy to say that, in my years involved with the EFL-IS, I have found both the criteria and the process to be admirably transparent.

Good proposals meet these criteria:

  • title clearly describes the session
  • presentation presents issues of immediate relevance and importance
  • what will be presented is solidly based on the best and recommended practice in the field
  • proposal is succinctly written
  • presentation will make a significant, memorable contribution to furthering sound and effective educational practices
  • presenter is clearly aware of current theory and practice

For hands-on learners, far better than a mere criteria list is experiencing good and bad proposals. This can best be done by volunteering to be a reader. Each year, the EFL-IS needs 35-50 readers to read 15-25 proposals a few weeks after the submission deadline. Reading and ranking is all done online, so all that is necessary is Internet access (preferably high-speed). Each proposal is assigned to three readers. If you are interested in volunteer to read for TESOL 2009, please contact me at or We'll e-mail you a form to complete with your contact information and your areas of expertise. This year, we were able to match almost all readers with proposals in their indicated areas of expertise.

To become even more involved, consider nominating yourself for the position of Chair-Elect. If you are elected, you'll spend one year "learning the ropes" and the next year in charge of the adjudication process. All work is done online or by e-mail, so it doesn't matter where in the world you are, but you must be able to attend the conference for the two successive years in which you are Chair-Elect and Chair. Or consider being a Webmaster, Newsletter Editor, or E-List Moderator. You can hold these posts even if you can never attend the TESOL convention.

In closing, let me say that I have been honored to be your Chair this year. The IS Chairs and other Conference organizers have worked hard to create a stunning conference in NYC. The last time TESOL was in NY, the larger-than-usual turnout of about 11,000 participants was the result, in part, of so many teachers being able to commute daily from NY, CT, and NJ. The excitement in the air of so many people interested in learning and sharing about ESL and EFL was palpable. I expect a repeat performance!

Thanks. …and get involved!

Sally S. Harris

A Word From the Coeditors

Jane Hoelker,, and Orlando Rodriquez,

Dear Colleagues,

This issue focuses on Central, South, and North America and is the second in a series of four dedicated to a specific region served by TESOL affiliates and professionals.

This issue presents the teaching contexts in which these professionals work as well as the techniques and approaches adapted by these dedicated educators to meet the needs of their students learning in these contexts. The articles in this issue illustrate how teachers in today's English language classroom must be able to draw on a continuum of skills that range from the use of technology to the touch of humanity that makes all the difference in a student's life.

The overview of TESOL affiliate organizations in Central, South, and North America aims to raise awareness of the varied and numerous TESOL activities taking place in this region. The overview also provides contacts for educators who wish to network, who are considering participating in a conference hosted by another affiliate, or who wish to preview a country before selecting a relocation destination.

The editors plan to continue this practice of dedicating each of the four issues of the EFLIS newsletter to a specific region next year. We look forward to receiving more submissions in 2008 from Central, South, and North America! If you wish to comment on any of the featured articles or contribute to a future issue, you are most welcome to contact us.

Jane and Orlando


Blogs for Language Learning

By Barbara Dieu,

This article is reprinted with permission of the TESOL, Inc., Publication Board and the author. It first appeared in the autumn 2004 issue of The Essential Teacher in the Practice Portal column.

Of the content management tools I have used with high school students, very few are as simple and allow for as many different pedagogical uses as Web logs (blogs) do. Besides having the potential to increase students' language competence and electronic literacy, blogs are egalitarian learning and teaching tools par excellence. In blogging, teachers and students become partners beyond the classroom walls (see Stevens, 2004). If you are already familiar with online tools for teaching, blogging will be a natural addition to your repertoire. If you are new to technology in language teaching, you can learn about blogging along with your students.

1. Blogging Basics

Most blogs are free, and you do not need to depend on anyone's expertise or moderation to start publishing one. Even if you have little technical know-how, you can be posting online, editing and linking your blog, reading other people's blogs, and having your blog read within minutes of setting up an account.

2. What Is a Web Log?

An online search reveals a variety of ways to define Web log or blog (see, e.g., the definitions at OneLook Dictionary Search,; World Wide Words,; and the discussion in "Weblog Definitions," 2004). Of the many definitions I have found, I fancy Good's (2003): "A blog is a form of journalistic expression . . . a form of personal expression that is characterized by a list of dated news items, listed in reverse chronological order, authored by one or more individuals. The tone is informal and the blogger speaks generally in her own natural voice and tone" (n.p.). I often have students investigate various definitions of blog as a warm-up activity, using the definitions on the sites above as examples. Advanced students might research blog layout and content using a list of blogging sites I have selected and a grid to fill in. They recognize, classify, and justify their choices based on the definitions they worked with in the warm-up activity.

Features that most blogs share are

  • automatic date-stamping for each post
  • an archive of past posts by date or theme
  • a way for readers to comment on each post
  • a link area

I also have students compare different writing techniques they find in the blogs and discuss what a good blog post or comment should be like.

3. Setting Up a Blog

Many hosting platforms are available for blogs (see Dieu, 2004). Each provider offers myriad features, and choosing one is a matter of taste. Try out different providers: Follow the online instructions, create blogs, and experiment with them to assess the possibilities. When blogging with a class, having all the students use the same provider—and therefore work on a similar interface—avoids a host of practical problems. Because I favor a clean, intuitive interface, I usually have my students set up accounts with Blogger ( amount of language in the instructions for starting a blog is a wonderful opportunity for task-based learning. I prepare simplified instructions for students at intermediate levels but let advanced students fend for themselves using the instructions on the site. I sometimes give younger students a checklist of important steps to master in setting up a blog, with key words identified. Before setting up the blog, the students must learn the key words well enough to teach them to someone else.

To enhance the appearance of their blogs, I suggest that students personalize them with skins (different graphical interfaces) or templates. Most blog providers offer built-in templates to choose from and, in my experience, some of the students usually know where to find these and other add-ons elsewhere on the Web. These students are usually glad to share their expertise with others using the target language. This additional activity usually stimulates discussion among the students.

