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SLWIS News, Volume 2:1 (March 2007)

by User Not Found | 10/28/2011

In This Issue...

  • Leadership Updates
    • Letter From the Chair
    • SLW News Editor Positions Available
    • The SLWIS Web Site: Your Input Needed
    • SLW News: Mission Statement and Call for Submissions
  • Articles
    • Aligning IEP Practices With Student Writing Purposes
    • Exploring Identities: A Novice Tutor’s Perspective
    • Book Review: Perspectives on Community College ESL Volume 2: Students, Mission, and Advocacy
  • Convention Updates
    • SLWIS Featured Sessions at TESOL 2007
    • Second Language Writing Interest Section: Important Meetings in Seattle
    • SLWIS Special Event
  • Announcements and Information
    • 3rd Biennial Conference on Intercultural Rhetoric and Discourse: Call for Papers
    • Symposium on Second Language Writing 2007: “Second Language Writing in the Pacific Rim”
    • TESOL Career Center
    • TESOL Position Statements: Diversity of ELLs in the U.S. and Reauthorization of the ESEA
  • About This Member Community
    • Second Language Writing IS Contact Information

Leadership Updates Letter From the Chair

Jessie Moore Kapper, 2006-07 SLWIS Chair, jkapper@elon.edu

While the official theme for the 41st annual TESOL Convention (March 21-24 in Seattle) is "Spanning the Globe, Tides of Change," our Interest Section's theme should be "Celebrating Second Language Writing." After all, second language writing is featured in over 50 papers, discussion groups, workshops, posters, and colloquia (scheduled Wednesday through Saturday), as well as two outstanding Academic Sessions (Thursday), two collaborative InterSections (Friday), and a much anticipated special event on Thursday night: "An Evening With the SLWIS: Answering the Needs of Second Language Writers and Their Teachers." This phenomenal presence at the convention represents significant growth for our young Interest Section. Thank you to everyone who submitted proposals!

Yet our Interest Section has even more to celebrate. During the convention, Past Chair Christina Ortmeier-Hooper will be awarded the 2006-07 D. Scott Enright TESOL Interest Section Service Award in recognition of her outstanding service to and leadership in the Second Language Writing Interest Section. Christina was instrumental in founding our Interest Section and continues to play an active role in its events and development. Please watch your e-mail for information about the award presentation and join us in celebrating Christina's accomplishments.

Regardless of whether you can join us in Seattle this year, I invite you to participate in the continued development of the SLWIS. I encourage you to

  • Contribute to the SLWIS newsletter,
  • Participate in SLWIS e-list discussions, and
  • Seek other members with whom to collaborate on teaching, research, or scholarship projects.

Finally, I invite you to use our SLWIS e-list to collaborate with other members. Our e-list is a great forum for asking questions about second language writing (in your teaching context or others) and for seeking potential partners for research and scholarship. We also welcome calls for proposals for relevant edited collections and conferences. To post to the e-list, send your message to slwis-l@lists.tesol.org.

Thank you for your continued support of TESOL's newest Interest Section! If you have questions about or suggestions for our Interest Section's development, please contact me (jkapper@elon.edu). I hope to see many of you in Seattle!

Best wishes,
Jessie

 


SLW News Editor Positions Available

Margi Wald, SLW News Editor, mwald@berkeley.edu

So that SLW News can provide members with the most current, relevant information, we are currently seeking a co-editor and book review editor for the newsletter.

SLW News Co-editor
In collaboration with the current editor, the newsletter co-editor will solicit articles, reports, and announcements that address issues relevant to SLW professionals and to the various educational contexts in which they work.  The co-editor will also edit articles to ensure the publication of two quality issues per year.

Book Review Editor
The book review editor will compile and manage a list of new books of interest to SLWIS members, publish the list on the SLWIS Web site, solicit and edit submissions, coordinate with publishers to have review copies sent to potential reviewers, and write reviews him- or herself as desired.

Candidates must be members of TESOL and SLWIS (primary or secondary). If you are interested or have questions, please contact Margi Wald, SLW News editor, atmwald@berkeley.edu. The SLW News Mission Statement and Call for Submissions can be found at www.tesol.org/s_tesol/seccss.asp?CID=929&DID=4127.

I look forward to working with members to provide relevant information on second language writing theory, research, and pedagogy in all ESL/EFL settings. Your input is greatly appreciated.

 


The SLWIS Web Site: Your Input Needed

The Second Language Writing IS Web site is available at http://condor.depaul.edu/~ctardy/SLWIS

Christine Tardy, SLWIS web master, is asking for input:

    * What would you like to see on this site?
    * What information might you be interested in helping to compile?
    * What updates might you have for the site?

Please contact Christine at ctardy@depaul.edu. Your input is appreciated.