4. Blogging to Learn

Before blogging with your students, you might investigate blogs used by other language teachers. Especially useful for novice bloggers are Weblogs for Use With EFL Classes (Campbell, 2003), Blogs for Learning English + Teaching English or ESL + EFL Friendly Blogs (, and BLOG-EFL( In my experience, blogs work best if you see them as long-term assignments that help students improve their overall fluency and competency, not just as a standalone activity. Try to forget teaching about the language while blogging. Instead, see yourself as making students use the language while you observe and monitor.

5. Unleash the Potential

A blog can be a record of students' progress in language skills—a portfolio that helps you see what students can and cannot do and organize individual feedback. To capitalize on blogging's learning and teaching potential, simply unleash your imagination.

  • Use a blog as a teacher-student journal in which you post comments, reactions, and reflections on what was done in class, calling the students' attention to the learning process.
  • Ask the students to use the blog to document their contact with the target language outside class.
  • Have the students discuss topical issues by posting reactions to a reading or answers to thought-provoking questions.
  • Document their personal research.
  • Use the blog to organize collaborative writing and peer review among the students.
  • Invite guests—teachers or content-area experts—to add comments and interact with the students in the blog.
  • Use the blog as an exchange plaza during interclass intercultural projects. Have the students chronicle reflections on their culture and interactions with students from other cultures.
  • Use the blog as a platform on which students use the language freely as the main actors, networking without constraints or barriers.
  • Develop the blog into an online community of practice in which diverse teachers and students help and learn from one another.

6. Evolution of a Class Blog

Initially, I had each of the students set up a personal blog and write weekly (using a rubric; see Dieu, n.d.) about their exposure to English. I hoped that observing and recording their contact with English inside and outside the classroom would improve their retention rate and make them focus on their learning. Gradually, I expanded the blogging assignments to include other writing tasks, such as reacting to and summarizing readings and describing Web sites students had visited. Students also inserted images and links to external content they found interesting. By doing so, they practiced extracting key information as well as using new vocabulary. Their personal narratives revealed their preferences, areas for revision, and possible topics for future classes.

Subsequently, I noticed that the students needed a way to express themselves more freely in writing than my blogging assignments allowed for. In response, I transformed my initial blog into a meeting place beyond the classroom (see Bee Online,, where students can discuss any topic they feel like bringing up. I invited students to become members so they could post in the main area. From time to time, I have invited mystery guests—teachers or native English speakers—to post so that students can interact in English with individuals from outside the classroom context. In addition, foreign students have shared their narratives and photos in the blogs as part of cultural exchanges between classes.

Two new developments in blogging are rich site summary (RSS) and voice-enabling. As Richardson (2004) mentions, "RSS is a real important technology that information specialists and educators would be well advised to harness sooner rather than later". With RSS, also known as really simple syndication , I receive new content students have added to their blogs without manually checking each one, and students can receive my new content immediately after I publish it. This is done by means of a news aggregator (a free one is Bloglines,, which checks the blogs, collects the new content, and informs me as soon as it is created. Audblog ( allows users to record an audio file over the telephone and have the recording automatically inserted into a blog or e-mailed to them.

7. Online, but Still Human, Interaction

If you see language as a means to understanding and communicating meaning through significant interaction and content production, think of the time spent on a blog as moments during which you maximize focused exposure to language in new situations, peer collaboration, and contact with experts. However, do not expect miracles. The human element, fortunately, still plays an essential role. When a teacher "hosts, supports, facilitates and gives meaning and scope to personal publishing, things happen" (Farmer, 2003).


Campbell, A. P. (2003, February). Weblogs for use with ESL classes. The Internet TESL Journal, 9(2). Retrieved June 17, 2004, from

Dieu, B. (2004, February 16). Blogging and presence online. Retrieved January 22nd, 2008, from

Dieu, B. (n.d.). Log book 2NDE. Retrieved June 17, 2004, from

Farmer, J. (2003, July 10). The potential of personal publishing in education II: What's doing and who's doing it? Retrieved April 8, 2004, from

Good, R. (2003, June 13). Why a blog is not a blog. Retrieved January 22nd, 2008, from

Richardson, W. (2004, January/February). Blogging and RSS--the "what's it?" and "how to" of powerful new Web tools for educators. MultiMedia &Internet@Schools, 11(1). Retrieved January 15, 2004, from

Stevens, V. (2004, Spring). Tools for building online communities. Essential Teacher, 1(2), 32-36.

"Weblog definitions." (2004). In ESL/EFL Weblogs. Retrieved June 17, 2004, from$34

Barbara Dieu, who teaches EFL at the Franco-Brazilian school in Sao Paulo, Brazil, is active in information and communication technologies and international collaborative projects online, and has twice been among the finalists for the Global SchoolNet Online Shared Learning Award.

A Physically Challenged Student Challenges a Teacher’s Creativity: A Case Study

By Dr. Vivian Suárez, Coordinadora Académica, Alianza Pocitos-Punta Carretas, Uruguay,

Many of the ideas in this article were first discussed at the Second Symposium of Urutesol under the title, "Challenged Teaching: Diferentes Aprendizajes, Diferentes Desafíos (Different Types of Learning, Different Challenges)" at the Colegio Nacional José Pedro Varela in Montevideo, Uruguay, in August 2007.

Having been a teacher for 27 years has given me the opportunity of dealing with a variety of challenges; these challenges have helped me grow not only professionally, but also as a human being. As have many educators, I have had the chance to work with students who face such challenges as attention deficit disorder, dyslexia, or hyperactive constitutions. Yet, one of the most difficult challenges of my career was teaching a student with a different physical condition.

The Challenge

Three years ago, I taught a group of five students: three friends who had studied together at the English Institute school, one girl from the interior, and a 24-year-old man who was 6 years older than the other four and had been disabled from birth. Because he had been to the United States many times for surgery on his legs he could speak English quite well. But despite the surgery, he could barely walk. He could move slowly only with the help of two crutches; he also had minor motor problems in his hands, which I discovered later.

He was trying to finish high school and his self-esteem was really low. His family wanted him to study within a group instead of being tutored at home so he would get out and take some risks. From the very beginning, I knew the challenge was going to be huge. Fortunately, I had received some information about him from his mother who came to talk with me before the course started.

The First Day of Class

Before the students entered the room the first day, I arranged the chairs around some tables. I wrote each student's name on a sign and put it on a chair. I placed the chair of the physically challenged student as close to the door as possible, leaving enough space for him to get to the chair without bumping any furniture. He arrived 20 minutes early to class, which made me realize that he had left his home very early to make sure that he arrived in the classroom on time. I could tell that the stairs had frightened him because when he got to the room, he was sweating. Everybody sat down, and to my surprise he knelt down for the entire 2-hour class.

The Second Day of Class

After that class, I went home and thought about what I could do to support this student in his effort to learn. He had a great intellect, so I decided to push him and to challenge him. I took the approach of supporting him and nurturing his self-esteem without falling into the trap of allowing pity for his condition to manipulate me into giving him special treatment. Therefore, the following class I told him politely but firmly to please sit down in the chair with the sign with his typed name. I was alert and expecting the unexpected because I did not really know how he was going to react. To my relief, he sat down and the class continued as usual. And I relaxed.

The Third Day of Class

During class, I realized that his hands could not reach the pages of the book easily because of some minor motor problems in his hands. He spent a minute looking for a page because he move his hands so slowly. The others had already found the page and were waiting for him. I needed to solve that problem. The next class, I brought colored sticky notes and asked everybody to divide the textbook according to the sections of listening, reading, vocabulary, and grammar. When an activity was over, they moved a the sticky notes to where they had finished the lesson in each of the four sections. This technique helped him a lot and little by little he relaxed because he realized that he could work with the rest of the class.

Continued Support and Improved Self-Esteem

I incorporated plenty of positive feedback into each lesson, using simple words of praise like "Good job!" and always adding the name of the student to nurture the feeling of individual achievement. I also printed up achievement awards for a variety of successes such as the best score for the listening of the week, the fastest reader, or the most original ideas in an essay. I posted these awards on the bulletin board in the classroom.

Wednesday Is Cookie Day

At this time, I became the most creative teacher I could have ever been. The class was going well, but I felt the need to create better bonds between him and his peers. Also, I wanted the other students to realize this was a great opportunity to help somebody else, and for them to learn from this student who was struggling to succeed. At first, I thought that break time would give me the opportunity outside of the classroom to help the students bond; however, everybody went downstairs or even out to the lobby of the building at break time.

He could not manage that; it would have taken him the entire break to go down the stairs, and he could not have remained standing during the 10-minute break. So I designated Wednesdays as "Cookie Day." Every Wednesday, we went out of the classroom and sat on the floor in the hall. He could stay on his knees. We shared the cookies and talked for the length of the break. The students enjoyed the cookies, but more than the cookies, they enjoyed socializing and getting to know each other a little bit more.

The Opportunity Within the Problem

This problem contained an opportunity for me to develop professionally. I learned to observe each simple detail because each detail gave me information for further reflection. That reflection moved me forward in my thinking so that I could come up with new ideas for future classes. As an educator, I learned that it is really worth the time and energy to face a challenge because we can develop creativity when creativity is vital to solve a problem.

As a human being, I learned that a creative solution fosters a better environment and a better community. The differences were still there. I could not hide them and I did not want to do so, but I knew that as the teacher I could make a contribution that could increase tolerance in the world a little bit more. I learned to accept the fact that a difficult situation that has no possibility to improve is still worth working through. I also learned that simple actions can make the difference for someone who is different and who has a great intellect and who deserves the same chances as others to go for his dream.

The Texas International Education Consortium: From Local to Global

By Jane Hoelker,

Have you ever wondered how a new university gets started and who sets it up? In this era of globalization there seems to be a plethora of these new institutions being built in developing countries, or established institutions being transformed into bilingual universities. I became acquainted with one of the North American-based agencies involved in such work, the Texas International Education Consortium (TIEC), headquartered in Austin, when I started teaching in Doha, Qatar. This nonprofit consultancy, founded in 1985, is or has been involved in a variety of programs in Qatar. When I logged onto the TIEC Web site (, I was surprised to learn of the extensive menu of services available worldwide to institutions and agencies whose members are seeking the skills necessary to be competitive in Western-style educational circles and today's global marketplace.

In its most recent consultancy in Qatar (2002-2003), TIEC conducted strategic planning workshops at Qatar University, drafted portions of the strategic plan, and designed activities to implement the plan. Those of us working on the Qatar University campus today are experiencing the changes that the strategic plan first mapped out 4 years ago such as new administrative policies, newly introduced faculty requirements like completing an annual portfolio, and the major construction project of three new buildings, one of which will house the extensive food court for female students who cannot leave campus unless driven by the family chauffeur.

Prior to this project, TIEC conducted a feasibility study in 1997 for a new, private university in Doha; the design even included a research facility affiliated with prominent U.S. universities. This new university is located on the Education City campus in Doha which houses five U.S. institutions offering specific programs of study of the same quality as those on the North American campus. Students from Qatar and other countries in the Middle East, Europe, and Asia matriculate in these programs offered by Weill Cornell-Medical University, Carnegie Mellon University, Texas A&M University, Georgetown University, and Virginia Commonwealth University. In 2008, Northwestern University joins Education City to offer journalism.

In addition to consulting in Qatar, I learned that TIEC is or has worked with governments and agencies to set up new universities in a number of other countries such as Morocco, Senegal, the U.A.E., and Saudi Arabia. The services that TIEC provides in this endeavor range from conducting strategic planning and policy analysis, writing a feasibility report, advising on facilities requirements, determining sound management practices, and designing curricula to drafting university policies and procedures.

TIEC provided consulting services to two additional educational programs in Qatar. From 1986 to 2005, TIEC was involved in providing and monitoring the educational services, including intensive English language training, for the employees of Qatar Petroleum sent to the United States to complete their university studies in their selected fields. In addition, TIEC was responsible for the design of all aspects (programmatic, organizational, and operational) of a new academic bridge program, established in 2000 to enhance the skills of high school graduates interested in matriculating at world-class universities at Education City in Doha or overseas. Further investigation of the TIEC Web site reveals that it is involved with a number of overseas university programs or partnerships through assessment projects, such as of IT systems, or joint projects like faculty exchanges and collaborative research. TIEC also offers a variety of services to K through 12 programs such as school performance reviews, professional development, and community relationships. It supports educational development projects around the world including in Africa, Europe, Asia, the Pacific Rim, Latin America, and the Caribbean in addition to the Middle East. The resources of 32 universities in Texas as well as other institutions in the United States are available to TIEC as it engages in and completes these projects.