SLW News: Mission Statement and Call for Submissions

Mission Statement

Purpose
SLW News provides a forum for the exchange of views, research, and pedagogical practices related to second language writing. This forum creates opportunities for Interest Section members to advocate for students and other members, to disseminate and promote research on second language writing, and to encourage and support the teaching of writing to ESOL students at all levels.

Audience
SLW News is oriented to teachers, teacher-researchers, administrators, and writing specialists from across all nations, institutions, and grade levels, including traditionally underrepresented contexts (pre-K through 12, 2-year colleges, community programs, international K-12 schools, etc.).

Vision
The ultimate vision for the newsletter is inclusiveness, in light of the breadth and depth of the constituents served. SLW News strives to achieve a balance in the following areas:

  • articles, brief reports, and announcements that address the concerns of those working in all educational settings
  • coverage of issues of concern to the various constituent audiences based on experience level and area of expertise or interest
  • theoretical and practical information about second language writing, teaching, research, and administration

 

Call for Submissions

SLW News is soliciting articles on second language writing theory, research, and pedagogy in all ESL/EFL settings.

SLW News welcomes articles that focus on L2 writer and characteristics and text features, classroom materials and practices, placement and assessment issues, writing program administration, teacher development, and other related areas. SLW News encourages submissions related to any educational setting, especially traditionally underrepresented contexts (pre-K through 12, 2-year colleges, community programs, international K-12 schools, etc.). In light of the newsletter’s electronic format, authors are encouraged to include hyperlinks.

Submission Guidelines

 Articles should

  • be no longer than 1,500 words
  • include a 50-word (500 characters or less) abstract and 2- to 3-sentence author biography
  • contain no more than five citations
  • follow the style guidelines in the Publications Manual of the American Psychological Association, Fifth Edition (APA)
  • be in MS Word (.doc) or rich text (.rtf) format

Please direct your submissions and questions to

Margi Wald
College Writing Programs
University of California, Berkeley
Berkeley, CA 94720-2500 USA
E-mail: mwald@berkeley.edu
tel: +1 510.642.2652
fax: +1 510.642.6963

 

Book Review Policy

SLW News welcomes reviews of teacher resource books and student texts dealing with second language writing, teaching, research, and administration. Anyone interested in writing a review for SLW News may choose a recently published book in the field and contact the editor for approval and review copies. Reviews will be considered for publication based on the quality of the reviewer’s evaluation and description of the book, and the book’s relevance and importance to the field.

Reviews should

  • be in APA format
  • be 600-900 words in length
  • include a 50-word (500 character or less) abstract and a 2- to 3-sentence author biography

 Further information and book review suggestions are available from Margi Wald, editor, at mwald@berkeley.edu.

 



Articles Aligning IEP Practices With Student Writing Purposes

Kristin FitzPatrick, California State University, Fresno, kristinfitzpatrick@comcast.net

In spring 2005, I studied the development of student writers at an intensive English language program (IEP) affiliated with a large Midwestern university. I observed an advanced writing course, the fourth in a five-level series. In a longer paper, I discussed the perspectives of the course instructor, several writing students, and administrators at the IEP, as well as the university's writing program administrator (WPA). On the basis of the need for increasing post-IEP second language writing success, I developed a communication model for IEPs to track student progress and share it with future academic authorities and employers of IEP alumni.

The IEP is designed for students seeking admission to the university who want to improve their TOEFL scores. The full program is five quarters long, but students take the TOEFL after each quarter, and once they achieve the minimum score for acceptance, many students discontinue the IEP program. The instructor of the advanced writing course admitted that though she does recognize a wide range of writing purposes, she teaches to the TOEFL requirements.

Many students were preparing for specific writing purposes not necessarily taught in the course. For example, Ling was what an administrator described as a "typical" graduate-school-bound IEP student. She would leave the IEP as soon as she scored high enough on the TOEFL, attend the university's computer technology institute, and return to her home country. Her future writing purposes as a computer programmer in a Taiwan-based international corporation included writing e-mails and occasional short business reports. Likewise, Manuel was preparing to leave the United States. He was a Spanish priest preparing for missionary service in an English-language parish somewhere in the world. His future writing purposes included writing homilies and other read-aloud texts, articles, and other documents for colleagues and parishioners. One student planning to stay close to the IEP was Afet, a Turkish physical therapist and wife of a Turkish man working in the United States. Future writing purposes she would encounter as a physical therapist in the United States included writing for medical board exams, e-mails, and reports. Students such as these, as well as first-year-writing-bound students, require writing support beyond the TOEFL-based curriculum. They also need a record of writing progress that they can use to let future instructors and employers know more about their abilities and needs.

The IEP coordinator said that a tracking system would help, but students want to mainstream themselves. The WPA at the affiliated university claimed that "the university takes the position that the [ESL] issue doesn't exist." She added that a tracking system would help people in the writing center who facilitate writing placement, as well as writing instructors who may need to educate themselves about L2 writers.