Also mentioned on the TIEC Web site is a U.S.—based program in which international undergraduates can enroll-the TIEC Study Year in Texas, during which they can improve their English proficiency and intercultural competence. This year-abroad program offers many opportunities for experiential learning or community involvement such as volunteer positions at nonprofit organizations while studying at one of the seven participating affiliated universities in Texas. Students who successfully participate in the TIEC Study Year in Texas receive an official transcript of their academic coursework as well as a TIEC Study Abroad Certificate in Advanced English and Intercultural Communication.

A Day in the Life: Gabriel Diaz Maggioli

By Gabriel Diaz Maggioli, The British Schools, Montevideo, Uruguay, and the TESOL, Inc., Board of Directors (2006-2008),

1. How did you get started in teaching EFL?

I was in my third year of law school and we had a particularly difficult teacher who assigned the most atrocious cases to be committed to memory. Having always been the class clown, I volunteered to dramatize the case for my classmates in our study group. My classmates said that I had the "natural" resources for teaching and always gave very good explanations. We all failed the course with this teacher because he was merciless in oral examinations. When I was in the midst of a bout of depression, one of my friends brought me a brochure from the School of Education's TESOL program and encouraged me to apply. I did, and it was perhaps the best decision I've ever made.

2. What have been the most rewarding and difficult aspects of teaching over the years for you?

The most rewarding aspects have always been those that come from students. Working in urban schools is particularly difficult no matter where in the world you are. Seeing my student blossom into a speaker of another language has always been my greatest joy. As for the bad, there are many, but I do not let them obscure the beauty of the good ones.

3. What do you think is unique or interesting about your current teaching/education post?

Being the head of the Secondary Division at an International School allows me to see language learning happening firsthand. I am blessed to be able to work in a truly international setting, with colleagues and students from around the world.

4. On the basis of your experience, what advice would you give to young teachers just entering the profession?

It's a bumpy ride, but it's worth every minute of it! If you feel down or that you cannot cope, seek help from a colleague. You will always find an open door in a teacher's home. We are, after all, members of one of the most selfless professions.

5. Can you summarize your personal philosophy of teaching? How has it changed or developed over the years?

I believe that everyone, everywhere can learn insofar as they are supported in their efforts by someone who is willing to invest their time in helping them out. I also believe that whatever I get from people, it is the best they are capable of giving me at that moment. These two strong beliefs have helped me along many a difficult moment.

6. What is a good day for you?

When I see teachers and students smiling, it is a sign it is a good day.

7. What is a bad day for you?

A day when I cannot make a difference in someone's life

8. What are your current professional interests and pursuits (courses, research projects, conferences, publications, etc.)?

For some years now, I have been deeply involved in teacher's professional development and the evaluation of teachers and teaching. I am currently working with a team of colleagues in the Catholic University of Uruguay in the development of a master's in educational evaluation program.

9. What are your goals, hopes, ambitions, and dreams for the EFLIS? What would you like most to tell the members?

As a member of one of the biggest ISs in TESOL, I look forward to seeing it continue the great job it has done so far of bringing together the world, literally, around the common area of interest: helping people across the globe communicate.

Classroom Idea Exchange: Using Multiple Intelligence Theory to Design Activities for Large, Mixed-Level Classes

By Alicia Artusi,, and Gregory J. Manin,

This article was published in the first issue of ARTESOL TEIS (Argentina TESOL Teacher Education) Newsletter in February 2007. It is reprinted here with permission of the authors (modified in parts to satisfy the needs of the EFLIS newsletter).

Several times during the school year, a teacher has to teach with no textbook or course material:

  • During the first week of classes, a teacher may have to teach without a textbook because the students need time to obtain the textbooks or other necessary material. Also, the teacher might need time to assess the class level before deciding what material is most suitable for the course.
  • During the year, the instructor might need to vary the activities to reengage students. Or, sometimes the teacher needs to fill in the last 5 minutes of class with some meaningful, short, and fun activity. At times, the instructor might need to energize a class operating at a low energy level with a different kind of exercise.
  • At the end of the course, a good class might finish the textbook early and expect the teacher to continue teaching.

Activities that engage students' multiple intelligences are great opportunities that capitalize on the "no-book" situation. What does multiple intelligencesmean? Multiple stresses the idea of several human capacities. Intelligences stresses the idea that everyone is intelligent in one way or another. The theory of multiple intelligences caters to and builds on the differences in a mixed-level class by focusing on each individual's ability and skills. Taking advantage of rather than ignoring the differences that exist in any classroom lays the foundation for a good beginning for all students. The following nine activities that draw on the multiple intelligences have been successfully used in large, mixed-level classes.

1. Sounds Around Me draws on auditory intelligence.

Teacher Preparation: Type up a handout with the following sentences or create similar sentences.

1. It sounds awful.
2. It sounds beautiful.
3. It sounds cool.
4. It sounds melancholy.
5. It sounds scary or creepy.
6. It sounds energetic.

Student Directions: Write an answer for each of the six sentences. Then compare your answers with a partner's and discuss.

2. The World employs kinesthetic and linguistic intelligence.

Teacher Preparation: Type the following exercise on a handout for the class.

__1. The river that runs through London is a. the Thames
__2. Oscar Wilde was b. the electric light
__3. The largest desert in the world is c. the 1980s
__4. Tate Modern is d. a writer
__5. Mercury is the e. Antartica
__6. The cell phone was invented in f. the smallest planet in the solar system
__ 7. Thomas Edison invented g. an art gallery

Student Directions: Find the missing half and write the correct letter of the missing half on the blank before the number.

3. Noughts and Crosses (Tic, Tac, Toe) With Words uses linguistic intelligence.

Teacher Preparation: Type up a chart of vocabulary words like the one below to distribute to the class.

verbs have make take
adjectives happy sad lonely
nouns lyrics tea dawn

Note: A variation is to use the same game with words that confuse the students because of similar meanings but different uses, or the different word forms of the same root word: all, whole; interesting, interested; a few, a little; or man, men.

Student Directions: There are two teams. The first team picks out a word for the other group to use in a sentence or question. If the sentence or question is correct, the team scores a point. If the sentence or question is wrong, the other team has a chance to score.

  • Make true/false sentences about you and other people with the horizontal words.
    Team A: "have"
    Team B: "We have a house near the beach."
  • Make questions for a partner with the vertical words.
    Team A: "lonely"
    Team B: "Have you ever felt lonely?"
  • Make negative sentences with diagonals.
    Team A: "lyrics"
    Team B: "I don't remember the lyrics of songs by heart."

4. Word Dice employs mathematical intelligence.

Teacher Preparation: Create a six-sided die and write a verb on each of the six sides (e.g., turn, make, go, come, take, and get). Create another cube and write a preposition on each of the six sides (e.g., down, up, on, off, across, and in). Then divide the class into two groups.

Student Directions: Each team takes a turn throwing the two dice. Make the definition (a two-word verb) from the combination of the words from the two dice (e.g., turn and down [for the number one]). The first group to fill in the grid is the winner. The list of the remaining phrasal or two-word verbs used in the game follows: come across, make up, give up, and get over.

Team A Team B
to refuse A1=turn down depart E4=take off
to find stop trying
to invent to recover

5. What Famous Personality Did It? draws on linguistic intelligence.

Teacher Preparation: Use characters from fairytales or folk stories to practice some vocabulary, idioms, or grammar. More suggestions include characters from TV cartoons or computer games like Billy and Mandy, Lara Croft, or Scorpion.

Who did it? The activity Why did he or she do it?
helped an old woman cross the street
washed the dishes
prevented a bank robbery
polluted the town waters

Student Directions: Who did it? Spiderman? Cinderella? Batman? The Joker? Write the name of the famous personality before the activity that you think the famous personality performed. Then explain why you think that famous personality did the action.

6. Map your Life uses spatial intelligence.

Teacher Preparation: Bring a world map to the class.

Student Directions: Choose your favorite country on the world map. Draw the shape of the country you selected on this paper. Use your imagination to visualize and write inside the shape of the country what you are doing, what you did, and what you will do in your favorite country. Next, circulate in the class and group yourself in a small group with the other countries that are from the same continent. Each small group or "continent" reads a description and the rest of the groups should guess the country.

7. Guess the Story draws on interpersonal intelligence.

Teacher Preparation: Write the "skeleton" of the story with the main ideas grouped in circles as in the example below. Put the students into small groups to complete the task.

Student Directions: Where does the expression "skeleton in the closet" come from? Form small groups and guess the story behind the expression from the following clues.

Now compare your versions with the true story.

English physicians were eager to learn more about the human body but were restricted from dissecting human cadavers by law and could only dissect the body of a animal to do research until the Anatomy Act was passed in 1832. It is claimed that as a result of this practice before 1832 a doctor dissected only one human cadaver during his career. He prized the skeleton of that cadaver highly and didn't want to dispose of it. Yet the law and public opinion warned against keeping it where it could be seen. So the prudent doctor hung his skeleton in a dark corner in his closet. Needless to say, his patients suspected he hid the skeleton in his closet. From this literal sense, the phrase expanded to indicate hidden evidence of any kind.

8. Acting Out Your Feelings employs intrapersonal intelligence.

Teacher Preparation: Type a handout of the following sentences with blanks. Students will complete the sentences with emotion vocabulary that they brainstorm in the next step.

1. I'd like to be more __________.
2. I'd like to be less __________.
3. I'd like to feel __________.
4. When I'm __________ (cheerful), I __________ (listen to music).
5. My favorite place in the world is or feels like __________.
6. A best friend is __________.
7. I can't stand people who are __________.

Student Directions: Sit in a comfortable position, relax, and breathe deeply and gently. Close your eyes if you wish. Then brainstorm words expressing emotions and write them on the board. The teacher might add more words.

cheerful caring fascinating grateful eager
attractive creepy huffy charming tired
trustworthy touchy low hungry powerful

Finally, fill in the blank for sentences one through seven with the emotion that describes how you feel right now. Everyone takes a turn reading aloud one sentence and those students who share the same feeling put up their hands.

9. Like With Like draws on naturalistic and kinesthetic intelligences.

Teacher Preparation: Type the five lists of vocabulary words and the one list of categories below.

Group 1 cow chair paper clip plane designer
Group 2 pilot sofa elephant paper underground
Group 3 ship cupboard eraser monkey plumber
Group 4 hen sharpener car bookcase nurse
Group 5 table stapler train dentist sheep
Group 6 animals furniture stationary transport professions

Student Directions: There are six groups. Groups one through five each have a different list of vocabulary words. Group six has the list of categories. Walk around the room to find the student who has the category to which your word belongs.


These nine activities, designed according to the theory of multiple intelligences, are some opportunities that capitalize on the "no-book" situation described in the introduction. They also build on the differences in a mixed-level class by focusing on each individual's ability and skills. Implement the theory of multiple intelligences and create a win-win classroom where every student has a chance to shine.


Berman, M. (1998). A multiple intelligence road to an ELT classroom. (U.K.: Crown House Publishing Limited).

Hess, N. (2001) Teaching large multi-level classes. (Cambridge, U.K.: Cambridge University Press).

Alicia Artusi and Gregory Manin are authors of a multilevel coursebook series for teenagers called Engage (published in Spain as No Problem), published by Oxford University Press, Oxford, U.K. and have just completed a course book for the Michigan Examination for the Certificate of Competency in English called ECCE Result! (Oxford, U.K.: Oxford University Press).


Teaching English in Central, South, and North America—TESOL Affiliates Near You

By Jane Hoelker,

Perhaps you are exploring the conference options that are offered by the TESOL affiliates in other regions? Or do you want to reach out to overseas presenters in other affiliates to encourage them to participate in your affiliate's conference and publications? Are you thinking about relocating to a different region and want to investigate the professional development activities in your possible new location? For the above and other reasons, you might like to review the list of TESOL affiliates active in Central, South, and North America.