In 2006, when I presented the paper at the Illinois Teachers of English as a Second or Other Language and Bilingual Education Convention and the Symposium on Second Language Writing Graduate Student Conference, I cited the first-year writing research of Dwight Atkinson and Vai Ramanathan. Their findings illustrate the need for IEP and university writing programs to know what the other's goals and experiences are and for the students to make a drastic move from "workpersonlike prose" to writing with "sophisticated thought and expression" in first-year writing courses. As well, IEP students should be prepared for a wide range of writing purposes beyond the FYW classroom (Atkinson & Ramanathan, 1995)

I proposed the following communication model for administrators and instructors to ensure IEP student writing success and support beyond each student's enrollment in the IEP. Goals of the communication model, outlined below the overview of the model, include helping administrators to simplify student transition from the second language writing classroom to academic and professional writing situations anywhere in the world, helping IEP and university departments to revise programs in order to provide long-term support for second language writers and their instructors, and helping the ESL label to become a badge of honor rather than a mark of limited ability in all future writing situations. Main components of the communication model are writing portfolios and entrance/exit surveys.

Overview of the Model and Its Goals:

Communication model for aligning IEP practices with a diversity of student writing purposes (all steps optional for students):
1. Student takes entrance survey.
2. Instructors create and IEP administrators maintain student writing portfolio.
3. Student takes exit survey.
4. Future writing instructors, WPA, and IEP follow up regarding student progress.

When the student enters the IEP, an entrance survey can

  • provide more information about student plans. IEP administrators can ask university departments about writing purposes the student will encounter.
  • help IEP administrators put students in contact with people in their prospective academic or professional environments.
  • help IEP administrators share information with IEP writing instructors.

During each IEP writing course, informed instructors can

  • enter initial writing sample into portfolio with a diagnostic report.
  • build student confidence as multilingual reader and writer by discussing writing issues/challenges beyond TOEFL.

At the end of each course, IEP instructors can

  • submit an evaluation report and writing sample to student writing portfolio. 
  • administer a student exit survey.
  • use the exit survey to update development of student confidence/identity as multilingual reader and writer.
  • obtain feedback about writing courses.
  • confirm student writing purposes. 

When the student leaves the IEP, administrators can

  • send student writing portfolio to
    • admitting unit at university,
    • WPA or writing placement coordinators/advisors, or
    • writing-related authority in academic setting or workplace.

When the student enters the university, the IEP administrators can

  • provide follow-up communication and continued support to students and maintain regular contact with the appropriate university administrators.

WPA, writing center administrators, and writing instructors can

  • review portfolio when student enters, identify strengths and areas in need of improvement, place student in ESL first-year writing section, match student up with writing center tutor, and/or arrange additional seminars/sessions at IEP if necessary.
  • share information with other instructors.
  • arrange instructor education in L2 issues and strengths (seminars, conferences, etc.).
  • highlight and incorporate a range of linguistic backgrounds in course readings.
  • require regular student conferences with instructors.

When a student enters a workplace, employers can

  • review portfolio when student enters, identify strengths and areas in need of improvement, and arrange additional seminars/sessions at IEP if necessary.
  • educate employers/coworkers in L2 issues and strengths.

Some benefits for sharers of student information

  • University keeps track of numbers of L2/former IEP students and their progress, adjusts writing program accordingly, and reports numbers, changes, and details about specific students to the IEP. IEP can use the information to further improve their program.

IEP Student Entrance Survey 
This survey is optional. If you complete this survey, writing your name is also optional. We will use this information to try to help prepare you and other students for future writing success.
Name: ___________________________
-What is/are your primary language(s)?
-Please list other languages you speak.
         
-How and when did you learn each language (at home, school, in a foreign country, etc.)?

-What did you write in English in your home country (essays, reports, etc.)?
-In your home country, did you enjoy reading in English? 
What types of English reading materials did you enjoy the most?

-What English materials do you read now?
-Please circle what you like to write in English:
poems     stories     essays     letters     reports     other:_______________________
-What types of writing (in English) are the most difficult for you?
-Why did you apply to this IEP?

-What plan of study and/or professional field do you plan to enter after you complete your studies here?

-Will you begin your studies and/or work in this field in the United States or in another country? 
-If you will stay in the United States after completing your IEP studies, what city will you live in?
-What do you expect to write in your academic and professional careers?
-What types of writing skills would you most like to improve during your studies at the IEP?
-In your IEP writing courses, you may have opportunities to learn about other students' primary languages, cultures, and their unique reading and writing experiences. What do you think is unique about your reading and writing experiences? 
-How could these unique traits help you in your English studies?
-Are you interested in meeting with a particular representative from your academic or professional field to discuss and learn specific types of writing you may need to do in the future?

IEP Student Exit Survey
Name: ___________________________
-What are your plans for work or study after you leave the IEP?
-If you know the university program or company, please list it here.
-What types of writing will you do there?
-Write down any questions about the writing you will do there.

-Please circle your favorite type of English course:
writing     reading     grammar     spoken English
-How did you feel about writing in English before you began studying at the IEP?

-Do you feel differently now?
If yes, please explain.

-Of all the writing assignments you completed during this program, which do you predict will be the most useful in your profession?
In your personal life?
-If you take another English reading, writing, or speaking course, how will your reading and writing experiences make you unique among your classmates? What could your classmates learn from you about reading and writing?

References

Atkinson, D. & Ramanathan, V. (1995). "Cultures of writing": An ethnographic comparison of L1 and L2 university writing programs. TESOL Quarterly, 29, 539-568.

FitzPatrick, K. (2006). Aligning IEP Practice with Student Writing Purposes. Paper presented at the Graduate Student Conference on Second Language Writing. West Lafayette, IL: Purdue University.

Kristin FitzPatrick taught ESL/EFL in Japan and the United States before earning an MA in writing from DePaul University. She has taught composition at Wayne State University and Davenport University. She now teaches portfolio-based writing courses at California State University, Fresno, where she is pursuing an MFA in writing.


Exploring Identities: A Novice Tutor’s Perspective

Subarna Banerjee, Temple University, subarnab@temple.edu

For the past five years, as a graduate student in TESOL, I have been working on my doctoral dissertation as well as teaching freshman composition to ESL students. Though many of my colleagues distribute their time between teaching and tutoring at the writing center, I was perhaps the only one who did not get such an opportunity during the first 3 years. Hence, in the fall semester of 2005, when I was asked to tutor at the writing center, I readily accepted the offer. The writing center is an integral component of the university's writing program. The center caters to the writing requirements of graduate and undergraduate students across departments. All prospective tutors, coming from various disciplinary backgrounds, are required to complete 6 hours of training and observation during the first 3 weeks. After each hour of observation, the trainee tutor completes a survey, which is reviewed carefully by the director of the writing center. The trainee tutee assumes responsibilities upon the successful completion of all six surveys.

This reflective essay evolved as a product of my experiences as a trainee tutor. As an objective observer, I was able to examine how an experienced tutor negotiates his or her role in a tutoring session. In this essay, I extrapolate the notion of writing and identity to tutors' selves to show some ways in which tutors' roles in one-on-one sessions can be more concretely understood. To do this effectively, I draw upon the scholarship of identity and language learning (Ivanic, 1998; Norton 2000; Weedon, 1997). These studies observe that societal factors, such as the learner's position in a given society, his or her consciousness about the ends of language learning, and cultural components, are essential to adequately represent the second language learning process and the learner as a complex social being. I have found Ivanic (1998), Ivanic & Camps (2001) and Tang & John (1999) to be particularly revealing in this respect. While examining writer identity, these studies talk about ways in which writers' position themselves, manifest their worldviews, and negotiate their identities in writing communities.

The tutor's self, as I show below, performs multiple functions. Such functions direct us toward ways in which tutors construct their identities in a tutoring session. Given below are the two complementary roles that a tutor typically performs: tutor as an institutional representative and tutor as the friendly advisor. I call them complementary because they seem to inform each other to create a well-balanced atmosphere conducive to learning.

Tutor As the Representative

As a representative of an institution, a tutor is supposed to fulfill some basic, formal requirements by offering services. This is the most generic role of the tutor. Being a representative of an academic institution leaves very little room for development of an individual self. In this role, tutors usually acquire information and identify the writing task, guide the tutee through the writing process, and offer meaningful suggestions to accomplish the task. Instances of this role commonly appear at the beginning of the session:

"Do you want me to look over proof-reading stuff or…?" (Session #1, 9/12/05).

"What can I help you with?" (Session #3, 9/16/05).

In this role, the tutor often acts as the expert engaging the student writer in apprenticeship.

Then I would suggest, this sentence is definitely a little bit long. I would suggest splitting the sentence into two. Ah, and probably the best place to do that would be here…specially because you are introducing what is it that you are doing in this part of the sentence. (Session #1, 1/19/05)

Vygotskyian (1962) perspectives on scaffolding and apprenticeship describe how instructional assistance is offered to novices in such settings. According to Vygotsky, novice writers can learn effectively under the supervision of teachers or expert learner. Similarly, tutees are apprenticed into academic writing by the tutors.

The tutor's agency in negotiating the dynamics of the session comes across clearly in the above segment. Whether the tutor is gathering information or offering services, he or she makes it very clear that he or she holds authority. The institutional representative encapsulates the tutor as performing some set functions where there is little flexibility for creativity. At the same time, such authority is presented with politeness. The openings of the two segments can be interpreted as an effort to engage the tutee in the task at hand. Verbs such as "suggest" and hedgings such as "probably" and questions rather than statements are evidence of such politeness. As opposed to the institutional role, the other role that stands out in the field notes is that of a friendly advisor.