An overview of each affiliate's activities (when available online) follows the listing. Individual affiliates are welcome to submit further information on their organization to paint a clearer picture. This additional information could then be featured in next year's EFLIS Newsletter issue on Central, South, and North America.

The TESOL affiliates in Central and South America number 13 (out of the total of 59 overseas TESOL affiliates).

The TESOL affiliates in North America number 49, of which five are located in Canada, two in Mexico, and one in Puerto Rico.

An overview of the activities of TESOL affiliates in South America (available online) follows.

Argentina TESOL (ARTESOL), Argentina, (in English)

Founded in 1987, ARTESOL is a nonprofit organization and states that it is the first affiliate in South America of TESOL, Inc.

It aims to

  • develop the expertise of its members
  • foster effective communication in diverse settings
  • respect individual's language rights

It implements its social purpose

  • by organizing congresses, seminars, and courses
  • through the SIGs (Teacher Education and English for Specific Purposes)
  • by publishing a newsletter

Recent Events:

TESOL, Inc., Symposium on Teaching English for Specific Purposes, Buenos Aires, July 12, 2007
The 7th Southern Cone TESOL Convention, Buenos Aires, July 13-14

The Asociacion Colombiana de Profesores de Ingles (ASOCOPI),
(Web site in English)

ASOCOPI is a nonprofit professional organization.

Its goals are to

  • contribute to the betterment of English language teaching in Colombia by promoting quality educators
  • play a leading role in the promotion of quality teaching and social responsibility in the country and the region
  • strengthen the sense of belonging among the members of the profession
  • promote the exchange of ideas, information resources, and experiences both nationally and internationally
  • promote scholarship and research assistantships in the ELT field
  • become a natural forum for innovations in methods, approaches, techniques, and materials
  • represent the membership before governmental and nongovernmental entities at local, national, and international levels

It serves its members through

  • publication of HOW, a Columbian journal for English teachers, as well as a newsletter
  • seven SIGs (the Colombian Network of Universities with TEFL Programs, RUAL Network of Language Program Administrators, the Colombian Association of University Language Students, Teaching Young Learners, Socio Political Concerns, Computer Assisted Language Learning, and Teaching English for Academic Purposes)
  • discount registration fees at ASOCOPI events and the national conference
  • affiliation to local libraries such as the British Council and other Colombian libraries
  • travel and lodging fees to the yearly conference

Recent Events:

The 42nd Annual ASOCOPI Conference, in Manizales, Colombia, October 11-14, 2007

BRAZ-TESOL, Brazil, (in English)

BRAZ-TESOL was established in 1986 and is Brazil's largest association of teachers of English to speakers of other languages. A not-for-profit organization of over 4,000 members and 12 chapters, it is an affiliate of TESOL, Inc., IATEFL in the United Kingdom, and a member of Southern Cone TESOL (Argentina, Uruguay, and Paraguay).

It strives to

  • foster and support research in the field of English teaching.
  • support teacher development programs in all types of teaching institutions in Brazil
  • promote studies in the area of English teaching and related fields, such as applied linguistics, sociolinguistics, use of technology, and second language acquisition
  • establish and maintain contacts with similar associations in other countries, especially TESOL (U.S.), IATEFL (U.K.), and Southern Cone TESOL, which brings together Brazil, Uruguay, Paraguay, and Argentina

Its service to members includes

  • a remunerated executive secretary at the head office in Sao Paulo (all other leadership positions are volunteer)
  • 12 chapters
  • seven SIGs (Pronunciation, Translation, Children, Culture, Teacher Education, EduTech, and Critical Literacy)
  • national and regional conventions, meetings, and seminars on topics related to the teaching of English in Brazil

Future Events:

The 11th BRAZ-TESOL National Convention, Fortaleza, July 14 to 17, 2008

Peru TESOL, Peru, (in English)

Peru TESOL was founded on February 22, 1991, in Lima. The foundation of Peru TESOL was sponsored by USAID, USIS, ICPNAs, the Fulbright Commission, API, and ATE-URP, among other important organizations. Throughout its history, Peru TESOL has registered almost 2,400 members and has trained about 11,500 teachers.

Its goals include

  • effective communication among communities and their individual members
  • to encourage and support the development of language and intercultural communication skills
  • collaboration in a global community
  • interaction of research and reflective practice for educational improvement
  • support of individual language rights

It realizes its goals through

  • workshops
  • seminars
  • annual conventions
  • summer institutes held all over the country

Recent Events:

Peru TESOL Conference, Tacna, Peru, July 31 to August 2, 2007

TESOL Chile, Chile, (in English)

TESOL Chile became active in 2004 with its first national conference in August and its first international conference in December. TESOL Chile became an official affiliate of TESOL international in 2005.

Its aims are to

  • actively seek ways to unite English teachers in Chile
  • foster professional development

It achieves its aims by

  • hosting an electronic forum
  • maintaining a blog
  • establishing an electronic job listing for its members

Recent Events:

Symposium on Assessment for Learning, April 14, 2007

TESOL, Inc. Convention Reception for Sergio Bitar, the former Minister of Education for Chile, for his tremendous support for English language education, March 15, 2006, Tampa, Florida, USA

URUTESOL, Uruguay, (in English)

URUTESOL was founded in 1988. To date, the association has organized several conventions (national and regional) and many seminars in Montevideo and the provinces.

It strives to

  • strengthen the effective teaching and learning of English in Uruguay and around the world while respecting individuals' rights
  • support and seek to inspire those involved in English language teaching, teacher education, administration and management, curriculum and materials design, and research
  • provide leadership and direction through the dissemination and exchange of information and resources
  • encourage access to and standards for English language instruction and professional preparation

It fulfills its mission through

  • the work of seven representatives from the provinces
  • the publication of newsletters and newssheets
  • a one-day regional conference
  • symposiums
  • ordinary assembly organizational meetings
  • publisher-sponsored talks
  • a Christmas social, concert, and toast

Future Events:

The 20th Anniversary URUTESOL National Convention, July 4-6, 2008

Ventesol, (in English)

Ventesol held its Silver (25th) Convention on May 25-27 in Caracas.