Tutor As The Friendly Advisor

In contrast to the rigid, authoritative, and pragmatic role, the tutor also performs seemingly amicable functions, such as giving positive feedback and creating a comforting atmosphere for the tutee. Consider the following interaction in which the tutor reassures the tutee that what the latter considers as his ignorance is not quite so:

Tutee: It is pretty weird that I made 4 years here and not still know what a preposition, isn't it?

Tutor: It's actually not strange at all. It has more to deal with, ammmm, the way kindergarten through 12th graders are taught now, believe me. (Session #4, 9/20/05)

In the above excerpt, when the tutee articulates his concern about how little he knows, the tutor reassures him that it is not his fault and rather shifts the focus onto the educational system. Such positive input from and assuring attitude on the part of the tutor can promote learning.

Often, first-year writing programs and many other departments send their graduate students to work at the writing center. Such opportunities not only provide a unique experience working with a diverse body of students but also give student-tutors a space to reflect critically on the development and transformations of their own identities. The overlap in identities I illustrate here is relevant in a significant way. My observation of ways in which experienced tutors function not only clarified my responsibilities in the writing center that semester but also allowed me to reflect on my role as a mentor and a facilitator in teaching writing courses. It provided an interesting reference point for an already existing teacher identity. In particular, I used these skills to step back and review my interactions with students during one-on-one conferences. I asked myself: Have I been persistent yet gentle in prodding them toward integrating oral feedback? Have I been successful in fulfilling the mission of the course? As many of us are seasoned teachers but not seasoned tutors, or vice versa, the experiences acquired in either context can lead to the development of a well-grounded and inclusive teacher/tutor identity. Graduate students juggling multiple responsibilities thus become aware of their learning processes and their larger role in academia.

References

Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Philadelphia: John Benjamin.

Ivanic, R., & Camps, D. (2001). I am how I sound: Voice as self-representation in L2 writing. Journal of Second Language Writing, 10, 3-33.

Norton, B. (2000). Identity and language learning. New York: Longman.

Tang, R. & Suganthi, J. (1999). The I in identity: Exploring writer identity in student academic writing through the first person pronoun. English for Specific Purposes 18, S23-S39.

Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT University Press.

Weedon, C. (1997). Feminist practice and poststructuralist theory (3rd ed.). London: Blackwell.

Subarna Banerjee teaches ESL composition at Temple University. Her dissertation is a comparative study of successful and unsuccessful NES and NNES argumentation. She has presented her work at several national and international conferences.

 


Book Review: Perspectives on Community College ESL Volume 2: Students, Mission, and Advocacy

Myshie Pagel, myshiep@yahoo.com, and Mary Beth Haan, mbhaan@yahoo.com, El Paso Community College

Blumenthal, A. (Ed.). 2006. Perspectives on Community College ESL Volume 2: Students, Mission, and Advocacy. Alexandria, VA: TESOL. 198 pp., paperback.

Community college students and their needs have changed as the ESL student population has become more of an integral part of institutions of higher learning. Perspectives on Community College ESL Volume 2: Students, Mission, and Advocacy provides a kaleidoscopic look at various current issues facing institutions offering academic and vocational ESL courses. Contributors—representing communities from the Northeast, Midwest, and Southwest—raise awareness of issues facing ESL students and characteristics of ESL students at community colleges across the United States. Each chapter follows a clear format by framing the issue, presenting a narrative, linking the issue to cross-discipline and intra-institutional discourse, noting institutional challenges, and extending the dialogue.

Institutions developing or restructuring ESL programs would benefit from this series and specifically volume 2. As Anne Bollati states in chapter 5 of this volume, in developing an ESL program, "the developer must carefully consider the needs of the institution and the target population" (p. 81). Target population needs include educational goals, educational backgrounds, and personal challenges, each of which receives coverage in this text.

As contributions show, ESL population needs vary from vocational preparation to academic readiness. Therefore, institutions need to honestly evaluate their target populations and design programs to meet student needs. This process includes realizing that a program design at one institution is not necessarily transferable to another institution. Other pitfalls occur when student needs are not met by the program. Laurie Ketzenberg (chap. 1) addresses the issue of vocational training not meeting the needs or the expectations of ESL students. In addition, Jorge Santiago (chap. 3) presents an example of a program designed to meet the needs of lower income Latinas. He notes that student success should not be limited to course completion rates but rather include success in the workforce environment where the safety net of ESL instructors and programs no longer protects the students.

Other contributions discuss the perception of ESL students and programs on campus. Some ESL programs provide links to vocational and academic tracks in order to integrate ESL students into credit-bearing classes. Anne Bollati (chap. 5) shows how this approach can bring ESL students and the ESL program into the center of the life of the college. However, not all institutions have so closely embraced the ESL population. Judith K. Casey (chap. 2) writes about an upper-level academic class of international students who investigated "a perceived difference between the college's stated mission of celebrating diversity and the students' own daily experiences. It also presents an example of international students' involvement in a project to share their thoughts and experiences with the administration of their college, thus giving students a voice, one that is too seldom heard" (p. 22). Yulia Stone (chap. 11) addresses the issue that diverse personal goals of ESL students might not always mirror the retention and persistence goals of the community college.

Johnson and Marchwick (chap. 4) examine one of the institutional issues: "the support and commitment of non-ESL faculty and administrators to ensure successful retention, program completion, and career placement of those students" (p. 55). To support an institutional team approach to ensuring student success, the contributors suggest cross-training of faculty so that more faculty members have a better understanding of the skills necessary for achievement in today's workforce.

John Stasinopoulos (chap. 10) emphasizes the need for faculty to understand the obstacles ESL students have to overcome. In his article, "The Power of Personal Narrative: What We Can Learn From Our Students," he encourages instructors to use the personal narrative not only as an assignment but also as a means of understanding individual struggles and personal strengths. Yvonne Pratt-Johnson (chap. 6) discusses the preconceived expectations ESL students have of their instructors: "ESL students perceive their ESL instructor as a Jill of all trades. . . . While this may be flattering, meeting these students' expectations and needs is, to say the least, draining and demanding" (p. 97). In addition, many institutions may not truly be aware of all of the roles an ESL instructor must play for students to successfully meet their academic and personal goals. According to Sheri Wells-Jensen (chap. 9), faculty need to "[reconceptualize] disability as cultural difference rather than an illness" (p. 132) while meeting pedagogical goals. Wells-Jensen encourages creative methods for establishing an inclusive environment in the classroom as she offers suggestions that enable blind students to succeed in the ESL classroom.

This volume also addresses issues surrounding Generation 1.5 students, a much-discussed population on many community college campuses. Generation 1.5 includes ESL students who have graduated from high schools in the United States but are not yet prepared for collegiate-level work. Mary F. Gawienowski and Kathi Holper (chap. 8) discuss the emotional and academic challenges for 1.5 students: "We see a great deal of resentment and anger in the Generation 1.5 students—toward their families, their teachers, and their own problems with English. . . . Many Generation 1.5 students display inappropriate and immature behavior in the classroom" (p. 118). Sometimes these students are difficult to identify; however, the contributors discussed how Harper College in Illinois identified this population and designed a program to meet their needs.

The editor of and contributors to Perspectives on Community College ESL Volume 2: Students, Mission, and Advocacy have begun an important discussion that will impact community colleges and the ESL students they serve. This kaleidoscope of ESL topics provides a mosaic of ideas that can help community colleges meet the dynamic needs of their students.

 

Myshie Pagel (MA in linguistics and PhD student at the University of Texas at El Paso) teaches ESL at El Paso Community College. She has taught ESL for more than 15 years.
 
Mary Beth Haan (MS in TESL, MS in journalism) teaches ESL at El Paso Community College and has had extensive experience teaching in a variety of domestic and international ESL/EFL programs.

 

 



Convention Updates SLWIS Featured Sessions at TESOL 2007

Second Language Writing Academic Session: Part 1
Shifting Boundaries in ESL/EFL Writing Instruction
Presenters: Dana Ferris and John Hedgcock

Sheraton Grand Ballroom D 
Thursday, March 22, 2007
8:30-10:20 a.m.

This presentation will invite participants to consider how shifting perspectives on ESL/EFL writing processes influence classroom instruction. After reviewing three dimensions of change—conceptualizations of novice writers, writers' texts, and contexts for writing—the presenters will invite participants to discuss how evolving frames of reference affect their practice.

___________________________________________________

Second Language Writing Academic Session: Part 2
Responding to Students when Teaching with Technology
Presenters: Maggie Sokolik and Paige Ware

Sheraton Grand Ballroom D 
Thursday, March 22, 2007
10:20 - 11:15 a.m.

This session focuses on student and instructor attitudes toward the use of technology in different writing classes:  post-secondary writing courses, ESL adolescent and ESL community college online mentoring projects, and international online exchanges.  Based on their research findings, presenters will address teaching strategies for balancing fluency, accuracy, and complexity.

___________________________________________________

SPECIAL EVENT
An Evening with the Second Language Writing IS:
Answering the Needs of Second Language Writers & Their Teachers

Sheraton Grand Ballroom B
Thursday, March 22
6:00-8:00 p.m.

Talk about hot topics in second language writing and visit with the experts.  See the full announcement in this issue of SLW News.