An overview of TESOL Affiliates in North America, operating outside the U.S. mainland and, therefore, assumed to be of primary interest to members of the EFL Interest Section follows.

Asociación Nacional Universitaria de Profesores de Inglés (ANUPI-TESOL), Mexico, (in English and Spanish)

The National Association of English Teachers at the University Level, a nonprofit organization, is an affiliate of TESOL, Inc., and an association of IATEFL.

Its goals and objectives include

  • improving the quality of the teaching of English as a foreign language (EFL) in Mexico
  • promoting the professional development of those involved in the profession
  • initiating and supporting research in this area
  • establishing standards to guarantee quality in academic EFL teacher training programs at bachelors and graduate levels, as well as design a profile that specifies the knowledge and abilities essential for graduates from these programs
  • accrediting academic EFL teacher preparation programs in Mexico at the bachelor and graduate levels
  • establishing criteria for the evaluation of teachers who possess different levels of proficiency of the English language
  • specifying the mechanisms for the certification of teachers that meet the profile and who wish to receive a national or international certification

It achieves its goals by

  • establishing links between teachers and public and private universities in Mexico, as well as abroad
  • organizing academic and cultural activities

Future Events:

The 6th International ANUPI-TESOL Congress, Puerto Vallarta, Mexico, October 2-4, 2008

British Columbia Teachers of English As an Additional Language (BC TEAL),

British Columbia Teachers of English As an Additional Language was founded in 1969.

It is dedicated

  • to the growth and development of the profession of English language teaching
  • to fostering cooperation among English language learners from diverse cultures so they can work toward achieving their goals

It serves its members through

  • the TEAL News, published three times a year, containing information on professional development events, conference and workshop reports, book reviews, and teaching ideas
  • the annual TEAL Conference
  • The TEAL Mini Conference or the Four-on-the-Floor-both of which are a 1-day professional development event with numerous workshops
  • The TESL Canada Journal, a twice-yearly professional publication
  • a speakers' directory
  • a message board on the Web site to all members
  • an inexpensive health and dental plan for members and their families
  • a discount for the TEAL annual conference when paying the early-bird price for the full conference
  • a 10% discount at the UBC Bookstore
  • "ESL Recipes for Teaching and Tasting," a publication of TEAL Members' recipes useful in the ESL classroom
  • "The TEAL Teaser," published by TEAL with submissions by TEAL Members containing 25 activities for the ESL classroom
  • a monthly memo written by the TEAL president keeping members up to date on TEAL and other related issues
  • a discount membership at the YWCA gym
  • access to scholarships through the TEAL Charitable Foundation like the Mary Ashworth Scholarship which supports travel to a TESL Canada conference or TESOL convention
  • leadership opportunities through volunteer positions on various TEAL committees

Future Events:

The Annual BC TESOL Conference, Kwantlen University College's Richmond Campus, April 25-26, 2008

The Mexican Association of English Teachers (MEXTESOL), Mexico, (in English)

MEXTESOL, founded in l973, is a professional academic association established to promote and strengthen English language teaching in Mexico. MEXTESOL was founded based on the model of TESOL International and soon became an affiliate member of that organization. The first National Convention was held in 1974 in Tampico, Tamaulipas.

Its aims are to

  • develop in its members, as well as in nonmembers, the highest standards for teaching English to speakers of other languages
  • develop in English language students effective communication skills so that they can interact successfully in all diverse situations
  • promote the professional development of English teachers
  • assist teachers in updating their teaching methodology and in expanding their repertoire of teaching techniques in all areas of ELT
  • promote research in the field of applied linguistics in the area of English language teaching

It achieves this through

  • professional publications
  • Academic Saturdays
  • regional and national conventions
  • the work of 16 chapters
  • the MEXTESOL Journal (celebrated its 30th anniversary in 2006)

Future Events:

The 35th Anniversary MEXTESOL Convention, Morelia, Mexico, October 16-19, 2008

TESL New Brunswick (TESL NB), Canada,

TESL New Brunswick is an association that concerns itself with methods of teaching English as a second language within New Brunswick.

Its goals and objectives are to

  • maintain links with partner associations throughout Canada as well as TESL CANADA, the national parent organization, which links the various provincial bodies.
  • support public policies and programs promoting second language teaching and increase knowledge of the needs of ESL learners and teachers.
  • foster research, professional development, and standardization among teachers, school administrators, and others involved in second language acquisition within New Brunswick
  • lobby appropriate agencies and promote publicity for ESL programs, funding, and teacher accreditation
  • promote public awareness of ESL and multicultural issues to foster intercultural understanding.

It serves its membership through

  • a provincial newsletter
  • the TESL Canada Journal

Future Events:

TESL Canada Conference 2008, cohosted by TESL Canada & TESL NB, Moncton, NB, May 29-31

Puerto Rico TESOL (PRTESOL), (in English)

PRTESOL is a not-for-profit professional organization.

It is dedicated to

  • promoting scholarship and professional development
  • providing opportunities for study and research
  • disseminating information and research on the teaching of English to speakers of other languages
  • working cooperatively toward the improvement of instruction in all programs that seek to provide students with the opportunity to become proficient English language learners
  • coordinating information with local, stateside, and international professional organizations with similar goals
  • promoting the recognition of English as an additional language tool for communication, and not as a supplanting means of expression at the expense of the learners' native language and culture

It succeeds in its goals through

  • activities offered by seven chapters
  • discount fees for the annual PRTESOL convention as well as workshops, seminars, and conferences
  • attendance at the annual Summer Institute (a 1-day continuing education program) held at different island locations
  • complimentary registration to the annual PRTESOL convention in each regional activity
  • award and scholarship opportunities
  • leadership opportunities (running for office or volunteering for committee positions)
  • the opportunity to travel with other PRTESOL members to TESOL conventions in other countries
  • the TESOL-GRAM, a regular publication that includes articles on research, teaching methods, and materials in ESL; book reviews; commentaries on events of interest to the profession; announcements of local and international significance
  • the periodic "Bulletin from the Board"

Recent Events:

The 34th Annual PRTESOL Convention, San Juan, Puerto Rico, November 9-10, 2007

Société pour la promotion de l'enseignement de l'anglais, langue seconde, au Québec (SPEAQ), Québec, Canada, (in English and French)

SPEAQ is a professional association concerned with the teaching of English as a second language in the province of Québec.