___________________________________________________

Second Language Writing / Material Writers IS Intersection: 
Using Corpus Findings to Develop L2 Writing Materials
Presenters: Gena Bennett, Pat Byrd, Jan Frodesen, Diane Schmitt, and Norbert Schmitt

Conference Center Room 609
Friday, March 23
9:30-11:15 a.m.

This intersection explores how current corpus findings can inform writing teachers and materials developers. Presenters demonstrate strategies for designing corpus research and analyzing findings to choose activity foci, generate activity templates, highlight frequent vocabulary and structures in use in particular genres or registers, and augment existing textbook exercises.

___________________________________________________

Higher Education / Second Language Writing IS Intersection: 
Appropriate Writing Support for International Graduate Students 
Presenters: Sharon L. Cavusgil, Lynn Goldstein, Robert Kohls, Talinn Phillips, and Silvia Spence

Convention Center Room 310
Friday, March 23      
2:00-3:45 p.m.     

International graduate students at US universities come from a variety of linguistic, cultural, and educational backgrounds and enroll in a variety of degree-specific programs. Presenters will examine issues surrounding how to provide both general-academic and discipline-specific support, in various contexts, to such a diverse group of students.

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Be sure to visit the SLWIS booth. Wednesday, Thursday, and Friday from 12-3 p.m. will feature guest appearances by renowned SLW scholars.

Second Language Writing Interest Section: Important Meetings in Seattle

SLWIS Steering Committee Meeting
Tuesday, March 20, 2007
5:00 - 7:00 PM
211 Seattle Convention Center

SLWIS Open Meeting

Wednesday, March 21, 2007
5:00 - 7:00 pm
211 Seattle Convention Center

All members of the IS should attend. The convention is our only opportunity to meet during the year, so these meetings are vital to our IS's development. The Open Meeting will give us a chance to interact with our members.

SLWIS Planning Meeting

Thursday, March 22, 2007
12:00 - 1:00 pm
211 Seattle Convention Center

Please plan to attend and make your voice heard. Be a part of what will take place at TESOL 2008 in New York City and throughout the year!

 


SLWIS Special Event

An evening with the Second Language Writing IS:
Answering the Needs of Second Language Writers & Their Teachers

International TESOL Convention
Thursday, March 22
6:00–8:00 PM
Sheraton Grand Ballroom B

Talk about hot topics in second language writing and visit with the experts, courtesy of the SLW-IS.
Cash bar available. Consultants include: Dwight Atkinson
Diane Belcher
Joel Bloch
Suresh Canagarajah
Christine Pearson Casanave
Ulla Connor
Deborah Crusan
Dana Ferris
Lynn Goldstein
John Hedgcock
Alan Hirvela
Ann M. Johns
Jessie Moore Kapper
Ryuko Kubota
Ilona Leki
Jun Liu
Christina Ortmeier-Hooper
Joy Reid
Dudley Reynolds
Tony Silva
Christine Tardy
Margi Wald
Sara Cushing Weigle
And Many More!*

*For a complete list of consultants, visit the SLW-IS booth in the Exhibit Hall.

Announcements and Information 3rd Biennial Conference on Intercultural Rhetoric and Discourse: Call for Papers

The 3rd Biennial Conference on Intercultural Rhetoric and Discourse: Multiple Literacies Across Cultures 
The Ohio State University, Columbus, Ohio, USA
June 15-16, 2007

Cosponsored by The Ohio State University and the Indiana Center for Intercultural Communication

Plenary Speakers
Diane Belcher, Georgia State University
Jun Liu, University of Arizona
Anna Soter, The Ohio State University
Eija Ventola, University of Helsinki, Finland

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Call for Abstracts

Papers are invited on topics including (but not limited to)

  • Theoretical and Empirical Investigations
  • Language- and Culture-Specific Studies
  • Changing Methodologies for Research
  • Practical Applications
  • Teaching and Classroom Practices
  • Writing in School and College
  • Writing in Business and Professional Settings
  • Orality and Literacy Connections
  • Critical Approaches to Contrastive Rhetoric

Deadline for Submission: April 2, 2007
Notice of Acceptance/Rejection: April 16, 2007

Papers should be 20 minutes long with an additional 10 minutes for discussion.

Abstracts should be no more than 250 words long, typed on a single page.
In the upper left-hand corner, place the submitter's name, address, institutional affiliation, phone and fax numbers, and e-mail address.