Its aims and objectives are

  • to bring together in association those persons engaged or interested in the teaching of English as a second language in Québec
  • to study, promote, protect, and develop the professional, social, and economic interests of its members
  • to facilitate communication among the different levels of teaching of English as a second language in Québec
  • to facilitate communication between teachers of English as a second language in Québec and other persons or groups interested in the teaching of English as a second language
  • to create a favorable climate for the harmonious development of the teaching of English as a second language in Québec
  • to conduct and to arrange for studies and research with the aim of encouraging or evaluating developments in the teaching of English as a second language in Québec, and to inform its members of such developments
  • to print and publish reviews, journals, periodicals, and other publications for purposes of information, professional improvement, and promotional material publicity in connection with the objects above

It achieves these through

  • maintaining a Web site
  • the annual convention
  • workshops, seminars, and colloquium
  • a 50-page Daily Calendar of activities (in working document format) with detailed instructions and explanations of classroom activities available on the Web site
  • holding Annual General Meetings and Special General Assemblies
  • receipt of all publications as the Board of Directors may make available free of charge

Recent Events:

The 35th Annual SPEAQ Convention, Montreal, Canada, November 8-10, 2007

RASCALS Colloquium, Collège Laflèche, Trois-Rivières, May 31-June 1, 2007

TESL Association of Ontario (TESL Ontario), Canada,

TESL Ontario provides support and direction to professionals, government bodies, and learners involved in English as a second language in Ontario.

It strives to

  • provide opportunities for professional development for all sectors of ESL
  • ensure excellence in the field of adult noncredit ESL through TESL Ontario Certification
  • provide opportunities for linking with other ESL professional organizations, nationally and internationally, through various venues such as Contact, the TESL Ontario Web site, and the TESL Canada newsletter
  • provide expertise to local, provincial, and national government bodies through consultations and representation on committees
  • promote the development of materials that are appropriate to the needs and the culture of our client groups
  • operate in a fiscally responsible manner within standard accounting practices

It fulfills its mission through

  • the extension of TESL Ontario membership to include both TESL Canada and the member's local TESL Affiliate
  • reduced fees for the annual 3-day conference
  • Ontario Conference Proceedings (1 issue annually)
  • TESL Canada Journal, the national organization's scholarly journal (2 issues annually)
  • TESL Ontario's ESL Newsletter (3 issues annually)the annual report
  • opportunity to develop leadership by serving on executive boards and committees
  • group insurance

Recent Events:

TESL Ontario Conference, Toronto, Canada, November 22-24, 2007

Announcements and Information

Bulletin Board

Any information you would like to announce on this Bulletin Board should be submitted to the coeditor, Jane Hoelker (, or Gabriela Kleckova ( The deadline for inclusion in the next issue is February 21, 2008.

Submissions to Global Neighbors are always welcomed. Here are the guidelines and relevant information for contributors.

Day in the Life. EFLIS members teach in a tremendous variety of contexts and settings. Share yours with us! If you wish, this can be done as an e-mail interview with one of the editors-just contact us at the e-mail addresses listed below. 400-600 words.

The Other Hand. If you have a strong opinion on a burning issue, this is the place for you. Tell us what you think! This column might also feature excerpts from responses to issues or questions raised on the e-list. 400-600 words.

Classroom Idea Exchange. What has worked in your classroom? Describe the activity or technique in a short and practical manner. 200-300 words each.

We continue to accept submissions of

  • Articles. An absolute maximum of 2,000 words.
  • Conference reports. If you have been to a professional conference recently, write up what stands out in your mind about the experience, sessions, speakers, or setting. 200-600 words.
  • Book/resource reviews. These might be formal notices, but they can also be more subjective or conversational recommendations. 300-600 words.

Submissions are accepted throughout the year and may be edited for reasons of space, correctness, or clarity. Deadlines for contributions to our planned quarterly issues are officially February 21, June 1, September 1, and December 1.

Please e-mail submissions to one or both of the coeditors:

  • Gabriela Kleckova, Department of English, Faculty of Education, University of West Bohemia, Jungmannova 3, Pizen 306 19, Czech Republic,
  • Jane Hoelker, Qatar University, English Foundation, PO Box 2713, Doha, Qatar,

Sign up for the Principles and Practices of OnlineTeaching certificate program. A number of courses are offered throughout the year, including over the summer and again in the autumn. The Principles and Practices of Online Teaching certificate program is designed for English language teachers and course designers, at all levels of experience, who design and deliver courses online. Whether your course is run fully or partially online, this TESOL certificate program will help you develop the skills you need to effectively teach English language courses online or blend online segments with your traditional face-to-face courses. The program consists of certificate foundation and completion courses, and 10 courses in general and content-specific topics. Contact TESOL Education Programs at if you would like more information about the program.

Do you receive the TESOL Connections e-newsletter? This is another free resource and membership benefit—you can sign up for it at the TESOL Web site. Contents typically include links to recent news articles publication updates, information on TESOL board decisions, and links to key areas of the TESOL Web site (such as convention news and job listings).

Contribute to the TESOL Resource Center (TRC), an online platform for TESOL members to find and share a variety of resources with peers in the profession. The goals are to support expanded online peer-to-peer learning and to provide a clear, simple submission and review process for sharing resources. Submission templates on the TESOL, Inc., Web site ( include lesson plan, activity, quiz/assessment tool, teaching tip, paper or article, and presentation/multimedia resource. To find a resource browse these categories: content areas, audience, interest section, language skill, subject areas for professional papers, and geographic relevance. If you wish to volunteer to be a reviewer, complete the form available on the TRC site.

Did you know that your subscription to TESOL Quarterly includes free online access to back issues from 2001 forward? TQ subscribers get free access to IngentaConnect, where they can download articles, review abstracts, and sign up for table of content alerts and RSS feeds. Nonsubscribers pay US$25 per downloaded article, so subscribing to TQ offers TESOL members significant savings.