Send submissions to:

Alan Hirvela
School of Teaching and Learning
The Ohio State University
333 Arps Hall,1945 N. High Street
Columbus, OH 43210-1172, USA 

For more information:

(614) 292-0137
E-mail: hirvela.1@osu.edu
Web: http://www.iupui.edu/~icic/IRconference.htm

Registration Fees: $100 early registration, $110 onsite registration
Students: $50 early registration, $60 onsite registration


Symposium on Second Language Writing 2007: “Second Language Writing in the Pacific Rim”

Nagoya Gakuin University, Nagoya, Japan
September 15-17, 2007

Description

Since its inauguration in 1998, the Symposium has been held biennially at Purdue University in the heartland of the United States. For the first time in September 2007, the Symposium will meet outside the United States to provide an international forum for the discussion of various issues of interest to second language writing teachers and researchers from around the world. The first Symposium outside the United States will be held at Nagoya Gakuin University's brand-new Shirotori campus.

The 2007 Symposium will feature six plenary speakers who are internationally recognized experts in second language writing from around the Pacific Rim. Concurrent sessions will address a wide range of issues in the field of second language writing in various institutional and geographic contexts.

Plenary Speakers

Hiroe Kobayashi & Carol Rinnert
Hiroshima University, Japan & Hiroshima City University, Japan

Jun Liu
University of Arizona, USA
Shantou University, China
President of TESOL, 2006-07

Lourdes Ortega
University of Hawai'i, USA 

Brian Paltridge
University of Sydney, Australia
Coeditor, English for Specific Purposes

Miyuki Sasaki
Nagoya Gakuin University, Japan

For more information, please visit http://sslw.jslw.org/2007.

 


TESOL Career Center

TESOL is pleased to announce the launch of the TESOL Career Center, a new online resource designed to help members find the best job opportunities in the field of English language education.

The new TESOL Career Center provides:

  • Free and confidential resume posting ˆ Make your resume available to employers in the field, confidentially if you choose.
  • Job search control ˆ Quickly and easily find relevant job listings and sign up for automatic email notification of new jobs that match your criteria.
  • Easy job application ˆ Apply online and create a password-protected account for managing your job search.
  • Saved jobs capability ˆ Save up to 100 jobs to a folder in your account so you come back to apply when you are ready.
  • Placement E-Bulletin (PEB) ˆ Search for worldwide job listings, career development articles, and special announcements for TESOL job seekers.

TESOL Position Statements: Diversity of ELLs in the U.S. and Reauthorization of the ESEA

TESOL Board Approves Two New Position Statements

At its recent meeting, the TESOL board of directors approved two new position statements: the first, on the diversity of English language learners in the United States; the second, on preliminary recommendations for the reauthorization of No Child Left Behind. Copies of the position statements are available online.

Position Statement on the Diversity of English Language Learners in the United States 
Beginning in the 1990s, surges in immigration and other demographic trends in the United States have had dramatic impacts on both the number and diversity of the students and adults referred to as English language learners. These complex and interrelated differences have a tremendous impact on the ways these individuals learn English and, even more important, on the time required for them to reach academic-level proficiency in English. This document updates educators and policymakers on relevant research to guide formulation of sound educational policy.

Statement of Principles and Preliminary Recommendations for the Reauthorization of the Elementary and Secondary Education Act
As the Congress and the administration look toward the reauthorization of ESEA in 2007, TESOL advocates that a list of principles be used to guide the reauthorization process to help ensure the academic success of English language learners. This is an amended version of the position statement approved in June 2006.

The full text of these documents is available on the Position Statements and Papers page of the TESOL Web site (http://www.tesol.org/s_tesol/seccss.asp?CID=32&DID=37).

 



About This Member Community Second Language Writing IS Contact Information

TESOL's Second Language Writing IS provides a forum for researchers and educators across grade levels and institutional settings to discuss and exchange information in the area of second language writing.

Discussion E-List
Visit http://www.tesol.org/s_tesol/sec_document.asp?CID=161&DID=694 to subscribe to SLWIS-L, the discussion list for SLWIS members, or visit http://lists.tesol.org/read/?forum=slwis-l if you are already a subscriber.

Web Sites
http://www.tesol.org/s_tesol/seccss.asp?CID=929&DID=4127
http://condor.depaul.edu/~ctardy/SLWIS/
 
 
SLWIS Community Leaders

Chair
Jessie Moore Kapper
E-mail: jkapper@elon.edu

Chair-Elect
Deborah Crusan
E-mail: deborah.crusan@wright.edu

Secretary
Talinn Phillips
E-mail: phillips@lc.chubu.ac.jp

Steering Committee
Subarna Banerjee
E-mail: subarnab@temple.edu

Cathryn Crosby
E-mail: crosby.69@osu.edu

Charles Nelson
E-mail: charles.p.nelson@gmail.com

E-List Manager
Jessie Moore Kapper
E-mail: jkapper@elon.edu

Web Manager
Christine Tardy
E-mail: ctardy@depaul.edu

Newsletter Editor
Margi Wald
E-mail: mwald@berkeley.edu

CALL Column Editor
Andrea Word
E-mail: worda@uah.edu